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Developmental Psych > Exam #2 Social Development Theories > Flashcards

Exam #2 Social Development Theories Flashcards

1
Q

Freud overview

A

behavior is driven by the need to satisfy drives and motives
largely unconscious influences
first “truly” developmental theory

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2
Q

Freud lasting contributions

A

role of early experience
subjectivity of experience
existence of unconscious processes
emotional relationships as key to development

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3
Q

psychosexual development: drive reduction theory

A

behavior is driven by a need to satisfy basic drives - sex and aggressions

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4
Q

psychosexual development: stages

A

driven by the dominance of different erogenous zones, ,means of aggressive outlet

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5
Q

psychosexual development: fixation

A

fixations from past stages that linger and come out during times of high stress
unhealthy behaviors that were appropriate for a different stage

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6
Q

psychosexual development: oral stage (birth to 1 year)

A

erogenous zone: mouth - pleasure because separate from need for nutrition
aggression: biting
challenges: over or under-fulfillment of needs
fixation: orally dominated habits - biting nails, sucking thumb past acceptable age, smoking, binge eating, chewing gum

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7
Q

psychosexual development: anal stage (1-3 years)

A

erogenous zone: anus
aggression: withholding “gifts” or producing them inappropriately
challenges: developing self-control
fixation: obsession with control, either end of the cleanliness spectrum (anal retentive or ana expulsive)

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8
Q

psychosexual development: phallic stage (3-6 years)

A

erogenous zone: external genital organs
aggression: physical aggression to others
challenges: negotiating the Oedipus/Electra complex
fixation: feelings of inadequacy, excessive masturbation
major achievement: identification with same-sex parent

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9
Q

psychosexual development: latency stage (6-12)

A

erogenous zone: too much, pushed to the unconscious, too threatening
aggression: need to excel
challenges: developing mastery of new skills

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10
Q

psychosexual development: genital stage (12 and up)

A

stage of sexual maturity
aggression: expressed in a wide variety of ways
challenges: developing healthy adult sexual relationships
defense mechanisms: particular ways to respond to stressful ways (humor to cope, projecting)

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11
Q

Freud structure of the personality: id

A

present from early in the first year:
- pleasure principle: satisfying the primal urges
- pleasure seeking
- primal urges (sexual and aggressive)

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12
Q

Freud structure of the personality: ego

A

late in first year and into adulthood
- the reality principle: what can one realistically do in a situation
- rational problem solving
- mediation of id impulses
- the “I” of the subjective experience
- part we present to the world
- continues to develop into gential stage

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13
Q

Freud structure of the personality: superego

A

begins to develop between 3-6
- internalization of parental control
- internal moral standard
- result of resolution of Oedipus complex
- conscience
- inhibition of id impulses
- continues to develop well into genital stage

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14
Q

Freud levels of conscious

A

unconscious - below surfce of awareness
preconscious - don’t have access yet but could
conscious - access

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15
Q

Erikson overview

A

series of age-related developmental tasks
must achieve success in each stage for healthy development
relationships are central to all aspects of learning and development
- development = process of negotiating conflict at different periods of development

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16
Q

Erikson: trust v mistrust (0-1 year)

A
  • feeling of physical discomfort
  • minimal amount of fear about future
  • needs being met by responsive, sensitive caregiver
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17
Q

Erikson: autonomy vs shame and doubt (1-3 years)

A
  • autonomy = discovery of own will, the assertion of autonomy and independence
  • shame and doubt = too much parental restraint or over-control
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18
Q

Erikson: initiative vs guilt (3-5 years)

A
  • initiative = needs to develop purposeful behavior, needs to assume greater responsibility
  • guilt due to irresponsible behavior and parental response to it
  • internalize parents’ rules and standards
  • develop a conscience
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19
Q

Erikson: industry vs inferiority (6 to the beginning of puberty)

A
  • industry = mastery of knowledge and intellectual skills
  • inferiority stems from feeling incompetent and being productive
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20
Q

Erikson: identity vs identity diffusion (10 to 20 years)

A
  • identity stems from finding out who you are: alternative paths, roles, and careers
  • diffusion stems from failure to find out who one is or explore options
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21
Q

Erikson: intimacy vs isolation (20 to 30 years)

A
  • intimacy stems from successfully forming intimate relations
  • Erikson’s view: must find oneself but lose oneself in another
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22
Q

Erikson: generativity vs stagnation (self-absorption (40-50 years)

A
  • generativity stems from assisting the next generation in developing and leading useful lives
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23
Q

Erikson: integrity vs despair (60+)

