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CAL: Communication Across The Lifespan > Module 2 (Part One): Developmental Theories > Flashcards

Module 2 (Part One): Developmental Theories Flashcards

1
Q

Define: DEVELOPMENT

A

Development: series of age-related stages that occur over the course of a lifespan in which capacities are developed building on those of the previous stage

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2
Q

4 Characteristics of development

A

Qualitative
Sequential
Irreversible
Universal

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3
Q

Historical Perspective: Notable Contributors

17th Century: John Locke

A

Emergence of Behaviourism

Idea that babies start as a ‘blank slate’

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4
Q

Define: Behaviourism

A

Theory that human and animal behaviour can be explained in terms of conditioning, without appeal to thoughts or feelings, and that psychological disorders are best treated by altering behaviour patterns.

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5
Q

Historical Perspective: Notable Contributors

18th century: Jean-Jacques Rousseau

A

Emergence of Maturationism
Idea of innate morality and potential which need only protection and nurturing
Three stages of learning: 0-12 emotions/impulses, 12-16 reasoning, 16+ adulthood

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6
Q

Define: Maturationism

A

Growth and development are a natural/innate process, education passively supports growth.

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7
Q

Historical Perspective: Notable Contributors

19th century Charles Darwin

A

Emergence of Darwinism
encouraged observational methods
explosion of use of science in ‘social sciences’

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8
Q

Historical Perspective: Notable Contributors

19th Century Adolphe Quetelet

A

quantitative information

“the average man” and the bell curve

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9
Q

Historical Perspective: Notable Contributors

20th century

A

Explosion of theories specific to children’s development developed from studying children with atypical behaviour

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10
Q

List the 5 Main Developmental Theories

A

Psychoanalytic Theories

Behavioural & Social Learning Theories

Biological Theories

Cognitive Theories

Systems Theories

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11
Q

Brief Overview: Psychoanalytic Theory

1/5 Main theories

A

Psychoanalytic Theory
Focus on formation of personality
Eriksson and Freud
Distinct stages, face conflicts between biological drive and social expectation

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12
Q

Brief Overview: Behavioural & Social Learning Theory (2/5 Main theories)

A

Behavioural Learning Theory
Importance of environment and nurturing in development
Learning occurs by conditioning
Language is a subset of all learned behaviours (NOT innate) vocalisations are reinforced

Social Learning Theory
Developed by Albert Bandura
Children learn by more than reinforcement: also learn through observation/imitation and modelling
driven by intrinsic reinforcement

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13
Q

Brief Overview: Biological Theory

3/5 Main theories

A

Biological Theory
Hereditary and innate biological processes govern growth
Maturationism: biology-governed/innate process with key period in development
Ethology: study of human behaviour and social organisation from a biological perspective.

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14
Q

Explain Key Ideas: Attachment Theory

A

Formation of attachment between child and caregiver can ensure infant’s success and survival
Key concepts: Circle of security, proximity maintenance, secure base, safe haven, separation distress

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15
Q

Describe the Circle of Security

A 
The Circle of Security consists
proximity maintenance
secure base
safe haven
separation distress
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16
Q

Brief Overview: Cognitive Theory

4/5 Main theories

A

Cognitive Theories
Focus on HOW we learn (how the brain works and how this influences observable/external behaviours)
Main contributor: Jean Piaget
Includes Socio-cultural theory (Lev Vygotsky) and Information processing theory

17
Q

Brief Overview: Systems Theory

5/5 Main theories

A

Systems Theory
Development is a result of complex interactions between influences/systems
Main Contributor Urie Bronfenbrenner

18
Q

Explain Key Ideas: Sociocultural Theory

A

Socio-Cultural theories (Lev Vygotsky)
Child is an active learner but social learning precedes cognitive development,
Learn from the “MKO: more knowledgeable other,”
Zone of proximal development (what the learner can do with guidance) this is the key level at which you aim to pitch for teaching

19
Q

List the five systems in Urie Bronfenbrenner’s Ecological Systems Theory

A

Micro - setting in which they live: closest to the child; parents, friends, school neighbourhood (also biology)
Meso - connections between microsystems e.g. relations of experiences from family to friends
Exo - child does not have an active role in influence e.g. mother’s work
Macro, - cultural context/outer circle
Chrono - events over time in the child’s life e.g. drought, divorce, socio-historical circumstance

20
Q

Ecological Systems Theory

Define: MICROSYSTEM

A

setting in which they live: closest to the child; parents, friends, school neighbourhood (also biology)

21
Q

Ecological Systems Theory

Define: MESOSYSTEM

A

Connections between microsystems e.g. relations of experiences from family to friends

22
Q

Ecological Systems Theory

Define: EXOSYSTEM

A

child does not have an active role in influence e.g. mother’s work

23
Q

Ecological Systems Theory

Define: MACROSYSTEM

A

cultural context/outer circle

24
Q

Ecological Systems Theory

Define: CHRONOSYSTEM

A

events over time in the child’s life e.g. drought, divorce, socio-historical circumstance

25
Q

List the FIVE DOMAINS OF DEVELOPMENT

A

Physical: physical characteristics/features
Motor: gross and fine motor skills
Cognitive: cognitive processes; memory, problem solving, processing, logical reasoning, executive function, creativity
Social/Emotional: self-esteem, moral reasoning friendships inter-personal skills
Language and Communication

26
Q

Explain CLASSICAL CONDITIONING

A

Stimulus-response associations can be controlled
e.g. association of a neutral stimulus (bell) with an unconditioned stimulus (food) for it to become a conditioned stimulus and conditioned response

27
Q

Explain OPERANT CONDITIONING

A

Method of learning through reinforcement and punishment

“The consequences of behaviour determine the probability that the behaviour will occur again”

28
Q

Operant Conditioning
Define:
REINFORCEMENT, PUNISHMENT, POSITIVE, NEGATIVE

A

REINFORCEMENT: increase/maintain behaviour
PUNISHMENT: decrease behaviour
POSITIVE: Addition of stimulus (pleasant or aversive)
NEGATIVE: Removal of stimulus (pleasant or aversive)

29
Q

Operant Conditioning
Provide example:
Positive reinforcement

A

Any example where a pleasant stimulus was INTRODUCED to ENcourage the behaviour
e.g. giving a sticker for completing task

30
Q

Operant Conditioning
Provide example:
Positive punishment

A

Any example where an aversive stimulus was INTRODUCED to DIScourage the behaviour
e.g. adding a code to ipad to restrict access

31
Q

Operant Conditioning
Provide example:
Negative punishment

A

Any example where a pleasant stimulus was REMOVED to DIScourage the behaviour
e.g. taking off blanket to discourage sleeping in

32
Q

Operant Conditioning
Provide example:
Negative reinforcement

A

Any example where an aversive stimulus was REMOVED to ENcourage the behaviour
e.g. removing bad bin smell encourages taking the rubbish out

CAL: Communication Across The Lifespan (5 decks)

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