Life-Span Development Ch.2

Front 1

developmental theory

Back 1

a systematic statement of general principles that provides a coherent framework for understanding how and why people change as they grow older

Front 2

psychoanalytic theory

Back 2

a grand theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior

Front 3

Oral Stage (Freud/psychosexual)
Birth to 1 year

Back 3

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

Front 4

Anal Stage (Freud/psychosexual)
1-3 years

Back 4

The anus is the focus of pleasurable sensations in the baby's body, and toilet training is the most important activity

Front 5

Phallic Stage (Freud/psychosexual)
3-6 years

Back 5

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

Front 6

Latency (Freud/psychosexual)
6-11 years

Back 6

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

Front 7

Genital Stage (Freud/psychosexual)
Adolescence throughout adulthood

Back 7

The genitals are the focus of pleasurable sensations, and the young person seeks sexual stimulation and sexual satisfaction in heterosexual relationships

Front 8

Trust vs Mistrust (Erikson/psychosocial)
Birth to 1 year

Back 8

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

Front 9

Autonomy vs Shame/Doubt
(Erikson/psychosocial)
1-3 years

Back 9

Children either become self-sufficient in many activities, including toileting, feeding, walking, exploring, and talking, OR doubt their own abilities

Front 10

Initiative vs Guilt
(Erikson/psychosocial)
3-6 years

Back 10

Children either want to undertake many adultlike activities OR internalize the limits and prohibitions set by parents. They feel either adventurous or guilty.

Front 11

Industry vs Inferiority
(Erikson/psychosocial)
6-11 years

Back 11

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

Front 12

Identity vs Role Confusion
(Erikson/psychosocial)
Adolescence

Back 12

Adolescents try to figure out "Who am I?" They establish sexual, political, religious, and vocational identities OR are confused about what roles to play

Front 13

Intimacy vs Isolation
(Erikson/psychosocial)
Early adulthood

Back 13

Young adults seek companionship and love OR become isolated from others because they fear rejection and disappointment

Front 14

Generativity vs Stagnation
(Erikson/psychosocial)
Middle adulthood

Back 14

Adults contribute to the next generation through meaningful work, creative activities, and/or raising a family, OR they stagnate

Front 15

Integrity vs Despair
(Erikson/psychosocial)
Late adulthood

Back 15

Older adults try to make sense out of their lives, either seeing life as a meaningful whole OR despairing at goals never reached

Front 16

Behaviorism/Learning Theory

Back 16

A grand theory of human development that studies observable behavior. Describes laws and processes by which behavior is learned.

Front 17

Conditioning

Back 17

According to behaviorism, the process by which responses become linked to particular stimuli and learning takes place. (emphasizes importance of repeated practice)

Front 18

Classical Conditioning
(Pavlov)

Back 18

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.

Front 19

Operant Conditioning
(Skinner)

Back 19

The learning process by which a particular action is followed by something desired (encouraging the action) or something unwanted (discouraging the action)

Front 20

reinforcement

Back 20

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

Front 21

social learning theory

Back 21

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

Front 22

modeling

Back 22

The central process of social learning, by which a person observes the actions of others and then copies them

Front 23

self-efficacy

Back 23

In social learning theory, the belief of some people that they are able to change themselves and effectively alter the social context

Front 24

cognitive theory
(Piaget)

Back 24

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

Front 25

Sensorimotor Period
(Piaget/cognitive theory)
Birth to 2 years

Back 25

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)

Front 26

Preoperational Period
(Piaget/cognitive theory)
2-6 years

Back 26

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

Front 27

Concrete Operational Period
(Piaget/cognitive theory)
6-11 years

Back 27

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

Front 28

Formal Operational Period
(Piaget/cognitive theory)
12 years through adulthood

Back 28

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

Front 29

cognitive equilibrium

Back 29

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

Front 30

Assimilation

Back 30

The reinterpretation of new experiences to fit into old ideas

Front 31

Accommodation

Back 31

The restructuring of old ideas to include new experiences

Front 32

Information processing

Back 32

a perspective that compares human thinking processes, by analogy, to computer analysis of data, including sensory input, connections, stored memories, and output

Front 33

sociocultural theory
(Vygotsky)

Back 33

an emergent theory that holds that development results from the dynamic interaction of each person with the surrounding social and cultural forces

Front 34

apprenticeship in thinking

Back 34

Vygotsky's term for how cognition is stimulated and developed in people by older and more skilled members of society

Front 35

zone of proximal development

Back 35

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

Front 36

Humanism

Back 36

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

Front 37

Needs according to Humanism

Back 37

1. Physiological
2. Safety/security
3. Love/belonging
4.Respect/esteem
5. Self-actualization

Front 38

eclectic perspective

Back 38

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

Front 39

epigenetic theory

Back 39

interactions between genes and surrounding environment bring out genetic potential

Front 40

Five Perspectives on Human Development

Back 40

1. Psychoanalytic (psychosexual and psychosocial)
2. Behaviorism/Learning Theory
3. Cognitive Theory
4. Sociocultural Theory
5. Universal Perspective