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Developmental Psychology 2016 > Final Exam > Flashcards

Final Exam Flashcards

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1
Q

Psychoanalytic theory

A

-dev driven by biological maturation
-Freud
-ID, EGO (1yr, satisfy Id is socially acceptable ways), SUPEREGO (3-6yo, moral values not social acceptability)
-Erikson’s stages:
Trust vs Mistrust (1yo)
Autonomy vs Shame and Doubt (1-3.25 yo)
Initiative vs Guilt (4-6 yo)
Industry vs Inferiority (6-puberty)
Identity vs Role confusion (adolescence-early adult)
-too vague to test

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2
Q

Watson

A
  • learning theory
  • treat kids like little adults
  • Little Albert
  • Treating phobias
  • exclusive emphasis on conditioning is too simplistic
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3
Q

BF Skinner

A
  • learning theory
  • behaviorism
  • behavior modification therapy
  • punishments/rewards
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4
Q

Bandura

A
  • observation, imitation
  • Bobo doll
  • vicarious reinforcement
  • reciprocal reinforcement: child influences environment AND vice versa
  • perceived self-efficacy (beliefs about control)
  • learning theories ignore bio aspect
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5
Q

Social cognition theories

A
  • self socialization: children shape own social contexts
  • Dodge: hostile attribution bias
  • entity theory (intelligence is fixed) vs incremental theory (persistence)
  • achievement motivations: learning goals vs performance goals
  • entity theory and hostile attribution theory
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6
Q

Ecological theories

A
  • genetic abilities and predispositions
  • behaviors adaptive, survival tool
  • Konrad, imprinting (in humans, visual contact, orient to familiar things)
  • sex difference: female preference for social stimuli, male for movement; newborn girls look at faces longer (vs objects)
  • parental investment theory (sacrifice from parents for optimal child dev)
  • Cinderella effect
  • Bronfenbrenner’s bioecological model
  • difficult to test
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7
Q

Bronfenbrenner’s Bioecological model

A
  1. Microsystem: immediate environ
  2. Mesosystem: connections between microsystems
  3. Exosystem: environmental settings that are indirect
    - Macrosystem: larger cultural context
    - Chronosystem: historical changes that influence other systems
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8
Q

Positive emotions

A
  • first smiles are reflexive
  • 3-4 months laugh
  • 12+ months makes others laugh
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9
Q

negative emotions

A
  • fear of strangers 6 months-2years
  • other fears 6-12 months
  • angered or sad when control is taken away
  • anger increases until 18 months, then declines
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10
Q

self conscious emotions

A
  • 15 to 24 months embarrassment about being center of attention
  • 3 years pride increasingly tied to performance
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11
Q

Emotional regulation

A
  • inhibiting/modulating emotional function to accomplish goals (like emotion-related behavior, physiological processes, cognitions, states)
  • younger children use behavior strategies (distract self)
  • older children use cognitive strategies
  • increasingly relying on language, etc
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12
Q

Kagan’s assessment of temperament

A

-fearfulness, irritability, attention span, activity level, positive affect/approach

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13
Q

temperament and adjustment

A

goodness of fit (depends on demands and expectations of society) and differential susceptibility (children with reactive temperaments need differently supportive parents

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14
Q

social referencing

A
  • 8-12 months
  • using parents facial, gestural, or vocal cues to decide how to deal with novel, ambiguous, or possibly threatening situations
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15
Q

display rules

A

social group’s norms about where, when, and how much one can show emotions
varies by culture and gender for acceptability

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16
Q

Bowlby

A
  • 1930s orphans WW2
  • adequate healthcare and nutrition but little social interaction/affection
  • attachment theory: bio predisposed to dev attachment to caregiver for survival
  • secure base: in order to explore environment
    1. preattachment (birth to 6 weeks): signals to bring others to side
      1. attachment in the making (6 weeks to 8 months): prefer fam people
      2. clear cut attachment (6 months for 1.5 years): seek contact with reg caregiver, distress when departs
      3. reciprocal relationships (1.5yo +) active role in dev relationship
17
Q

René Spitz

A

moved to US to work with orphans
first to use video to study children
1/3 orphan infants die within first 2 years, importance of attachment/nurture

18
Q

Strange situation

A
  1. Secure attachment: upset when caregiver leaves, happy when back; secure base for exploration
  2. Insecure/avoidant: indifferent, easily comforted by stranger
  3. Insecure/resistant: clingy, upset when caregiver leaves, not easily comforted by stranger, when caregiver returns seeks comfort/resists simultaneously
19
Q

Parent recall of attachment security

A
  1. Autonomous: coherent, consistent, relative description
  2. dismissing: lack memory, minimize importance
  3. preoccupied: give confused/angry accounts of attachment related experiences
20
Q

Sense of self

A
  • early infants delighted when they can move mobile, manipulate environment
  • 18-20 months, recognize in mirror
  • 2.5 years, recognize in own photograph
  • 3 years: recognize in videos
  • 3-4, sense of self is physical
  • elementary school: social comparison
  • adolescence: abstract characteristics, multiple selves
21
Q

adolescences

A

egocentrism:

  • personal fable (uniqueness of feelings, no one understands me)
  • imaginary audience (belief everyone else is focused on self)
22
Q

Erikson identity vs identity confusion crisis

A
  • identity confusion: incomplete sense of self->isolation, depression
  • identity forclosure: prematurely commit to identity
  • negative identity: represents opp of what society values
23
Q

importance of psychosocial moratorium

A

adolescent not yet expected to take on adult roles, pursue activities that lead to self discovery

24
Q

James Marcia’s Theory

A
  • based on erik erikson
    1. identity diffusion: no firm commitments, no progress toward
    2. forclosure: not engaged in identity experimentation, identity based on values of others
    3. moratorium: experimentation of occupational and ideological choices
    4. identity-achievement: completed period of exploration, identity formed (gradual)
25
Q

Instrumental aggression

A

in preschoolers, arguments over desired items

with growth of language, rely more on verbal aggression

26
Q

relational aggression

A

socially hurting someone, in elementary school +

27
Q

covert aggression

A

stealing, lying

common in elementary school years

28
Q

Conscience

A
  1. desire to comply
  2. feelings of guilt or shame when failing to comply
    - 2 year olds appreciate rules/feel guilt
    - individual conscience 2-4 years old
29
Q

Types of parenting in response to toddler personalities

A

if fearful, should use gentle, cite reasoning (why don’t you __ because __)
if less fearful, be more assertive (do __ or else __)

30
Q

Developmental progression of prosocial behavior

A
  • 1 year: cannot differentiate self from others’ distress
  • 1.5-2 years: attempt to comfort others
  • 2-3 years: increase in freq of comforting others, but not regular
  • preschool to adolescence: prosocial behaviors increase
31
Q

Piaget: Moral Judgment and Reasoning

A
  1. morality of constraint (0-7yo): rules are real, fixed, consequence of action determines if it is a good or bad choice
  2. transitional period (7-10 yo): increasing empathy from more playing with other children
  3. autonomous morality (11yo +): rules can be changed if group agrees, moral relativism
32
Q

Kohlberg

A
  • hypothetical dilemmas such as druggist who steals
    1. preconventional:
  • self centered, punishment and obedience (authorities), instrumental exchange (own benefit)
    2. conventional:
  • social relationships, social role (“good boy”), duties to follow laws
    3. post conventional
  • moral principles, laws are social contracts and should be changed for best interest of group
  • universal ethical principles: values/rights universal, regardless of majority opinion

Developmental Psychology 2016 (4 decks)

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