Developmental Theories Flashcards
humans were born with a series of innate,
biologically based drives such as hunger, sex, and aggression early experiences shaped later
functioning
Psychosexual Theory by Freud
people are driven by motives and emotional conflicts of which they are largely unaware that they are shaped by their earliest experiences with the family
Psychosexual Theory by Freud
viewed newborn as “seething cauldron”, an
inherently selfish creature driven by Instincts
Psychosexual Theory by Freud
inborn biological forces that motivate behavior
Instincts
strongly believed in unconscious motivation – the power of instincts and other inner forces to influence our behavior without out awareness
Psychosexual Theory by Freud
biological instincts provide unconscious motivation for actions
Psychosexual Theory by Freud
selfish and aggressive = negative view of human
nature
Psychosexual Theory by Freud
selfish and aggressive is equals to?
Negative view of human nature, according to Freud
Levels of Mind, according to Freud
- Conscious
- Preconscious
- Unconscious
Structures of the mind, according to Freud
- ID
- Ego
- Superego
pleasure principle, impulsive, irrational, selfish,
seeks immediate gratification
ID
reality principle, rational, finds realistic way
to gratify instincts
Ego
Emerge during infancy when psychic energy is
diverted from the id to energize cognitive
processes
Ego
morality principle, individual’s internalized moral standards
Superego
develops from the ego as 3-6 years old internalize the moral standards and values of their parents
Superego
Healthy Personality is equals to?
balance of the id, ego, superego
arise when the individual’s supply of psychic energy is unevenly distributed among the id, ego, and superego
Psychological problems
arrest in development that can show up in
adult personality; libido remains tied to an earlier
stage of development
Fixation
may grow up to become nail-biters or smokers
Oral fixation
may be obsessively clean, rigidly tied to schedules and routines, or defiantly messy
Anal fixation
series of innate, biologically based drives such as __, __, __.
Hunger, sex, aggression
people are driven by __ and __ of which they are largely unaware
motives and emotional conflicts
the power of instincts and other inner forces to influence our behavior without out awareness
Unconscious Motivation
____ provide unconscious motivation
for actions
Biological instincts
___ remains tied to an earlier
stage of development
Libido
Stages of Psychosexual Theory of Freud
Oral
Anal
Phallic
Latency
Genitals
OAPhaLaGe
Erogenous Zone is Mouth
Oral
experience anxiety and the need to defend against it, if denied oral gratification by not being fed on demand or being weaned too early
Oral
Oral Fixation manifested in adults:
alcoholic, smoking, overeating, Pica, nail biting, thumb sucking
Erogenous zone is Anus
Anal
Toilet Training Era
Anal
perfectionist, orderly, tidy
Anal-retentive
lack of self-control, messy, careless
Anal-Expulsive
Erogenous Zone is Genitals
Phallic
youngsters develop an incestuous desire for the
parent of the other sex and must defend against it
Phallic
loves his mother, fears that his
father will retaliate by castrating him, and resolves the conflicts through identification with his father
Oedipus Complex or Male Oedipus Complex
a girl having desire with her father, seeing her mother as a rival
Electra Complex (by Jung)
Female Oedipus Complex (by Freud)
son believes his father knows about his desire for his mother and fears that his father will castrate him
Castration Anxiety
a girl wants a penis as she desires her
father
Penis Envy
sexual urges sublimated into sports and hobbies
Latency
Erogenous zone is Genitals
Genitals stage
physical sexual urges reawaken repressed needs
Genitals stage
direct sexual feelings towards others lead to?
Sexual gratification
may have difficulty accepting their new sexuality,
therefore, reexperiencing conflict towards their
parents and distance themselves to defend against anxiety-producing feelings
Genitals stage
direct sexual feelings towards others lead to sexual gratification
Genital stage
____ formed from unconscious childhood
conflicts between the inborn urges of the id and the requirements of civilized life
Personality
ego adapts unconscious coping devices
Defense mechanisms
unacceptable or unpleasant impulses are
pushed back into the unconscious
Repression
a woman who experienced sexual harassment cannot recall what happened to her
Repression
behaving as if they were at an earlier
stage of development
Regression
your father throws a tantrum when he was left alone at home
Regression
the expression of an unwanted feeling
or mere thought is redirected from a more threatening, powerful person to a weaker one
Displacement
an employee shouted at his child after being scolded by his boss
Displacement
people distort reality in order to
justify something that has happened
Rationalization
a swimming athlete who lost her competition took her
loss as something she expected anyways, and she did
not want the trophy
Rationalization
people refuse to accept or acknowledge an anxiety-producing piece of information
Denial
a widow never accepted that her husband died in an accident
Denial
people attribute unwanted impulses and feelings to someone else
Projection
A woman fat-shamed another woman because she is insecure about her body
Projection
people divert unwanted impulses into socially approved thoughts, feelings, or behaviors
Sublimation
An angry man jogged instead to cool down his anger
Sublimation
unconscious impulses are
expressed as their opposite in consciousness
Reaction-Formation
A mother who unconsciously resent her child, acts lovingly consciously
Reaction-Formation
Crisis: Trust Vs. Mistrust
Period: ?
