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Lifespan Development > Theories > Flashcards

Theories Flashcards

1
Q

A reluctance or refusal to go to school or to remain there, sometimes called school phobia because it often involves intense anxiety.

A

school refusal behavior

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2
Q

The idea that the mind of an infant is a “blank slate” and that all knowledge, abilities, behaviors, and motives are acquired through experience.

A

tabula rasa

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3
Q

The issue in developmental theory centering on whether humans are active contributors to their own development or are passively shaped by forces beyond their control.

A

activity–passivity issue

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4
Q

The debate about whether human development is best characterized as gradual and continuous or abrupt and stagelike.

A

continuity–discontinuity issue

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5
Q

A distinct phase within a larger sequence of development; a period characterized by a particular set of abilities, motives, behaviors, or emotions that occur together and form a coherent pattern.

A

developmental stage

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6
Q

The debate over the extent to which developmental changes are common to everyone (universal, as in most stage theories) or different from person to person (particularistic).

A

universality–context-specificity issue

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7
Q

The theoretical perspective associated with Freud and his followers that emphasizes unconscious motivations for behavior, conflicts within the personality, and stages of psychosexual development.

A

psychoanalytic theory

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8
Q

An inborn biological force assumed to motivate a particular response or class of responses.

A

instinct

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9
Q

Freud’s term for feelings, experiences, and conflicts that influence a person’s thinking and behavior even though they cannot be recalled.

A

unconscious motivation

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10
Q

A psychoanalytic term for the inborn component of the personality that is driven by the instincts or selfish urges.

A

id

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11
Q

Psychoanalytic term for the rational component of the personality.

A

ego

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12
Q

The psychoanalytic term for the component of the personality that consists of the individual’s internalized moral standards.

A

superego

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13
Q

Freud’s term for the biological energy of the sex instinct.

A

libido

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14
Q

Freud’s five stages of development, associated with biological maturation and shifts in the libido: oral, anal, phallic, latency, and genital.

A

psychosexual stages

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15
Q

In psychoanalytic theory, a defense mechanism in which development is arrested and part of the libido remains tied to an early stage of development.

A

fixation

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16
Q

Freud’s term for the conflict that 4- to 6-year-old boys experience when they develop an incestuous desire for their mothers and a jealous and hostile rivalry with their fathers.

A

Oedipus complex

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17
Q

Freud’s term for the individual’s tendency to emulate, or adopt the attitudes and behaviors of, another person, particularly the same-sex parent.

A

identification

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18
Q

Complex, in which a 4- to 6-year-old girl is said to envy her father for possessing a penis and would choose him as a sex object in the hope of sharing this valuable organ that she lacks.

A

Electra complex

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19
Q

Mechanisms used by the ego to defend itself against anxiety caused by conflict between the id’s impulses and social demands.

A

defense mechanisms

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20
Q

Defense mechanism that involves removing unacceptable thoughts or traumatic memories from consciousness

A

repression

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21
Q

A defense mechanism that involves retreating to an earlier, less traumatic stage of development.

A

regression

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22
Q

Defense mechanism that involves seeing in others the motives we fear we possess, as when a husband charges his wife with being the one who is jealous and insecure, not he.

A

projection

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23
Q

Defense mechanism that involves expressing motives that are just the opposite of one’s real motives

A

reaction formation

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24
Q

Erikson’s eight stages of development (trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity), emphasizing social influences more and biological urges less than Freud’s psychosexual stages.

A

psychosocial stages

25
Q

A school of tought that conclusions about human development should be based on controlled observations of overt behavior rather than on speculation about unconscious motives or other unobservable phenomena; the philosophical underpinning of early theories of learning.

A

behaviorism

26
Q

A type of learning in which a stimulus that initially had no effect on the individual comes to elicit a response because of its association with a stimulus that already elicits the response.

A

classical conditioning

27
Q

A stimulus that elicits a particular response without prior learning.

A

unconditioned stimulus (UCS)

28
Q

The unlearned response elicited by an unconditioned stimulus.

A

unconditioned response (UCR)

29
Q

An initially neutral stimulus that elicits a particular response after it is paired with an unconditioned stimulus that always elicits the response.

A

conditioned stimulus (CS)

30
Q

A learned response to a stimulus that was not originally capable of producing the response.

