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Human Growth Exam 1 > Lecture 3 > Flashcards

Lecture 3 Flashcards

1
Q

why observe?

A
  • an observation is watching children with the clear goal of examining specific behaviors or abilities
  • observations assist professionals in identifying diversity, developing supportive & effective intervention plans, and setting realistic outcome goals
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2
Q

how do you observe?

A

observe from a distance without the person knowing they are being observed

when someone realizes they’re being watched their behavior changes

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3
Q

choose which one is correct & which one is labeling someone:

1) tommy acts out his aggressive feelings

2) tommy is mean

A

1) correct

2) you don’t know tommy is mean

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4
Q

choose which one is correct and which is an assumption:

1) annie doesn’t want her brother to take her toy

2) annie doesn’t like to share

A

1) correct

2) you don’t know that maybe annies brother sucks

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5
Q

as OTs we cannot make _______. Therefore avoid assumptions you aren’t qualified to make

A

diagnoses

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6
Q

objective observations state

A

facts

ex: i saw, i counted, i observed, he said, she said etc

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7
Q

subjective observations convey

A

opinions, judgments, beliefs, biases, and/or assumptions
- anything you can infer without tangible evidence

ex: i believe, i feel

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8
Q

must have clinical background to give _______ opinions

A

subjective

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9
Q

anecdotal records

A

recorded observations of a child’s behavior

  • helps test hypotheses regarding behavioral cause & effect
  • identify conditions that reinforce behavior by noticing what happens prior to behavior
  • gain feedback about what a child may have learned from an experience
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10
Q

timed sampling

A

observations taken at set intervals

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11
Q

tallies

A

provide a record of how often behavior happens over time

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12
Q

event sampling

A

document exactly what happens during a particular event

daily- therapy notes, circle time behaviors
or
circumstantially - incident reports - what, when & how an event occurs

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13
Q

check list

A

simplest form of observation

observer checks off listed behaviors

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14
Q

narrative

A

written summary of observed activities

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15
Q

life span developmental science seeks to:

A
  • form theories that explain typical characteristics observed/seen
  • describe behavioral characteristics across ages
  • identify how people respond to life’s experiences
  • understand factors that contribute to individual developmental differences
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16
Q

theories

A

orderly set of ideas which describe, predict & explain behavior

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17
Q

why are theories important

A
  • to give meaning to what we observe

- as a basis for action

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18
Q

psychoanalytical theories

A

freud- psychosexual

erikson- psychosocial

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19
Q

behaviorism

A

pavlov/watson- classical conditioning

skinner - operant conditioning

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20
Q

social learning theory

A

bandera

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21
Q

biological theory

A

maturationism- G. Stanley Hall & Gesell
ethology: Lorenz
Attachment: bowlby

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22
Q

cognitive theory

A

cognitive development- piaget
sociocultural- vygotsky
information processing

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23
Q

systems theory

A

ecological systems- bronfenbrenner

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24
Q

classic stage theories

A

emphasize discontinuity with periods of stability & rapid transitions between stages
-Freud, erikson & piaget

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25
Q

incremental models

A

emphasize continuity, development as continuous incremental change
- behaviorist, social learning theory, information processing theory

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26
Q

Freud believed human actions & thoughts originate from

A

unconscious impulses & childhood conflicts

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27
Q

freud based psychosexual theory on

A

therapy with troubled adults

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28
Q

freud emphasized that a child’s ________ is formed by the ways which his parents managed his _____ & ______ drives

A

personality;
sexual;
aggressive

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29
Q

oral stage

A

freud
birth - 18 months

sensual focus is the mouth
- biting, chewing, sucking

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30
Q

anal stage

A

freud
1.5- 3 yrs

sensual focus is on the anus
expelling/retaining feces

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31
Q

phallic stage

A

freud
3 - 6 yrs

sensual focus is on the genital area

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32
Q

oedipal/electral complex

A

complex towards opposite sex parents<3

same sex parents = rival

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33
Q

latency stage

A

freud
6 - puberty

no sensual focus, represses sexuality

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34
Q

genital stage

A

freud
puberty - adult

sensual focus is on the genitals once again but more about becoming sexually intimate with others

