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AIM - The Brain > Psychological Theories of Development > Flashcards

Psychological Theories of Development Flashcards

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The Brain flashcards
1
Q

critical windows

A

some aspects of development (language) depend on certain contexts or environmental factors

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2
Q

Psychosexual stages

Freud

A 
oral
anal
phallic
latency
genital
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3
Q

oral psychosexual stage

A

birth-1yr

Manipulative, emotionally hungry, passivity

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4
Q

anal psychosexual stage

A

1-3yrs

Obsessive and controlling vs. reckless and defiant

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5
Q

phallic psychosexual stage

A

3-6yrs (Oedipus)

End of omnipotence, solidification of gender role

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6
Q

latency psychosexual stage

A

6-puberty

Sexual unfulfillment if don’t move past this stage

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7
Q

Genital psychosexual stage

A

puberty-death

Satisfaction in relationships

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8
Q

Freuds theory on developmental deficits

A

sx from development resulted from an unresolved conflict or failure to navigate a psychosexual stage

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9
Q

Freuds Newtonian theory

A

id vs. ego vs. superego

young children are “id-ridden”

adequate upbringing instills superego/ego

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10
Q

id

A

instinct, desire for power and pleasure

kids=id-ridden

(pt of Freud Newtonian theory)

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11
Q

ego

A

defenses, mediates between id and superego

pt of Freud Newtonian theory

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12
Q

superego

A

societal and moral ideal

pt of Freud Newtonian theory

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13
Q

Erikson

A

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

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14
Q

Trust vs. Mistrust

A

birth-1yr

sense that world=good place

(Erikson’s psychosocial stages)

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15
Q

Autonomy vs. Shame & Doubt

A

1-3yr

Realize you’re independent and can make decisions

Think of terrible 2s

(Erikson’s psychosocial stages)

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16
Q

Initiave vs. Guilt

A

3-6yr

Try new things, handle failure

(Erikson’s psychosocial stages)

17
Q

Industry vs. Inferiority

A

6-adolescence

Learn skills, work with others

(Erikson’s psychosocial stages)

18
Q

Identity vs. Confusion

A

adolescence

develop lasting, integrated self

(Erikson’s psychosocial stages)

19
Q

Intimacy vs. Isolation

A

young adult

Commit to loving relationship

(Erikson’s psychosocial stages)

20
Q

Generativity vs. Stagnation

A

Middle adult

Contribute to younger generation

(Erikson’s psychosocial stages)

21
Q

Integrity vs. Despair

A

late life

View one’s life as satisfactory and worthwhile

(Erikson’s psychosocial stages)

22
Q

Erikson’s psychosocial stages

A

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)

23
Q

Learning theory

A

more of a purely nurture idea

24
Q

watson

A

anything can be learned by anyone

25
Q

skinner

A

you can induce behavior in someone

studied condition reinforcement in animals

26
Q

classical conditioning

A

behavior becomes an automatic response to a stimulus

happens best when based on biological responses

27
Q

cognitivism

A

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)

28
Q

Constructivism

A

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).

29
Q

Vtgotsky

A

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).

30
Q

zone of proximal development

A

(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

31
Q

Vtgotsky

A

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)

32
Q

Piaget

A

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

33
Q

Piaget stages of cognitive development

A

sensorimotor (birth-2yrs)
preoperational (2-6yrs)
concrete operational (7-adol.)
formal operational (adol. + fwd)

34
Q

sensorimotor stage

A

birth-2yrs

Knowledge of world based on senses and exploration of immediate surroundings

(Piaget stages of cognitive development)

35
Q

preoperational stage

A

2-6yrs

Symbols (words, numbers) used to represent broader world, but children only understand their own perspective

(Piaget stages of cognitive development)

36
Q

concrete operational

A

7-adolescence

Apply logic to experiences, but focus on here and now

(Piaget stages of cognitive development)

37
Q

Formal operational

A

adolescence-beyond

think abstractly, deal w/ hypothetical situations, speculate about multiple possibilities

(Piaget stages of cognitive development)

38
Q

Formal operational

A

adolescence-beyond

Think abstractly, deal w/ hypothetical situations, speculate about multiple possibilities

(Piaget stages of cognitive development)

39
Q

operant conditioning

A

behavior is reinforced by reward or punishment

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