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60 Cards in this Set
- Front
- Back
- 3rd side (hint)
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2.1: What are the main ideas of Freud's psychosexual theory?
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-internal drives and emotions influence behavior
-Id, Ego, Superego -Sexual feelings= part of personality development |
Chapter 2
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2.2: What is the conflict associated with each of Erikson's psychosocial stages?
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Birth: trust vs. mistrust
1-3: autonomy vs. shame and doubt 3-6: Initiative vs. guilt 6-12: Industry vs. Inferiority 12-18: Identity vs. Role confusion 18-30: Intimacy vs. Isolation 30- late adulthood: Generativity vs. Stagnation Late adulthood: Integrity vs. Despair |
Chapter 2
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2.4: How did Watson condition Little Albert to fear white, furry objects
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Watson played loud music every time the baby Albert played with a white rat and eventually, the baby associated the noise with the rat and became scared of the rat and also other white things
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Chapter 2
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2.5: How does operant conditioning occur?
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-behaviors are dependent on reinforcement both positive and negative
-Big bang theory |
Chapter 2
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2.7: How do the learning theories explain development?
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-they can explain consistency and change in behavior
-shows how many behaviors are learned -doesnt tell much about change with age |
Chapter 2
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2.8: How does cognitive development progress according to Piaget?
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-Scheme, Assimilation, Accommodation, Equilibration
-Sensorimotor, Preoperational, Concrete Operational, Formal Operational |
Chapter 2
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2.9: How did Vygotsky use the concepts of scaffolding and ZPD to explain cognitive development?
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-Children are able to learn new skills when aided by a person of higher cognitive ability
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Chapter 2
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2.10: How does information-processing theory explain the findings of developmental psychologists such as Piaget and Vygotsky?
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-The idea that memory works in different stages supports the learning theories of Piaget and Vygotsky because each theory utilizes different stages of memory
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Chapter 2
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2.12: How do behavior genetics explain individual differences?
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-One's individual genes directly affect their traits and behaviors
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Chapter 2
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2.13: What kinds of behaviors are of interest to ethologists and sociobiologists?
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Ethology: study of animals in their natural environments (survival behaviors)
Sociobiologists: studies group survival |
Chapter 2
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2.14: What is the main idea of Bronfenbrenner's bioecological theory?
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-explains the development in terms of relationships between people and their environments or contexts
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Chapter 2
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2.15: What assumptions do the three families of theories make about development?
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The three families: Psychoanalytic, Learning, and Cognitive Theories
-Active or passive? Nature or Nurture? Stability or change? |
Chapter 2
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2.16: On what criteria do developmentalists compare usefulness of theories?
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-can it be tested using scientific methods
-heuristic predictions? degree to which it stimulates thinking -practical value -does it explain basic facts of development |
Chapter 2
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2.17: What is eclecticism?
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The use of multiple theoretical perspectives to explain and study human development
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Chapter 2
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6.1: Freud vs Ericksons views of personality development in the first 2 years
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Freud: individual differences originate in the nursing and weaning practices of the infants mothers
Erikson: emphasized role of mother, father, and outside influences which instill a sense of trust concerning the social world. Trust vs Mistrust stage (monkeys and wire/cloth mothers) |
Chapter 6
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6.2: Attachment Theory
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-Evolutionary forces have endowed infants with genes that predispose them to form emotional bonds with their care givers.
-Ethologists argue= early emotional bonds are the foundation of later personality and social development. -First 2 years of life= critical or sensitive period of development for attachment |
Chapter 6
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6.3: Synchrony
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-Mutual, interlocking pattern of attachment behaviors
-Fathers interact physically and mothers more caregiving |
Chapter 6
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6.5: Four attachment patterns Ainsworth discovered (Strange Situation Experiment)
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1) secure attachment: easily separates and explores but seeks out caregiver when in need
2) insecure/avoidant: aviods contact with mother, indifference towards preference of mother or stranger 3) insecure/ambivalent: needs caregiver to function, hates strangers 4) insecure/disorganized: confused and contradictory behavior patterns |
Chapter 6
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6.6: Variables that affect ability to establish an attachment relationship with baby
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-Emotional Availability: able and willing to form relationship
-Contingent Responsiveness: sensitive to childs cues and respond appropriately -Marital status -Age -Mental Health |
Chapter 6
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6.8: In what ways do patterns of attachment vary across cultures?
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-Secure attachment is most common but cultures differ in frequency of diff types of insecure attachments
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Chapter 6
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6.9: On which dimensions of temperment do most developmentalists agree?
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-activity level: tendency to move often and vigorously
-approach/positive emotionality:move toward new things accompanied by positive emotion -inhibition/anxiety: respond with fear to new things -negative emotionality: respond with anger "difficult child" -effortful control/task persistence: ability to stay focused |
Chapter 6
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6.11: Subjective self
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-figuring out that he is seperate from others and that this separate self endures over time and space
-fully emerged once object permanence is achieved |
Chapter 6
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6.11: Objective self
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-She is also an object in the world. Places self within descriptive categories
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Chapter 6
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6.11: Emotional Self
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-learn to identify changes in emotion expressed in others' faces
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Chapter 6
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6.12: Why is it difficult to study the effects of nonparental care on development?
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-there are so many types of nonparental care arrangements (raised by grandparents, receive day-care, etc)
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Chapter 6
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6.13: Effects of non parental care
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-over weight
-nonparental care can affect cognition positively or negatively depending on enviro. |
Chapter 6
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6.14: What does research suggest about risks of nonparental care with respect to social development?
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-home-care vs day-care has recieved mixed results regarding social develop.
