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55 Cards in this Set
- Front
- Back
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Learning theory |
-stressed physical and social enviro -Watson -nurture |
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Maturation view |
-stressed biological maturation -nature -Gessell
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Psychoanalytic view |
-Freud -conflicts between opposing inner forces |
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Freud's theory of psychosexual development |
-focused on emotional and socialdevelopment -focused on origins of psychological traits --dependence,, obsessive neatness, vanity |
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Freud's 3 parts of personality |
-Id -Ego -Superego |
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Id |
-present at birth; unconcious -biological drives -instant gratification |
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Ego |
-conscious sense of self -seeks gratification but avoids social disapproval |
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Superego |
-conscious -monitors intentions and behavior of ego with guilt and shame |
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Five Stages of Psychosexual Development |
Stage 1 – Oral stage Focus on oral activities such as sucking and biting during first year of life • Stage 2 – Anal stage Focus on control and elimination of bodily waste products Toilet training stage of life • Stage 3 – Phallic stage Focus on parent/child conflict over child’s personal sexual exploration • Stage 4 – Latency stage Focus on schoolwork Sexual feelings remain unconscious Children play with same sex playmates • Stage 5 – Genital stage Begins with biological changes in adolescence resulting in desire for intercourse |
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Stage 1 – Oral stage |
Focus on oral activities such as sucking and biting during first year of life |
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Stage 2 – Anal stage |
Focus on control and elimination of bodily waste products Toilet training stage of life |
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Stage 3 – Phallic stage |
Focus on parent/child conflict over child’s personal sexual exploration |
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Stage 4 – Latency stage |
Focus on schoolwork Sexual feelings remain unconscious Children play with same sex playmates |
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Stage 5 – Genital stage |
Begins with biological changes in adolescence resulting in desire for intercourse |
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Contributions of Freudian Theory |
• Stimulated various research areas • Influenced how childcare workers approach infants, toddlers, and preschoolers • Influenced teachers’ sensitivity to students’ emotional needs • Influenced the stage models of other theorists such as Erikso |
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Limitations of Freudian Theory • |
Theory developed from his interactions with adult patients (mostly women) • May have inadvertently guided patients’ reports to confirm his views • Overemphasized basic instincts and unconscious motives |
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Erikson’s Psychosocial Development |
• Focused on development of – emotional life – psychological traits – self-identity • Looked at importance of social relationships, but emphasis was on the ego (sense of self) • Viewed physical maturation as a major contributor to development • Viewed that early experiences affect future developments and/or accomplishments • Successful resolution of early life crises bolster sense of identity |
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Eight Stages of Psychosocial Development |
• Stage 1 – Trust vs. mistrust (age 1) • Stage 2 – Autonomy vs. shame/doubt (ages 1-3) • Stage 3 – Initiative vs. guilt (ages 3-5) • Stage 4 – Industry vs. inferiority (ages 6-12) • Stage 5 – Identity vs. confusion (ages 12-18) • Stage 6 – Intimacy vs. isolation (young adulthood) • Stage 7 – Generativity vs. self-absorption (middle adulthood) • Stage 8 – Integrity vs. despair (late adulthood) |
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Contributions of Erikson’s Theory |
• Emphasized importance of human consciousness and choice • Portrayed human development as prosocial and helpful • Some empirical support that positive outcomes of early life crises help put us on path to positive development |
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Behavioral Theory • |
Classical conditioning
• Operant conditioning – |
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Classical condtioning |
– Developed by Pavlov – Learning in which a neutral stimulus elicits the response usually brought forth by a second stimulus through repeated pairings with the second stimulus • ex. tension in children’s bladder paired with the bell |
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Operant conditioning |
Developed by Skinner – Learning in which an organism learns to engage in behavior that is reinforced • ex. child learns to adjust behavior to conform to social codes and rules to earn reinforcers such as attention and approval |
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Positive reinforcers
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– Increase the frequency of behaviors when they are applied • ex. food and approval |
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Negative reinforcers |
– Increase the frequency of behaviors when undesirable states are removed • ex. fear of failure is removed when one studies for a test |
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Extinction |
– Results from repeated performance of operant behavior without reinforcement • ex. child’s temper tantrum stops when parent leaves the room |
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Punishment: |
aversive events that suppress or decrease the frequency of the behavior they follow |
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Punishment CONS |
– Does not suggest alternative acceptable behavior – Suppresses undesirable behavior only when its delivery is guaranteed – Can create feelings of anger and hostility |
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Social-Cognitive Theory |
