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53 Cards in this Set
- Front
- Back
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Stage
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A period of time perhaps several yrs, during which a person's activites have certain characteristics in common.
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Hierarchical intergration ( Piaget's Theory)
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A stage that organizes and intergrates activites and skills from pervious stages to acheive broader and more complex patterns.
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Id
Ego Superego According to Freud's Personality Theory |
Id=Born with it; blindly seeking pleasure
Ego=Cognitive develop; sensible self protective Superego=last stage;your internal voice |
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Psychosexual stages
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Complexities of relationships and conflicts that arise between thew Id, Ego, and Superego as a result of development changes
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Oral stage
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First yr;satisfied through the mouth.
Oral fixation-denial of oral pleasure could cuase overeating,talkative,smoking |
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Anal stage
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2nd yr;control over the sphincter brings pleasure ( hold and release). Anal fixation holding on or letting go difficulties
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Phallic stage
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age 3-5; pleasure from genital region. Oedipus and Electra complex. Fixation permiscuious or unable to be intimate
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Latency Stage
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Age 5; latent and unexpressed
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Genital Stage
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Puberty; tries to express complex sexual feelings
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Erickson
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Personality Theory; Psychosocial stages
"Eight stages of Man" |
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Trust vs. Mistrust
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Birth to 1 yr sense of safety and tgrust for the world around them. Positive=Hope/Neg=fear and mistrust
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Autonomy vs. Shame
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1-3yrs.Independence based on new mental and motor skills. Positive=will-power/Neg=self-doubt
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Initiative vs. Guilt
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3-6yrs. Experiment in grown-up roles.
Positive-purpose/Neg=guilt over action or thought |
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Industry vs.Inferiority
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6-12yrs.old. Needs to learn important academic skills to compare with peers.
positve=confidence/Neg=lack of confidence |
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Identity vs. Role confusion
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12-20 move toward adulthood by making choices about values,vocation,etc.
Positive=fidelity/Neg=no sense of self |
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Itimacy vs. Isolation
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Young adult; willing to share identity w/others an commit to partnerships. Positive=love/Neg=fear of intimacy
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Generativity vs. Stagnation
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Middle adulthood;contribution to next generation,creat something of value. Positive=care/Neg=self-absorption
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Ego intergity vs. Despair
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Late adulthood; comes to terms with successes and failures realizes dignity in own life. Positive=wisdom/Neg=regret
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Cognative Development Theory
(Piaget) |
outlines stages of development of cognition especially logical thinking.
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Sensorimotor Stage
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last about 2 yrs the absence of representational thought . Babies cannot symbolically represent thier expereinces.
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Preoperational Stage
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unable to think logically- One dimensional thinking cannot problem solve abstractly
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Concrete Operational Stage
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Logical; thought anchored in the concrete world. although still limited
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Formal Operational Stage
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Able to plan the future and engage in all abstarct thinking
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Decalages
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Within-in stage variation
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Incremental Development
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Threads of sameness evolve with the differences
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Learning Theories
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Behavorist Tradition
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Classical & operant conditioning
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In these process behavior is paired with eviormental events.
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Conditioned Stimulus
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When a neutral event or stimulus is associated with a stimulus that cuases an automatic response
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Operant
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Random or accidental action
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Reinforcement
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Immediately after the operant a reward or punishment occurs
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Social Learning Theories
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How children aquire personality chracteristics and social skils through observational learning or "Modeling".
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Generalization
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If new events are experienced that are very similar to events in the original learning context the learned behaviors may extend to other events
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Multidemsional Models
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generally apply all domains of development from the cognative to the social. There are layers od interaction adn change cognative and social
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Brofenbrenner's bioecological model
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Described all development personality and cognative as a function of proximal processes
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Distal processes
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factors outside the immediate external enviroment, including internal forces which modify the proximal process
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Demand characteristics
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Behavioral tendencies that often encourage or discouragecertain kinds of reactions from others.
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Microsystem
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imediate enviorment where prxoimal processes are palyed out
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Mesosystem
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Relations among the various microsystems such as school, home, playground etc.
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Exosystem
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Setting that children are not directly in contact with but are influnenced by. ie. teachers family life
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Marcosystem
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Including the customs and character of the larger culture that help shape the microsystems. For example cultural expectations.
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The principle of multifinality
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that many indidvidual pathways of development may lead to an array of outcomes.
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The princicple of equifinality
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many early development pathways can produce similar outcomes
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Prevention Science
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a multidisciplinary mix of human development,psychopathology,epidemiology,education,& Criminology
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Primary Prevention
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Is an attempt to forestall the development of problems by promoting health and wellness in the general population
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Secondary prevention
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an attempt to reduce the incidence of disorders among those that are at high risk or provide treatment to forstall problems
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Behavior genetics
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motivated by the assumption that psychologuical traits are dependent on the genes one inherits
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Ethinic group
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Chartacterized by shared culture:traditions,attitudes, values and beliefs handed down form one genration to the next
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Sociocultural Theories
Lev Vygotsky |
Cognative development may be qualitatively different in different cultures
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Mechanistic view
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humans are highly mallable and recptive to outside intervention
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Organismic Theories
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Depict humans as active initiators in their own development
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Self-organizing
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Fil,tering information through own existing mental constructs and influencing the enviorment
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Constructiivism
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individuals are not just passive receptors of information who aquire knowledge via external stimulation or manipulation
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Social constructivism
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Knowledge is constructed within the context of social relationships and stresses the influence of class, gender and culture on developmental beliefs
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