-some say day-care kids are more aggressive, others dont |
Chapter 6
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6.15: variables regarding research of nonparental care
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-physiological response to stress
-quality vs quantity of care -individual diff |
Chapter 6
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8.1: How did Freud and Erikson describe early childhood?
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Freud: gain control over bodily functions and renegotiate parent relationships
Erikson: agreed with Freud but added focus on social skill development |
Chapter 8
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8.2: What are the findings of social-cognitive theorists with respect to young childrens understanding of the social world?
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-Advances in social and personality development are associated with cognitive development
-Persons perception, understanding others intentions and understanding rule categories |
Chapter 8
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8.3: How does temperment change in early childhood?
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Temperments are modified by social experiences within and outside of family to form their personalities
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Chapter 8
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8.4: What changes take place in the young child's categorical, emotional, and social selves during the preschool years?
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-does not yet have a global sense of self
-gain self-control, and social roles |
Chapter 8
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8.5: Gender Schema Theory
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development of gender schema underlies gender development and occurs with recognition of gender differences within themselves and others
1)label own gender 2)understand stability of gender 3)comprehend constancy of gender |
Chapter 8
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8.8: How does attachment change in early years?
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Secure vs insecure determines behavior problems or lack there of
-By age 4 they form goal-corrected partnerships |
Chapter 8
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8.9: How do parenting styles affect childs development?
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Authoritative: warmth, clear rules, communication with high maturity demands = best outcome
Authoritarian= some neg affects Permissive/passive and uninvolved= worst outcome |
Chapter 8
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8.11: How is family structure related to child devel.?
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Any family that doesnt include two biological parents is linked to more negative outcomes
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Chapter 8
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8.12: How does divorce affect childrens behavior?
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-show disrupted behavior for several years
-parenting styles become less authoritative -many effects of divorce are associated to problems that existed before divorce happened |
Chapter 8
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8.14: What kinds of play are exibited in preschoolers?
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-Play with peers is increasingly important
-spend some play observing others -parallel play, associative play, cooperative play |
Chapter 8
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8.16: How do prosocial behavior and friendship patterns change during early childhood?
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-prosocial behavior becomes more common as ability to take on others perseptions increase
-stable friendships develop |
Chapter 8
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10.1: How does Freud and Erikson characterize middle childhood
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Freud: challenge is to from emotional bonds with peers and move beyond sole earlier formed bonds (latency stage)
Erikson: Challenge is to develop a sense of competence and willingness to work |
Chapter 10
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10.2: Bandura and Reciprocal Determinism
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-Person component (traits)
-Behavior -Environment ---> Influence one another mutually |
Chapter 10
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10.3: Psychological Self
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persons understanding of his/ her enduring psychological characteristics
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Chapter 10
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10.4: Key components to self concept
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-Psychological self & self-efficacy
-discrepancy btw what the child desires and percieved achievment -perceived support from important people |
Chapter 10
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10.5: The Child as a Psychologist
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-focuses on internal traits and motivation of others
-better understanding that same person plays different roles in life -Less emphasis on external appearances |
Chapter 10
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10.6: Moral Reasoning
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-Ability to discern right from wrong is directly correlated to cognitive ability
-Moral Realism: black and white -Moral Relativism: room for interpretation of rules |
Chapter 10
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10.7: Parents roles in middle childhood
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-most important influence
-recognize self regulalting ability of kids -influenced by culture -social issues around gender expectations: autonomy for boys and accountability for girls -more socially competent kids when warm and demanding |
Chapter 10
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10.11: Popular, Rejected and Neglected Children
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Rejected and Popular tend to show high levels of aggression. Neglected may suffer depression.
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Chapter 10
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10.13: Protective factors: resiliency
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-competent adult parenting
-effective schools -secure initial attachment -strong community -stable parental employment -strong sense of ethnic identity |
Chapter 10
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10.14: TV is good if
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-prosocial behavior
-moderation -parental supervision |
Chapter 10
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12.1: Erikson's Identity vs. Role confusion Stage
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-develop sense of identity, failure to do so results in role confusion= primary developmental task
-sense of self becomes integrated no matter what environment youre in -Identification with peer groups |
Chapter 12
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12.2: Marcia's Theory of Identity Achievement
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1. Identity Diffusion Status: low crisis, no decisions
2. Moratorium Status: high crisis, no decisions 3. Foreclosure Status: low crisis, decisions made 4. Identity Achievement: high crisis, decisions made |
Chp 12
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12.3: Components of self understanding
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-abstract definition of who you are psychologically
-academic self-concepts from internal comparisons and external comparisons -social concepts of yourself predict your behavior |
Chp 12
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12.4: Self-Esteem
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-sense of global self worth
-drops @ beginning of adolescence -increases throughout adolescence -high self esteem= better grades -boys fair better with self esteem |
Chp 12
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12.7: Kohlberg's Moral Development
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-Preconventional: based on source of authority
-Conventional: based on rules/norms of their particular group -Postconventional: Personal authority |
Chp 12
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12.8: Cause of moral development
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-cognitive development
-decline of egocentrism -improved role taking -support from social environment |
Chp 12
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12.10: Delinquents and morals
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-Are not able to role-take as easily
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Chp 12
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12.11: Parents Social Relationships
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-Establish Autonomy
-Maintain relatedness -conflicts increase but attachement is still high |
Chp 12
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12.12: Adolescent Friendships
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-vulnerability/intimacy increases
-more stable -shared interests -often dependence on electronic communication |
Chp 12
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14.1: Intimacy vs isolation
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-If you dont have intimate relationships, it effects the development of self-identity
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Chp 14
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14.2: What is a life structure and how does it change?
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-All roles and relationships an individual occupies
-there are conflicts and balances between them -Each stable life structure has a period of transition in which the structure is re-examined |
Chp 14
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