A

conditioned response (CR)

31
Q

Form of learning in which freely emitted acts (aka ?) become more or less probable depending on the consequences they produce.

A

operant conditioning also called instrumental
conditioning

aka operants

32
Q

The process in operant conditioning whereby a response is weakened when its consequence is an unpleasant event.

A

positive punishment

something added = +

33
Q

The process in operant conditioning whereby a response is strengthened when its consequence is a pleasant event.

A

positive reinforcement

something added = +

34
Q

The process in operant conditioning in which a response is weakened or made less probable when its consequence is the removal of a pleasant stimulus from the situation.

A 
negative punishment 
(something removed = neg)
35
Q

The process in operant conditioning in which a response is strengthened or made more probable when its consequence is the removal of an unpleasant stimulus from the situation.

A 
negative reinforcement
(something removed = neg)
36
Q

The gradual weakening and disappearance of a learned response when it is no longer reinforced.

A

extinction

37
Q

Bandura’s social learning theory

A

social cognitive theory

38
Q

Theory that children and adults can learn novel responses merely by observing the behavior of a model, making mental notes on what they have seen, and then using these mental representations to reproduce the model’s behavior.

A

social cognitive theory

39
Q

Social learning theory emphasizing the importance of cognitive processing of social experiences.

A

social cognitive theory

40
Q

Learning that results from observing the behavior of other people; emphasized in Bandura’s social cognitive theory.

A

observational learning

41
Q

Learning occurs but is not evident in behavior; children can learn from observation even though they do not imitate (perform) the learned responses.

A

latent learning

42
Q

In observational learning, the consequences experienced by models, because of their behavior, that affect the learner’s likelihood of engaging in the behavior.

A

vicarious reinforcement

43
Q

Ways in which humans deliberately exercise cognitive control over their environments and lives, according to Bandura.

A

human agency

44
Q

The belief that one can effectively produce desired outcomes in a particular area of life.

A

self-efficacy

45
Q

The notion in social cognitive theory that the flow of influence between people and their environments is a two-way street; the environment may affect the person, but the person’s characteristics and behavior will also influence the environment.

A

reciprocal determinism

46
Q

The position taken by Piaget and others that humans actively create their own understandings of the world from their experiences, as opposed to being born with innate ideas or being programmed by the environment.

A

constructivism

47
Q

Piaget’s first stage of cognitive development, spanning the first 2 years of life, in which infants rely on their senses and motor behaviors in adapting to the world around them.

A

sensorimotor stage

48
Q

Piaget’s second stage of cognitive development, lasting from about age 2 to age 7, when children think at a symbolic level but have not yet mastered logical operations.

A

preoperational stage

49
Q

Piaget’s third stage of cognitive development, lasting from about age 7 to age 11, when children are acquiring logical operations and can reason effectively about real objects and experiences.

A

concrete operations stage

50
Q

Piaget’s fourth and final stage of cognitive development (from age 11 or 12), when the individual begins to think more rationally and systematically about abstract concepts and hypothetical ideas.

A

formal operations stage

51
Q

Vygotsky’s contextual theory of development, which maintains that cognitive development is shaped by the sociocultural context in which it occurs and grows out of children’s social interactions with members of their culture.

A

sociocultural perspective

52
Q

An approach to cognition that emphasizes the fundamental mental processes involved in attention,
perception, memory, and decision making.

A

information-processing approach

53
Q

Theories of development holding that changes over the life span arise from the ongoing interrelationships between a changing organism and a changing environment, both of which are part of a larger, dynamic system.

A

systems theories

54
Q

A discipline and theoretical perspective
that focuses on the evolved behavior of
different species in their natural environments.

A

ethology

55
Q

The application of evolutionary theory and its concept of natural selection to understanding why humans think and behave as they do.

A

evolutionary psychology

56
Q

Gilbert Gottlieb’s view that development is the product of interacting biological and environmental forces that form a larger, dynamic system, both over the course of evolution and during the individual’s life.

A

epigenetic psychobiological systems perspective

57
Q

The process through which nature and nurture, genes and environment, jointly bring forth development in ways that are difficult to predict at the outset; ways in which environmental
influences alter gene expression.

A

epigenesis

58
Q

An individual who recognizes that no single theory can explain everything but that each has something to contribute to our understanding.

A

eclectic

Lifespan Development (17 decks)

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