Virtue: ?
Period: Infancy
Virtue: Hope
Crisis: Autonomy vs. Shame and
Doubt
Period:?
Virtue:?
Period:Toddlerhood
(Early Childhood)
Virtue:Will
Crisis:Initiative vs. Guilt
Period:?
Virtue:?
Period:Early Childhood(Play Age)
Virtue:Purpose
Crisis:Industry vs. Inferiority
Period:?
Virtue:?
Period:Middle and late
Childhood (School Age)
Virtue:Competence
Crisis:Identity vs.
Identity Confusion
Period:?
Virtue:?
Period:Adolescence
Virtue:Fidelity
Crisis:Intimacy vs. Isolation
Period:?
Virtue:?
Period:Young Adulthood
Virtue:Love
Crisis:Generativity vs. Stagnation
Period:?
Virtue:?
Period:Middle Adulthood
Virtue:Care
Crisis:Integrity vs. Despair
Period:?
Virtue:?
Period:Late Adulthood
Virtue:Wisdom
emphasized the influence of society on the
developing personality
Psychosocial theory by Erikson
major psychosocial challenge that is
particularly important at that time and will remain an issue to some degree throughout the rest of life
Crisis
each stage requires balancing positive and negative tendency
Psychosocial theory by Erikson
successful resolution of each crisis puts the person in
a particularly good position to address the next crisis,
a process that occurs iteratively across the life span
Psychosocial Theory by Erikson
social and cultural influences mattered
Psychosocial Theory by Erikson
conventional, culturally preferred
timing of important life events
Social Clock
development is a lifelong process
Psychosocial Theory by Erikson
stage-oriented
Psychosocial Theory by Erikson
tendency to create categories
Organization
ways of organizing information about the world that govern the way the child thinks and behaves
in a particular situation
Schemes
how children handle new information in light of what they already know
Adaptation
incorporating it into existing cognitive structures
Assimilation
adjusting one’s cognitive structures
to fit the new info
Accommodation
children want what they understand of the world to match what they observe around them
Equilibration
The first stage of Jean Piaget’s cognitive development is
Sensorimotor Stage
from birth to 2 years old
Approx
an infant learns to reproduce
events originally discovered by chance
Circular Reactions
actions or mental representations that can be performed on objects
Schemes
occurs when children use their
existing schemes to deal with new information
Assimilation
occurs when children adjust their
schemes to take new information and experiences
into account
Accomodation
grouping of isolated behaviors and
thoughts into higher-order system
Organization
cognitive conflict
o Children constantly assimilate and accommodate as they seek equilibrium
Disequilibrium
children shift from one stage of
thought to the next
Equilibration
Exercise their inborn reflexes and gain some control over them
Use of Reflexes (Birth to 1 Month)
[ reflexes ]
Practice their reflexes and control them (e.g., sucking whenever they want to)
Use of Reflexes (Birth to 1 Month)
[ reflexes ]
Repeat pleasurable behaviors that first occur by chance
Primary Circular Reactions (1-4 months) [ pleasure ]
Begin to coordinate sensory information and grasp objects
Primary Circular Reactions (1-4 months) [ pleasure ]
They turn towards the sounds
Primary Circular Reactions (1-4 months) [ pleasure ]
Repeat actions that brings interesting results
Secondary Circular Reactions (4-8 months)
[ interesting results ]
Learns about causality
Secondary Circular Reactions (4-8 months) [ interesting results ]
Coordinate previously learned schemes and use previously learned behaviors to attain their goals
Coordination of Secondary Schemes (8-12 months) [ usage of previously learned info ]
Can anticipate events
Coordination of Secondary Schemes (8-12 months) [ usage of previously learned info ]
Purposefully vary their actions to see results
Tertiary Circular Reactions (12-18 months) [ exploration ]
Actively explore the world
Tertiary Circular Reactions (12-18 months) [ exploration ]
Trial and error in solving problems
Tertiary Circular Reactions (12-18 months)[ exploration ]
Can think about events and anticipate consequences
without always resorting action
Mental Combinations
Can use symbols such as gestures and words, and can pretend
Mental Combinations
Transition to Pre-operational stage
Mental combination
Learns about numbers
Mental combinations
the ability to mentally
represent objects and actions in memory, largely through symbols such as words, numbers, and mental picture
Representational Ability
Infants develop the abilities
think and remember
