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Human lifespan development > theories > Flashcards

theories Flashcards

1
Q

piagets theory

A

suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.

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2
Q

what is a schema

A

a schema is both the category of knowledge as well as the process of acquiring that knowledge.

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3
Q

piagets schemas

A

assimilation
equilibrium
disequilibrium
accommodation

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4
Q

assimilation

A

fully understanding information or ideas.

set schema about something

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5
Q

equilibrium

A

experiences that schema

fits the understanding

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6
Q

disequilibrium

A

a new experience disturbs that childs schema and confuses them

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7
Q

accommodation

A

childs understanding changes to take account of new experience
develop new schema

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8
Q

piagets stages

A

sensorimotor 0-2
pre-operational 2-7
concrete operational 7-11
formal operational 11-18

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9
Q

sensorimotor stage 0-2

A

learn about environment and create schemas using all senses to physically explore world

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10
Q

pre-operational stage 2-7

A

begin to control their environment using symbolic behaviour - includes representational words, drawings and pretend play
but cant think logically

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11
Q

concrete operational 7-11

A

use practical resources to help them understand the world e.g counters for maths
they classify, categorise and use logic to understand things they see

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12
Q

formal operational 11-18

A

have capacity for abstract thought, rational thought and problem solving

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13
Q

who critics piaget

A

vygotsky
bandura
bruner

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14
Q

what are piagets critics

A

vygotsky- support of parents, caregivers, peers and the wider society and culture plays a crucial role in the development

Bruner- Say that adults play a role is assisting a child learning and Cognitive development can be sped up

piaget underestimated childrens development and with support can be moved onto next stage
too fixed

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15
Q

conservation

A

refers to children’s understanding that the amount remains the same even when the containers shape has changed
used tests with solids, weighs, numbers.

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16
Q

egocentrism

A

believed that until the age of 7, children only see things from their own perspective/point of view.
think people feel the same way as them

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17
Q

what did piagets conservation test show

A
  • children under 7 cant conserve cause they cant think about more than 1 aspect of a situation at 1 time
  • by the operational stage at 7, they can think logically so understand that the quantity of water is same in a different container
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18
Q

chomskys theory

A

believed all people are pre-programmed to learn language and have an LAD that allows them to produce and acquire language.

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19
Q

main points of chomskys theory

A
  • born with a structure in brain to acquire language
  • all follow same pattern of language development
  • have an innate understanding of structure of language that is the basis for all languages
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20
Q

critics of chomsky

A
  • lack of scientific evidence of LAD existing
  • didn’t take into account social interaction or children with learning diabilities/difficulties
  • put emphasis on grammar rather than meaning
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21
Q

who critics chomsky and why ?

A

skinner - says language is learned and not innate/born with

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22
Q

bowlbys attachment theory

A

infants are biologically pre-programmed to form attachments - will help them survive.
positive attachment is essential for future development
infancy is a crucial period for attachment to form.

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23
Q

bowlbys maternal deprivation hypothesis :

A

suggests continual disruption of attachment between infants and primary care giver could result in long term cognitive, emotional and social difficulties.

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24
Q

who critics bowlby

A

rutter

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25
Q

rutters critic against bowlby :

A
  • bowlby oversimplifies his theory
  • argues that its much more damaging to have never built attachments (privation) than to have built attachments and have them taken away (deprivation)
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26
Q

critics of bowlby:

A

Just mother?
Studies of children who never had bonding with mother but still formed successful attachments and well in future

failure to recognise the profound influences of social class, gender, ethnicity, and culture on personality development

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27
Q

who backs up bowlby

A

mary ainsworth

- attachment theorist

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28
Q

what was ainsworths study

A

the strange situation

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29
Q

what is the strange situation

A

puts baby in a room with a stranger and the mother leaves then returns to see the baby’s reaction

discovered different reactions for attachment styles
- result of early interaction with mother

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30
Q

ainsworths 3 attachment styles

A
  • secure
  • insecure avoidant
  • insecure ambivalent/resistant
  • disorganised was later discovered
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31
Q

secure attachment

A
  • distressed when mother leaves but happy when she returns

- avoidant of stranger when alone but friendly when moms around

32
Q

insecure resistant/ambivalent

A
  • intense distress when mother leaves
  • approaches mom on return but resist contact

-infant avoids stranger and can show fear

33
Q

insecure avoidant

A
  • no sign of distress when mother leaves
  • shows little interest when mom returns
  • infant is okay with stranger and plays normally when shes around
34
Q

shaffer and emerson theory

A

attachment is most likely to form with those who responded accurately to the babys signals, not the person they spent the most time with.

called this sensitive responsiveness

had 4 types of attachment

35
Q

shaffer and ermersons 4 attachments:

A
  • Asocial 0-6w
  • indiscriminate attachment 6w-7m
  • specific attachment 7-9m
  • multiple attachment 10m+
36
Q

asocial attachment 0-6w

A
  • they are asocial in many kinds of stimuli
  • both social and non-social
  • produce a favourite reaction such as a smile
37
Q

indiscriminate attachment 6w-7m

A
  • infants indiscriminately enjoy human company
  • respond equally to any caregiver
  • they get upset when an individual ceases to interact with them
38
Q

specific attachment 7-9m

A
  • special preference for a certain attachment figure
  • looks to particular people for comfort,security and protection.
  • shows fear and unhappiness when separated from a special person
39
Q

multiple attachments 10m+

A
  • made multiple attachments by 10months
  • baby becomes increasingly dependent and forms several attachments
  • show stranger fear and separation anxiety much more frequently
40
Q