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35
Q

erikson expanded on ____ theories

A

freud

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36
Q

erikson believed that development is _________ long

A

life

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37
Q

erikson emphasized that at each stage the child acquires

A

attitudes & skills resulting from the successful negotiation of the psychological conflict

changes in needs/social expectations create new challenges/crisises at each stage

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38
Q

trust vs mistrust

A

erikson
birth to 1 year

to develop trust an infants needs should be met
when care is inconsistent, mistrust occurs

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39
Q

autonomy vs shame & doubt

A

erikson
1 - 3 yrs

  • child developing new motor & mental abilities
  • parents should encourage autonomy
  • if parents are impatient & do everything for child, or if they are too critical, child will begin to doubt themselves & feel shame
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40
Q

initiative vs. guilt

A

erikson
4-5 yrs old (pre-k)

  • child = master of his body
  • children who are given freedom & the opportunity to engage in tasks have sense of initiative reinforced
  • if parents make the child feel bad or feel like a nuisance, or hinder play/fantasy, the child will develop a sense of guilt
41
Q

industry vs inferiority

A

erikson
6-11 yrs old (elementary school)

  • children begin to learn & play by rules
  • children who are encouraged to make/do/build things will develop a sense of industry
  • parents who see their child as mischevious/messy will develop a sense of inferiority
42
Q

identity vs role confusion

A

erikson
12-18 yrs old

  • seeks to find a romantic partner due to reawakened oedipal complex
  • begin hypothetical thinking & thinking about what others think of them
  • when an adolescent cannot attain sense of personal identity they show role confusion (sense of not knowing who they are or where they belong)
43
Q

initimacy vs. isolation

A

erikson
late adolescence to young/early middle age

  • people will reach out to find intimate relationship
  • parent’s have indirectly contributed to the individual’s success or failure at the earlier stages
44
Q

generativity vs self-absorption

A

erikson
(stagnation)
- ages: middle age

  • concerned with others beyond immediate family, future generation & nature of society
  • men may go through mid-life crisis
  • women go through empty nest syndrome
45
Q

integrity vs despair

A

erikson
- ages: elderly

  • time for reflection on life
  • hope to look back on life with satisfaction
  • some look at life as a series of missed opportunities & now realize it is too late
  • these people may look back & have despair over what may have been
46
Q

behavioral & social learning theory

A

beliefs that describe the importance of the environment & nurturing in growth of a child

47
Q

behaviorism is developed as a response to ______ & it became the dominant view from the ________

A

psychoanalytical theories;

1920s-1960s

48
Q

Watson was the father of

A

american behaviorist theory

49
Q

watson’s work was based off of _______. he researched ________

A

pavlov’s dogs experiments;

classical conditioning

50
Q

children are passive beings who can be molded by controlling:

A

the stimulus response associations

51
Q

BF skinner

A

operant conditioning

used rewards, consequences & extinction

52
Q

extinction

A

results from behaviors which are neither rewarded/consequences

ignoring to make it go away

53
Q

positive punishment

A

added stimuli - ex put a shock collar on dog to stop dog from leaving fence

54
Q

negative punishment

A

take away toy when bad

55
Q

positive reinforcement

A

give someone something

56
Q

negative reinforcemnt

A

specific good behavior is followed by the removal of an aversive stimuli

57
Q

albert bandura

A
  • social learning theory
  • stressed how children learn by observation & imitation
  • believed that children gradually become more selective in what they imitate

“modeling”- children learn from what they observe & become selective in what they observe that applies to them

58
Q

criticisms of learning theory

A
  • oversimplified
  • study in natural settings
  • too little attention to cognition
59
Q

cognitive theories

A

piaget & vygotsky - theories that focus on how we learn

60
Q

piaget

A
  • constructivism

- saw children as active learners building schemas & adaptations a combination of assimilation & accommodation

61
Q

schema

A

constantly being reorganized

62
Q

assimilation

A

fitting new info into existing knowledge

ex: zoo - point to zebra & say horse

63
Q

accomodation

A

changing knowledge structures to fit what’s new – ex: learn a horse with stripes is really a zebra

64
Q

______ states that logical reasoning skills emerge naturally in 4 stages – adults help by allowing children to ____ & by providing appropriate ___________