uses body parts that babies can see develops first
Visible Imitation
involves with parts of the body that babies cannot see
Invisible Imitation
Piaget believed that children under 18 months could not engage
Deferred Imitation
Reproduction of an observed behavior after the passage of time
Deferred Imitation
Children lacked the ability to retain mental representations
Deferred Imitation
Infants under the age of about ____ act as if an object no longer exists once it is out other line of
sight
8 months
Piaget believed that children under ______ could not engage in Deferred Imitation
18 months
the realization that something
continues to exist when out of sight
Object Permanence
Until about _________, infants use their hands to explore pictures as if they were objects
15 months
By ________, children are able to point at a picture of an object while saying its name, demonstrating an
understanding that a picture is a symbol of something
else
19 months
proposal that
children under age of 3 have difficulty grasping
spatial relationships because of the need to keep more than one mental representation in mind at the same time
Pre-operational
Dual Representation Hypothesis
Jean Piaget’s second stage of cognitive development
Pre-operational
Lasting from ages 2 to 7, characterized by the expansion in the use of symbolic thought
Pre-operational
Children begin to represent the world with words, images, and drawings
Pre-operational
Dominated by egocentrism and magical beliefs
Pre-operational
Does not yet perform Operations
Pre-operational
which are reversible mental actions that allow children to do mentally what before they could do only physically
Operations
beginning of the ability to reconstruct in thought what has been established in behavior
Preoperational Thought
Divided into Symbolic Function and Intuitive Thought
Pre-operational
being able to think about something in the absence of sensory or motor cues
Symbolic Function
Can use symbols, or mental representations such as words, numbers, or images to which a person has attached meaning
Symbolic Function
Deferred Imitation: children imitate an action at some point after observing it
Symbolic Function
Pretend Play: fantasy play, dramatic play, or imaginary play; children use an object to represent something else
Symbolic Function
The most extensive use of ______ is
language
Symbolic Function
begin to use primitive reasoning
and want to know the answers to all sorts of questions
Intuitive Thought
Occurs approx. 4-7 yrs of age
Intuitive Thought
Children also begin to able to understand the symbols that describe physical spaces
Intuitive Thought
Piaget believed that children cannot yet reason logically about causality
Intuitive Thought
they mentally link two events, especially events close in time, whether or not here is logically a causal relationship
Transduction
the concept that people and many things
are basically the same even if they change in outward form, size, or appearance
Identities
tendency to attribute life to objects that
are not alive
Animism
the tendency to focus on one aspect of
a situation and neglect others
Centration
Children cannot Decenter
Centration
think about several aspects of a situation at one time
Decenter
Involves on focusing on one dimension while
ignoring the other
Centration
failure to understand that an action
can go in two or more directions
Irreversibility
young children center so much on their own point of view that they cannot take in another’s
Egocentrism
the fact that two things are equal
remain so if their appearance is altered, as long as nothing is added or taken away
Conservation
the awareness of the broad range
of human mental states – beliefs, intents, desires, dreams, and so forth – and the understanding that others have their own
Theory of Mind
Allows us to understand and predict the behavior of others and makes the social world
understandable
Theory of Mind
At about 7 years of age, children enter the stage of _________ according to Jean Piaget
Concrete Operational
Children can now think logically because they can take multiple aspects of situations into account
Concrete Operational
However, their thinking is still limited to real
situations in the here and now
Concrete Operational
Better understanding of:
-Spatial concepts
-Causality
-Categorization
-Inductive and Deductive reasoning
-Conservation
-Numbers
Concrete Operational
allows to interpret maps and navigate environment
Spatial concepts
Seriation, Transitive Inferences/Transivity, and Class Inclusion are under of?
