Psychological Theories of Development Flashcards
critical windows
some aspects of development (language) depend on certain contexts or environmental factors
Psychosexual stages
Freud
oral anal phallic latency genital
oral psychosexual stage
birth-1yr
Manipulative, emotionally hungry, passivity
anal psychosexual stage
1-3yrs
Obsessive and controlling vs. reckless and defiant
phallic psychosexual stage
3-6yrs (Oedipus)
End of omnipotence, solidification of gender role
latency psychosexual stage
6-puberty
Sexual unfulfillment if don’t move past this stage
Genital psychosexual stage
puberty-death
Satisfaction in relationships
Freuds theory on developmental deficits
sx from development resulted from an unresolved conflict or failure to navigate a psychosexual stage
Freuds Newtonian theory
id vs. ego vs. superego
young children are “id-ridden”
adequate upbringing instills superego/ego
id
instinct, desire for power and pleasure
kids=id-ridden
(pt of Freud Newtonian theory)
ego
defenses, mediates between id and superego
pt of Freud Newtonian theory
superego
societal and moral ideal
pt of Freud Newtonian theory
Erikson
expanded on Freud’s theories, but more emphasis on SOCIAL INFLUENCES on develipment
each psychosocial strength –> specific pd of importance
stages accumulate and don’t necessarily happen in described order
healthy adults master envious, have stable personality, can perceive world and themselves correctily
Trust vs. Mistrust
birth-1yr
sense that world=good place
(Erikson’s psychosocial stages)
Autonomy vs. Shame and Doubt
1-3yr
Realize you’re independent and can make decisions
Think of terrible 2s
(Erikson’s psychosocial stages)
Initiative vs. Guilt
3-6yr
Try new things, handle failure
(Erikson’s psychosocial stages)
Industry vs. Inferiority
6-adolescence
Learn skills, work with others
(Erikson’s psychosocial stages)
Identity vs. Confusion
adolescence
develop lasting, integrated self
(Erikson’s psychosocial stages)
Intimacy vs. Isolation
young adult
Commit to loving relationship
(Erikson’s psychosocial stages)
Generativity vs. Stagnation
Middle adult
Contribute to younger generation
(Erikson’s psychosocial stages)
Integrity vs. Despair
late life
View one’s life as satisfactory and worthwhile
(Erikson’s psychosocial stages)
Erikson’s psychosocial stages
Trust vs. Mistrust (birth-1yr)
Autonomy vs. Shame & Doubt (1-3yr)
Initiave vs. Guilt (3-6yr)
Industry vs. Inferiority (6-adolescence)
Identity vs. Confusion (adolescence)
Intimacy vs. Isolation (young adult)
Generativity vs. Stagnation (middle adult)
Integrity vs. Despair (late life)
Learning theory
more of a purely nurture idea
watson
anything can be learned by anyone
skinner
you can induce behavior in someone
studied condition reinforcement in animals
classical conditioning
behavior becomes an automatic response to a stimulus
happens best when based on biological responses
cognitivism
1) the memory is an active organized processor of information
2) prior knowledge plays an important role in learning. (Delineate algorithms, patterns, etc.)
(Learning and development happen simultaneously)
Constructivism
From educational psychology, emphasizes active process of learning.
Learners bring their internalized ideas, culture, history of learning, etc. to each new subject.
(Development precedes learning).
Vtgotsky
emphasized importance of cultural specifics of developmental goals, learned through “apprenticeships” by proximal adults
“Zone of proximal development:” (defines the range of tasks a child can complete)
(Learning precedes development).
zone of proximal development
(Vygotsky)
defines the range of tasks a child can complete
ideal task being too hard for the child to complete alone but possible with assistance
Vtgotsky
emphasized importance of CULTURAL specifics of developmental goals, learned through “APPRENTICESHIPS” by proximal adults
“Zone of proximal development:” (defines the range of tasks a child can complete)
(Learning PRECEDES development).
our school system –> based on his theory (take gen chem before ochem)
Piaget
cognitive developmental framework, describes how children construct knowledge
at each stage w/ growing intellectual capacity, children seek to make sense of their envious in new/complex ways
Piaget stages of cognitive development
sensorimotor (birth-2yrs)
preoperational (2-6yrs)
concrete operational (7-adol.)
formal operational (adol. + fwd)
sensorimotor stage
birth-2yrs
Knowledge of world based on senses and exploration of immediate surroundings
(Piaget stages of cognitive development)
preoperational stage
2-6yrs
Symbols (words, numbers) used to represent broader world, but children only understand their own perspective
(Piaget stages of cognitive development)
concrete operational
7-adolescence
Apply logic to experiences, but focus on here and now
(Piaget stages of cognitive development)
Formal operational
adolescence-beyond
think abstractly, deal w/ hypothetical situations, speculate about multiple possibilities
(Piaget stages of cognitive development)
Formal operational
adolescence-beyond
Think abstractly, deal w/ hypothetical situations, speculate about multiple possibilities
(Piaget stages of cognitive development)
operant conditioning
behavior is reinforced by reward or punishment
social learning theory
studied notion that perceptions of others and others’ perceived ideas about you impact your mimicry and therefore your learning
who posited the idea of transitional object?
winnicott (object relations theory)
(security blanket) - bridge between self and other, helps child separate from parent
bowlby defined attachment as
infants need for and efforts at maintaining a nurturing bond with their primary caregiver
