Module 2 Flashcards
Theory
a well developed idea that explains behavior/events to make a prediction about future observations
Hypothesis
a testable prediction from theory(often worded as a statement)
passive versus active
the role of early experiences on later development versus current behavior reflecting present experiences
continuity verses discontinuity
whether or not development is best viewed as occurring in stages or as a gradual and cumulative process of change
the nature vs nurture debate
the role of heredity and the environment in shaping human development
John Locke
proposed that the mind of the newborn as “tabula rasa” (blank slate) on which knowledge is written through experience and learning
Jean-Jacques Rousseau
propose that development occurs according to innate processes and progresses through three stages: infancy, childhood, and adolescence
Charles Darwin
known for his theory of evolution( all life on earth developed gradually over millions of years from the few common ancestors)
G. Stanley Hall
establishes scientific journals for publishing child development research, first president of the American psycholgical association
James Mark Baldwin
conducted quantitative and experimental research on infant development
John B. Watson
founder of the field of behaviorism(human and animal behavior. an be explained in terms of conditioning
Sigmund Freud
psychoanalytic approach and model of psychosexual development
Arnold Gesell
conducted the first large-scale study of children’s behavior that revealed consistent patterns of development focused on biological “maturation”
Jean Piaget
stage theory of cognitive development
Freud’s theory of personality(3)
1)Id.2)ego.3)super ego
Stages of Psychosexual Development(5)
1)oral .2)anal .3)phallic .4)latency .5)genital
Oral stage of psychosexual development
Id.
infant need for comfort, warmth, food stimulation through oral gratifcation
Side effects of failed oral stage(4)
fixated on eating, drinking, smoking, nail-biting, compulsive talking
anal stage of psychosexual development
Ego.
toddlerhood/potty training
self-control
side effects of anal stage neglect
over caregiving results- fear of letting go, clean, organized, reliable, controlling of others
neglectful caregiving results- messy, irresponsible, disorganized
phallic stage of psychosexual development(4)
Super Ego.
preschool years(3-5)
guilty sexual desire
1)oedipus complex. 2)castration. 3)electra complex. 4)penis envy
Phallic Stage: Oedipus Complex
a child’s unconscious sexual desire for the opposite-sex parent and hatred for the same-sex parent
Phallic Stage: Castration Anxiety
Belief that the boy fears that if he purses his other, his father may castrate him
Phallic Stage: Penis Envy
Belief that the girl feels inferior because she doesn’t have a penis
Latency Stage of PsychosexualDevelopment
middle childhood(6-11)
attention focused on family and friendships
Genital Stage of Psychosexual Development
adolescence through adulthood
preoccupied with sex and reproduction
Defense Mechanisms(8)
1)denial. 2)displacement. 3)projection. 4)rationalization. 5)reaction formation. 6) regression. 7)repression. 8)sublimation
Denial
not accepting the truth or lying to oneself
Displacement
taking out frustrations on a safer target
Projection
attributing unacceptable thoughts to others
rationalization
distortion of the facts to make an event or impulse less threatening
reaction formation
outwardly opposing something you inwardly desire, but that you find unacceptable
regression
going back to a tie when the world felt like a safer place, perhaps reverting to one’s childhood behaviors
repression
pushing painful thoughts out of consciousness
sublimation
transforming unacceptable urges into more socially acceptable behaviors
Erickson’s Psychosocial stages of development(8)
1)trust vs mistrust{hope}. 2)autonomy vs shame{will}. 3)initiative vs guilt(purpose). 4)industry vs inferiority[competence}. 5)identity vs role confusion{fidelity}. 6) intimacy vs isolation {love}. 7)generatively vs stagnation {care}. 8) integrity vs despair {wisdom}.
Trust vs Mistrust (Hope)
birth to 12 months
infants must learn that adults can be trusted
Autonomy vs Shame (Will)
toddlers 1-3 years of age
exploring the world, learning they can control their actions and act on their environment to get results
Initiative vs Guilt ( purpose)
preschoolers 3-6 years of age
capable of initiating activities and asserting control over their world through social interactions and play
Industry vs Inferiority (competence)
elementary school children 7-12 years of age
either develop a sense of pride/accomplishment or a sense of inferiority/inadequate
identity vs role confusion (fidelity)
adolescents 12-18
developing a sense of self. exploring various roles and ideas, setting goals, and attempting to discover their adult selves
intimacy vs isolation (love)
early adulthood 20s-40s
developing and maintaining successful relationships with others
Generatively vs Stagnation (care)
middle adulthood 40s-60s
finding their life’s work and contributing to the development of others
integrity vs despair (wisdom)
late adulthood 60s-death
reflecting on their lives and feeling a sense of pride and satifacation
Classical conditioning. founded?definition?
