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27 Cards in this Set
- Front
- Back
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Maslow
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Maslow's Hierarchy of Needs
~People are always motivated towards higher order needs Self-Actualization ~ Self-Esteem/Prestige ~ Belonging/Love Security/Safety ~ Food/Water ~ Needs are filled from the physiological to the social to the cognitive level |
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Arnold Gesell
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~Believed that a child's growth was genetically pre-ordained given a normal environment
~Children bloomed in an orderly and predictable pattern Terms associated with Gesell include: • Day Cycle – Everyday abilities expand; growth occurs. • Self-Regulatory Fluctuations – Growth and instability occur simultaneously moving the child toward maturity. • Constitutional Individuality – Each individual is unique and has his or her own growth pattern/mode. Through his research, he developed a measure that is used as a clinical tool to help differentiate potentially normal babies from abnormal ones. The version of the test that is currently used assesses four major fields of growth/behavior: 1. Motor – Gross bodily control and finer motor coordinations including head balance, sitting, creeping, grasping objects, etc. 2. Language – Audible and visual communication including facial expressions, gestures, vocalizations, comprehension of others’ communication, etc. 3. Adaptive – Eye-hand coordination, fine motor coordination, begins to adjust for simple problems, etc. 4. Personal-Social – Cooperativeness, responsiveness to training, feeding abilities, etc. |
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Robert Havighurst
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Stages of Growth
~ Each developmental task requiring the last one for success ~ Havighurst is perhaps best known for his delineation of four stages of adulthood: Stage 1: Early Adulthood (about ages 18 to 30) Tasks: ● Explore intimate relationships and start a family • Explore and begin a career • Explore and find a compatible social group Stage 2: Middle Adulthood or Middle Age (about ages 30 to 60) Tasks: ● Manage career • Nurture the marital relationship, social relationships, and the household Stage 3: Later Adulthood or Later Maturity (about ages 60 to 75) Tasks: ● Accept new roles and activities • Accept life • Formulate a viewpoint on death Stage 4: Very Old Age Task: ● Coping with physical changes |
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Behaviorism
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Watson and Skinner
~ Learning approach ~ Environment manipulates the biological and physical drives resulting in development ~ Learning and behavior changes are the result of rewards and punishments ~ Reward is a positive reinforcing stimulus |
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Thorndike
~ Law of Effect |
Law of Effect
~ When a stimulus response connection is followed by a reward (reinforcement) that connection is strengthened |
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Ivan Pavlov
~ Classical Conditioning |
Theory involves reflexes ie dog salivates
~ Pavlovian conditioning is respondent/reflex oriented Meat=UCS Bell=UCS |
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Stimulus Generalization
~ Irradiation ~ Second Order Conditioning |
Occurs when a stimulus similar to the CS (bell) produces the same reaction
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Experimental Neurosis
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Differentiation process between stimuli becomes difficult because they are almost identical. This results in emotional disturbance
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Instrumental/Operant
~ Skinner |
Instrumental/Operant Conditioning
~ P/U toys get a hug or cookie |
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Negative reinforcement
vs Positive Reinforcement |
Positive Reinforcement:
Think of it as adding something in order to increase a response. For example, adding a treat will increase the response of sitting; adding praise will increase the chances of your child cleaning his or her room. The most common types of positive reinforcement or praise and rewards, and most of us have experienced this as both the giver and receiver. ~ Negative Reinforcement: Think of negative reinforcement as taking something negative away in order to increase a response. Imagine a teenager who is nagged by his mother to take out the garbage week after week. After complaining to his friends about the nagging, he finally one day performs the task and to his amazement, the nagging stops. The elimination of this negative stimulus is reinforcing and will likely increase the chances that he will take out the garbage next week. |
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Freud's Five Stages of Development
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Oral-Birth-0-18 months
~ Anal-2-3 years ~ Phallic-3-5 years (Oedipal and Electra Stage ~ Latency ~ Genital |
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Assimilation
+ Accommodation |
Assimilation
Taking in new information ~ This results in ~ Accommodation Modification of child's mental structure to deal with new info |
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Schema
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Mental structure that processes information
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Piaget's Four Stages of Cognitive Development
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Sensorimotor (birth-2 years)
Child differentiates self from objects; Can think of object not in the present; Seeks Stimulation ~ Preoperational (2-7) Language development begins;Child is egocentric;Difficulty taking another's point of view;Classifies object by one feature ~ Concrete Operational (7-11) Begins logical operations;can order objects small to large/first to last; Understands conservation ~ Formal Operation (11-15) Moves towards abstract thinking; Logical problem solving can occur |
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Kohlberg's Stages of Moral Development
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Preconventional
Stage 1~Punishment and obedience orientation exists. Must follow rules to avoid punishment Stage 2~Orientation towards self interest and pleasurable outcomes (obtaining rewards) Conventional Stage 3: Must follow the rules to win approval and maintain expectations of social group Stage 4: Law and order orientation exists; Conformity to legitimate authorities. Must follow rules because I know they are right Postconventional Stage 5: Must follow rules but they can be changed. Most values and rules are relative Stage 6: Must follow rules because they are just and align with my values |
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Daniel Levinson
~Seasons of a Man's Life |
~Identified 3 major transitions/times occurring between 4 major eras of life
~Early adult transition (17-22) ~Mid-life transition (40-45)*Midlife crisis occurs Late adult transition (60-65) In adulthood, copes with 3 developmental tasks a. Build, modify and enhance life structure b. Form and modify single components of the life structure: life dream, occupation, love, marriage c. Tasks become more individuated |
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Albert Bandura
~ Social Learning Theory |
Social Learning Theory
~ Self efficacy-the belief that we can perform some behavior or task ~ 4 Mechanisms: ~Modeling after other's behaviors ~Vicarious experience-watching others ~Verbal persuasion from others that one can do a task Physiological states-Emotional arousal or anxiety involved in doing the behavior |
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Conservation
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A substance's weight, mass and volume stays the same even of it changes shape
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Egocentrism
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Child cannot view the world from the vantage point of someone else
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Gibson
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Researched depth perception in infants using visual cliffs
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Harlow
(Monkeys) |
When given a choice of two cloth covred mothers-one that provided milk and one that did not-the infant monkeys chose the one that gave milk. In a later experiment, Harlow and a colleague discovered that a warm mother and a mother who rocked were superior to a cool mother or a mother who did not rock
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Object Permanence
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The child who has not mastered object permanence struggles with out of sight out of mind and needs representational thought to master object permanence
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John Bowlby
(Attachment/Bonding) |
Conduct disorders and other forms of psychopathology can result from inadequate attachment and bonding in early childhood
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Fixation
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Person is unable to move from one developmental stage to the next
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Centration
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Preoperational stage and is characterized by the child focusing on a key feature of a given object
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Konrad Lorenz
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Stated that aggression is an inborn tendency and is necessary for survival
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Critical Period
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Makes imprinting possible and signifies a time when a behavior must be learned or the behavior wont be learned at all
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