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29 Cards in this Set
- Front
- Back
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Learning Theory
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imitation and reinforcement
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Problems with Learning Theory
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Parents do not reinforce syntax (rules that sepcify how words are combined to form sentences)
Children create novel sentences |
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Nativist Perspective
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Language Acquisition Devise (LAD)-people must have a neurological base to learn langauge
Language is too complex to just simply learn |
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Problems with Nativisist Theory
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A description, not an explanation
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Interactionists Perspective
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all cognition is an active progress
compromise between nature and nurture Biology-slowly maturing brain Environment-socailly learned |
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Pre-Linguistic Period
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preverbal reactions before 10-13 months
cooing-2 months babbling-5 to 6 months babbling with tone-7 months words as symbols-1 year first word-1 year |
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Telegraphic period
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Begin combining words
Telegraphic speech: minimal word sentences-1.5 years Naming explosion-children learn new words faster than before Fast Mappng-children's ability to connect words tot heri meanings so rapidly that they cannot be considering all possible meanings for the word |
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Marcia's Phases of Identity
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Diffusion-confused or overwhjelmed by the task of achieving an identity and are doing little to achieve one
Foreclosure-have an identity determined by others Moratorium-searching and researching identities to find the right one Achievement-chosen an identity |
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Elkind's Egocentrism Theory
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Imaginary Audience Phenomenon-adolescents feel they are actors whose performance is being watched consatntly
Personal Fable- feel their experiences are entirely unique Illusion of Invulnerabilioty-adolescents feel they are invulnerable to things, whereas their peers are vulnerable |
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Super's Theory
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Cystallization-13 to 14 years-adolescents use their emerging identites as a source of ideas for theri careers
Specification-18 years-obtain training and limit their choices even more by learning more about the specific line of work Implementation-early 20's-individuals enter the workforce |
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Dweck's theory of attribution
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Mastery Orientation-attribute success to abilities and failures to external or unstable causes
Learned Helplessness Orientation-attribute successes to unstable external causes, and failures to lack of abilities Dependent on praise a child recieves |
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Theory Theory
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Beliefs and desires
Around 3 years of age, children understadn relationships between desires and actions (i want something so I will get it) Around 4 years of age, children can coordinate beleifs and desires (I want something but i can't get it because it has changed locations) |
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Modular Nativism
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Biological predisposition
Apsects of Theory of Mind can be changed |
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Expertise Simulation Theory
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Practice makes perfect
Through interactions with others, children realize perople are different and they can simulate other people's actions |
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Selman's Stages of Role Taking Theory
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Egocentrism-inability ot see from other's perspective (3-6 years)
Social Informational-children know people have different perspectives because people recieve different information (6-8 years) Self Reflective-Children can step into another's shoe and see from their perspective (8-10) Mutual-Children can see from a third person POV (10-12) Societal-Adolescents know that a third person's perspective is influenced by braoder personal, social, and cultural contexts (12-adult) |
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Piaget's Theory
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Premoral Stage-don't have systematic response (0-4)
Moral Realism-has systematic response (5-7) Moral relativism-intention tells whether act is moral or not |
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Problems with Piaget
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Underestimated kids understadning, different domains have different consequences
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Kohlberg's Moral Theory
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Preconventional-moral reasoning controlled by obedience to authority and reward and punishment
Obedience Orientation-person should do what an adult says because they know best Instrumental-people are nice only because they expect the favor to be returned Conventional-moral decisions are based on social norms Interpersonal-act accroding to other's expectations Social System morality-belief that social roles, expectations, and laws exist to maintain order Postconventional-moral decisions based on moral principles Social contract-cultural groups adhere to social contracts b/c it benefits the group, but if it doesn't benefit individuals it is null and void Universal Ethics principle-abstract principles make up the personal moral code that may conflict with society's view |
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Evaluation of Kohlberg
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Positive:
Longitudinal Studies, evidence supports invariant stages, moral reasoning corrleates with moral behavior, age and stage are correlated Negative: incomplete development (not everyone goes thru the stages), cross cultural, Gilligan (gender bias) |
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Gilligan's ethic of caring theory
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Stage 1: Preoccupation with own needs
Stage 2: Caring for others Stage 3: Caring for self and others |
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Turiel 's orgins of moral thinking
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Moral Domain-it isn't right to harm others no matter what others say
Social Convention-standards and behaviors agreed to by a society Personal Domain-choices made by oneslef about all apsects of life |
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Prosocial Situational Influences
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More likely to help if child feels responsibility for others, feels they have the comeptence, are in a good mood, and helping has low costs to them
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Information Processing Model
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First children attend to certain features of the stimulus
Second children try to interpret the featues Third children evaluate their goals Fourth children retrieve from memory a behavioral response that is associated with the interpretation and goals of the situation Fifth, they evaluate their response and determine if its appropriate Sixth, procedd with behavior |
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Money and Ehrhardt's Biosocial Theory
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Biological differences are root of sex socialization and gender developmental differences
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Freud's Psychoanalytic
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Gender identity is the result of the phallic stage solution
Oedipus and Elektra |
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Refute for Frued's theory
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Children don't understand anatomy
Stronger gender identity with a compassionate parents Lack of similarity to either parent |
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Social learning Theory
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Children learn gender identity through reinforcement of appropriate gender beahviors, punishment of inappropriate, and observational learning
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Kohlberg's Cognitive Developmental Theory
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Gender role development is dependent on cognitive capacity to understand genders
Children actively socialize themselves Children learn theier own genders and then pursue behavioral instructions |
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Gender Schema Thoery
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Children first decide if an object, activity, or behavior is female or male, and then use this information ot decide whether or not they should learn more about the object, activity, or behavior
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