Developmental Theories Flashcards
Behavior is motivated by inner forces & conflicts that are beyond people’s awareness & control. ID, ego, & superego
Psychosexual Theory
Sigmund Freud
A person negotiates biological and sociocultural influences. Eight stages: trust v mistrust, autonomy v shame, initiative v guilt, industry v inferiority, identity v role confusion, intimacy v isolation, generativity v stagnation, ego integrity v despair.
Psychosocial Theory
Erik Erikson
The association of a response with a stimulus; a person comes to respond in a way to a neutral stimulus that normally does not bring about that type of response
Classical Conditioning
Ivan Pavlov, John Watson
A voluntary response is strengthened or weakened by its association with consequences. Rewards and punishments can strengthen or discourage behaviors.
Operant Conditioning
BF Skinner
Learning occurs in a social context; relationship between the environment and a person’s behavior.
Social Cognitive Theory
Albert Bandura
People gradually come to acquire and use knowledge and information. It describes cognitive development in four stages: sensorimotor, preoperational, concrete, and formal
Theory of cognitive development
Jean Piaget
Identify the ways individuals take in, use, and store information (compared to a computer). Based on the idea that humans process the information they receive, rather than merely respond to stimuli.
Information processing
Richard Atkinson
An individual’s drive towards self-actualization and contend that people naturally make decisions and control their behavior. The hierarchy of needs
Humanistic theories
Carl Rogers, Abraham Maslow
Cognitive development is a result of social interactions between members of a culture. The zone of proximal development and scaffolding.
Sociocultural theory
Lev Vygotsky
Studying a child in the context of multiple environments. Organized into five levels: microsystem, mesosystem, exosystem, macrosystem, and chronosystem.
Bioecological systems model
Urie Bronfenbrenner
Identify behavior that is a result of our genetic inheritance
Evolutionary psychology theory
Konrad Lorenz
Psychosexual Stages
Oral, anal, phallic (desire for parent of other sex), latency, genital
learn adults can be trusted
Trust vs mistrust (hope)
Learn they can control their actions; showing preferences, establish independence
Autonomy vs shame (will)
taking initiative and control through social interactions; planning and achieving goals
Initiative vs guilt (purpose)
comparing to peers; either feel pride in their activities or inferior to others
Industry vs inferiority
develop sense of self; what their beliefs are; who they are
Identity vs role confusion (fidelity)
after developing sense of self, they are open to relationships
Intimacy vs isolation (love)
finding your life’s work; leaving a mark on the next generation
Generativity vs stagnation (care)
reflect on life; either sense of satisfaction or failure
Integrity vs despair (wisdom)
behaviors followed by consequences that are satisfying are likely to be repeated, whereas if they are followed by unpleasant consequences it is less likely
Law of Effect
the interplay between our personality and the way we interpret events and how they influence us
Reciprocal Determinism
world experienced through senses and action
Sensorimotor
use words and images to represent things but lack logical reasoning
Preoperational
understand real events and think logically
Concrete operational
utilize abstract reasoning and hypothetical thinking
Formal Operational
a child cannot see others’ perspective
Egocentrism
children understand others have thoughts, etc. different from their own
Theory of mind (TOM)
decisions are made based on situations and circumstances, and logic is integrated with emotion
Postformal
homeostasis, food, water, sleep shelter, and sex
Physiological (tier 1)
security of body, employment, resources, morality, family, health, and property
Safety (tier 2)
friendship, family, sexual intimacy
Love/belonging (tier 3)
self esteem, confidence, achievement, respect of others
Esteem (tier 4)
morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts
Self actualization (tier 5)
adults or experienced individuals show how to solve a problem, then let the inexperienced try themselves (guided participation)
Scaffolding
the difference between what a learner can do without help, and with help
Zone of proximal development
any system or environment in which a person has direct interaction (home, school)
Microsystem
interrelationships and interactions between different microsystems
Mesosystem
larger contexts of the community (values, history, economy)
Exosystem
cultural elements (economic conditions, war, philosophies)
Macrosystem
environmental events and transitions that occur throughout a child’s life (any socio-historical events)
Chronosystem
any kind of phase-sensitive learning (certain age or stage of life) that is rapid and apparently independent of the consequences of behavior
Imprinting
not accepting the truth or lying to oneself
Denial
taking out frustrations on a safer target
Displacement
a person attributes their unacceptable thoughts onto others
Projection
a cognitive distortion of “the facts” to make an event or an impulse less threatening
Rationalization
a person outwardly opposes something they inwardly desire, but that they find unacceptable
Reaction formation
going back to a time when the world felt like a safer place
Regression
to push the painful thoughts out of consciousness
Repression
transforming unacceptable urges into more socially acceptable behaviors
Sublimation
