Developmental Psychology Chp. 1

Scientific study of how human behavior develops and changes across time

Examines how and why people change and how they remain the same over time

Examines how and why people are both unique and similar to each other

A multidisciplinary Science based on theories and research studies

An approach to describing and explaining how biological, psychological, and sociocultural factors combine and interact to influence a person's physical and mental health

Genetic, health-related influences on human behavior

Cognitive/perceptual, emotional and personality influences of human behavior

Societal, cultural, ethnic and interpersonal influences of human behavior

Debate whether human behavior is influenced more by heredity/nature or by the environment/nurture

Debate on whether development progresses smoothly or shifts abruptly

Debate on whether there is just 1 or multiple ways in which development occurs

Identical events within different age groups that influence human behavior

Beliefs or sets of ideas created by society

Group that shares common social experiences and conditions

Social and economic status in relation to others based on income, education, occupation, and the way of living/status of parents

Theory that says that a person is both influenced by and influences the environment

Belief in one's ability to achieve goals

Representation of a plan/theory in the form of an outline or model

Difference between what a learner can do without help and what they can't do

An organized set of ideas that's designed to explain development and is essential for making predictions about behavior that result in research that helps support/clarify the theory

All theories that emphasizes feelings, emotions and other inner psychological forces and their relation to early experiences to explain human behavior

Theory that emphasizes inner drives and motivations to explain behavior and explains development in states that occur to balance conflicts between inner drives and outside world

By Erik Erickson and Sigmund Freud

Contributed to the psychoanalytic theory and focused on sexual drives

Everyone is driving by sexual desires

Contributed to psychoanalytic theory and focused on social drives

Everyone needs social interaction and desires social interaction

Consists of 8 stages of development that occur throughout life that are based off of social experiences

Basic trust v. Mistrust, Autonomy v. Shame, Initiative v. Guilt, Industry v. Inferiority, Identity v. Isolation, Generativity v. Stagnation, and Integrity v. Despair

The first stage of development where a person is challenged to develop a sense that the world is safe and a good place

Occurs from birth until 1 year

The second stage of development where an individual is challenged to realize that they're an independent person who can make decisions and doubt

Occurs between ages 1-3

The third stage of development where an individual is challenged to develop the ability to try new things and to handle failure

3-6 years old

The fourth stage of development where an individual is challenged to learn basic skills and to work with others

6 years old to adolescence

The fifth stage of development where an individual is challenged to develop a lasting, integrated sense of self

Adolescence

The sixth stage of development where an individual is challenged to commit to another in a loving relationship

Young adulthood

The seventh stage of development where an individual is challenged to contribute to younger people through cold bearing, child care, or other productive work

Middle adulthood

The eighth stage of development where an individual is challenged to view one's life as satisfactory and worth living

Late life

Describes how people absorb, process and retain knowledge during learning and how it is influenced by cognitive, emotional and environmental influences. Has two supporting ideas: behaviorism and social learning

Focuses on how external events/stimuli shape behavior

By John B. Watson, B. F. Skinner, and Albert Bandura

Behaviors develop due to classical and operant conditioning

Discounts role of personal goals, motives, etc.

By Watson and Skinner

States that behaviors develop through modeling and imitation

Theory that takes into account personal motives, expectations, goals, etc when describing behavior

Idea of reciprocal determinism and is influenced by self efficacy

By Bandura

Refers to a learning procedure where a biologically potent stimulus is paired with a neutral stimulus, like a dog can associate the sound of a bell (neutral stimulus) with food (biologically potent stimulus)

Learning process where a certain behavior is either encouraged or discouraged by reinforcement or punishment

Development of thought processes from childhood to adulthood

By Piaget and Vygotsky

Focuses on development of thinking and mental processes that occur within 4 universal stages where progression to a stage requires cognitive maturation that occur in schemas

Calls children "little scientist"

Part of cognitive development that internalizes external activities which is supported by guided participation and scaffolding

States that social interaction is the starting point for all cognitive development

Idea of zone of proximal development

First off Piaget's 4 stages where infants are busy discovering the relationship between themselves and the environment

Second of Piaget's 4 stages where children begin to engage in symbolic play and learn to manipulate symbols

2-7 years

First off Piaget's 4 stages where infants are busy discovering the relationship between themselves and the environment

Newborn-2 years

Third stage of Piaget's 4 stages where organized and rationale thinking develops

7-11 years

Fourth stage of Piaget's 4 stages where thinking becomes more sophisticated and advanced

12 and up

Fourth stage of Piaget's 4 stages where thinking becomes more sophisticated and advanced

12+