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122 Cards in this Set
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Is the field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire lifespan |
Lifespan Psychology or Developmental Psychology |
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3 reasons why we should study Developmental Psychology |
1. Raising Children 2. Choosing Social Policies 3. Understanding Human Nature |
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Refers to our biological endowment, especially the genes we receive from our parents |
Nature |
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Refers to the wide range of environments, both physical and social, that influence our development |
Nurture |
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How do children shape their own development? |
Children contribute to their own development from early in life, and their contributions increases as they grow older Older children and adolescents choose many environments, friends, activities for themselves; their choices can exert a large impact on their future |
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How does developmental change occur? |
Variation and Selection |
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Refers to the differences in thought and behavior within and among individuals |
Variation |
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Describes the more frequent survival and reproduction of organisms that are well adapted to their environment |
Selection |
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The principle that only organisms best suited to their environment survive long enough to pass on their genetic characteristics to their offspring |
Natural selection |
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Results from random variation of genetic traits in a species and forms the basis of the process of evolution |
Natural selection |
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Refers to the physical, social, cultural, economic, and historical circumstances that make up any child's environment. |
Sociocultural context |
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How does the sociocultural context influence development? |
Development is affected by ethnicity, race and socioeconomic status. |
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Is a measure of social class based on income and education |
Socioeconomic status |
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How do children become so different from each other? Children's genes, the _____, their ______ to other people's treatment of them, and their ______ all contribute to differences among children, even those within the same family |
Treatment by other people Subjective reactions Choices of environments |
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Yields practical benefits in diagnosing children's problems and in helping children to overcome them. |
Child-development research |
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Means a progressive series of changes that occur as a result of maturation and experience |
Development |
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Is the unfolding of inherent or innate characteristics of an individual |
Maturation |
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He pointed out that "development implies qualitative changes" |
Van den Daele |
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Is tge transmission of genetic materials from parents to offspring |
Heredity |
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The study of progressive changes in behavior and abilities |
Developmental Psychology |
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Principles of development
Understanding how characteristics develop we can make relatively accurate predictions about learners and design effective instructional strategies based on our knowledge of development |
Developments is relatively orderly |
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3 domains of development |
Physical Domain Cognitive Domain Social/ Emotional Domain |
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Age Groups in the Lifespan
Prenatal- Infancy- Babyhood- Early Childhood- Late Childhood- Puberty- Adolescence- Early Adulthood- Middle Age- Old Age (Senescence) -
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Prenatal- conception until birth Infancy- birth until 2nd week after birth Babyhood- 1 to 3 years old Early Childhood- 3 to 6 years old Late Childhood- 6 to 10 years old Puberty- 10 to 13 years old Adolescence- Female- 13-18 years old Male- 13-21 years old Early Adulthood- Female- 18-35 years old Male- 21-40 years old Middle Age- 40-60 years old Old Age- 60 years old to death
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Children seen as little adults,treated as adults (eg. Work at adult jobs) |
Preformationism |
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Children were taught that they were born with sin and they had to spend their life making up for that |
Puritan |
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What period is preformationism occurred? |
6th-15th centuries (Medieval period) |
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What period does the Puritan religion occurred? |
16th Century (Reformation period) |
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For this religion, children were born evil and must be civilized |
Puritan religion |
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Is the theory that individuals are born without built-in mental content and that therefore all knowledge comes from experience or perception |
Tabula rasa |
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Period of John Locke |
17th Century (Age of Enlightenment) |
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He believed in tabula rasa |
John Locke |
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Forerunner of behaviorism |
John Locke |
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He believed that children develop in response to nurturing |
John Locke |
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For him, children were noble savages, born with an innate sense of morality |
Jean-Jacques Rousseau |
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Used the idea of stages of development |
Jean-Jacques Rousseau |
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Period and century of Jean-Jacques Rousseau |
18th Century (Age of reason) |
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Forerunner of maturationist beliefs |
Jean-Jacques Rousseau |
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Is an early childhood educational philosophy that sees the child as a growing organism and believes that the role of education is to passively support this growth rather than actively fill the child with information. |
Maturationism |
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Period and Century of Charles Darwin |
19th Century (Industrial Revolution) |
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The person behind the theories of natural selection and survival of the fittest |
Charles Darwin |
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Made parallels between human prenatal growth and other animals |
Charles Darwin |
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Forerunner of ethnology |
Charles Darwin |
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A branch of anthropology that compares and analyzes the characteristics of different people and the relationships between them (compare cultural, social, or socio-cultural anthropology) |
Ethnology |
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The century where theories about chikdren development expanded around the world |
20th Century |
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The century where theories about chikdren development expanded around the world |
20th Century |
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The century when the childhood was seen as worthy of special attention |
20th Century |
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The century where laws were passed to protect children |
20th Century |
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The person behind psychosexual theory |
Sigmund Freud |
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Based his therapy with troubled adults |
Sigmund Freud |
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He emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives |
Sigmund Freud |
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Sigmund Freud proposed this theory that says psychological development in childhood takes place during five psychosexual stages |
Psychosexual Theory |
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5 Psychosexual theory |
Oral Anal Phallic Latency Genital |
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Each stages from the 5 psychosexual stages represents ____ on a different area of the body |
The fixation of libido |
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Roughly translated as sexual drives or instincts |
Libido |
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He is the person behind the psychosocial theory |
Erik Erikson |
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Expanded on Freud's theories |
Erik Erikson |
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Believed that development is life-long |
Erik Erikson |
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Emphasized that at each of his 8 stages, the child acquires attitudes and skills resulting from the successful negotiations of the psychosocial conflict |
