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Education > Theories > Flashcards

Theories Flashcards

1
Q

Freud

A

psychoanalytic/psychosexual theory

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1
Q

psychoanalytic/psychosexual theory

A
  • early childhood trauma, memories, bring into conciousness
  • sexual drive is development’s main driver
  • id, ego, superego
  • stops around adolescence
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2
Q

psychosexual development stages (5)

A

infancy - oral - sucking, chewing, biting
toddlerhood - anal - high interest in faeces
early childhood - phallic - oedipus complex
middle childhood - latency - repressed
adolescent - genital - re-emergence of sexual desire

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3
Q

Erikson

A

psychosocial theory

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4
Q

psychosocial theory

A
  • desire to fit in drive development
  • lifespan perspective
  • systematic stages
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5
Q

8 psychosocial stages/conflicts

A
  1. infancy: trust vs. mistrust
  2. toddlerhood: autonomy vs. shame and doubt
  3. early childhood: initiative vs. guilt
  4. middle childhood: industry vs. inferiority
  5. adolescence: identity vs. role confusion
  6. early adulthood: intimacy vs. isolation
  7. middle adulthood: generativity vs. stagnation
  8. late adulthood: ego integrity vs. despair
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6
Q

Watson / Skinner

A

behaviourism

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7
Q

behaviourism

A
  • deny existence of instinct, mind, though, emotion
  • behaviour is learned
  • nurture over nature
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8
Q

classical conditioning

A

responses we can’t consciously control
associating to invoke response to a stimulus that was originally neutral
- pavlov’s dog, little albert

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9
Q

operant conditioning

A

behaviours that are conscious and some level of control over
- Thorndike’s Law of Effect
- rat box

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10
Q

increasing behaviour vs. decreasing behaviour

A

increasing: positive reinforcement, negative reinforcement

decreasing: extinction, punishment

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11
Q

positive reinforcement vs. negative reinforcement

A

behaviour that is rewarded, something given

vs.

removal of negative stimulus, something taken away

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12
Q

extinction vs. punishment

A

witholding reward, ignoring bad behaviour

vs.

consequences, detention

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13
Q

Bandura

A

social/cognitive learning theory

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14
Q

social/cognitive learning theory

A
  • learning through imitation
    • bobo doll study
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15
Q

bobo doll study

A

model abuse doll -> get rewarded -> child abuse doll

model abuse doll -> get punished -> child doesn’t abuse doll

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16
Q

Piaget

A

cognitive development theory

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17
Q

cognitive development theory

A

cognitive development occurs in stages
developed theory of mental processes

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18
Q

how do people construct reality?

A

by using schemes!

18
Q

maturation

A

action or process of maturing
main force that drives cognitive development

19
Q

equilibration process

A

equilibrium -> assimilation -> disequilibrium -> accommodation -> organisation -> equilibrium

19
Q

cognitive growth 3 processes

A
  1. organisation
  2. adaptation
  3. equilibration
20
Q

adaptation

A

assimilation: change new info to fit scheme
accomodation: change scheme to fit new info

21
Q

sensorimotor

A

capable of coordinating the activity of the senses with motor activities

21
Q

piaget’s stages (4)

A
  1. sensorimotor - 0-2
  2. pre operational - 2-7
  3. concrete operation - 7-11
  4. formal operations - 11-15+
22
Q

concrete operation

A

capable of using mental operation, but only in concrete, immediate experience; difficulty thinking hypothetically

22
Q

pre operational

A

capable of symbolic representation, such as in language, but with limited ability to use mental operation

23
Q

formal operations

A

capable of thinking logically and abstractly; capable of formulating hypothesis and testing them systematically; thinking is more complex; and can think about thinking (meta cognition)

24
Q

information-processing model

A
  • analysing processes used to make sense of incoming information
  • attention, processing, memory
  • not in stages, continuous processes
25
Q

thinking in 4 parts

A
  1. perceiving sensory information
  2. encoding information
  3. representing
  4. storing and retrieving
26
Q

habituation

A

pay less attention to something you’ve seen repeatedly

27
Q

dishabituation

A

attention revived when shown new stimulus

28
Q

Vygotsky

A

socio-cultural cognitive theory

29
Q

socio-cultural cognitive theory

A
  • emphasise how culture and social integration guide cognitive development
  • co-constructing knowledge with others
  • children learn through social interaction using social tools
  • children are cognitive apprentices
30
Q

social constructivism

A

culture and social interaction are the most important influences on development of thinking

31
Q

humanistic theorists

A

Carl Rogers, Abraham Maslow

32
Q

Rogers

A
  • ability and free will
  • drive to be the best we can
  • unconditional positive regard
  • self-worth based on how we think others see us
33
Q

Rogers personality theory

A

basic human needs:
self actualisation and positive regard

responses:
unconditional positive regard -> self-actualisation
conditional positive regard -> self-discrepancies

34
Q

Maslow

A
  • maximising human potential
  • striving for full potential
  • holistic approach: people are more than a collection of physical, social and psychological components
35
Q

Maslow’s hierarchy of needs

A

self-fulfilment needs:
- self actualisation (achieving one’s full potential)

psychological needs:
- belongingness and love needs (intimate relationship, friends)
- esteem needs (prestige, feeling of accomplishment)

basic needs:
- physiological needs (food, water, warmth, rest)
- safety needs (security, safety)

36
Q

deficiency needs vs. growth needs

A

deficiency needs:
only be met by people in the environment, once satisfied no longer need to be met (first 4)

growth needs:
only be met by individual and enhance person’s life, never satisfied completely (last 1)

37
Q

Bronfenbrenner

A

bioecological theory

38
Q

bioecological theory

A
  • helpful for thinking about wider influences on development
  • interaction between environment and person
  • interested in process of development
39
Q

key concepts in bioecological theory

A
  • microsystem: immediate environment
  • mesosystem: connections and relationships
  • exosystem: societal institution
  • macrosystem: cultural beliefs and values
  • chronosystem: historical context
40
Q

E.O. Wilson, Lorenz

A

evolutionary & sociobiological perspective

41
Q

evolutionary & sociobiological perspective

A
  • adaptation and genetics
  • influenced by darwin
  • genetic contribution to development, but so is environment (epigenetics)
42
Q

Lorenz

A

geese and imprinting

Education (15 decks)

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