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
