Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
40 Cards in this Set
- Front
- Back
developmental theory
|
a systematic statement of general principles that provides a coherent framework for understanding how and why people change as they grow older
|
|
psychoanalytic theory
|
a grand theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior
|
|
Oral Stage (Freud/psychosexual)
Birth to 1 year |
The lips, tongue, and gums are the focus of pleasurable sensations in the baby's body, and sucking and feeding are the most stimulating activities
|
|
Anal Stage (Freud/psychosexual)
1-3 years |
The anus is the focus of pleasurable sensations in the baby's body, and toilet training is the most important activity
|
|
Phallic Stage (Freud/psychosexual)
3-6 years |
The phallus, or penis, is the most important body part, and pleasure is derived from genital stimulation. Boys are proud of their penises; girls wonder why they don't have one
|
|
Latency (Freud/psychosexual)
6-11 years |
Not really a stage, this is an interlude during which sexual needs are quiet and children put psychic energy into conventional activities like schoolwork and sports
|
|
Genital Stage (Freud/psychosexual)
Adolescence throughout adulthood |
The genitals are the focus of pleasurable sensations, and the young person seeks sexual stimulation and sexual satisfaction in heterosexual relationships
|
|
Trust vs Mistrust (Erikson/psychosocial)
Birth to 1 year |
Babies either trust that others will care for their basic needs, including nourishment, warmth, cleanliness, and physical contact, OR develop mistrust about the care of others
|
|
Autonomy vs Shame/Doubt
(Erikson/psychosocial) 1-3 years |
Children either become self-sufficient in many activities, including toileting, feeding, walking, exploring, and talking, OR doubt their own abilities
|
|
Initiative vs Guilt
(Erikson/psychosocial) 3-6 years |
Children either want to undertake many adultlike activities OR internalize the limits and prohibitions set by parents. They feel either adventurous or guilty.
|
|
Industry vs Inferiority
(Erikson/psychosocial) 6-11 years |
Children busily learn to be competent and productive in mastering new skills OR feel inferior, unable to do anything as well as they wish they could
|
|
Identity vs Role Confusion
(Erikson/psychosocial) Adolescence |
Adolescents try to figure out "Who am I?" They establish sexual, political, religious, and vocational identities OR are confused about what roles to play
|
|
Intimacy vs Isolation
(Erikson/psychosocial) Early adulthood |
Young adults seek companionship and love OR become isolated from others because they fear rejection and disappointment
|
|
Generativity vs Stagnation
(Erikson/psychosocial) Middle adulthood |
Adults contribute to the next generation through meaningful work, creative activities, and/or raising a family, OR they stagnate
|
|
Integrity vs Despair
(Erikson/psychosocial) Late adulthood |
Older adults try to make sense out of their lives, either seeing life as a meaningful whole OR despairing at goals never reached
|
|
Behaviorism/Learning Theory
|
A grand theory of human development that studies observable behavior. Describes laws and processes by which behavior is learned.
|
|
Conditioning
|
According to behaviorism, the process by which responses become linked to particular stimuli and learning takes place. (emphasizes importance of repeated practice)
|
|
Classical Conditioning
(Pavlov) |
The learning process in which a meaningful stimulus (eg. smell of food to hungry animal) is connected with a neutral stimulus (eg. sound of a tone) that had no special meaning before.
|
|
Operant Conditioning
(Skinner) |
The learning process by which a particular action is followed by something desired (encouraging the action) or something unwanted (discouraging the action)
|
|
reinforcement
|
a technique for conditioning behavior in which that behavior is followed by something desired, such as food for a hungry animal or a welcoming smile for a lonely person
|
|
social learning theory
|
An extension of behaviorism that emphasizes the influence that other people have over a person's behavior. Even without specific reinforcement, every individual learns many things through observation and imitation of other people
|
|
modeling
|
The central process of social learning, by which a person observes the actions of others and then copies them
|
|
self-efficacy
|
In social learning theory, the belief of some people that they are able to change themselves and effectively alter the social context
|
|
cognitive theory
(Piaget) |
A grand theory of human development that focuses on changes in how people think over time. According to this theory, our thoughts shape our attitudes, beliefs, and behaviors
|
|
Sensorimotor Period
(Piaget/cognitive theory) Birth to 2 years |
Infants use senses and motor abilities to understand the world. Learning is active; there is no conceptual or reflective thought.
Major gains: object permanence (object still exists when out of sight) |
|
Preoperational Period
(Piaget/cognitive theory) 2-6 years |
Children think magically and poetically, using language to understand the world. Thinking is egocentric, causing children to perceive the world from their own experience.
Major gains: imagination flourishes, language becomes significant means of self-expression and influence |
|
Concrete Operational Period
(Piaget/cognitive theory) 6-11 years |
Children understand and apply logical operations, or principles, to interpret experiences objectively and rationally. Their thinking is limited to what they can personally sense or experience.
Major gains: understand concepts of conservation, number, classification, other logical ideas |
|
Formal Operational Period
(Piaget/cognitive theory) 12 years through adulthood |
Adolescents and adults think about abstractions and hypothetical concepts and reason analytically, not just emotionally. They can be logical about things they have never experienced
Major gains: ethics, politics, social, moral issues become fascinating |
|
cognitive equilibrium
|
In cognitive theory, a state of mental balance in which people are not confused because they can use their existing thought processes to understand current experiences and ideas
|
|
Assimilation
|
The reinterpretation of new experiences to fit into old ideas
|
|
Accommodation
|
The restructuring of old ideas to include new experiences
|
|
Information processing
|
a perspective that compares human thinking processes, by analogy, to computer analysis of data, including sensory input, connections, stored memories, and output
|
|
sociocultural theory
(Vygotsky) |
an emergent theory that holds that development results from the dynamic interaction of each person with the surrounding social and cultural forces
|
|
apprenticeship in thinking
|
Vygotsky's term for how cognition is stimulated and developed in people by older and more skilled members of society
|
|
zone of proximal development
|
in sociocultural theory, a metaphorical area surrounding a learner that includes all the skills, knowledge, and concepts that the person is close to acquiring but cannot yet master without help
|
|
Humanism
|
a theory that stresses the potential of all humans for good and the belief that all people have the same basic needs, regardless of culture, gender, or background
|
|
Needs according to Humanism
|
1. Physiological
2. Safety/security 3. Love/belonging 4.Respect/esteem 5. Self-actualization |
|
eclectic perspective
|
the approach taken by most developmentalists, in which they apply aspects of each of the various theories of development rather than adhering exclusively to one theory
|
|
epigenetic theory
|
interactions between genes and surrounding environment bring out genetic potential
|
|
Five Perspectives on Human Development
|
1. Psychoanalytic (psychosexual and psychosocial)
2. Behaviorism/Learning Theory 3. Cognitive Theory 4. Sociocultural Theory 5. Universal Perspective |