Module One: Introduction to Development: Theories, Theorists and Perspectives Flashcards

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1
Q

prenatal development stage period

A

conception - birth

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2
Q

infancy and toddlerhood period

A

birth - 2 years old

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3
Q

early childhood period

A

3 - 5 years old

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4
Q

middle childhood period

A

6 - 11 years old

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5
Q

adolescence period

A

12 years old - adulthood

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6
Q

nature vs. nurture

A

debate on if heredity or environment or both have a bigger influence on shaping who we are

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7
Q

continuity vs. discontinuity

A

debate on if development is gradual or abrupt (stages?)

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8
Q

active vs. passive

A

debate on if children have a more active role on their development or if the environment plays a bigger role in development

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9
Q

nature theorists

A
  • explore biological maturation/impact of genes
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10
Q

sigmund freud

A
  • psychoanalytic theorist
  • studied the impact of childhood experiences on adulthood
  • saw development in stages (oral, anal, etc.)
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11
Q

nurture theorists

A

believed children were born a blank slate, shaped by their environment

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12
Q

ian pavlov

A
  • classical conditioning
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13
Q

unconditioned stimulus

A

causes a response without any prior learning

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14
Q

unconditioned response

A

automatic response to a stimulus

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15
Q

conditioned stimulus

A

previously neutral stimulus that eventually triggers a conditioned response

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16
Q

conditioned response

A

the learned response to the previously neutral stimulus

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17
Q

oral stage

A
  • birth - 2 years old
  • infant is all “Id” (primitive part of our psyche driven by instincts)
  • all stimulation and comfort-focused on the mouth based on sucking reflex
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18
Q

anal stage

A
  • stage of potty training and managing biological urges
  • beginning development of ego
  • fixation to the stage may result in OCD like behaviours or lack of self-control
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19
Q

phallic stage

A
  • early childhood
  • development of the superego
  • develop a sense of masculinity/femininity
20
Q

latency stage

A
  • middle childhood
  • urges quiet down and focus on friendship
  • ego and superego refined through cooperation development
21
Q

genital stage

A
  • puberty - adulthood
  • preoccupation is sex and reproduction
22
Q

behaviourist theorists

A
  • focuses on responses to environment
23
Q

b.f. skinner

A
  • behaviourist
  • operant conditioning
  • reinforcement
24
Q

positive reinforcement

A
  • reward to encourage behaviour
    i.e. giving a child a cookie for cleaning up toys
25
Q

negative reinforcement

A
  • taking away something unpleasant to encourage behaviour
    i.e. alarm clock in the morning
26
Q

positive punishment

A
  • giving an unwanted consequence to discourage behaviour
    i.e. spanking
27
Q

negative punishment

A
  • taking away a pleasant stimulus to discourage behaviour
    i.e. timeout
28
Q

jean piaget

A
  • constructivist
  • believed children construct learning through environmental interaction
  • piaget’s stages (sensorimotor, pre-operational)
29
Q

sensorimotor stage

A
  • 0 - 2 years old
  • children rely heavily on senses and motor skills
30
Q

preoperational stage

A
  • 2 - 7 years old
  • think about the world using symbols
  • use of language
  • still do not understand how the physical world operates
31
Q

concrete operation stage

A
  • 7 - 11 years old
  • develop ability to think logically about physical world
  • understand size, distance, cause and effect
32
Q

formal operational stage

A
  • 12 years old
  • develop ability to think logically about concrete and abstract events
33
Q

lee vygotsky

A
  • behaviourist
  • believed cognitive abilities were socially constructed
  • believed language created shared meaning/necessary for thought
  • sociocultural theory
34
Q

sociocultural theory

A
  • emphasized importance of culture and interaction in development of cognitive abilities
35
Q

schemas

A

mental frameworks for acquiring knowledge (general common knowledge about things)

36
Q

assimilation

A

adding to an existing schema

37
Q

accommodation

A

modifying or creating a new scheme

38
Q

zone of proximal development

A

gap between what a child can do
independently versus with
assistance

39
Q

scaffolding

A

guidance of a caregiver in a child’s development of cognitive skills

40
Q

albert bandura

A
  • social psychologist
  • believed behaviours were learned through imitation
  • bobo doll experiment
  • studied reciprocal determinism
41
Q

reciprocal determinism

A

interaction between environment
and individual determines
learning outcomes

42
Q

erik erikson

A
  • constructivist
  • believed that our relationships and society’s expectations motivate much of our behaviour
  • emphasized importance of culture in parenting practices and motivations
43
Q

id

A

part of the self that responds to biological urges without pause and is guided by the principle of pleasure

44
Q

ego

A

part of the self that is guided by logic or the reality principle; able to manage urges

45
Q

superego

A

represents society’s demands for its members