ivan pavlov
helps understand how our responses to one situation become attached or connected to new situations
classical conditioning: before
unconditioned stimulus(food) produces an unconditional response (salivation)
doesn’t need pairing
classical conditioning: during
neutral stimulus(bell) is presented just before the unconditioned stimulus(food)
classical conditioning: after
the neutral stimulus becomes conditional stimulus(bell) when presented alone and now produces a conditioned response(salivation)
Law of Effect
Behaviors followed by consequences that are satisfying are more likely to be repeated. Behaviors followed by unpleasant consequences are less likely to be repeated
Reinforcer
anything following a behavior that makes it more likely to be repeated
intrinsic or primary reinforcers
food or praise
secondary reinforcers
money, that can be exchanged for what one really wants
social learning theory
learning occurs in a social context through a dynamic and reciprocal interaction of the person, their own behavior, and the environment
reciprocal determinism
the interplay between our personality and the way we interpret events and how they influence us
observational learning
individuals can learn novel responses by watching the key behavior of others, referred to as social models
social models
are typically of higher status or authority compared to the observer such as parents and teachers
observational learning proses parts(4)
1)attention.2)retention. 3)initiation. 4)motivation
Vicarious reinforcement
occurs when peoples behavior is influenced by observing social models receive reinforcement or punishment
observational learning: attention
one must pay attention to what they are observing
observational learning: retention
to learn one must be able to retain the behavior they are observing in memory
observational learning:initiation
the learner must be able to execute/initiate the learned behavior
observational learning: motivation
needed to engage in observation learning
piaget’s stages of cognitive development(4)
1)sensorimotor. 2)preoperational. 3)concrete operational. 4)formal operational
Sensorimotor
0-2
learn through senses and motor behavior
object permanence
stranger anxiety
object permanence
the understanding that even if something is out of sight it still exists(5-8months)
stranger anxiety
a fear of unfamiliar people
preoperational
2-7
- use symbols, words, images, ideas, and engage in pretend play
- begin to use language but can’t understand adult logic
egocentrism
theory of mind
egocentrism
the child is not able to take the perspective of others
theory of mind
3-5
understanding people have thoughts, feelings, and beliefs that differ from one’s own
concrete operational
7-11
can think logically about real events
can master the concept of conservation and reversibility
formal operational
11-adulthood
can deal with abstract ideas and hypothetical situations
cognitive neuroscience
the scientific field that studies the biological processes that underlie cognition
developmental cognitive neuroscience
examines interrelations between brain changes and changes in cognitive ability as children grow up
humanism
humans are constantly reacting to stimuli with their subjective reality
self actualizing
self concept
ideal self
real self
self concept
our thoughts and feelings about ourselves
ideal self
the person that you would like to be
real self
the person you actually are
congruity
how closely one’s real self matches up with the ideal self
high congruence
leads to greater sense of self-worth, healthy and productive life
incongruence
great discrepancy between our ideal and actual selves
the good life
when a fully functional person continually aims to fulfill his/her potential and demonstrate the following traits/tendencies
contextual perspective
vygotsky
considers the relationship between individuals and the physical, cognitive, personality, social, cultural, and environmental influences on development
guided participation
learning new skills through collaboration with a more experienced person
scaffolding
teachers model or demonstrate how to solve a problem, then step back and offer support if needed
zone of proximal development
the difference between what a learner can do without help and what they cannot do
ecological systems theory
bronfenbrenner
the qualities of a child and their environment interact to influence how they will grow and develop
ecological
a natural environment
evolutionary perspective
seeks to identify behavior that is the result of our genetic inheritance from our ancestors
evolutionary psychology
examines psychological structure from a modern evolutionary perspective
evolved adaptation
functional products of natural selection or sexual selection in human evolution
behavioral genetics
a field of scientific research that uses genetic methods to investigate the nature and origins of individual differences in behavior and studies the effects of heredity on behavior
eclectic approach
drawing on several perspectives simultaneously
unconditioned stimulus
doesn’t need pairing, it already brings upon a response by itself
conditioned stimulus
needs paring to cause a reaction
