Human Development Flashcards
Freud’s model of development-5 stages of psychosexual development
Oral stage (birth to 18mos) Anal stage (18 mos to age 3) Phallic stage (3- 6) Latent stage (age 6- puberty) Genital stage (puberty to death)
Oral stage
Birth to 18 mos
An infants focus of gratification involves the mouth.
Primary need is security.
Baby receives essentials such as food, shelter, warmth, and cleanliness.
Anal stage
18 mos to age 3
A child’s focus of gratification involves the anus and bladder.
These organs represent sensual satisfaction.
Internal conflict arises during toilet training.
Phallic Stage
Age 3 to age 6.
Exploration of body With greater interest in genitals.
Oedipus and Electra complexes may occur.
Pseudo sexual attraction to the parent of opposite gender.
Conflict arises when child realizes he/she has failed to win control over parents bond with one another.
Latent stage
Age 6 to puberty.
The child sexual interest becomes subdued or dormant.
Energy is focused on school, hobbies, athletics and mastering social skills.
General stage
Puberty until death
Teen becomes aware of physical changes and onset of sexual spirit feelings.
Individual is less egocentric and more compassionate.
There is a motivation to seek relationships that are emotionally and sexually satisfying.
Success in this stage lays groundwork for future relationships that are healthy and long lasting.
Erickson’s model of development eight stages of psycho social development
Trust versus mistrust Autonomy versus shame and doubt Initiative versus guilt Industry versus inferiority Identity versus role confusion Intimacy versus isolation Generativity versus stagnation Ego identity versus despair
Trust versus mistrust
Birth to 18 months.
Goal is to trust others.
Caregiver appropriately response to a need in a timely caring manner.
Mistrust occurs when caregivers failed to meet basic needs.
Basic value is hope
Autonomy versus shame and doubt
18 months to age 3.
Development of self control without loss of self-esteem.
Toddler develops cooperation and self-expression skills.
Failure to reach this goal leads to defiance anger and social problems.
Basic value is will.
Initiative versus guilt
Age 3 to age 6.
Initiative means confidently devising a plan and following through to completion.
Generated by fear that actions taken will result in disapproval.
Failure to achieve initiative can lead to anxiety and fearfulness in new situations.
Basic value is purpose.
Industry versus inferiority
Age 6 to age 11.
industry refers to purposeful meaningful behavior.
Inferiority refers to having a sense of worthiness or uselessness.
focus on learning skills such as making friends and self-care activities.
Failure in this stage can lead to negative social or academic performance and lack of self-confidence.
Basic value is competency
Identity versus role confusion
Age 12 to age 18.
this stage involves the desire to fit in and to figure out ones own unique identity.
Self assessment of sexual identity, talents and vocational direction occurs.
role confusion is the result of juggling multiple physical changes increased responsibility academic demands and the need to understand how one fits into the greater picture.
Basic value is Fidelity.
intimacy versus isolation
Age 18 to age 40.
ability to take risks by entering the workforce, finding a long-term relationship, and possibly becoming a parent.
failure to navigate this stage leads to isolation, loneliness, and depression.
Basic value is love.
Generativity versus stagnation
Age 40 to age 60.
Developing stability in areas of finance, career, and relationships, as well as a sense that one is contributing something valuable to society.
Failure to achieve these objectives lead to unhappiness with one status and feeling unimportant.
Basic value is care.
Ego identity versus despair
Mid 60s to death.
Important life tasks such as child rearing and career or being completed.
Reviewing and evaluating how one’s life was spent occurs.
Success in this stage provides a sense of fulfillment.
Failure emerges if one is dissatisfied with accomplishments which leads to depression or despair.
Basic value is wisdom.
Piaget’s model of development
Children’s minds are not just smaller version of adult minds, but instead grow and develop in different ways.
Four stages of cognitive development. Stage One sensorimotor stage Stage two preoperational stage stage three concrete operational stage stage for formal operational stage
A person except and organize his information, then incorporates new material into existing knowledge.
Assimilation
Old ideas must be changed or replaced due to obtaining new information from the environment.
Accommodation
I set up thoughts, ideas, or perceptions that fit together and are constantly challenged by gaining new information and creating change their knowledge.
Schemas
Sensorimotor stage
Birth to age 2.
Infant becomes aware of being an entity separate from the environment.
Object permanence occurs as baby realizes people and objects still exist even if they are out of sight.
Object permanence builds a sense of security as the baby learns that though Mommy has left the room she will return.
This reduces fear of abandonment and increases his or her confidence about the environment.
Preoperational stage
Age 2 to age 7.
Child moves from being barely verbal to using language to describe people, places, and things.
Child remains egocentric and unable to clearly understand the viewpoint of others.
The process of quantifying and qualifying emerges, and the child can sort, categorize, and analyze in a rough, unpolished form.
Concrete operational stage
Age 7 to age 11.
Ability to problem solve and reach logical conclusion evolve.
By age 10 or 11, children begin to doubt magical stories.
Previously held beliefs or question.
Formal operational stage
Age 12 through remaining lifetime.
More complex processes can now be assimulated.
Egocentrism diminishes.
One assimilates and accommodates believe the others have needs and feelings too.
Schemas are created.
Individuals seek his or her niche in life in terms of talents, goals, and preferences.
Classical conditioning
Ivan Pavlov says that we learned by association
Operant conditioning
BF Skinner - focus on behavioral change that can be seen or measured. the basic concept is that behavior that is reinforced will increase and behavior that is punished will decrease.
Anything that serves as a form of reward, including food, money, praise, or attention.
Positive reinforcement
An unpleasant stimulus that is removed when behavior is elicited, such as a man finally cutting grass to stop his wife from nagging.
Negative reinforcement
An unpleasant response from the environment such as a slap, an unkind word, or a speeding ticket, that when encountered, increases the likelihood that a behavior will cease.
Punishment
An incorrect perception that one stimulus is connected to another.
Superstition
The process of changing behavior gradually by rewarding approximation of the desired behavior, example-rewarding a rat for moving closer to the lever.
Shaping
Person or animal is rewarded every time a behavior is demonstrated
Continuous rate
Reward is given after A fixed number of attempts
Fixed ratio
Reward is forthcoming at unpredictable rates like a slot machine
Variable ratio