• Developed by Bandura – Learning occurs • by observing other people • by reading • by viewing characters in the media • Observational learning occurs by the modeling of a behavior to another person |
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Cognitive-Developmental Theory |
• Developed by Piaget – Intrigued by children’s wrong answers – Children seen as active participants |
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Scheme |
– Action pattern or mental structure involved in acquiring or organizing knowledge • |
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Adaptation |
– Interaction between the organism and the environment |
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Assimilation |
– The incorporation of new events or knowledge into existing schemes |
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Accommodation |
– The modification of existing schemes to permit the incorporation of new events or knowledge |
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Equilibration |
– Achieving a balance between assimilation and accommodation |
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Four Stages of Cognitive Development |
• Stage 1 – Sensorimotor (birth to 2 years) – focus on sensory exploration; object permanence mastered • Stage 2 – Preoperational (2-7 years) – focus on language and symbolic expression through play; children are egocentric • Stage 3 – Concrete operational (7-12 years) – focus on mastering concepts such as reversibility • Stage 4 – Formal operational (12 years and older) – ability to reason abstractly |
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Stage 1 – Sensorimotor |
(birth to 2 years) – focus on sensory exploration; object permanence mastered |
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Stage 2 – Preoperational |
(2-7 years) – focus on language and symbolic expression through play; children are egocentric • • |
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Stage 3 – Concrete operational |
(7-12 years) – focus on mastering concepts such as reversibility |
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Stage 4 – Formal operational |
(12 years and older) – ability to reason abstractly |
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Information-Processing Theory |
• Based on computer model of information processing • Cognitive process of – encoding information (input) – storing the information into long-term memory – retrieving the information (or placing it in shortterm memory) – manipulating the information to solve problems • Most applicable to the teaching of methodological steps • ex: teaching the scientific method |
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The Biological Perspective |
Directly relates to physical development: – gains in height and weight – development of the brain – developments connected with hormones, reproduction, and heredity |
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The Ecological Perspective |
• Ecology – The branch of biology that deals with the relationships between living organisms and their environment • Bronfenbrenner – Looked at two-way interactions between the child and the parents, not just maturational forces (nature) or childrearing practices (nurture) |
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Bronfenbrenner’s Systems Approach • Microsystem |
– interactions of the child with other people in the immediate setting such as the home, school, or peer group |
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Mesosystem |
– interactions of various settings with the microsystem such as a parent-teacher conference or a school field trip to the zoo |
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Exosystem |
– institutions that indirectly affect the development of the child such as the school board or the parent’s place of employment |
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Macrosystem |
– interaction of the child with the beliefs, expectations, and lifestyle of his/her cultural setting |
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Chronosystem |
– the influence that changes over time have on development |
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The Sociocultural Perspective |
• Developed by Vygotsky • Teaches that people are social beings who are affected by the cultures in which they live • Focuses on the transmission of information and cognitive skills from generation to generation • Views that learning consists of social engagement from a more skilled individual to a lesser skilled individual – ex: an older sibling teaching a younger sibling to ride a bike |
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Zone of proximal development (ZPD) |
– range of tasks that a child can carry out with the help of a more skilled apprentice |
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Scaffolding |
– problem-solving methods such as cues provided to the child to increase independent functioning |
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Diversity |
– one’s ethnicity, race, gender, age, etc. |
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The Nature/Nurture Controversy |
• Which is more influential in development – nature (heredity) or nurture (environmental influences)? • Natural causes – Genetics – Nervous system functioning – Maturation • Environmental causes – Nutrition – Cultural and familial backgrounds – Educational opportunities |
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The Continuity/Discontinuity Controversy |
• Continuous perspective views development as – a process where the effects of learning mount gradually with no major sudden qualitative changes • Discontinuous perspective views development as – a number of rapid qualitative changes that usher in new STAGES of development – biological changes provide the potential for psychological changes • Freud and Piaget were discontinuous theorists |
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The Active-Passive Controversy |
• Active perspective – maintains children are actively engaged in their development • ex: child viewed as willful and unruly • Passive perspective – maintains that children are passive and the environment acts on them to influence development • ex: child viewed as blank tablets |
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The Active-Passive Controversy |
The Active-Passive Controversy |
