Reading...
Play button
Play button
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;
45 Cards in this Set
- Front
- Back
|
DEVELOPMENT THEORY
|
A SYSTEMATIC STATEMENT OF PRINCIPLES AND GENERALIZATIONS THAT PROVIDES A COHERENT FRAMEWORK FOR STUDYING AND EXPLAINING DEVELOPMENT
|
|
|
HOW DO THEORIES HELP US? (FURTHER SCIENCE)
|
1. THEORIES FORM THE BASIS FOR HYPOTHESES
2. THEORIES GENERATE DISCOVERIES 3. THEORIES OFFER INSIGHT AND GUIDANCE FOR EVERYDAY CONCERNS BY PROVIDING A COHERENT VIEW OF HUMAN DEVELOPMENT |
|
|
GRAND THEORIES
|
COMPREHENSIVE THEORIES THAT HAVE TRADITIONALLY INSPIRED AND DIRECTED THINKING ABOUT DEVELOPMENT.
|
|
|
WHAT ARE SOME EXAMPLES OF GRAND THEORIES?
|
PSYCHOANALYTIC THEORY, BEHAVIORISM, AND COGNITIVE THEORY
|
|
|
MINITHEORIES
|
THEORIES TAHT FOCUS ON SOME SPECIFIC AREA OF DEVELOPMENT AND THUS ARE LESS GENERAL AND COMPREHENSIVE THAN THE GRAND THEORIES
|
|
|
WHAT ARE SOME EXAMPLES OF MINITHEORIES?
|
ACTIVITY THEORY, DISENGAGEMENT THEORY, AND EXCHANGE THEORY
|
|
|
EMERGENT THEORIES
|
THEORIES THAT BRING TOGETHER INFORMATION FROM MANY DISCIPLINES BUT THAT HAVE NOT YET COHERED INTO THEORIES THAT ARE COMPREHENSIVE AND SYSTEMATIC
|
|
|
PSYCHOANALYTIC THEORY
|
A GRAND THEORY OF HUMAN DEVELOPMENT THAT HOLDS THAT IRRATIONAL, UNCONSCIOUS DRIVES AND MOTIVES, MANY OF WHICH ORIGINATE IN CHILDHOOD, UNDERLIE HUMAN BEHAVIOR
|
|
|
WHAT WERE FREUD'S STAGES OF DEVELOPMENT? (BODY PART CENTERED)
|
INFANCY-ORAL STAGE
TODDLERHOOD-ANAL STAGE PRESCHOOL YEARS-PHALLIC (PENIS) STAGE PERIOD OF LATENCY GENITAL STAGE IN ADOLESCENCE |
|
|
KNOW ERIKSON'S STAGES OF DEVELOPMENT.
|
TRUST VS. MISTRUST; AUTONOMY VS. SHAME & DOUBT; INITIATIVE VS. GUILT; INDUSTRY VS. INFERIORITY; INDENTITY VS. ROLE CONFUSION; INTIMACY VS. ISOLATION; GENERATIVITY VS. STAGNATION; INTEGRITY VS. DESPAIR
|
|
|
WHO IS THE FOUNDER OF BEHAVIORISM?
|
JOHN B. WATSON
|
|
|
BEHAVIORISM
|
A GRAND THEORY OF HUMAN DEVELOPMENT THAT FOCUSES ON THE SEQUENCES AND PROCESSES BY WHICH BEHAVIOR IS LEARNED.