Categorization
arranging objects in a series according
to one or more dimensions
Seriation
Being able to understand how objects are related to one another
Eg. A < B < C
Transitive Inferences/Transivity
ability to see the relationship between a whole and its parts, and to understand categories within a whole
Class Inclusion
Pre-operational is divided into two:
Symbolic Function and Intuitive Thought
Deferred Imitation and Pretend Play is under?
Symbolic Function
Transduction, Identities, Animism, Centration, Egocentrism, Conservation, and Theory of Mind are under?
Intuitive Thought
involves making observations about particular members of a class of people, animals, objects, or events, and then drawing conclusions about the class as a whole
{specific > general conclusion)
Inductive Reasoning
starts with a general statement about a class and applies it to particular members of the class {general conclusions application}
Deductive Reasoning
Piaget believed that children in the concrete
operations stage only used _______?
inductive reasoning
Principle of Identity, Principle of Reversibility, and Decenter are under?
Conservation
still same object even tho it has different appearance
Principle of Identity
can picture what would happen if he tried to roll back the clay of snake
Principle of Reversibility
ability to look at more than one aspect
of the two objects at once
Decenter
Adolescents enter what Piaget called the highest
level of cognitive development
Formal Operational
Adolescents move away from their reliance on
concrete, real-world stimuli, and develop the
capacity for abstract thought
Formal Operational
Usually around 11 yrs old (Cognitive Development Theory by Piaget)
Formal Operational
They can now use symbols to represent other
symbols, hidden messages, imagine possibilities,
create hypotheses
Formal Operational
methodical, scientific approach to problem solving, and it characterizes formal operations thinking
Hypothetical-Deductive Reasoning
Involves ability to develop, consider, and test
hypotheses
Hypothetical-Deductive Reasoning
Piaget attributed it to a combination of brain
maturation and expanding environmental
opportunities
Hypothetical-Deductive Reasoning
According to ____, the new way of thinking of adolescents, the way they look at themselves and their world, is as unfamiliar to them as their reshaped bodies, and they sometimes feel just awkward in its use
David Elkind (Formal Operational)
Adolescents can keep many alternatives in mind at the same time yet may lack effective strategies for choosing them
Formal Operational
adolescents can think about thinking – their own and the other people’s thoughts
Self-Consciousness
a conceptualized “observer” who is concerned with a young person’s thoughts and behavior as he or she is
Imaginary Audience
Adolescents often assume everyone is thinking
about the same thing they are thinking about:
themselves
Imaginary Audience
belief that they are special, their experience is unique, and they are not subject to the rules that govern the rest of the world
Personal Fable
-Underlies much risky, self-destructive behavior
-Brain immaturity biases adolescent toward risky
decision making
Personal Fable
Adolescents also become more skilled in social
perspective-taking, the ability to tailor their speech to another person’s POV
Formal Operational
decision making is influenced by two cognitive
systems: verbatim analytical and gist-intuitional,
which operate in parallel
Fuzzy-Trace Theory Dual-Process Model
Stages of Moral Development by Kohlberg
Stage 1: Obedience and Punishment Orientation
Stage 2: Individualism and Exchange
Stage 3: Good Interpersonal Relationship
Stage 4: Maintaining Social Order
Stage 5: Social Contract and Individual Rights
Stage 6: Universal Principles
Levels of Moral Development by Kohlberg
Level I: Preconventional Morality (3-7 yrs old)
Level II: Conventional Morality (Morality of
Conventional Role Conformity) (8-13 yrs old)
Level III: Postconventional Morality (Morality of
Autonomous Moral Principles) (14-older yrs old)
What stage and level is Obedience and Punishment Orientation
Stage 1 - Level I: Preconventional Morality (3-7 yrs old)
What level and stage is Individualism and Exchange
Stage 2 - Level I: Preconventional Morality (3-7 yrs old)
What level and stage is Good Interpersonal Relationship
Stage 3 - Level II: Conventional Morality (Morality of Conventional Role Conformity) (8-13 yrs old)
What level and stage is Maintaining Social Order
Stage 4 - Level II: Conventional Morality (Morality of Conventional Role Conformity) (8-13 yrs old)
What level and stage is Social Contract and Individual Rights
Stage 5 - Level III: Postconventional Morality (Morality of Autonomous Moral Principles) (14-older yrs old)
What level and stage is Universal Principles
Stage 6 - Level III: Postconventional Morality (Morality of Autonomous Moral Principles) (14-older yrs old)
What stages are under the Level I: Preconventional Morality (3-7 yrs old)
Stage 1: Obedience and Punishment Orientation
Stage 2: Individualism and Exchange
What stages are under Level II: Conventional Morality (Morality of Conventional Role Conformity) (8-13 yrs old)
Stage 3: Good Interpersonal Relationship
Stage 4: Maintaining Social Order
What stages are under the Level III: Postconventional Morality (Morality of
Autonomous Moral Principles) (14-older yrs old)
Stage 5: Social Contract and Individual Rights
Stage 6: Universal Principles
What stage and level is this
The child/individual is good to AVOID
PUNISHMENT because punishment equates, they
must have done something wrong
“What will happen to me if I do this?”