critics of ainsworth

A

doesn’t take into account reasons for poor attachment

41
Q

piaget - 6 types of play

A
  • solo play 0-1 year
  • solo play 12-18m
  • parallel play 18m-2y
  • associative play 3-4y
  • co-operative play 4-6y
  • co-operative play 6-8y
42
Q

solo play 0-1y

A
  • child looks at adults closely
  • puts things in mouth and touches things with hands
  • plays alone with toys and explores
  • begins to play simple games e.g peek a boo
43
Q

solo play 12-18m

A
  • begins to play and talk alone
  • repeats actions
  • starts to play with adults
  • notices other children
44
Q

parallel play 18-2y

A
  • begins to enjoy repetitive actions such as putting objects into and taking them out of boxes
  • begins to copy other children and adults
  • enjoys playing with adults as well as on own
  • completes tasks through trial and error
45
Q

associative play 3-4y

A
  • begins to co-operatively play with other children
  • show reasoning skill by asking questions e.g why? and how?
  • join in pretend and fantasy games, negotiating and taking on roles
46
Q

co-operative play 4-6y

A
  • use simple rules in games
  • plays co-operatively towards a shared goal
  • takes turns when playing table top games with others
47
Q

co-operative play 6-8y

A
  • begins to enjoy playing in small groups
  • makes up own games and rules
  • enjoys understanding and using rules
  • does not cope well with losing
48
Q

critics of piagets play

A

Piaget may have underestimated the development of young children.

49
Q

banduras social learning theory

A

suggests that learning happens through observing, imitating and modelling behaviours of others

has 4 stages

50
Q

banduras 4 stages

A
  • attention
  • retention
  • reproduction
  • motivation
51
Q

attention stage

A
  • pays attention to model for learning
52
Q

retention

A
  • remembers model for imitating behaviour
53
Q

reproduction

A
  • must have capacity (e.g skills) for imitating behaviour

- perform and practice behaviour

54
Q

motivation

A
  • must be motivated to imitate behaviour
    (e. g rewards, praise, certificate)

this is where reinforcement comes in

55
Q

banduras reinforcement

A
  • positive
  • negative
  • vicarious
56
Q

positive reinforcement

A
  • more likely to do it again
  • had positive response such as been praised, gifted or rewarded etc
  • encourages them
57
Q

negative reinforcement

A
  • not likely to do it again
  • has a negative response such as been ignored, punished or told of
  • prevent them for doing it again
58
Q

vicarious response

A

occurs when an individual observes another person behave in a certain way and experience a consequence perceived as desirable by the observer- as a result, the observer behaves as the model did

59
Q

what was banduras experiment called

A

Bobo doll experiment

60
Q

Bobo doll experiment:

A

children where put in a room to watch a video

  • being nice to doll
  • being aggressive to doll
  • not doing anything to doll

after video: they put the same bobo doll in the room with them and see how they reacted to it
- if they saw aggression to doll on video, they was aggressive to doll in person

61
Q

crictics of banduras theory:

A
  • piaget
    learning occurs in stages via the development of schemas
  • biological theorists
    ignores biological states and autonomic nervous system responses. not only learned but partly inherited
    e.g mental illness, physical illness, learning diability
62
Q

who critics banduras theory:

A
  • piaget

- biological theorists

63
Q

gesells maturation theory :

A
  • development is genetically determined
  • all children follow the same pattern of growth
  • at their own pace - influenced by internal factors such as physical and mental development and genetics.
  • all move through same set sequence but at different rates
  • if a child experienced delayed development - it had to be heredity
64
Q

what did gesell develop in his theory? :

A

milestones and/or the norms

65
Q

gesells 18m- 4 1/2y milestone

A
  • child experiences temper tantrums
  • emotional outbursts
  • become more easy-going
66
Q

gesells 5-8y milestone

A
  • child becomes confident in who they are
  • can make friends
  • at 7, they become fearful
  • become outgoing
67
Q

gesells 9-17 milestone

A
  • displays worries and anxiety during the odd numbered years e.g 13, 15
  • but positive and energetic on even number years e.g 14, 16
68
Q

who critics gesell

A
  • piaget
69
Q

critics of gesells maturation theory

A
  • piaget
    children are influences more by the environment there in and develop using schemas and stages
  • did not consider individual or cultural differences between children
  • research suggests milestones are wrong as babies can follow objects at earlier stage
70
Q

cummings and henry

social disengagement theory

A
  • people naturally withdraw for society as they age.
  • society also withdraws from older people as they become more independent
  • can be because of awareness of death, reduced social bubble and abilities deteriating
71
Q

who critics cumming and henrys social disengagement theory

A
  • havighursts activity theory
72
Q

havighursts activity theory

A
  • the social and psychological needs of individuals remain the same
  • older people still need activity an social interaction so they can adjust to their new situation and continue to be involved in society
  • older people are happiest when they remain active and maintain social interaction
73
Q

critics of havighurst

A
  • overlooks inequalities in health and economics that stop elderly people to engage in such activities (mobility decline)
  • some adults don’t want to engage in new things
  • social disengagement theory
74
Q

holmes rahe

social adjustment rating scale

A

-suggests there is a relationships between stressful events and psychological illness

  • the more life events = the more stress
    the more stress = the higher chance of illness
75
Q

critics of holmes rahe rating scale

A

stress diathesis model

  • suggests it doesn’t take biological factors into account
    e. g mental illness, learning disabilities, genetics
76
Q

stress diathesis model:

A

-an explanation that a disorder/behaviour trait is a result of an interaction between genetic predisposition and stress caused by life events and factors

  • suggests both nurture and nature play a part in psychological illness.
    e. g genetics and life events

Human lifespan development (5 decks)

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