AKA LEARNING THEORY |
|
|
CONDITIONING
|
ACCORDING TO BEHAVIORISM, ANY PROCESS IN WHICH A BEHAVIOR IS LEARNED.
|
|
|
CLASSICAL CONDITIONING
|
THE PROCESS BY WHICH A NEUTRAL STIMULUS BECOMES ASSOCIATED WITH A MEANINGFUL STIMULUS, SO THAT THE ORGANISM RESPONDS TO THE FORMER STIMULUS AS IF IT WER THE LATTER
AKA RESPONDENT CONDITIONING |
|
|
WHO IS THE FOUNDER OF CLASSICAL CONDITIONING?
|
IVAN PAVLOV
|
|
|
OPERANT CONDITIONING
|
THE PROCESS BY WHICH A RESPONSE IS GRADUALLY LEARNED VIA REINFORCEMENT OR PUNISHMENT
AKA INSTRUMENTAL CONDITIONING |
|
|
WHOS IS BEST KNOWN FOR OPERANT CONDITIONING?
|
B.F. SKINNER
|
|
|
REINFORCEMENT
|
THE PROCESS IN WHICH A BEHAVIOR IS FOLLOWED BY RESULTS THAT MAKE IT MORE LIKELY THAT THE BEHAVIOR WILL BE REPEATED. THIS OCCURS IN OPERANT CONDITIONING.
|
|
|
HOW HAS HUMAN DEVELOPMENT BENEFITED FROM BEHAVIORISM?
|
BY REALIZING IF SOME THINGS ARE LEARNED, THEY CAN BE UNLEARNED. TANTRUMS, PHOBIAS, AND ADDICTIONS
|
|
|
WHAT IS ONE THING THE WIRE MONKEY EXPERIMENT TAUGHT HUMANS ABOUT THEIR OWN CHILDREN?
|
THAT CRYING INFANTS SHOULD BE PICKED UP AND CODDLED EVEN IF NOT HUNGRY. CRADLING=LESS CRYING.
|
|
|
SOCIAL LEARNING THEORY
|
AN APPLICATION OF BEHAVIORISM THAT EMPHASIZES THAT MANY HUMAN BEHAVIORS ARE LEARNED THOUGH OBSERVATION AND IMITATION OF OTHER PEOPLE
|
|
|
MODELING
|
IN SOCIAL LEARNING THEORY, THE PROCESS IN WHICH PEOPLE OBSERVE AND THEN COPY THE BEHAVIORS OF OTHERS
|
|
|
SELF-EFFICACY
|
IN SOCIAL LEARNING THEORY, THE BELIEF THAT ONE IS EFFECTIVE; MOTIVATES PEOPLE TO CHANGE THEMSELVES AND THEIR CONTEXTS
|
|
|
COGNITIVE THEORY
|
A GRAND THEORY OF HUMAN DEVELOPMENT THAT FOCUSES ON THE STRUCTURE AND DEVELOPMENT OF THINKING, WHICH SHAPES PEOPLE'S ATTITUDES, BELIEFS AND BEHAVIORS
AKA INFORMATION-PROCESSING THEORY |
|
|
COGNITIVE EQUALIBRIUM
|
IN COGNITIVE THEORY, A STATE OF MENTAL BALANCE IN WHICH A PERSON IS ABLE TO RECONCILE NEW EXPERIENCES WITH EXISTING UNDERSTANDING
|
|
|
WHO IS BEST KNOWN IN COGNITIVE THEORY?
|
JEAN PIAGET
|
|
|
WHAT ARE PIAGET'S FOUR PERIODS OF DEVELOPMENT?