A

piaget;
explore;
learning experiences

65
Q

sensorimotor stage

A

piaget
birth to 2 years old

  • infant uses his senses & motor abilities to understand the world
  • imitate others
  • absence of representational thought –> presences & object permanence develops
  • no planned actions
  • no memory til 1 year therefore no separation anxiety
66
Q

preoperational stage

A

piaget
2 - 7 years old

  • mental representation of objects
  • able to use symbolic thought & language
    “grandma do you like my outfit” when talking on the phone
67
Q

concrete operations stage

A

piaget 7 - 11 years old

  • child uses logical operations or principles when solving problems
  • spatial reasoning
  • conservation of thoughts
68
Q

formal operations stage

A

piaget 12 and up

  • the use of logical operations in a systematic fashion with the ability to use abstractions
69
Q

critique of piaget

A
  • underestimates abilities of children
  • overestimates the age differences in thinking
  • vagueness about process of change
  • lack of evidence for qualitatively different stages
  • stage theory inconsistencies
  • overlooks influence of cultural & social groups
70
Q

vygotsky

A

incremental
socio-cultural theory
constructivism

71
Q

vygotsky agreed that children are ____ learners, but knowledge is _____ constructed

A

active

socially

72
Q

zone of proximal development

A

LEARNING IS ONLY POSSIBLE WITH SUPPORT & SCAFFOLDING BY OTHERS W MORE EXPERIENCE*

skills too difficult for a child to master independently but can be done with guidance/encouragement from knowledgeable person

73
Q

Vygotsky emphasized role of _______ & _______ in transmitting knowledge, studying the child in context

A

culture

society

74
Q

mediated learning

A

adults provide novice learners with scaffolding

75
Q

vygotsky & language

A

believed language to be the foundation for social interaction

76
Q

piaget & language

A

believed language was byproduct of thoguht

77
Q

piaget & endpoints

A

hypothetically everyone can reach endpoint – if provided with the right experience

78
Q

vygotsky & endpoints

A

learning how to think - enabled by society

79
Q

information processing theory

A

uses the model of a computer to describe how the brain works

  • memory, perceiving info, retrieving memory & using all of this to solve problems

incremental

80
Q

systems theory definition

A

belief that development can’t be explained by a single concept but rather through complex thinking

81
Q

bronfenbrenner

A

ecological systems theory

  • varied systems of the environment & the interrelationships among the systems shape a child’s development
  • provides a detailed analysis of environmental influence & examines contexts for development
82
Q

bronfenbrenner believe that both _____ & ______ influence the child’s development

A

environment

biology

83
Q

bronfenbrenner says that the environment affects ________ & the _______ influences the environment

A

child;

child

84
Q

proximal processes

A

reciprocal interactions between organism and environment

85
Q

distal process

A

influences that modify proximal processes

86
Q

microsystem

A

immediate home, environment, school. peers

87
Q

mesosystem

A

interactions among components of the microsystem

88
Q

exosystem

A

extended family, community society

89
Q

macrosystem

A

broader culture, ideology, attitudes

90
Q

chronosystem

A

time

91
Q

biological theories

A

belief that heredity & innate biological processes govern growth

92
Q

Hall & Gesell

A

MATURATIONISTS

  • believed there is a predetermined biological time table
  • hall & gesell were proponents of normative approach to child study
  • age-related averages of child growth & behaviors to define what is normal
93
Q

ethology

A
  • examines how behavior is determined by a species need for survival
  • has its roots in charles darwin’s research
  • describes critical period for learning
94
Q

Konrad Lorenz

A

ethologist – known for research on imprinting

duck follows momma
imprinting= survival technique

95
Q

Bowlby

A
  • applied ethological principles to his theory of attachment

- attachment between infant & caregiver can insure the infants survival

96
Q

contemporary developmental theories acknowledge:

A

both quantitative & qualitative developmental changes

97
Q

contemporary developmental theories have a broad scope, addressing _____ & _____ development

A

cognitive & social

98
Q

contemporary developmental theories explain interacting causes for change both within the ______ & the _________

A

organism

environment

99
Q

what is incorporated within the contemporary developmental theories:

A

interacting processes
reciprocal processes
bidirectional causal processes

Human Growth Exam 1 (5 decks)

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