NCE-HUMAN DEVELOPMENT Flashcards

1
Q

Tabula rasa

A

John Locke’s POV that children are born a “blank slate” and acquire characteristics through experience

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2
Q

Robert Havighurst

A

Theory of development: identified stages of growth & developmental tasks

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3
Q

Behaviorism

A

Skinner and Watson: the environment drives human development

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4
Q

Edward Thorndike

A

when a stimulus-response connection is followed by a reward, that connection is strengthened

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5
Q

Classical conditioning

A

food-salivation vs. bell-salivation (pairing of two unrelated stimuli–> same response)

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6
Q

Operant conditioning

A

chores–> hug or a cookie
**reinforcement of a behavior with a reinforcer (+/-)

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7
Q

Fixed ratio

A

Behavioral: reinforced by a fixed NUMBER of responses

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8
Q

variable ratio

A

Behavioral: reinforced, on the AVERAGE, every nth response (ex: every 3rd)

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9
Q

fixed interval

A

Behavioral: reinforced after a fixed period of TIME

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10
Q

Variable interval

A

Behavioral: reinforced, on AVERAGE, every nth minute/hour

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11
Q

5 stages of development-Freud

A

Psychoanalytic:
Oral: birth-18 mom
Anal: 2-3 y/o
Phallic: 3-5 y/o (electra/oedipus)
Latent: 6-12 y/o
Genital: 12+

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12
Q

projection

A

PsychoanalyticProjecting my PERSONAL feelings onto someone else

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13
Q

reaction formation

A

Psychoanalytic: expressing a feeling in a completely different way than intended/true (ex: I hate someone, so I’m extra nice to them)

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14
Q

displacement

A

Psychoanalytic: displacing or projecting my feelings onto a different target than intended (ex: I hate my boss and am angry, but choose to take it out on my wife)

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15
Q

Introjection

A

Psychoanalytic: taking on the values and beliefs of others and integrating as your own

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16
Q

sublimation

A

Psychoanalytic: channeling energy into a socially acceptable activity rather than anxiety/tension

17
Q

Erikson’s 8 stages

A
  1. Trust vs. Mistrust (birth-18 mos; Hope)
  2. Autonomy vs. shame and doubt (2-3 y/o) (Will–sense of self): developing independence and sense of self
  3. Initiative vs. Guilt (Responsibility) (3-6 y/o) (Purpose, goal setting): meeting challenges and assuming responsibility
  4. Industry vs. inferiority (6-11 y/o) (Competence): mastering social and academic skills
  5. Identity vs. Role Confusion (12-18 y/o) (Fidelity= commitment): social and vocational identity development
  6. Intimacy vs. Isolation (early adulthood) (Love): intimate relationships and connection
  7. Generativity vs. Stagnation (middle adulthood; Care): wanting to contribute value and make a difference
  8. Integrity vs. Despair (later adulthood; wisdom): regrets vs. content
18
Q

Piaget’s stages

A
  1. Sensorimotor (birth-2): Learning through the senses; can differentiate objects from the self; can think of an object that is not present
  2. Preoperational (2-7): language development, symbols, Egocentric, lack of others’ POV, centrism
  3. Concrete operational (7-11): logical thinking, law of conservation
  4. Formal operational (11+): abstract thinking
19
Q

Kohlberg

A

Moral Development theory
1. Pre-conventional: Punishment and obedience orientation
2. Conventional: Societal norms and expectations
3. Post-conventional: Universal ethical principals

20
Q

Levinson and the midlife crisis

A

Most commonly in middle age d/t empty nest syndrome

Theory of development: Believed people experience 3 transitions in life (early, mid, and late adulthood) that challenge the individual to complete developmental tasks

21
Q

Brofenbrenner

A

systematic approach of human development: Individual–> Microsystem—> Mesosystem–> Ecosystem–> Macrosystem–> Chronosystem

22
Q

Albert Bandura’s Theory of Development

A

Social Learning Theory: development is informed by the environment (social) + cognitive factors (Learning)

23
Q

Primary principle of social learning theory?

A

Self-efficacy: ability to complete a task

24
Q

Theory of Intelligence: Spearman

A

Psychometric: two-factor theory or the g-factor theory, suggests that intelligence is composed of two distinct factors: the general factor (g) and specific factors

25
Q

Theory of Intelligence: Thurnstone

A

Psychometric: In contradiction to Spearman’s theory of intelligence, challenged the g factor and instead states that intelligence consists of multiple primary mental abilities that are relatively independent of each other

26
Q

Gardner’s theory of multiple intelligences

A

Cognitive: Expand the traditional notion of intelligence beyond IQ tests. Gardner’s theory suggests that intelligence is not a single, fixed entity but rather a set of distinct cognitive abilities or intelligences. 8 total intelligences

27
Q

Sternberg’s Triarchic Theory

A

Cognitive: intelligence is comprised of three distinct but related components: Analytical, Creative, and Practical Intelligence

28
Q

Vygotsky’s Sociocultural Theory of Development

A

the role of social interactions and cultural context in shaping cognitive development and learning

29
Q

Components of a mental status exam

A

Appearance and behavior
Thought processes
mood and affect
intellectual functioning
sensorium

(ATM IS)