Stage 1: Obedience and Punishment Orientation
Level I: Preconventional Morality (3-7 yrs old)
What stage and level is this
Children recognize that there is not just one right view that is handed down by authorities. They conform to rules out of self-interest and consideration what others can do for them.
“You scratch my back, I’ll scratch yours.”
Stage 2: Individualism and Exchange
Level I: Preconventional Morality (3-7 yrs old)
What stage and level is this
The child is good in order to be seen as a good person by others. Approval of others is important.
e.g., Donating to the victims of the recent typhoon and posting it on social media so everyone knows they did something good.
Stage 3: Good Interpersonal Relationship
Level II: Conventional Morality (Morality of
Conventional Role Conformity) (8-13 yrs old)
What stage and level is this
The child becomes aware of the rules of the society, so judgement concern obeying the rules to uphold the law and avoid guilt. Law is law.
e.g., Crossing the pedestrian crossing or going on a full stop when the traffic light turned red.
Stage 4: Maintaining Social Order
Level II: Conventional Morality (Morality of
Conventional Role Conformity) (8-13 yrs old)
What stage and level is this
Child becomes aware that while rules might exist for the betterment of everyone, there are times you have to bend the law for self-interests. Goodness of all.
e.g., Some lawyers study the law so in case they need it, they can find a loophole and they won’t be convicted. Some laws are unfair and unjust.
Stage 5: Social Contract and Individual Rights
Level III: Postconventional Morality (Morality of
Autonomous Moral Principles) (14-older yrs old)
What stage and level is this
People developed their own set of moral guidelines, which may or may not fit the law. The principles apply to everyone. They do what they think is right regardless of legal restrictions or opinion of others. Whatever other people would say.
e.g., LGBTQIA++ community are still being
discriminated and just tolerated by the society, but certain someone thinks that they deserve better. Thus, they do everything to recognize the rights of the people of the minority.
Stage 6: Universal Principles
Level III: Postconventional Morality (Morality of
Autonomous Moral Principles) (14-older yrs old)
It is placed too much emphasis on moral
thought and not enough for moral behaviors
Moral Development by Kohlberg
people consider the effect of their actions not only on other people but on the universe as a whole
Cosmic Stage
Just because a person is capable of moral reasoning does not necessarily mean the person actually engages in moral reasoning
Moral Development by Kohlberg
______ is biased against non-western
cultures
Kohlberg’s System
Only 20% or 1/5 of adults reach this level of morality
Level 3
according to ____, Very sexist and biased against women (males tend to focus on logic and rules)
Gilligan
Believes that women prioritize an “ethics of care” as their sense of morality evolves along with their sense of self ; care and empathy
Carol Gilligan
the application of principles of logic to moral issues in order to decide which actions are right or wrong, just or unfair
Moral Reasoning
Two kinds of Morality according to Piaget
- Heteronomous Morality (Moral Realism)
- Autonomous Morality (Moral Relativism)
-children think of justice and rules as unchangeable properties of the world, removed from the control of people
- 4-7 years old
- consider the consequences, not the intentions
- “law is law”
- Immanent Justice: concept that if a rule is broken, punishment will happen immediately
Heteronomous Morality (Moral Realism)
concept that if a rule is broken, punishment will happen immediately
Immanent Justice
from ______, children are in transition showing
some features of the first stage of moral reasoning and some stages of the second
7-10 years old
-becomes aware with the rules and laws created by people, and in judging an action, they consider the intentions as well as the consequences
- 10 years and older
- products of cooperative agreements
Autonomous Morality (Moral Relativism)
child is not seen as just an outcome of development; the child is an active shaper of development
Ecological Model by Bronfenbrenner
to understand development, we must see the child within the context of multiple environments
surrounding
Ecological Model by Bronfenbrenner
everyday environment; interactions
with family, friends, etc.
