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FMST > Theories of Development > Flashcards

Theories of Development Flashcards

1
Q

An explanation for events/behaviour

A

Theory

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2
Q

An organized set of ideas designed to explain/make predictions about development.

A

Child Development Theory

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3
Q

What CDT did John Locke believe in

A

Tabula Rasa, children are born as blank slates.

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4
Q

What do early childhood development theories try to explain?

A

Nature vs. Nurture

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5
Q

What CDT did Rousseau believe in?

A

Maturation

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6
Q

Define nature/nurture

A

To what extent is development determined by biology/our environment

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7
Q

Define maturation

A

Children develop according to a biological plan.

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8
Q

Which theory has an evolutionary perspective on development? (such as survival techniques)

A

Ethological Theory.

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9
Q

What is the name for the window of learning for a child (biological perspective)

A

Critical Period

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10
Q

What are the strengths of CDTs with biological perspectives?

A

They play attention to patterns in genetics and the brains role in development.

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11
Q

What are the criticisms of CDTs with biological perspectives?

A

They don’t address the differences in environment that each child faces.

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12
Q

Which theorists believed in the psychosocial perspective?

A
  • John Locke
  • Sigmund Freud
  • Erikson
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13
Q

What CDT did Freud believe in

A

Development is determined by how well people resolve conflicts at certain ages /3 levels of consciousness

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14
Q

What are Freud’s 3 levels of consciousness?

A

-Id, Ego, Superego (develop through age)

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15
Q

What is Freud’s Id

A

Level of consciousness that requires immediate gratification for bodily desires (food, sleep, sex)

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16
Q

What is Freud’s ego

A

Level of consciousness that is rational, logical and finds a compromise.

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17
Q

What is Freud’s superego

A

Level of consciousness responsible for moral reasoning.

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18
Q

What CDT did Erikson believe in?

A

8 stages of psychosocial development

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19
Q

What are Erikson’s stages of psychosocial development

A
  • Trust vs Mistrust
  • Autonomy vs Shame/Doubt
  • Initiative vs. Guilt
  • Industry vs. Inferiority
  • Identity vs. Confusion
  • Intimacy vs. Isolation
  • Generativity vs. Stagnation
  • Integrity vs. Despair
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20
Q

What is the strength of Freud and Erikson’s psychosocial theories?

A
  • Stimulate future theory development

- Address development across lifespan

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21
Q

What is the criticism for Freud and Erikson’s psychosocial theories?

A

Freud: unscientific, unprovable,
Erikson: lacks cross-cultural application.

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22
Q

Who was responsible for classical conditioning?

A

Ivan Pavlov

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23
Q

What is classical conditioning?

A

A learning perspective where one learns to associate an unconditioned stimulus’ response with a conditioned stimulus (jim and dwight on the office).

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24
Q

What three components does classical conditioning require?

A
  • Unconditioned stimulus
  • Unconditioned response
  • Neutral stimulus
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25
Q

What is an unconditioned stimulus?

A

a stimulus that automatically produces a response

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26
Q

What is an unconditioned response?

A

the automatic reaction caused by an unconditioned stimulus

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27
Q

What is a neutral stimulus?

A

a stimulus that does not automatically invoke a response.

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28
Q

Through classical conditioning, what does the neutral stimulus become?

A

A conditioned stimulus with a conditioned response

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29
Q

What must happen for classical conditioning to work?

A

Unconditioned stimulus and neutral stimulus must occur repeatedly at the same time so the mind associates one of their responses with both of them.

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30
Q

Is classical conditioning unlearnable?

A

Yes, if the conditioned response is presented without the unconditioned response enough times, the conditioned reaction will no longer occur.

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31
Q

Who first applied classical conditioning to humans through experimentation?

A

John Watson

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32
Q

What was John Watson’s famous experiment

A

Little Albert Experiment, a baby learned to associate the sight of a rat with the sound of a loud bell and became scared of the rat.

