Social Development Flashcards
Psychoanalytic Theories (2)
1) Freud’s psychosexual theory
2) Erikson’s psychosocial theory
Learning Theories (2)
1) Watson’s classical conditioning/behavourism
2) Skinner’s operant conditioning
Social-Learning Theory (1)
Bandura’s social learning theory
Social Cognition Theories (3)
1) Selman’s theory of role-taking
2) Dodge’s information-processing theory of social problem solving:
3) Dweck’s theory of self-attributions and achievement motivation
Ecological Theories (3)
1) Ethology - Lorenz
2) Evolutionary psychology
3) Brofenbrenner’s Bioecological model
Freud’s Psychosexual Theory
1st to say how you raise your kids and how you treat them is important (parent-child relationship)
unconscious
no longer used in psychology but influential in importance of childhood and parenting, close relationships, early experience
pass through series of universal stages where they encounter conflicts related to a particular erogenous zone (e.g. oral, anal, genital, latency, phallic etc.)
success or failure in this stages affect development throughout life
Erikson’s Psychosocial Theory
built on Freud
kids need to develop own identity and separate from parents
incorporated social factors
challenges/crises at each stage
non-sexual stages related to age and biological maturation
Watson’s Classical Conditioning/Behavourism
kids are a product of environmental conditioning
passive and take in environment
believed psychologists should study visible behaviour, not “the mind”
said he could take 12 kids and make them into whatever he wants
Watson’s Little Albert Experiment
exposed child to white rat
initially Albert reacted positively
then presented rat with loud frightening noise
after repeated pairings, Albert became afraid of the rat itself
classical conditioning
Systematic Desensitization
Watson
use to get rid of anxieties
anxiety topic is paired with relaxing and calming stimuli to help reduce this
e.g. scared of spiders, so look at it in a book and use deep breathing techniques
Skinner’s Operant Conditioning
useful with behaviours like autism
behaviour under environmental control
positive and negative reinforcement and punishment in response to a behaviour (e.g. attention as a reinforcer)
repeat behaviours that lead to favourable outcomes
suppress those that result in unfavourable outcomes
Intermittent Reinforcement
Skinner
inconsistent response to a behaviour
makes behaviours resistant to extinction
Behaviour Modification
form of therapy based on principles of operant conditioning in which reinforcement contingencies are changed to encourage more adaptive behaviour
e.g. saw child withdrawing - better to pay attention when he joins a group
Bandura’s Social Learning Theory
behaviour based on observation and imitation of others
direct and indirect observation
Bandura’s Bobo Doll Experiment
learn from others experience - vicarious reinforcement
watch video where adult was aggressive towards a doll
1 group - adult scolded - imitated behaviour less
2nd group - adult praised - reproduced aggressive behaviour when offered reward
3rd no - no consequence
boys more aggressive than girls, even though girls learned equally
Reciprocal Determinism
Bandura
child–environment influences operate in both directions; children are both affected by and influence aspects of their environment
child seek out certain types of experiences
Perceived Self-Efficacy
Bandura
belief in ability to achieve goal
self-socializing
part of social cognition
children play a very active role in their own socialization through their activity preferences, friendship choices etc.
unlike learning theories, where kids let things happen to them
Selman’s Theory of Role-Taking
being aware of the perspective of another person
essential for understanding others’ thoughts, feeling, motives
perspective taking
become less egocentric over time
Dodge’s Information-Processing Theory of Social Problem Solving
ON EXAM***
emphasizes role of cognition on social behaviour
studied aggressive children with hostile attribution bias
often stems from abuse
knowledge of social cues
Dweck’s Theory of Self-Attributions and Achievement Motivation
achieving motivation: refers to whether children are motivated by mastery or by others’ views of their success
learning vs performance goals
Entity/helpless vs. incremental/mastery
Locus of control
Learning goals
Dweck
seeking to improve their competence and master new material
Performance goals
Dweck
seeking to receive positive assessments of their competence or to avoid negative assessments
Entity/Helpless Mindset
Dweck
fixed no matter what you do
tendency to attribute success and failure to enduring aspects of the self and to give up in the face of failure
tend to base self-worth on approval from others
intelligence fixed and unchangeable
Incremental/Mastery Mindset
Dweck
general tendency to attribute success and failure to the amount of effort expended and to persist in the face of failure
do not equate failure with a personal flaw
intelligence can grow as a function of experience
Locus of Control
who you think is responsible
entity - outside of control
incremental - under their control
What is best to say to children?
a) Good girl/boy
b) You are really smart
c) You can do anything
d) You are working hard
d) You are working hard
→ focus on effort, not the child’s enduring traits
Ethology - Lorenz
study of the evolutionary bases of behaviour
imprinting → attachment
e.g. birds imprinting on first thing they see right after during birth sensitive period
seen as similar to attachment in humans
Evolutionary Psychology
Darwin’s natural selection
social adaptive challenges
large human brain and longer period of immaturity due to social complex world
parental investment theory
Parental Investment Theory
Evolutionary psychology
parents are motivated by the drive to perpetuate their genes, helping child survive
e.g. abusive parents more likely to target abuse towards stepchildren, especially infants and young children
Brofenbrenner’s Bioecological Model
treats the child’s environment as “a set of nested structures, each inside the next, like a set of Russian dolls”
Each structure represents a different level of influence on development
Layers of Brofenbrenner’s Bioecological Model (5)
1) Microsystem
2) Mesosystem
3) Exosystem
4) Macrosystem
5) Chronosystem
all layers bi-directional
Is the child part of the microsystem?
NO
child at center of the model
Microsystem
immediate environment that an individual child personally experiences and participates in
everything that the child interacts with on a REGULAR basis
e.g. immediate family - especially during infancy and early childhood
Mesosystem
anytime 2 aspects of the microsystem are interacting
interconnections
e.g. parent interacting with school - volunteering, going on field trip, talking to teacher
Exosystem
environmental settings that a child does not directly experience but that can affect the child indirectly
things that affect the microsystem
extended family, school board, friend’s of family
IRREGULAR basis
Macrosystem
larger cultural and social context within which the other systems are embedded
not tangible things - ideology, culture, law
e.g. paid maternity leave
Chronosystem
EXAM Q***
historical changes over time***
e.g. effects of COVID, laws that change over time, relationship with parents over time etc.
Child Maltreatment - most to least common (5)
1 - exposure to intimate partner violence
EXAM Q
#2 neglect
#3 physical abuse
#4 emotional maltreatment
(difficult to prove)
#5 sexual abuse
Parent predictors of neglectful parenting
EXAM Q***
Low-self esteem
High reactivity
Poor impulse control
Drug/alcohol problems
Abuse by spouse or own parents
Lack of social support
Living in poverty
Inconsistent parenting (themselves)
Unrealistic parenting/expectations*****
Child predictors of being neglected
Age - younger kids
Sickly (parents under more stress)
Development delay
Difficult temperament
Low birth weight (correlated with substance use, stress, and poor nutrition in parents, more likely to be sick kids, have developmental delays)
