Human Growth and Development Flashcards
One family structure on the rise in the US (fastest growing)
Multigenerational family
Piaget’s Stages of Cognitive Development
(Structuralist-changes are qualitative)
- Sensorimotor
- Pre-operational
- Concrete Operational
- Formal Operational
Piaget Sensorimotor Stage (1)
-Reflexes (biggest role)
-Begins to develop object permanence and representational thought
-The schema (mental representation of the real world) of permanency and constancy of objects occurs here
Schema
Mental representation of the real world
Piaget Formal Operational Stage (4)
Abstract thinking and problem solving via deduction
Piaget Concrete Operational Stage (3)
Ages 6-11
Develop capacity of conservation (object permanence-physical stays the same even if visually changed))
AND
Reversibility (one can undo an action)
Object can return to an initial shape/ability to think through a series of steps and then mentally reverse
Piaget Pre-operational Stage (2)
Early childhood
Dual representation-something can be an object and a symbol.
Symbolic schema-milk carton=spaceship
Animism: nonliving objects have human abilities
Egocentrism: child cannot view the world from the vantage point of someone else
Centration: focusing on a key feature of a given object/situation while ignoring the rest
Extinction
The withdrawal of reinforcement until the conditioned response no longer occurs
Kohlberg Stages of Moral Development
Pre-conventional:
1. Punishment and Obedience Orientation
obey or be punished
2. Hedonistic and Instrumental Orientation
must obey to get rewarded
Conventional:
3. Interpersonal Acceptance Orientation
want to conform/follow the rules to get
approval
4. Law and Order Orientation
must obey to conform to authority
Post-conventional:
5. Social Contracts Exists/rules are relative
6. Universal ethical principals in chosen orientation
may or may not follow rules depending on
personal beliefs about morality
Negative reinforcement
Involves the taking away of something undesirable so the behavior is INCREASED.
Albert Bandura
Observational learning happens primarily through cognition
Modeling
Bobo doll study (kids treat toy aggressively after it was modeled to them)
Object Relations Theory (Freudian psychoanalytical concept)
- Fusion with mother
- Symbiosis with mother
- Separation/individuation
- Constancy of self and object
*Progressing through consecutive stages gives child a secure base for later development by engendering trust in the child that its needs will be met
Zone of proximal development (Vgotsky)
Describes difference between a child’s performance without a teacher vs. what they are capable of WITH a teacher
Regression
Individual is returning to the behavior of an earlier stage in life (teenager crying for attention)
Erik Erikson’s 8 Stages of Maturation
(Psychosocial)
**Only psychoanalyst who created a developmental theory which encompasses the entire life span
- trust vs mistrust
- autonomy vs shame and doubt
- initiative vs guilt (self-confidence)
- industry vs inferiority (pride/accomplishment)
- identity vs confusion (picture of future)
- intimacy vs isolation (safe loving relationship)
- generatively vs stagnation (midlife)
- integrity vs despair (65+/pride in achievement)
*identity crisis
Roe Conceptualization of Personality
Focus on parent/child interactions
1.emotional concentration on the child (overprotection)
- avoidance of the child (neglect)
- acceptance of the child (loving)
Piaget Assimilation and Accommodation
Assimilation=process of putting info into previous schemata
Accommodation=process of changing schemata to fit in new information
Piaget Stages of Moral Development
- Premoral (preschool)
-Child is unconcerned about rules; makes up their own - Heteronomous morality (5yr-9yr)
-rules determined by authority-must be obeyed. Violations always punished - Autonomous morality (9yrs-12yrs)
-social rules=arbitrary and promote cooperation, equality, and reciprocity; they serve justice. Rules can be changed by agreement or violated for a higher purpose
*** 10 and under-wrong doings judged by amount of damage rather than intention
Psychodynamic theories
Freud
Focus on unconscious processes rather than cognitive factors when counseling clients
Ego psychologists
Erikson
Believe in man’s powers of reasoning to control behavior
Ego=logical and reasonable
Freud Stages of Development
- Oral
- Anal
- Phallic
- Latency
- Genital
Conservation (Piaget)
Refers to the notion that a substance’s weight, mass, and volume remain the same even if it changes shape
Child masters during CONCRETE OPERATIONAL stage (also counting-c-c-c)
Heinz dilemma (Kohlberg)
Used to assess the level and stage of moral development
Overpriced cancer drug-husband steals drug
Individual’s REASON for decisions
Bowlby
Bonding and attachment
To have a normal social life a child must bond with an adult before the age of 3
Bond severed=object loss which leads to abnormal behavior
Object=target of one’s love
Maturation hypothesis/theory
Behavior guided by hereditary factors BUT certain behaviors will not manifest until the necessary stimuli are present in the environment
Neural development must be at a certain level of maturity for behavior to unfold
Counselor strives to unleash inborn abilities, instincts, and drives
Freud and Erikson could be classified as maturationists
Harry Harlow
Known for work with maternal deprivation and isolation in monkeys
Attachment=innate tendency NOT learned
Contact/comfort more important than milk
cephalocaudal
development=head to foot
Visual cliff (Gibson)
Research of depth perception in children utilizing a glass sheet to simulate a drop-off.
At 6 months most infants will not attempt to cross.
Depth perception=inherent
Empiricism/associationism
Development consists of quantitative changes and can be measured
Can only learn from objective facts
Experience=source for acquiring knowledge
Forerunner of behaviorism
Ethology (Lorenz)
Developed by zoologists trying to explain behavior using Darwinian theory
Today=field research utilizing animals
Lorenz=imprinting/
critical periods (certain behaviors must be
learned at an early time in development
otherwise not learned at all
Maslow Hierarchy of Needs
“Humanistic psychology”
- Immediate/basic needs (food and water)
- Safety and security
- Need for love, affection, and belonging
- Self-actualization (The person becomes all they
can be)
Higher order needs=metaneeds