A
  • evaluation of life
  • integrity = positive view on one’s life
  • despair = negative view on one’s life
24
Q

attachment theory

A
  • draws from Freud and Erikson
  • draws on ethology
  • social-emotional tie to another person
25
attachment theory: social-emotional tie
- all infants become attached to the people who care for them - attachments develop gradually over 1st year of life - early relationships serve as models for later ones
26
social learning theory overview
- emphasize role of external factors in shaping personality and social behavior - continuous view of development
27
Watson overview
- children's development is determined by their social environment and especially by their parents - observable behavior - continuous - ignored mental states and emphasized conditioning more
28
Watson: Little Albert
- fear could be conditioned
29
Watson: classical conditioning
- form associations to new stimuli in the environment via predictive value UCS - unconditioned stimuli UCR - unconditioned response CS - conditioned stimulus CR - conditioned response
30
Skinner overview
- behavior under environmental control - repeat behaviors that lead to favorable outcomes - suppress those that result in unfavorable outcomes
31
Skinner A →B →C
antecedent - situation that individual is in behavior - what does the individual do consequence - what are the responses to behavior → influence of consequence on future behavior
32
skinner: reinforcement definition
anything that increases the probability of an individual repeating a behavior
33
skinner: positive reinforcement
if individual's behavior is followed by something added to the environment as a consequence (not evaluative, mathematical) ex. sticker received after sharing a toy
34
skinner: negative reinforcement
if individual's behavior is followed by the removal of something from the environment as a consequence ex. Little Timmy spontaneously offers to help his mom make dinner and set table and she says he doesn’t have to empty the dishwasher later
35
skinner: punishment definition
anything that decreases the probability of an individual repeating a behavior
36
skinner: positive punishment
consequence is the addition of something in a situation that makes the behavior less likely in the future ex. spanking after doing something wrong
37
skinner: negative punishment
behavior is followed by the removal of something from the environment ex. timeouts or taking away desert
38
skinner: punishment vs reinforcement
punishment doesn't work as well as reinforcement because they already have this behavior and its easier to shape a new behavior
39
skinner: effective punishment and challenges
effective: swift, consistent, and appropriately aversive challenges: physical punishments may be imitated, may fear the person who punishes
40
skinner: shaping
reinforcement of successive approximations to a target behavior
41
skinner: chaining
associating already established behaviors with each other
42
skinner: classical and operant conditioning
- Stimulus generalization - behavior occurs in similar other situations than where it originally occurred - Stimulus discrimination - learn which situations lead to particular consequences/outcomes
43
skinner: attention
a powerful reinforcer - behavior-management strategy of "time-out" focuses on the withdrawal of attention
44
skinner: extinguishing behavior
- sometimes rewarded and sometimes not - variable ratio and variable interval reinforcement schedules
45
skinner: behavior modification therapy
useful for changing undesirable behaviors
46
Albert Bandura over view
learning is inherently social role of observation/imitation role of cognition in social situations - attending to other behaviors, encoding what is observe, remembers info event and retrieving info/behavior
47
Albert Bandura: Bobo Doll studies
- shows the power of observational learning - children watch a video of a model punching the doll (performing unusually aggressive actions) - quickly learn behavior - add other novel aggressive behaviors
48
Albert Bandura: imitating behavior
- depends on the conseuqneces for the model - if the model is positively reinforced - depends on the characteristics of the model - relation to the observer
49
Albert Bandura: social cognition
active role of children in their own development - self-efficacy: situation-specific confidence in your ability to complete some action
50
Albert Bandura: reciprocal determenisim
personal factors influence behavior which influences environmental factors which influences personal factors (circular) child characteristics (temperament) and parents practices influence one another
51
information processing of social problem solving
Children make use of: Past social experiences Social expectancies Preexisting knowledge Concepts Attitudes
52
6 steps in solving social problems
6 steps in solving social problems Encode a problematic event Interpret the social cues involved in it Formulate a goal to resolve the incident Generate strategies to ahcieve the gola Evalute the likely success of potential strategies Enact a behavior
53
hostile attribution bias
Some children - “hostile attribution bias” - general expectation that others are hostile to them Interpret ambiguous situations as hostile Attribute to peers a desire to harm them Hostile attribution biases - because self-fulfilling prophecies lead to attacks and counterattacks
54
ecological theories
- interaction of nature and nurture - emphasize important of sociocultural context - emphasize continuity of development - children's active role in their own development
55
Bronfenbrenner’s bioecological model
multilevel system influence on child development - macrosystem: larger cultural and societal context - exosystem: broader social settings that indirectly impact an individual - mesosystem: connections and interactions between different microsystems - microsystem: immediate surroundings x

Developmental Psych (9 decks)

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