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39 Cards in this Set
- Front
- Back
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A set of concepts and propositions that describe, organize, and explain a set of observations 1. must be parsimonious 2. must be falsifiable 3. must have a heuristic value |
Theory |
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Conflict of individual's instinct and societal norms for behaviour Three components of personality 1. ID (unconscious) 2. Ego (conscious) 3. Superego (internalized moral standards) |
Freud's Psychosexual Theory |
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Stages of development _____ (Birth - 1 year) _____ (1 - 3 years) _____ (3 - 6 years) _____ ( 6 - 11 years) _____ ( 12 years onward) |
Oral Anal Phallic Latency Genital |
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Ideas of unconscious motivation. Focus on later consequences of early experiences. We have unconscious motors something going on under the motors. Our early experiences impact our future |
Contributions of Freud's Theory |
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No real evidence of early conflicts affecting adult personality. Being in the middle theres no evidence that we are all in the middle balancing ID, EGO, and SUPEREGO |
Criticisms of Freud's Theory |
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Neo-Freudian Viewed children as more active in development Far less emphasis on sexual urges More emphasis on social and cultural influences on development Remains more popular than Freud's theory |
Erikson's Psychosocial Development |
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Only overt behaviour should be measured and analyzed Strong emphasis on environmental influences - recall Locke's tabula rasa Development is continuous and based on learning "Little Albert" experiment - fear is learned Believed that people were a clean slate Nature/Nurture |
John B. Watson's Behaviourism |
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Outlined principles of operant conditioning Focus on outcome of behaviour for predicting future occurrences of that behaviour Reinforcers and punishers |
B. F. Skinner's Radical Behaviourism |
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Increases probability of behaviour occurring again |
Reinforcers |
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Decreases probability of behaviour occurring again |
Punishers |
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More emphasis on cognitive processes Observational learning stressed - Learning by observing others (models) - Not dependent on reinforcement Proposed reciprocal determinism - Environment <--> Child |
A. Bandura's Cognitive Social Learning Theory |
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Precise and testable Knowledge about basic learning from well-controlled tests Practical applications (behaviour modification) |
Contributions of Learning Theories |
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Oversimplified Ignored genetic contributions to behaviour Ignored ecology Ignore chances in cognitive abilities |
Criticisms of Learning Theories |
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An organized patter of thought or action that is used to cope with or explain some aspect of experience |
Schemes |
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Using an existing scheme to interpret a novel experience. |
Assimilation |
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Modifying an existing scheme to incorporate new experiences. |
Accommodation |
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1. Birth - 2 years; Exploration using senses, motor coordination improves 2. 2 - 7 years; Usage of symbols 3. 7 - 11 years; Logical thought 4. > 11 years; Abstract thought |
Sensorimotor Pre operational Concrete operations Formal operations |
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Focus on how children think Field of social cognition Educational applications Strong influence on other theories |
Contributions of Piaget's Cognitive-Development theory |
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Underestimates abilities of children Children can be trained |
Criticisms of Piaget's Cognitive-Development theory |
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Children acquire their culture's values, beliefs, and problem-solving strategies through dialogues with knowledgeable members of society. |
Vygotsky's Sociocultural Perspective |
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Cognitive development varies across cultures |
Contributions to Vygotsky's sociocultural perspective |
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Heavy emphasis on role of language |
Criticisms of Vygotsky's Sociocultural perspective |
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Human mind similar to computer - Receives input - Performs operations on input - Generates output Development reflects changes in - Hardware (brain and nervous system) -Software (mental processes) |
Information-Processing Theory |
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Detailed accounts of development from rigorous experimental methods Investigates wide range of cognitive processes |
Contributions to Information-Processing theory |
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Usually employs "artificial" laboratory studies Computer model underestimates human cognition |
Criticism to Information-Processing theory |
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Emphasizes evolutionary basis of behaviour Focus on inborn behaviours that species share Behaviour should be studied in natural environment |
Ethological Viewpoint |
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Influences of ethology developmental psychology is relatively recent Survival of individual's genes versus survival of the individual |
Evolutionary Viewpoint |
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Studies human development in everyday settings Compares human development with that of other species |
Contributions of Ethological and Evolutionary Viewpoints |
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Hard to test Offers a post-hoc explanation of development Downgrades importance of cultural learning |
Criticisms of Ethological and Evolutionary Viewpoints |
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Detailed characterization of various environmental influences on development Environment is a series of nested systems |
Urie Bronfenfrenner's Ecological Systems Theory |
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The nested systems are |
Microsystem Mesosystem Exosystem Macrosystem Chronosystem |
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Richest description of environmental influences Suggests interventions for optimizing development at various levels of society |
Contributions of Urie Bronfenfrenner's Ecological System Theory |
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Hard to generalize from one environment to another Little to say about biological contributors Not complete, thus best as a complement to existing theories |
Criticisms of Urie Bronfenfrenners Ecological System Theory |
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Biological predispositions are most important |
Nature |
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Environmental influences are most important |
Nurture |
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Children actively contribute to own development |
Active roles |
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Children are passive recipients of environmental influence |
Passive roles |
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Development is additive and gradual Development is quantitative |
Continuous |
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Development is a series of discrete stages Development is qualitative |
Discontinuous |
