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Developmental Psychology > Module 2: Developmental Theories > Flashcards

Module 2: Developmental Theories Flashcards

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1
Q

Who was G. Stanley Hall

A

Was influenced by Darwin; believed children developed over lifetime like species did

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2
Q

Who is John B. Watson

A

Founder of behaviorism, emphasized the role of the environment and nurture on human development; believed that human behavior was conditioned or learned

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3
Q

Who is Sigmund Freud

A

Focused on “psychosexual development”, must pass through stage, previous stage is prereq. for the next

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4
Q

Who is Arnold Gesell

A

A student of G. Stanley Hall; view that human development depends on biological “maturation”; created the order and normal age range

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5
Q

Who is Jean Piaget

A

Cognitive development; stages of development; assimilation and accommodation

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6
Q

Defense Mechanism

A

Psychological strategies that are unconsciously used to protect a person from unpleasant thoughts

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7
Q

Ego

A

The part of self that helps balance id and superego by satisfying id desires in a rational way

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8
Q

Id

A

The part of self that is biologically driven; instincts, drive, etc.

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9
Q

Superego

A

The part of self that acts as our conscience; tells us how to behave

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10
Q

Psychosocial Theory

A

Erikson’s theory that social relationships are important for personality development; discontinuous, both nature and nurture

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11
Q

Behavioral Perspective

A

Suggests that the key to understanding development are observable behavior and outside stimuli in the environment

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12
Q

Classical Conditioning

A

A type of learning in which an unconditioned stimulus is paired with a neutral stimulus -> neutral stimulus becomes conditioned stimulus, which brings about the conditioned response; continuous, mostly nurture

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13
Q

Operant Conditioning

A

Target behavior enforced by a reward or punishment to strengthen or weaken the behavior; continuous, mostly nurture

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14
Q

Social-Cognitive Learning Theory

A

Learning occurs in a social context, relationship between person and environment in which learning will occur; continuous, mostly nurture

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15
Q

Reciprocal Determinism

A

The interplay between our personality and the way we interpret events and how they influence us

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16
Q

Accommodation

A

Occurs when new information/experiences cause you to modify your existing information

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17
Q

Assimilation

A

The cognitive process that manages how we take new information and incorporate it into existing knowledge

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18
Q

Cognitive Perspective

A

Focuses on the process that allows people to know, understand and think about the world

19
Q

Concrete Operational Stage

A

(7-11 y/o): can think logically about real(concrete) events, firm grasp of numbers and start to use memory

20
Q

Egocentrism

A

The child is not able to take the perspective of others; typically during the preoperational stage

21
Q

Formal Operational Stage

A

(11 y/o-adulthood): Abstract ideas and hypothetical situations

22
Q

Information-Processing Approach

A

Ways that someone takes in, uses, and stores information; continuous, both nature and nurture

23
Q

Piaget’s Theory of Cognitive Development

A

Four distinct stage in children: sensorimotor, preoperational, concrete, and formal; discontinuous, both nature and nurture

24
Q

Schemas

A

Existing framework for an object or concept

25
Q

Sensorimotor Stage

A

(birth-2 y/o): Children are learning through senses and motor behavior

26
Q

Theory of Mind

A

Explains how children come to understand the thoughts, feelings, and beliefs that others have; typically during the preoperational stage

27
Q

Humanism

A

A psychological theory that emphasizes an individuals inherent drive towards self-actualization; can make your own decisions and control your own behavior; continuous, mostly nurture

28
Q

Phenomenal Field

A

Our subjective reality, all that we are aware of: thoughts, images, ideas, etc.

29
Q

Maslow’s Hierarchy of Needs

A

A five tier model of human needs: physiological, safety, love/belonging, esteem, and self actualization

30
Q

Bioecological Model

A

Perspective suggesting that there are multiple levels of the environment interact with the biological potential to influence development; both continuous and discontinuous, both nature and nurture

31
Q

Chronosystem

A

The environmental events and transitions that occur throughout a childs life, including any socio-historical events

32
Q

Contextual Perspective

A

Theory that considers the relationship between the person and their physical, cognitive, and social worlds

33
Q

Ecological Systems Theory

A

Urie Bronfenbrenners theory that they’re multiple environments that interact with each other that provide context for a child

34
Q

Exosystem

A

The larger contexts of the community; values, history, and economy

35
Q

Macrosystem

A

Cultural elements; global economical conditions, war, technology, values

36
Q

Mesosystem

A

Larger organizational structures; school, family, religion

37
Q

Microsystem

A

Immediate surrounds; parents, siblings

38
Q

Scaffolding

A

Process in which adults model/demonstrate how to solve a problem and then step back and offer support when needed

39
Q

Sociocultural Theory

A

Vygotsky’s theory that emphasizes how cognitive development proceeds as a result of social interactions; both continuous and discontinuous, both nature and nurture

40
Q

Zone of Proximal Development

A

The difference between what a learner can do without help, and what they can do with help

41
Q

Behavioral Genetics

A

Studies the effect of heredity on behavior

42
Q

Ethology

A

The study of behavior through a biological lens

43
Q

Evolutionary Psychology

A

Identify behavior that is a result of our genetic inheritance from our ancestors; continuous, both nature and nurture

Developmental Psychology (4 decks)

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