Microsystem
have direct contact with the child
Microsystem
other people can influence the child and their
environment and can also change the beliefs and
actions of other people
Microsystem
very personal and crucial for fostering and
supporting the child’s development
Microsystem
linkages between home and school or
between the family or peer groups (events that links the microsystems)
Mesosystem
Interaction between child microsystems
Mesosystem
family composition, place of residence,
or parents’ employment, and larger events
Exosystem
Incorporates other formal and informal social
structures, which do not themselves contain the
child but indirectly influence them as these social
structures affect one of the microsystem
Exosystem
Child is not involved and are external to their
experience but nonetheless affect them anyway
Exosystem
overarching cultural patterns such as
dominants beliefs, ideologies, and economic and
political systems
Macrosystem
How cultural elements affect a child’s development
Macrosystem
dimension of time
Chronosystem
Consists of all environmental changes that occur
over the lifetime that influence development
Chronosystem
-Including major life transitions and historical
events
-Non-normative events
Chronosystem
cognitive development is shaped by the sociocultural context in which it occurs and grows out of children’s interactions with the member of the culture
Sociocultural Theory by Vygotsky
-cognitive growth as collaborative process
-people learn through social interaction
-placed emphasis on Language
-adults or more advanced peers must help direct and organize a child’s learning before the child can master and internalize it
Sociocultural Theory by Vygotsky
the gap between what they are already able to do by themselves and what they can accomplish with assistance
Zone of Proximal Development (ZPD)
supportive assistance with a task that
parents, teachers, or others give a child
Scaffolding
Allow testers to offer hints to children who were
having trouble answering a question, thereby
focusing on that child’s potential learning
Scaffolding
reciprocal, enduring emotional tie between an infant and a caregiver, each of whom contributes to the quality of the relationship
Attachment
by Mary Ainsworth; designed to assess attachment patterns between infant and adult
Strange Situation
4 kinds of Attachment by Ainsworth and Mahler
- Secure Attachment
- Avoidant (Insecure) Attachment
- Ambivalent (Resistant) Attachment
- Disorganized-Disoriented Attachment
-flexible, resilient
- ________ in early development becomes a
foundation for psychological development later
Secure Attachment
- grow up as secured adults, can speak about
attachment relationships with feeling but will also be thoughtful and reflective - balances dependency and exploration,
balances emotion and thought
Secure attachment
Parenting Style: Sensitive and Responsive
Secure Attachment
If you have this attachement, low avoidance, low anxiety
Secure Attachment
outwardly unaffected by a caregiver leaving or returning
Avoidant (Insecure) Attachment
Not distressed if caregiver leaves, do not reestablish contact when they return
Avoidant (Insecure) Attachment
grow up as dismissing adults, attachment is devalued and dismissed by these adults with concomitant emphasis on though separated from emotions
Avoidant (Insecure) Attachment
Parenting Style: Inconsistent, often unresponsive
Avoidant (Insecure) Attachment
If you have Avoidant (Insecure) Attachment, what will be your Parenting style?
Inconsistent, often unresponsive
If you have this attachement, low anxiety, high avoidance
Avoidant (Insecure) Attachment
If you have Secure Attachment, what will be your Parenting Style?
Sensitive and Responsive
generally anxious even before the caregiver leaves
Ambivalent (Resistant) Attachment
Cling to the caregiver then push them away when comforted
Ambivalent (Resistant) Attachment
grow up as enmeshed adults (pre-occupied), cannot turn their attention away from attachment, provide contradictory, rapidly alternating views of their attachment relationships accompanied by a gush of vivid memories
Ambivalent (Resistant) Attachment
Parenting Style: rejecting-unresponsive or intrusive-overly stimulating (inconsistent)
Ambivalent (Resistant) Attachment
If you have Ambivalent (Resistant) Attachment, what will be your Parenting Style?
rejecting-unresponsive or intrusive-
overly stimulating (inconsistent)
If you have this attachment, low avoidance, high anxiety
Ambivalent (Resistant) Attachment
lack a cohesive strategy to deal with the stress of the strange situation; they show contradictory, repetitive, or misdirected behaviors; confused and afraid
Disorganized-Disoriented Attachment
Strong patterns of avoidance and resistance or
display certain specified behaviors such as extreme fearfulness
Disorganized-Disoriented Attachment
have psychopathological tendencies
Disorganized-Disoriented Attachment
Parenting Style: frightened and frightening
Disorganized-Disoriented Attachment
If you have Disorganized-Disoriented Attachment, your Parenting Style will be?
