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PSYCH211 > Theories of Social Development > Flashcards

Theories of Social Development Flashcards

1
Q

Social Development

A

Development of children’s understanding of;
Others behaviours attitudes, and intentions
Relationships between the self and others
How to behave and interpret their social world

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2
Q

Freud’s Theory of Psychosexual Development

A

Pass through series of developmental stages
Encounter conflicts in a particular erogenous zone
Success/failure in resolving these conflicts affects development

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3
Q

Freud: The Unconscious

A

Id: unconscious pleasure-seeking drives
Ego: conscious, rational, problem solving
Supergo: internalized morality standards

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4
Q

Psychosexual Developmental Stages

A

Oral, anal, phallic, latency, genital stages

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5
Q

Oral Stage

A

First year of life
Primary source of gratification and pleasure is oral activity (e.g. sucking and eating)

Id: instinctual drives, earliest and most primitive personality structure
Ruled by the pleasure principle
Ego: stands for reason and good sense
Emerges after the id to counter the immediate demand for gratification

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6
Q

Anal Stage

A

Second year of life
Maturation facilitates development of control over bodily processes (e.g. urination/defecation)

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7
Q

Phallic Stage

A

3-6 years
Focus of sexual pleasure migrates to own genitalia
Identify with same sex caregivers
Experience intense sexual desires
Superego: the conscience

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8
Q

Latency Period

A

Ages 6-12
Time of relative calm

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9
Q

Genital Stage

A

Advent of sexual maturation
Onset of puberty

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10
Q

Erikson’s Theory of Psychosocial Development

A

Eight developmental stages, eight crises
Among the first to note adolescence as an important period of development
Trust vs. mistrust, autonomy vs shame, initiative vs guilt, industry vs inferiority, identity vs role confusion

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11
Q

Basic Trust Vs. Mistrust

A

First year
Developing sense of trust in caregivers
If doesn’t develop at this stage, will have difficulty forming intimate relationships later in life

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12
Q

Autonomy Vs. Shame/Doubt

A

1-3.5 years
Achieve strong sense of autonomy while adjusting to increasing social demands
Foster independence
Newfound ability to explore environment on their own
If subjected to punishment or ridicule, may doubt their abilities

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13
Q

Initiative vs. Guilt

A

4-6 years
Children identify with and learn from parents

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14
Q

Industry vs. Inferiority

A

6 years to puberty
Crucial for ego development
Can I contribute to the world?
Master cognitive and social skills important in their culture
Success gives sense of competence, failure leads to feelings of inadequacy

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15
Q

Identity vs. Role Confusion

A

Adolescence to early adulthood
Dramatic physical changes and emergence of sexual urges
New social pressures
Discover their identity

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16
Q

Psychoanalytic Theories

A

Freud’s Psychosexual Development
Erikson’s Psychosocial Development

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17
Q

Learning Theories

A

Watson’s Behaviourism
Skinner’s Operant Conditioning
Social-Learning Theory

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18
Q

Theories of Social Contagion

A

Selman’s Stage Theory of Role Taking
Dodge’s Info Processing Theory of Problem Solving
Dweck’s Theory of Self Attributions & Achievement Motivation

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19
Q

Ecological Theories

A

Ethological & Evolutionary
Bioecological Model

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20
Q

Learning

A

Any durable change in behaviour or knowledge due to experience
Cat comes running when it hears can opener = learning
Pulling your arm back when you get burned = not learning
Instinctive reflexive behaviour does not equal learning

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21
Q

Watson’s Behaviourism

A

Development determined by child’s environment via learning and conditioning
Little Albert experience

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22
Q

Watson’s View on Children

A

Children as blank slates waiting to be conditioned by parents, teachers, society (no innate temperaments, experience is everything)
Treat children as young/little adults
Strict but kind child rearing was suggested

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23
Q

Little Albert Experiment

A

9 month old orphan
Exposed to a white rate and reacted positively to it
Pair rat with loud noise that frightened Albert
Albert became afraid of the rat

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24
Q

Classical Conditioning

A

Learning an association between two previously unrelated stimuli (Pavlov)

Unconditioned stimulus (UCS): naturally evokes a behaviour without previous conditioning
Unconditioned response (UCR): response to an UCS
Neutral stimulus (NS): initially doesn’t elicit any response
Conditioned stimulus (CS): stimulus that now evokes a conditioned behaviour (previously NS)
Conditioned response (CR): response to a CS that wouldn’t have occurred prior to conditioning

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25
Q

Classical Conditioning & Little Albert

A

NS: white rat
UCS: loud gong sound
UCR: fear
CS: rat
CR: fear

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26
Q

Stimulus Generalization

A

CR extends to other stimuli similar to original CS
E.g. Little Albert became afraid of everything white and furry

27
Q

Skinner’s Operant Conditioning

A

Whether a behaviour occurs is largely dependent on its perceived consequences
Intermittent reinforcement (only reinforce/punish some of the time)
Makes behaviours resistant to extinction, persistent

28
Q

Reinforcement

A

Increases the tendency to make a response
Positive reinforcement (give good thing)
Negative reinforcement (remove bad thing)

29
Q

Punishment

A

Decreases the tendency to make response
Positive punishment (give bad thing)
Negative punishment (remove good thing)

30
Q

Operant Conditioning & Parenting

A

Everything we do in life is an operant response influenced by the outcomes of past behaviour
Advocated using operant conditioning in parenting and teaching of children
Attention as potent reinforcer for kids
Use operant conditioning to modify behaviou

