Social Development Flashcards
development
age-related changes that occur in an individual’s lifespan
psychosexual theory of development
childhood stages that Freud believed every person passes through that shape a person’s personality
fixation
inability to move on from a certain psychosexual stage of development
due to either too much or too little gratification during that stage
libido
energy source that causes an unconscious drive for sex and survival that Freud thought underlied much of a person’s behavior
oral stage
first step in Freud’s psychosexual theory of development
ages 0-2
libido is focused around the mouth and gratification is found through eating
fixation in the oral stage
personality that arises from either too much or too little gratification in the first stage of psychosexual development will be characterized by aggression, dependence, and a tendency to smoke, overeat, or bite nails
anal stage
second step in Freud’s psychosexual theory of development
age 1-3 when the libido is focused around the anus and gratification is found through controlling the bladder and bowel movements
fixation in the anal stage
personality that arises from either too much or too little gratification in the second stage of psychosocial development will be characterized by extreme orderliness or messiness
phallic stage
third step in Freud’s psychosexual theory of development
ages 3-6
libido is focused around the genitals, and development occurs when the Oedipus or Electra complex is resolved
Oedipus complex
idea that, during the phallic stage of psychosexual development, boys will begin to desire their mother and envy their father
Electra complex
idea that, during the phallic stage of psychosexual development, girls will begin to desire their father and envy their mother
fixation in the phallic stage
personality that arises from either too much or too little gratification in the third stage of psychosocial development
will be characterized by sexual dysfunction
latent stage
fourth step in Freud’s psychosexual theory of development
describes the time from ages 6-12 that has no single focus of the libido and development of cognitive and social skills occurs
genital stage
fifth and final step in Freud’s psychosexual theory of development
describes the time after the onset of puberty, in which the libido is focused around the genitals and sexual interest develops
psychosocial theory of development
idea proposed by Erik Erikson that suggests changes that an individual experiences in their personality are caused by facing 8 sequential conflicts that every person will face
suggests that personality changes throughout the person’s lifespan
5 stages of Freudian psychosexual development
oral stage (0-2) anal stage (1-3) phallic stage (3-6) latent stage (6-12) genital stage
Erik Erikson’s 8 conflicts
trust vs. mistrust (0-1) autonomy vs. shame and doubt (2-3) initiative vs. guilt (3-5) industry vs. inferiority (6-12) identity vs. role confusion (12-18) intimacy vs. isolation (20-40) generativity vs. stagnation integrity vs. despair
trust vs. mistrust
first stage in psychosocial development
ages 0-1
when the child learns if they can depend on their caregivers
results in either hope or suspicion and fear
autonomy vs. shame and doubt
second stage in psychosocial development
ages 2-3
child learns to be independent through exploring their environment
results in either self esteem or a feeling of inadequacy
initiative vs. guilt
third stage in psychosocial development
ages 3-5
child learns to play with others, lead others, and ask questions
results in either a sense of purpose or passivity
industry vs. inferiority
fourth stage in psychosocial development
ages 6-12
child learns specific skills and competencies
results in either a sense of confidence in their capabilities or a lack of confidence
identity vs. role confusion
fifth stage in psychosocial development
ages 12-18
adolescent learns or decides what their role is going to be as an adult
results in either a sense of understanding who they are as an individual or rebellion and a missing sense of who they are
intimacy vs. isolation
sixth stage in psychosocial development
ages 20-40
individual forms long-term, committed relationships
results in either connectedness or a lack of social support
generativity vs. stagnation
seventh stage in psychosocial development
individual learns to contribute to society by raising children or through professional accomplishments
results in either caring for others or feeling unproductive
integrity vs. despair
last stage in psychosocial development
individual evaluates the productivity of their life
results in either a sense of wisdom or dissatisfaction
sociocultural development theory
idea originally proposed by Lev Vygotsky
suggests that learning occurs through actively engaging with the environment
emphasizes the role of family members, peers, cultural beliefs, and language in a person’s learning and cognition
elementary mental functions
cognitive processes that humans are innately capable of
these include attention, sensation, perceptions, and memory
higher mental functions
cognitive processes that are learned through the internalization of instructions
require the use of elementary mental functions
more knowledgeable other
person with a greater understanding of the task
capable of teaching the learner
zone of proximal development
set of skills or abilities that a person could learn with the guidance of a more knowledgeable other that they could not learn on their own
private speech
the act of speaking out loud to oneself
often used by children to plan activities and process thoughts
inner speech
internal thoughts that require the use of language to be expressed
these do not have any vocal expression
moral development theory
idea originally proposed by Lawrence Kohlberg that suggests that there are 3 stages of maturity that each person passes through, based on cognitive function and learning the difference between right and wrong
the Heinz dilemma
fictitious story used by Kohlberg to gauge an individual’s moral reasoning
story describes a man who stole medicine that he could not afford to save his dying wife and a chemist who refused to give him the medicine for cheaper
pre-moral (pre-conventional stage
first step in the development of ethical reasoning
most often observed when a child does not have their own set of ethical guidelines
obedience vs. punishment
first part of the pre-moral stage in development
child sees rules as fixed and makes decisions to avoid consequences
individualism and exchange
second part of the pre-moral stage in development, in which a child begins to see that there is not just one right view
conventional stage
second step in moral development, in which an individual begins to internalize moral guidelines
good boy and good girl
first part of the conventional stage in moral development
individual acts in a moral way so as to be seen as moral by others
conformity and kindness are emphasized in this stage
law and order
second part of the conventional stage of moral development
decisions are made to follow the rules of society and avoid guilt
post-conventional stage
last step in moral development, in which an individual makes decisions based on their own ethical code
social contract
first part of the post-conventional stage of moral development
individual learns that moral dilemmas are not always clear-cut, and there are situations in which rules or laws should not be followed
universal ethical principles
last step in moral development
individual establishes their own moral guidelines that apply to human rights, justice, and equality
very few people reach this level of moral development
