PSY2030 - Developmental Psychology Flashcards
Theory Differences :
Maturation or Experience
Maturation (Nature) - Changes that occur largely seperate from experience.
height, weight
Experience (Nurture) - Changet hat occur to formal or informal learning.
play sport, reading
Some changes can fall into both categories: talking, body language
Theory Differences :
**Process or Stage **
Continuous or Discontinuous
Process/ continuous - many small incremental changes.
Stage / discontinuous - smaller number of distinct steps or stages.
Erikson and Paiget theories assume development is discontinuous and all individuals follow the same sequence. Each stage is more complicated than the one before.
Theory Differences :
Active or Passive
Who much do individuals contribute to their own development?
Theory Differences :** **
Broad or Narrow
How wide theories look - e.g. individuals immediate surroundings (home, school0 or the community and culture of the country.
Psychodynamic Theories:
Freud
Three-Part Structure of Personality
Three-Part Structure of Personality: ID, Ego, SuperEgo
ID: unconscious, impulsivley tries to statisfy a persons inborn biological needs and desires. Maximise pleasure, avoid discomfort.
Ego: rational, conscious, problem-solving part of personalitiy.
Superego: moral and ethical component of personality. Develops at the end of early childhood. Sense of right and wrong, as well as an idealised view of how they should behave (ego-ideal).
Psychodynamic Theories:
Freud
Stages of Psychosexual Development
Stages of Psychosexual Development
At each stage, developmental changes result from conflicts amoung the ID, Ego and SuperEgo.
The Ego protects itself through Defence Mechanisms.
**Oral: Birth - 1 year: **Mouth - eating and drinking, sucking
**Anal: 1-3 years: **elimination and toilet training
**Phallic: 3-6 years: **genitals, gender role and moral development
**Latency: 6-12 years: **suspended sexual activity, energies shift to physical, social and intellectual activities
**Genital: 12 - adulthood: **gentials are the focus of stimulation, more sexual relationships develop
Psychodynamic Theories:
Erikson’s Psychosocial Theory
Personality is a psycosocial process, that is psychological internal factors and social external factors are both very important.
Developmental changes occur throughout a lifetime and they are influenced by three interrelated forces:
- individual’s biological and physical strenths and limitations
- unique life circumstances and developmental history
- social, cultural and historical forces during the lifetime
Psychodynamic Theories:
Erikson’s Psychosocial Stages of Development
- **Basic Trust vs Mistrust: Birth - 18 months: **Developmet of hope and the belief that ones wishes are attainable.
- **Autonomy vs Shame and Doubt: 1-2 years: **ability to be independant and self-directed vs a loss of self respect. A successful outcome of this stage is the development of Will.
- Initiative vs guilt: 3-6 years: initiative** **builds on autonomy; guilt involves self criticism for failure to meet parents expectations.
- **Industry vs inferiority: 7-11 years: **Child feels competent and able to learn what is required or feels a sense of inferiority.
- Identity vd Role Confusion: teenage years: Development of the fidelity virtue - abilitiy to sustain loyalties to beliefs inspite of conflicts.** **
- **Intimacy vs Isolation: 20s and 30s (early adulthood): **Successful resolution of this stage results in being able to feel love.
- **Generativity vs Stagnation: 40s - 60s (middle adulthood): **Successful resolution of this stage brings that ability to care and be concerned for others.
- **Ego Integrity vs Dispair: 60s on (old age): **Successful resolution of this stage brings *wisdom. *
Psychodynamic Theories:
Mahler’s Phases of Development
(builds on the work of Freud)
Autistic Phase: birth - 2 months: safe, sleep like transistion into the world.
**Symbiotic Phase: 2-6 months: **development of an emotionally charged mental image of the primary caregiver.
**Seperation/Individualisation Phase: 6-24 months: **functions as a seperate individual.
**Hatching Subphase: 6-10 months: **responds differently to primary caregivers versus others.
**Practicing Subphase: 10 - 16 months: **safe seperation and disengagement.
Reapproachment Subphase: 16-24 months: experiments more with leaving and returning to the caregiver.
Object Constancy Phase: 24-36 months: maintains stable and reliable mental images of the primary caregivers.
Psychodynamic Theories:
Stern
(builds on the work of Freud)
Stern offers an alternate description of the development of the psychological self, based on detailed emperical studies of infant-parent interactions in both the laboratory and naturalistic settings.
According to Stern, from birth onwards young infants display the capacity to coherently organise their experiences, through the emergent self where they regulate sleeping and eating, and activley participate in their interpersonal world to a significantly greater degree than Mahler proposed.
Core Self emerges between two and six months (awareness of being seperate from others).
Subjective Self appears between 6 and 12 months (mental representation of relationships with others)
**Verbal Self **emerges between 12 abd 18 months (development of language and symbolic thought).
Behavioral Learning Theories:
Pavlov
Classical Conditioning
Classical Conditioning was defined by Pavlov during the dog saliviating, bell ring experiment.
Conditional Response: salivation
**Unconditioned Stimulus: **food
Unconditioned Response: dog’s salivatory response
Experiments were conducted on animals.
Classical Conditioning may be present in infants - sucking when see a bottle etc…
Behavioral Learning Theories:
J.B. Watson
(inspired by Pavlov’s experiments on animals)
First modern psychologist to apply Pavlov’s Theory to children’s behaviour.
11 month old, Albert and white rat accompanied by loud noise.
watson concluded that the invironment was a critical influence upon development and that adults could shape a child behavior by controlling stimuls-repsponse associations.
As a result of his studies, Watson viewed development as a continuous process where associations increased with age.
Behavioral Learning Theories:
Skinner
Operant Conditioning
**Reinforcement Learning Theory. **
Reinforcement: increasing the likelihood of a particulr response occuring again.
Positive Reinforcement: given a reward
Negative Reinforcment: something negative is taken away (as a reward)
Punishment: weakens or supresses a behavioural response.
Extinction: disappearance of a response when a reinforcer that was maintaining it is removed.
Shaping: when a child learns to perform new responses not already in thir reperiore.
Social Cognitive Learning Theories:
Bandura
Observational Learning
Social (Cognitive) Learning Theory is also known as Observational Learning.
Centered on modelling and imitation.
Imitation: the child receives reinforcement for copying actions.
Modelling: Child watches model receive reinforcement for their actions.
Bandura identified several factors that determine whether individuals learn from a model:
Characteristics of a model: most likely to model high-status, powerful, competent individuals.
Characteristics of the observer: Individuals who lack status and power are most likely to model children and adolescents.
Consequences of behaviour: the greater the value the observer places on the behaviour, the more likely it is that the behaviour will be modelled.
**Phases of observational learning are: attend (to the model), remember, reproduce, reinforcement. **
Cognitive Development Theories:
Paiget
Cognitive Stages
Thinking develops in a series of increasingly complex stages.
**Sensorimotor: birth-2 years: **coordination of sensory and motor activity, object permanence.
**Preoperational: 2-7 years: **use of language and symbolic rpresentation, egocentric view on the world, make believe play. Thinking lacks logic.
**Concrete operational: 7-11 years: **logical operations, objects are organisied into hierachies, classes and subclasses. Thinkning is not yet abstract.
Formal operational: 11 - adulthood: systematic solution of actual and hypothetical problems using abstract symbols.