31
Q

Social Learning Theory (Social Cognitive Theory) - Bandura

A

Most learning is social in nature
Emphasizes observation and imitation
Bobo doll studies

32
Q

Bandura & Bobo

A

Witness reinforcement/punishment administered to another organism and alter own behaviour accordingly

Saw adult perform aggressive acts to the doll
Either saw them receive rewards, punished, or have no consequences afterward
Those who saw the punishment imitated the behaviour less
All conditions learned and remembered what they had seen and could replicate it when incentivized
Boys more physically aggressive to dolls
Kids in reward or no consequence group acted more aggressive to doll when alone

33
Q

Vicarious Reinforcement

A

Observing someone else receive a reward or punishment and learning from it

34
Q

Reciprocal Determinism

A

Children have characteristics that lead them to seek particular kinds of interactions with the external world

35
Q

Self Socialization

A

Children’s active shaping of their own development

36
Q

Selman’s Stage Theory of Role Taking

A

Young children’s social cognition limited by their inability to engage in role taking behaviour
Stages 1-4

37
Q

Role Taking

A

Ability to think about something from another’s point of view
Essential to understanding others’ thoughts, feelings, and motives

38
Q

Selman’s Stage 1

A

6-8
Learn someone else can have a perspective different from their own
Assume is due to that person not possessing the same info they do

39
Q

Selman’s Stage 2

A

8-10
Realize people can have differing views
Able to think about other people’s views

40
Q

Selman’s Stage 3

A

10-12
Can systematically compare their own view with another’s

41
Q

Selman’s Stage 4

A

12+
Adolescents attempt to understand another’s perspective by comparing it with that of a generalized other

42
Q

Dodge’s Information-Processing Theory of Social Problem Solving

A

Emphasizes role of cognition in social behaviour especially in ambiguous situations

43
Q

Dodge’s Info-Processing Study

A

Elementary age children were presented with stories involving child suffering because of another child’s actions (ambiguous intentions)
Children asked how they would respond and why

44
Q

Hostile Attributional Bias

A

General expectation that others are antagonistic to them
Leads to search for evidence of hostile intent
Conclude retaliation is appropriate response to peer behaviour
React negatively to provocation
Becomes self fulfilling prophecy
Early harsh parenting predicts hostile bias

45
Q

Dot Probe Task

A

Faces shown and then X
Have to tap side on which the X was shown
If have an attentional bias toward a particular emotion
You’ll spot the X faster when it appears in the location where your attention was pulled by that emotion
All children biased toward happy faces except children high in anxiety (bias to angry faces)

46
Q

Dweck’s Theory of Self Attributions & Achievement Motivation

A

Achievement, incremental, entity orientations
Motivation patterns evident in preschool

47
Q

Achievement Motivation

A

Motivation via learning or performance goals
Learning goals: seek to improve their competence and master new material
Performance goals: seek to receive positive assessments of competence or to avoid negative assessments

48
Q

Incremental/Mastery Orientation

A

Belief that intelligence can be developed through effort
Enjoy challenge of hard problems and persist in solving

49
Q

Entity/Helpless Orientation

A

Belief that intelligence is fixed
Base sense of self worth on approval from others
Seek out situations they can be sure of success

50
Q

Entity Theory

A

Rooted in idea that intelligence is fixed and unchangeable
Belief that success or failure in academic situations depends on how smart one is
Reinforced by praise and criticism of enduring traits (e.g. you are so smart)
More likely to display hostile attributional bias
No change in math scores over two years

51
Q

Incremental Theory

A

Rooted in idea that intelligence can grow as a function of experience/practice
Academic success is achievable through effort and persistence
Reinforced by praise and criticism for effort (e.g. you worked so hard)
Predictive of higher math scores over two years

52
Q

Ethology

A

Study of behaviour within an evolutionary context
Understand behaviour in terms of adaptive or survival value
Infant has to encounter mother during sensitive period of life

53
Q

Imprinting

A

Process by which newborn birds and mammals become attached to mother at first sight and follow her everywhere
Konrad Lorenz’s imprinting geese
Experience expectant process

54
Q

Evolutionary Psychology

A

Darwinian concepts of natural selection and adaptation to human behaviour
Certain genes predisposed people to behave in ways to solve adaptive challenges
Play is evolved platform for learning

55
Q

Parental Investment Theory

A

Parents motivated by drive to perpetuate their genes
Can only happen if offspring survive long enough to pass their genes on

56
Q

Cinderella Effect

A

Maltreatment rates higher for stepparents

57
Q

Important Human Adaptive Feature

A

The brain
Large size relative to body size
Because of this experience prolonged period of immaturity and dependence
Birth occurs earlier in development to accommodate for head size

58
Q

The Bioecological Model

A

Treats child’s environment as set of nested structures
Each structure represents different level of influence on development
Every level impacts development

59
Q

Microsystem

A

Activities and relationships in which the child directly participates
E.g. family, peers, teachers, etc
Bidirectional relationships

60
Q

Mesosystem

A

Interconnections among microsystems

61
Q

Exosystem

A

Settings the child may not be directly a part of but can still influence development
E.g. parental workplace

62
Q

Macrosystem

A

General beliefs, values, customs, and laws of the larger society
E.g. cultural and class differences, laws

63
Q

Chronosystem

A

Beliefs, values, customs, family structure, technologies that change over time

64
Q

How Media Increases Aggression

A

Seeing aggression teaches aggression
Activates viewers aggressive tendencies
Heightened arousal makes more likely to react violently to provocation
Long term exposure to media violence leads to emotional desensitization

PSYCH211 (12 decks)

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