Erik Erikson |
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8 stages of Erik Erikson |
Basic trust vs Mistrust Autonomy vs Shame and doubt Initiative vs Guilt Industry vs Inferiority Identity vs Identity Confusion Intimacy vs Isolation Generativity vs Stagnation Integrity vs Despair |
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Father of American Behaviorist theory |
John Watson |
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Based his work on Pavlov's experiments on the digestive system of dogs |
John Watson |
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He researched classical conditioning |
John Watson |
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For him, children are passive beings who can be molded by controlling the stimulus-response associations |
John Watson |
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He focused on overt behavior |
John Watson |
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Proposed that children "operate" on their environment |
B.F. Skinner |
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He believed that learning could be broken down into smaller tasks and that offering immediate rewards for accomplishments would stimulate further learning |
B. F. Skinner |
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The dog says "There goes the bell. It's time for food" |
Classical conditioning |
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The rat says "It's time for food. I should press the lever." |
Operational Conditioning |
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He stressed how children learn by observation and imitation (What's the theory?) |
Albert Bandura |
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He believed that children gradually become more selective in what they imitate |
Albert Bandura |
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Theory of Albert Bandura |
Social Cognitive Theory |
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The person behind Cognitive Development Theory |
Jean Piaget |
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This theory suggests that children construct their understanding of the world through their active involvement and interactions |
Cognitive Development Theory |
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He studied his 3 children to focus not on what they knew but how they knew it |
Jean Piaget |
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Piaget's Cognitive Development Stages (4) |
Sensori-motor Preoperation Concrete operations Formal operation |
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Piaget's CDS Ages birth-2 the infant uses his senses and motor abilities to understand the world |
Sensori-motor |
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Piaget's CDS Ages birth-2 the infant uses his senses and motor abilities to understand the world |
Sensori-motor |
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Piaget's CDS Ages 2-7 the child uses mental representation of objects and is able to use symbolic thoughts and language |
Preoperation |
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Piaget's CDS Ages 7-11 the child uses logical operations or principles when solving problems |
Concrete operations |
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Piaget's CDS Ages 12-up the use of logical operations in a systematic fashion and with the ability to use abstractions |
Formal operations |
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Thinking only of oneself |
Egocentric |
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The person behind the theory of moral development |
Kohlberg |
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He suggested that child has no sense of morality as adults understand it |
Kohlberg |
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He suggested that child has no sense of morality as adults understand it |
Kohlberg |
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This theory suggests that child's moral view based on what others think until highest level of development creates independent thinking |
Theory of Moral Development |
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A child sense of morality is externally controlled. Children judge an action based on its consequences |
Preconventional level of Kohlberg's level |
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To judge the morality of actions by comparing them to society's views and expectations |
Conventional level of Kohlberg's level |
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Person's sense of morality is defined in terms of more abstract principles and values |
Post-conventional level |
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Expected in return for something exchange |
Quid pro quo |
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The person behind Socio-cultural Theory (sociohistoric) |
Lev Semanovich Vygotsky |
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He agreed that a children are active learners but their knowledge is socially constructed |
Lev Semanovich Vygotsky |
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He described the zone of proximal development |
Vygotsky |
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It is the difference between what a learner can do without help and they can do with help |
Zone of proximal development |
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He posited that a child's true intelligence should be measured not only by what he could do independently but by what he could do witg the help from an adult or peer. |
Vygotsky |
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This theory suggests that we understand the world only by learning the shared meanings of others around us |
Social-Cognitive Theory |
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2 levels of Cognitive Development |
The child's actual development The child's level of potential development |
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The person behind the ecological systems theory |
Urie Bronfenbrenner |
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The interrelationships among the systems shape a child's development |
Urie Bronfenbrenner |
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Bronfenbrenner's Ecological Model -activities and interactions in the child's immediate surrpunding: parents, friends. |
Microsystem |
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Bronfenbrenner's Ecological Model -relationships among the entities involved in the child's immediate surroundings |
Mesosystem |
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Bronfenbrenner's Ecological Model *Social institutions which affects children indirectly: parent's work settings and policies |
Exosystem |
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Bronfenbrenner's Ecological Model *Broader cultural values, laws and governmental resources |
Macrosystem |
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Bronfenbrenner's Ecological Model *changes which occur during a child's life, both personally, like the birth of a sibling |
Chronosystem |
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Our characterustic pattern of thinking, feeling and acting. |
Personality |
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Large below the surface area ehich contains thoughts, wishes, feelings and memories of which we are unaware |
Unconscious |
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The patient is asked to relax and say whatever comes to his/mind |
Free association |
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Reservoir of unconscious psychic energy constantly striving to satisfy basic drives to survive, reproduce and aggress |
ID |
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Largely conscious "executive" part of personality |
Ego |
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Represents internalized ideals and provides standards for judgement |
Superego |
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Desire to replace his father |
Oedipus complex |
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Desire to replace her mother |
Electra complex |
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What are the psychosexual stages of Freud? |
Oral, Anal, Phallic, Latency, Genital |
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The process by which, children incorporate their parents' values into their developing superegos |
Identification |
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A lingering focus of pleasure-seeking energies at an earlier psychosexual stage, where conflicts are unresolved |
Fixation |
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DM Baon sa limot |
Repression |
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DM Retreating to a more infantile stage |
Regression |
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DM Pakitang tao |
Reaction formation |
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DM A cheater accuses his partner for cheating |
Projection |
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DM Making excuses (offers self-justifying explanations) |
Rationalization |
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Victimizing a safer victim |
Displacement |
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The person behind Psychosexual stages |
Erik Erikson |
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Enumerate Psychosocial stages |
Trust vs Mistrust Autonomy vs Shame and Doubt Initiative vs Guilt Industry vs Inferiority Identity vs Identity Diffusion Intimacy vs Isolation Generativity vs Stagnation Integrity vs Despair |
