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developmental theories Flashcards

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1
Q

what do dev theories do

A

provide a framework for understanding how and why people change as they develop
- help organize observations about human behavior
- aid in hypothesis generation
- help interpret evidence that links ideas to findings

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2
Q

what are the grand theories

A

psychoanalytic, behaviorism, cognitive

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3
Q

what are the newer theories

A

sociocultural, biological perspectives - evolutionary, ethological, epigenetic

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4
Q

psychodynamic (analytic) theory definition

A

behavior is motivated by inner forces that a person has little consciousness or control of
- rooted in childhood
- development involves mastery of developmental challenges

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5
Q

freud’s psychosexual theory

A

unconscious, inner forces act to determine personality and behavior; stages focused on specific body parts; emphasizes early experience (first 6 yrs happen in 3 of 5 stages); under/over-gratification = fixation

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6
Q

erikson’s psychosocial theory

A

8 fixed universal stages that each present conflicts related to social experiences and how well they’re resolved affects behavior later on; no crisis ever fully resolved and growth is lifelong; focuses on the ego

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7
Q

infancy 0-1.5 F vs E

A

F - oral: sucking, feeding; needs not always met

E - trust (satisfying basic needs) vs mistrust

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8
Q

toddlerhood (1.5-3) F vs E

A

F - anal: toilet training, balancing pleasure and control

E - autonomy (self-sufficiency) vs shame & doubt

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9
Q

early childhood (3-6) F vs E

A

F - phallic: genital stimulation (boys), envy for girls; adjustment for gender roles

E - initiative (trying adult-like activities) vs guilt

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10
Q

middle childhood (6-12) F vs E

A

F - latency: sexual urges quiet, focus on school, friends etc

E - industry (practicing & mastering skills) vs inferiority

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11
Q

adolescence (12+) F vs E

A

F - genital: sexual stimulation, stage continues through adulthood

E - identity vs role confusion

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12
Q

behavioral theory definition

A

development affected by observable behavior and outside stimuli in environment, NO universal stages, development happens gradually (quantitative), lifelong learning process

Watson & Skinner

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13
Q

john b watson’s classical conditioning

A

behavior result of continuing exposure to specific environmental factors; little albert experiment called ‘behaviorism”

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14
Q

classical conditioning def

A

organism responds in particular way to a neutral stimulus that normally doesn’t bring out that type of response (Pavlov)

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15
Q

lead people in behavioral perspective

A

watson , skinner, bandura

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16
Q

lead people in psychoanalytic/dynamic perspective

A

freud and erikson

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17
Q

b.f. skinner - operant conditioning def

A

voluntary response is strengthened or weakened by association with negative or positive consequences

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18
Q

reinforcement

A

stimuli that increases likelihood of behavior

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19
Q

punishment

A

stimuli that decreases behavior

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20
Q

extinction

A

behavior stops when it receives no responses from the environment

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21
Q

skinner’s air crib

A

raised daughter in it for 2 years, safe and baby happy but received misinformed negative press and declined in popularity

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22
Q

factors influencing effectiveness of operant conditioning

A

age - adolescents more sensitive to certain types of reward and punishment

value of rewards - may vary by individual

delay - immediate pun/rew better

23
Q

albert bandura - social (cognitive) learning theory

A

behavior learned through observation and imitation of a model’s behavior

24
Q

four steps of bandura’s theory and example

A
  1. must attend/perceive behavior
  2. must recall
  3. must accurately reproduce
  4. must be motivated to carry behavior

ex: fearless peter, bobo doll

25
Q

imitation more likely to occur when

A

model is admirable, nurturing, powerful, similar to observer

26
Q

cognitive theories def

A

focus on how and what people think to understand what they do

27
Q

cognitive theory people

A

Piaget

28
Q

jean piaget - stages of cognitive development

A

made observations and interpreted responses of children - what they said and did as they solved problems

29
Q

stages of cognitive dev (piaget)

A

sensorimotor stage, pre operational, concrete operational, formal operation

30
Q

sensorimotor stage

A

birth - 2yrs, uses their senses to learn

31
Q

pre operational

A

2 - 6yrs, uses language but not logic

32
Q

concrete operational

A

6- 11 yrs, uses simple logic, facts, skills

33
Q

formal operational

A

12 - adulthood, uses abstract thinking

34
Q

how is human thinking arranged according to piaget

A

arranged into schemes - organized mental patterns that represent behaviors and actions

35
Q

humans seek cognitive equilibrium through

A

improving understanding of world through assimilation and accommodation

36
Q

assimilation def

A

understanding an experience in terms of what is already known

37
Q

accommodation def

A

changes in thinking occur in response to new stimuli

38
Q

information processing theory (part of cognitive)

A

development of thinking and understanding by describing how a person pays attention, remembers, and reactions to world; life experiences play roles in cognitive and shapes strategies

39
Q

computer analogy to the process of thinking (IPT)

A

inputs > processing > storage & retrieval > outputs;
can use brain imaging to understand what happens btwn input and output ; quantitative approach - processing speed and efficiency gradually improve with age

40
Q

sociocultural theories

A

human development = reciprocal interactions btwn developing people and surroundings, most beliefs are social constructs not natural laws, culture integral to person’s development

41
Q

people in sociocultural

A

vygotsky

42
Q

vygotsky’s sociocultural theory

A

development = reciprocal transaction btwn people in child’s environ. and child; as children play/cooperate with others they understand what is important in their society; cultural artifacts used to teach

43
Q

zone of proximal development (ZPD - vygotsky)

A

concepts that a learner is close to acquiring but cannot master without help

44
Q

apprentice in thinking (ZPD)

A

children guided by capable adult/peer

45
Q

guided participation (ZPD)

A

process of teaching skills, values, habits

46
Q

scaffolding (ZPD)

A

degree of assistance provided to children in ZPD, should decrease with increased competency

47
Q

biological perspectives def

A

psychological and behavioral develop. begin w/ roots in our brain, genes, and innate instincts

48
Q

theories in biological perspectives

A

evolutionary, ethological, epigenetic

49
Q

evolutionary theory

A

darwin’s natural selection, (<outcome =) selective adaptation, genetic variations occur and genes selected if increase chance of environ. adjustment

50
Q

ethological theory/ethology def

A

examines ways in which biological makeup affects behavior
- human behaviors are universal, innate, gene-based
- critical/sensitive periods for behaviors

51
Q

ex of ethological theory

A

Konrad Lorenz - imprinting of duck/goslings

52
Q

epigenetic theory

A

environment shapes how genes are expressed; physical inborn genetic characteristics changed by environ/experiences

53
Q

genetic characteristic changes

A

genetic expression takes multiple pathways - complex, bidirectional interactions; some changes occur more easily than others

54
Q

what is the right approach

A

none, each have own premises focusing on different aspects of development

Dev Psych (8 decks)

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