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33
Q

What does John Watson’s Little Albert experiment prove?

A

That fear is not biological but is be taught (tabula rasa)

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34
Q

What are the strengths of classical conditioning?

A
  • Scientific: provides empirical evidence.

- reductionist: breaks down complex behaviour

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35
Q

What are the criticisms of classical conditioning?

A
  • Deterministic: does not allow for free will

- Reductionist: lacks validity/incomplete explanations

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36
Q

Who is responsible for operant conditioning?

A

BF Skinner

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37
Q

What is operant conditioning?

A

Learning perspective that says we learn based off the consequences of our actions, positive and negative.

38
Q

What does reinforcement do

A

increases likelihood of future behaviour.

39
Q

What does positive reinforcement do

A

Increases behaviour because it is followed by a reward/ (giving someone a gold star on a test done well).

40
Q

What does negative reinforcement do

A

Increases behaviour because the behaviour stops something negative (taking an antacid before a spicy meal)

41
Q

What do you call a negative consequence that reduces the likelihood of future behaviour

A

a punishment

42
Q

What are the two types of punishments

A

1) to suppress, 2) to withhold

43
Q

What does a suppression punishment entail?

A

Suppresses behaviour by imposing something negative

44
Q

What does a withholding punishment entail?

A

Withholding something positive.

45
Q

What is found to be more effective than punishment in promoting good behaviour?

A

Reinforcements (punishments don’t explain desired behaviour)

46
Q

What are the components of operant conditioning?

A

Punishment vs. reinforcement

47
Q

What are the strengths of operant conditioning?

A
  • Explains wide variety of behaviours

- Has practical/real-world applications

48
Q

What are the criticisms of operant conditioning?

A
  • Doesn’t consider cognitive factors.

- Suggests learning only occurs through external reinforcements.

49
Q

Who is responsible for social cognitive theory?

A

Albert Bandura

50
Q

What is the social cognitive theory?

A

Children learn by observing others and observing/assessing the reward/punishment of their actions.

51
Q

What are the factors that Bandura said would influence the likelihood of a child to imitate behaviour?

A
  • If behaviour is rewarded in front of them (or lacks consequences)
  • When actor is popular/smart/similar to them
  • When behaviours align with their own talents
52
Q

What is the word for the belief we have about our own abilities and talents

A

Self-efficacy

53
Q

What was Bandura’s Bobo Doll experiment

A

A group of children were divided in two, half observed an adult being aggresive with a bobo doll and half didn’t, then bandura watched to see if the children would mimic the adult’s behaviour.

54
Q

What did Bandura’s Bobo Doll experiment result in?

A

Some of the children mimicked the adult’s behaviour with the doll, but some didn’t.

55
Q

What did the Bobo Doll experiment conclude?

A

Observational learning definitely exists but children do not always do exactly as they’re shown.

56
Q

What is the strength of social cognitive theory?

A

It’s a comprehensive approach to learning

57
Q

What is the criticism of social cognitive theory?

A
  • Does not explain all behaviours

- Dependent heavily on role models.

58
Q

Who saw children as “little scientists” trying to make sense of the world?

A

Jean Piaget

59
Q

What do you call a mental representation of our knowledge?

A

A schema

60
Q

What do you call it when new knowledge fits into our existing schema?

A

assimilation

61
Q

What do you call it when new knowledge contradicts/modifies our current schema?

A

Accomodation

62
Q

Who is responsible for cognitive-developmental theory?

A

Jean piaget

63
Q

What are the 4 stages of cognitive-developmental theory?

A
  • Sensorimotor stage (0-2 years)
  • Preoperational stage (2-7 years)
  • Concrete operational stage (7-11 years)
  • Formal operational stage (11+)
64
Q

What 2 things occur during the sensorimotor phase (0-2 years) (cognitive-developmental theory)

A
  • Object permanence (objects still exist when out of view)

- Use of symbols (words/gestures/pretend play)

65
Q

What 3 things occur during the preoperational phase (2-7 years) ( cognitive-developmental theory)

A
  • Egocentrism
  • Animism
  • Centration
66
Q

What is egocentrism

A

Difficulty seeing the world from another point of view

67
Q

What is an example of egocentrism

A

nodding while on the phone with someone, even though the other person can’t see.