|
SENSORIMOTOR,
PRE-OPERATIONAL, CONCRETE OPERATIONAL, FORMAL OPERATIONAL |
|
|
COGNITIVE DISEQUILIBRIUM
|
AN IMBALANCE THAT INITIALLY PRODUCES CONFUSION
|
|
|
ASSIMILATION
|
REINTERPRETING NEW EXPERIENCES SO THAT THEY FIT INTO THE OLD IDEAS
|
|
|
ACCOMMODATION
|
REVAMPING OLD IDEAS TO INCLUDE NEW EXPERIENCES
|
|
|
SOCIOCULTURAL THEORY
|
AN EMERGENT THEORY THAT HOLDS THAT HUMAN DEVELOPMENT RESULTS FROM THE DYNAMIC INTERACTION BETWEEN EACH PERSON AND THE SURROUNDING SOCIAL AND CULTURAL FORCES
|
|
|
APPRENTICESHIP IN THINKING
|
IN SOCIOCULTURAL THEORY, THE PROCESS BY WHICH NOVICES DEVELOP COGNITIVE COMPETENCIES THROUGH INTERACTION WITH MORE SKILLED MEMBERS OF THE SOCIETY, OFTEN PARENTS OR TEACHERS, WHO ACT AS TUTORS OR MENTORS
|
|
|
GUIDED PARTICIPATION
|
IN SOCIOCULTURAL THEORY, THE PROCESS BY WHICH A SKILLED PERSON HELPS A NOVICE LEARN BY PROVIDING NOT ONLY INSTRUCTION BUT ALSO A DIRECT, SHARED INVOLVEMENT IN THE LEARNING PROCESS
|
|
|
ZONE OF PROXIMAL DEVELOPMENT
|
IN SOCIOCULTURAL THEORY, THE RANGE OF SKILLS THAT A LEARNER CAN EXERCISE AND MASTER WITH ASSITANCE BUT CANNOT YET PERFORM INDEPENDENTLY
|
|
|
WHO IS BEST KNOWN FOR SOCIOCULTURAL THEORY?
|
LEV VYGOTSKY
|
|
|
WHAT ARE SOME CRITISMS OF SOCIOCULTRUAL THEORY?
|
OVERLOOKING DEVELOPMENTAL PROCESSES THAT ARE NOT PRIMARILY SOCIAL; NEGLECTS THE ROLE OF GENES
|
|
|
EPIGENETIC THEORY
|
AN EMERGENT THEORY OF DEVELOPMENT THAT EMPHASIZES THE INTERACTION OF GENES AND THE ENVIRONMENT
|
|
|
PERFORMISM
|
THE BELIEF THAT EVRY ASPECT OF DEVELOPMENT IS SET IN ADVANCE BY GENES AND THEN IS GRADUALLY MANIFESTED IN THE COURSE OF MATURATION
|
|
|
SELECTIVE ADAPTATION
|
THE IDEA THAT HUMANS AND OTHER ANIMALS GRADUALLY ADJUST TO THE ENVIRONMENT
|
|
|
ETHOLOGY
|
THE STUDY OF PATTERNS OF ANIMAL BEHAVIOR, PARTICULARLY AS THAT BEHAVIOR RELATES TO EVOLUTIONARY ORIGINS AND SPECIES SURVIVAL
|
|
|
ECLECTIC PERSPECTIVE
|
THE APPROACH TAKEN BY MOST DEVELOPMENTALISTS, IN WHICH THEY APPLY ASPECTS OF EACH OF THE VARIOU THEORIES OF DEVELOPMENT RATHER THAN ADHERING EXCLUSIVELY TO ONE THEORY
|
|
|
NATURE
|
A GENERAL TERM FOR THE TRAITS, CAPACITIES, AND LIMITATION THAT EACH INDIVIDUAL INHERITS GENETICALLY
|
|
|
NURTURE
|
A GENERAL TERM FOR ALL THE ENVIRONMENTAL INFLUENCES THAT AFFECT DEVELOPMENT AFTER AN INDIVIDUAL IS CONCEIVED
|
|
|
WHAT ARE SOME REASONS THAT AD/HD IS NATURE RELATED?
|
USUALLY BOYS, CLOSE MALE RELATIVES HAVE SAME PROBLEM, OVERACTIVE IN CONTEXT, CAN CALM DOWN WITH STIMULANTS
|
|
|
WHAT ARE SOME REASONS THAT AD/HD IS NURTURE RELATED?
|
RATE OF DIAGNOSIS INCREASED IN US; RATES ARE MUCH HIGHER IN SOME CLASSES THAN OTHERS; NO TESTS AVAILABLE TO DIAGNOSE
|
