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Human Growth and Development > Developmental Principles and Theories > Flashcards

Developmental Principles and Theories Flashcards

1
Q

Continuous

A

gradual, smooth changes across the lifespan

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2
Q

DIscontinuous

A

new ways of understanding and responding to the world emerge at different times; stages occur in stages; discrete, sudden changes

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3
Q

Nature

A

developmental changes is caused by genetics, maturational processes, and evolution

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4
Q

Nurture

A

individuals are molded by the physical and social environment in which they are raised, including the home, school, workplace, neighborhood, and society

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5
Q

Biological Approach

A

focus on genetic, hormonal, and neuro-chemical explanation of behavior

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6
Q

Psychoanalysis

A

innate drives of sex and aggression; social upbringing during childhood

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7
Q

Cognitive Psychology

A

innate mental structures such as schemas, perception and memory and constantly changed by the environment

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8
Q

Humanism

A

Maslow emphasized basic physical needs; society influences a person’s self concept

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9
Q

Behaviorism

A

all behavior is learned from the environment through conditioning

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10
Q

Multidimensional

A

intricate blend of biological, psychsocial, and social factors

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11
Q

Multidirectional

A

consists of gains/losses and growth/decline

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12
Q

Plastic

A

changable based on our environment

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13
Q

Influenced by Multiple Contexts

A

age-graded, history-graded, nonnormative

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14
Q

Theory

A

an orderly, integrated set of statements that describes, explains, and predicts behavior

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15
Q

Psychoanalytic Theory

A

development is shaped through a series of stages in which people confront conflicts between biological drives and social expectations

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16
Q

Freud’s Psychosexual Theory

A

behavior is driven by unconscious impulses that are outside our awareness

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17
Q

Psychosexual Stages

A

how parents manage child’s sexual drives influences development

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18
Q

ID

A

basic impulses; seeking immediate gratification; irrational and impulsive; operates at unconscious level

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19
Q

Ego

A

executive mediating between id impulses and superego inhibitions; testing reality; rational; operates mainly at conscious level but also at preconscious level

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20
Q

Superego

A

ideals and morals; striving for perfection; incorporated from parents; becoming a person’s conscience; operates mostly at preconscious level

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21
Q

Oral

A

Age: 0-18 months
Description: learns about the world through oral interactions
Important events: feeding
Failure to achieve: behaviors centered around mouth (nail biting, overeating)

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22
Q

Anal

A

Age: 18 months-3 years
Description: basic drives oriented towards anus
Important events: toilet training

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23
Q

Phallic

A

Age: 3-6 years
Description: romantic desire for opposite-sex parent and hostility/fear of same-sex parent
Important events: interaction with same-sex parent to adopt his/her behaviors & roles
Failure to achieve: deviancy, sexual dysfunction

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24
Q

Latency

A

Age: 6-12 years
Description: time of calm between stages when child develops skills; no sexual interests
Important events: school, sports, friendshipd
Failure to achieve: not a stage exactly

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25
Q

Genital

A

Age: 12+ years
Description: basic drives become oriented towards genitals with physical changes of puberty
Important events: sexual interests; sexual satisfaction in relationships
Failure to achieve: frigidity, impotence

26
Q

Erikson’s Psychosocial Theory

A

in each stage of development, people experience a basic psychosocial conflict that affects development

27
Q

Infancy

A

Age: Birth-1 year
Conflict: Trust vs. Mistrust
Description: infants learn to trust that others will fulfill their basic needs or to lack confidence that their needs will be met

28
Q

Toddler

A

Age: 1-3 years
Conflict: Autonomy vs. Shame
Description: toddlers learn to be self-sufficient and independent through toilet training, feeding, walking, talking; or lack confidence in their own abilities

29
Q

Preschool

A

Age: 3-6 years
Conflict: Initiative vs. Guilt
Description: young children become inquisitive, ambitious, and eager for responsibility or experience guilt for their curiosity

30
Q

School Age

A

Age: 6-11 years
Conflict: Industry vs. Inferiority
Description: children learn to work hard, be productive, and develop competence at school, home, and with friendships, or experience difficulty, leading to feelings of adequency

31
Q

Adolescence

A

Age: 12-18 years
Conflict: Identify vs. Role confusion
Description: adolescents search for a sense of self by experimenting with roles; they look to answer “who am I?” in terms of career and personal goals, or remain confused about who they are