frightened and frightening
If you have this attachment, you are high avoidance, high anxiety
Disorganized-Disoriented Attachment
Children who were classified as ___________ were more likely to have better relationships with peers and teachers in later childhood than those classified as insecure
Securely attached
According to ______, attachment styles resulted
from repeated interactions with a caregiver
Bowlby
wariness of a person she does not know
Stranger Anxiety
crying when caregiver leaves
Separation Protest
Babies react negatively to strangers by ______
8 or 9 months
the ability of both infant and caregiver to respond appropriately and sensitively to each other’s mental and emotional states
Mutual Regulation
seeking emotional information to guide behavior
Social Referencing
Five Stages of Attachment Development
Stage 1 (birth to 3 months)
Stage 2 (3 to 6 months)
Stage 3 (6 to 9 months)
Stage 4 (9 to 12 months)
Stage 5 (12 months and older)
Infants uses sucking, rooting, grasping, smiling, etc. to maintain closeness with caregivers
Stage 1 (birth to 3 months)
more responsive to familiar figures than to strangers (responsive to mama only)
Stage 2 (3 to 6 months)
infants seeks physical proximity and contact with objects of attachment (finding mama)
Stage 3 (6 to 9 months)
Infants form internal mental representation of object of attachment, including expectations about caregiver’s typical responses to signals of distress (forming mental rep of objects of attachment)
Stage 4 (9 to 12 months)
child uses variety of behaviors to influence the behavior of the objects of attachment in ways that will satisfy needs for safety and closeness (papansin era)
Stage 5 (12 months and older)
– a complex set of reflexes and signaling behaviors that bring about caregiving responses from adults
Attachment Behavior System
When the child is frightened or separated from the mother, the ________ is activated and the child will seek proximity or physical closeness to
the mother
Attachment system
The child is motivated to attain a___________, a subjective experience of safety and
well-being
sense of security
When the child feels secure, the _________is deactivated and the ________ is turned on
Attachment system : Exploratory System
According to Bowlby, ______ is a primary drive
Attachment
need to form attachment to one significant person
Principle of Monotropy
through repeated attachment experiences, the child develops expectations about the availability and responsiveness of the mother
Internal Working Model of Attachment
distress when a familiar caregiver leaves her
Separation Anxiety
upon the disappearance of the caregiver, the infant will cry, and will resist soothing from others
Protest
when the separation is prolonged, the infant becomes quiet, sad, passive, and apathetic
Despair
infants become emotionally detached from other people
Detachment
focused on independence,
how the child grows entirely dependent being to one who is relatively independent, both physically and
psychologically
Psychological Birth
1-3 years old Successful completion of the developmental stages in first few years of life results in separation and individuation
Mahler – Separation-Individuation Theory
internal process of mental separation from the mother
Separation
developing self-concept
Individuation
Children exist in a symbiotic phase until they reach
about _____ of age: They are unaware of their surroundings and others and only are cognizant of themselves as one with their mothers
6 months
As the child ____, perception of his or her mother begins to evolve and the child internalizes the images of her
Matures
Disruptions in normal developmental trajectory
could lead to _____
Maladaptive behavior
first weeks of life and shows little social engagement
Normal Autistic Phase (0-1 month)
infant is focused on himself/herself
Normal Autistic Phase (0-1 month)
uninterested in external stimuli
Normal Autistic Phase (0-1 month)
Primary Goal: achieve a state of equilibrium, while lacking the understanding that the satisfaction needs may come from an external source
Normal Autistic Phase (0-1 month)
as if they are inside their own egg shell
Normal Autistic Phase (0-1 month)
first 6 months of life, occurs when the child gains awareness of caregivers but has no sense of individuality
Normal Symbiotic Phase (1-5 month)
acknowledges the mother’s existence as the main source of need-satisfaction
Normal Symbiotic Phase (1-5 month)
egg extends to include the mother
Normal Symbiotic Phase (1-5 month)
4 or 5 months
Separation-Individuation (5-24 months)
child develop a sense of self, separated from the mother
Separation-Individuation (5-24 months)
In separation, the infant develops an _______
Understanding of boundaries of the self
_______ marks the development of a sense of
self
Individuation
occurs when the child first gains
awareness that he or she is separate from the mother (5-10 months)
Differentiation
occurs when child becomes toddler,
gaining motor skills that enable the child to explore the world independently from his or her caregivers
(10-16/18 months)
Practicing
backing off” from separation, the