68
Q

What is animism

A

To credit inanimate objects with lifelike personalities

69
Q

What is an example of animism

A

Dropping a toy on the ground and apologizing to it.

70
Q

What is centration?

A

Narrowly focused thought, focusing only on what stands out visually and not thinking deeper.

71
Q

What is an example of centration?

A

When the contents of one of two equal glasses is poured into a skinnier, taller glass and the child thinks they now have two different amounts of water because the water goes to different heights.

72
Q

What happens during the concrete operational phase (7-11 years) ( cognitive-developmental theory)

A

Mental operations:

  • Ability to use reason to problem solve
  • Understand conversation/math
  • Can think concretely (black/white) but not abstractly
73
Q

What occurs during the formal operational phase (11+ years) ( cognitive-developmental theory)

A

Deductive reasoning:

  • Drawing appropriate conclusions from facts
  • Develop moral reasoning
  • Can think hypothetically/abstractly
74
Q

What are the strengths of cognitive-developmental theory?

A
  • Pays attention to cognitive development

- Constructivism: considers children to be active agents in their understanding of the world.

75
Q

What are the criticisms of cognitive-developmental theory?

A
  • Underestimates infants, overestimates adults.
  • Stage model so doesn’t account for how flexible humans are.
  • Lack of attention to the socio-cultural environment.
76
Q

Who is responsible for the sociocultural perspective?

A

Lev Vygotsky

77
Q

What did Lev Vygotsky believe about development?

A

Cognitive development depends on social interaction + culture.

78
Q

What is guided participation (socio-cultural perspective)

A

Cognitive growth = children’s involvement in structured activities with those who are more skilled.

79
Q

What are the three components of sociocultural perspective

A
  1. zone of proximal development
  2. scaffolding
  3. private speech
80
Q

What is the zone of proximal development (socio-cultural perspective)

A

Difference between what children achieve with help vs. alone

81
Q

What is scaffolding (socio-cultural perspective)

A

teaching style that matches assistance level to the learner’s needs.

82
Q

What is private speech

A

talking to yourself to help regulate behaviour.

83
Q

What are the strengths of socio-cultural perspective

A
  • Sees learning as a cooperative/collaborative activity

- Collaboration between expert/novice

84
Q

What are the criticisms of socio-cultural perspective

A
  • Fewer testable hypotheses

- Less cross-cultural relevance

85
Q

What does Bronfenbrenner’s theory of ecological systems show (contextual perspectives)

A
  • Development is influenced by environment.
  • Individuals are active.
  • Bio characteristics influence environment (gender influences style of teaching used)
86
Q

What are the stages of Bronfenbrenner’s Theory of ecological systems (contextual perspectives)

A
  • Microsystem
  • Mesosystem
  • Exosystem
  • Macrosystem
  • Chronosystem
87
Q

What is the microsystem (contextual perspectives)

A
  • The people/objects that are closest to us (we can have multiple in our lives)
  • Ex. home/school
88
Q

What is the mesosystem (contextual perspectives)

A
  • Interconnections between microsystems.

- Ex. a parent having a bad day at work and being in a bad mood at home.

89
Q

What is an exosystem (contextual perspectives)

A
  • Social setting you don’t experience firsthand, but influences them.
  • Ex. A parent’s bad mood at work affecting the child when they are at home.
90
Q

What is the macrosystem (contextual perspectives)

A
  • Broad/cultural societal influences

- Ex. technology, individualism vs. collectivism.

91
Q

What is chronosystem (contextual perspectives)

A
  • The dimension of change in systems overtime (micro to macro change)
  • Ex. divorce, older sibling moving out, parenting through the ages.

FMST (9 decks)

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