32
Q

Young Adulthood

A

Age: 19-40 years
Conflict: Intimacy vs. Isolation
Description: young adults seem close relationships with others or experience isolation through difficulty developing relationships or self-absorption

33
Q

Middle Adulthood

A

Age: 40-65 years
Conflict: Generativity vs. Stagnation
Description: work and parenthood are important in this stage; adults need to create or nurture things that will outlast them; success leads to feelings of accomplishments and failure results in feelings of lack of involvement in the world

34
Q

Late Adulthood

A

Age: 65+ years
Conflict: Integrity vs. Despair
Description: older adults look back on life to make sense of it, accept mistakes, and view life as meaningful and productive, or feel despair over goals never reached

35
Q

Behaviorism

A

the study of behavior that can be observed due to environment

36
Q

Classical Conditioning

A

how a person learns through association; the dog salivates in response to food, the dog does not salivate in response to the whistle, during conditioning, the food and whistle are presented at the same time, after conditioning, the dog associates the whistle with food being served and salivates

37
Q

Operant Conditioning

A

changing a person’s behavior with reward and punishment; if you want the mouse to push the level, reward with food to increase behavior, if you don’t want the mouse to push the level, punish by shocking with the lever to decrease behavior

38
Q

Social Learning Theory (Albert Bandura)

A

how society, behavior, and personality affect the person; people actively process information by thinking and feeling emotion, and their thoughts and feelings influence their behavior

39
Q

Bobo Doll

A

how individuals learn observationally; child witnesses parent get frustrated (kicks/punches bobo doll), parent leaves the room, child starts hitting the doll when upset

40
Q

Observational Learning/Modeling

A

people learn by watching others

41
Q

Reciprocal Determinism

A

individuals and the environment interact and influence each other

42
Q

Piaget’s Cognitive-Developmental Theory

A

explains how a child constructs a mental model of the world

43
Q

Cognitive Development

A

a process which occurs due to biological maturation and interaction with the environment

44
Q

Three Basic Components to Piaget’s Theory

A

schemas, adaptation, assimilation

45
Q

Schemas

A

children organize their knowledge into schemas that are used to understand and respond to situations and their environment

46
Q

Adaptation

A

enable the transition from one stage to another; building upon previous knowledge

47
Q

Assimilation

A

applying new knowledge/information into existing schemas

48
Q

Sensorimotor

A

Age: birth-2 years
Description: infants understand the word and think using only their senses and motor skills

49
Q

Pre-Operations

A

Age: 2-6 years
Description: children do not yet understand concrete logic and cannot see things from different points of view; preschoolers are able to explore the world using their own thoughts as guides

50
Q

Concrete Operations

A

Age: 7-11 years
Description: thought processes become more mature and start solving problems in more logical fashion; abstract, hypothetical thinking is not yet developed so can only solve problems that apply to concrete objects or events

51
Q

Formal Operations

A

Age: 12+ years
Description: person is capable of hypothetical and deductive reasoning and can think about abstract concepts

52
Q

Cognitive Theory: Information Processing Theory

A

based on the idea that humans process information they receive, rather than just responding to stimuli

53
Q

Humanistic Theory

A

people are intrinsically good and have a natural (innate) drive to be better

54
Q

Maslow’s Hierarchy of Needs

A

Basic Needs:
- physiological needs: food, water, warmth, rest
- safety needs: security and safety

Psychological Needs:
- belongingness and love needs: intimate relationships, friends
- esteem needs: prestige and feeling of accomplishment

Self-Fulfillment Needs:
- self-actualization: achieving one’s full potential, including creative activities

55
Q

Sociocultural Systems Theories

A

emphasizes the role of sociocultural context in development

56
Q

Vygotsky’s Sociocultural Theory

A

focuses on how culture is transmitted generationally

57
Q

Bronfenbrenner’s Bioecological Systems Theory

A

development is a result of the ongoing interaction among biological, cognitive, and psychological changes within the person and his/her changing context

58
Q

Four Ecological Systems

A

microsystem, mesosystem, exosystem, macrosystem

59
Q

Microsystem

A

immediate surroundings and relationships

60
Q

Mesosystem

A

interaction between aspects of microsystem

61
Q

Exosystem

A

indirect environment

62
Q

Macrosystem

A

social and cultural values

Human Growth and Development (2 decks)

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