child becomes anxious about separation from his mother and regains closeness (18-24 months)
Rapprochement
development of an internalized
mental model of the mother, which unconsciously accompanies and supports the child even when they
are physically separated (24+ months)
Object Constancy
James Marcia distinguished four categories that differ according to the presence or absence or crisis
and commitment
Identity Formation by Marcia
period of conscious decision making
Crisis
personal investment in an occupation or ideology
Commitment
Represent the status of identity development at a particular time, and they may change in any direction as young people continue to develop
Identity Formation by Marcia
crisis leading to commitment
Identity Achievement
commitment without crisis
Foreclosure
crisis with no commitment yet
Moratorium
no commitment, no crisis
Identity Diffusion
observed behavior as a predictable
response to experience
Behaviorism
response to a stimulus is
evoked after repeated association with a stimulus that normally elicits response
Classical Conditioning
Watson’s “Little Albert Experiment”
Classical Conditioning by Pavlov
consequences
of
“operating” on the environment; reinforcements and
punishments
Operant Conditioning
increasing the likelihood that the
behavior will be repeated
Reinforcement
decreasing the likelihood of repetition
o reinforcement is most effective when it immediately
follows a behavior
Punishment
behavior returns to its original level
when a response is no longer reinforced
Extinguished
reacting to conditions or aspects of their environment that find pleasing, painful, or threatening
Behaviorism
behaviorist sees the
environment as the chief impetus for development and Bandura suggested that the impetus for development is bidirectional
Reciprocal Determinism
stimulus > response
Behaviorism
stimulus > response >
stimulus
Social Cognitive Theory
people learn appropriate social behavior chiefly by observing and imitating models – that is, by watching other people (usually whose behavior is perceived as valued in their culture)
Observational Learning
cognitive processes are at work as people observe models, learn chunks of behavior, and mentally put the chunks together into complex new behavior patterns
Social Cognitive Theory
confidence in one’s ability
Self-Efficacy
Sources of Self-Efficacy
Mastery of Tasks
Social Modeling
Social Persuasion
Physical and Emotional States
learning by doing
Experiential Learning Theory
Focuses on the best way to learn things is by actually having experiences
Experiential Learning Theory by Kolb
Learning is the process whereby knowledge is created through the transformation of experience
Experiential Learning Theory by Kolb
new experience or situation, or
a reinterpretation of existing experience in the light of
new concepts
Concrete Experience
emphasizes personal involvement with people in everyday situations
Concrete Experience
learner has a new experience and interpret a previous experience in a new way
Concrete Experience
reflects on the new experience in the light of their existing knowledge of particular importance are any inconsistencies between experience and understanding
Reflective Observation
people understand ideas and situations from different points of view
Reflective Observation
rely on patience, objectivity, and careful judgment but would not necessarily take any action
Reflective Observation
reflects on the new experience
Reflective Observation
reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience)
Abstract Conceptualization
using theories, logic and ideas, rather than feelings, to understand problems or situations
Abstract Conceptualization
adapts their thinking or constructs new ideas based on experience and reflection
Abstract Conceptualization
newly created or modified concepts give rise to experimentation; applying their ideas to the world around them
Active Experimentation
learner would take a practical approach and be concerned with what really works, as opposed to simply watch the situation
Active Experimentation
Concrete experience and Reflective
observation
Diverging
tend to perform better in situations that call for generation of ideas
Diverging
prefer groups, listening with an open mind and receiving personalized feedback
Diverging
Abstract Conceptualization and
Reflective Observation
Assimilation
best at understanding wide range of information and putting it into concise, logical form
Assimilation
interested in ideas and abstract concepts
Assimilation
prefer reading, lectures, and exploring analytical models
Assimilation
Abstract Conceptualization and Active Experimentation
Converging
best at finding practical uses for ideas and theories
Converging
prefer to deal with technical tasks and problems rather than with social issues
Converging
prefer to experiment with new ideas, simulations, and lab experiments
Converging
Active Experimentation and
Concrete Experience
Accommodating
enjoy carrying out plans and involving themselves in new and challenging experiences
Accommodating
prefers to do field work, and test out different
approaches to completing a project
Accommodating
