CH9 theories of social dvlpmnt

Question 1

How are theories useful ?(4points)

Answer 1

1. Gives meaning to details
2. Helps choose a direction
3. Can be flexible
4. Improve with time & evidence

Question 2

Theories are like…

Answer 2

Maps

Question 3

4 Different theories of social development

Answer 3

1. Psychoanalytic theories
2. Learning theories
3. Theories of social cognition
4. Ecological theories of evolution

Question 4

Tinbergen’s evolutionary levels of analysis for social development (4 questions)

Answer 4

• (mechanism) How does social dev happen
• (Development) What causes social dev over lifespan
• (Function) What adaptive role does social dev serve
• (Evolutionary) How did social dev evolve in humans vs other animals

Question 5

Psychoanalytic Theories (4 levels)

Answer 5

• Mechanistic: motivated to satisfy basic (subconscious) psychosexual drives (the ID)
• Developmental: biological maturation form one drive to the next, & crises (Erikson)
• Functional: ID/EGO/Superego each have mental function; combine for ‘healthy’ investment in love & work
• Evolutionary: drives are fundamental, but not explained or compared to other animals

Question 6

Learning Theories (4 levels)

Answer 6

• M: behaviour shaped by reinforcement, ‘black boxes’ the mind (Watson/Skinner); & social observation & imitation (Bandura)
• D: personal history of reinforcement (Watson/Skinner); & observation & experience
• F: (implied) become adult-like, gain-knowledge, adjust to world
• E: learning mechanisms are assumed to exist; origins unexplained, no x-species comparisons

Question 7

Social Cognition theories (4 levels)

Answer 7

• M: active learning via thoughts, feelings, motives, behaviours
• D: self-socialization, active shaping of own environment built on own experience
• F: active participant as an infant/child & adult
• E: depends on the theory…

Question 8

Psychic energy

Answer 8

Freud’s term for the collection of biologically based instinctual drives that he believed fuel behaviour, thoughts, and feelings

Question 9

Erogenous Zones

Answer 9

In Freud’s theory, areas of the body that become erotically sensitive in successive stages of development

Question 10

ID

Answer 10

In psychoanalytic theory, the earliest and most primitive personality structure. It is unconscious and operates with the goal of seeking pleasure

Question 11

Oral stage

Answer 11

The first stage in Freud’s theory, occurring in the 1st year, in which the primary source of satisfaction and pleasure is oral activity

Question 12

Ego

Answer 12

In psychoanalytic theory, the second personality structure to develop. It is the rational, logical, problem-solving component of the personality.

Question 13

Anal stage

Answer 13

The second stage in Freud’s theory, lasting from the 2nd through the 3rd year, in which the primary source of pleasure comes from defecation

Question 14

Phallic Stage

Answer 14

The third stage in Freud’s theory, lasting from age 3 to 6, in which sexual pleasure is focused on the genitalia

Question 15

Superego

Answer 15

In psychoanalytic theory( the third personality structure, consisting of internalized moral standards

Question 16

Internalization

Answer 16

The process of adopting as ones owns own the attributes, beliefs, and standards of another person.

Question 17

Oedipus Complex

Answer 17

Freud’s terms for the conflict experienced by boys in the phallic period because of their sexual desire for their mother and their fear of realization by father

Question 18

Electra Complex

Answer 18

Freud’s terms for the conflict experienced by girls in the phallic stage when they develop unnacceptable romantic feelings for their father and see their mother as a rival

Question 19

Latency Period

Answer 19

The fourth stage in Freud’s theory, beginning in adolescence, in which sexual maturation is complete and sexual intercourse is a major goal

Question 20

8 stages of psychosocial development (Erickson)

Name first 5

Answer 20

1. Basic trust vs Mistrust (1st year)
2. Autonomy vs Shame & doubt (1-3.5)
3. Initiative vs Guilt (4-6)
4. Industry vs Inferiority (6-puberty)
5. Identity vs Role confusion (teen-adult)

Question 21

Systematic Desensitization

Answer 21

A form of therapy based on classical conditioning, in which positive responses are gradually conditioned to stimuli that initially elicited a highly negative response. This approach is especially useful in the treatment of fears and Phobias.

Question 22

Intermittent Reinforcement

Answer 22

Inconsistent response to the behaviour of another person- for example, sometimes punishing an unacceptable behaviour and sometimes ignoring it

Question 23

Behaviour Modification

Answer 23

A form of therapy based on principles of operant conditioning in which reinforcement contingencies are changed to encourage more adaptive behaviour

Question 24

Reciprocal determinism

Answer 24

Bandura’s concept that child-environment influences operate in both directions; children are affected by aspects of their environment, but they also influence the environment

Question 25

Weakness of learning theories approach

Answer 25

Because it focuses on behaviour not minds- it lacks attention to biological influences and, except for Bandura’s theory, to the role of cognition in influencing behaviour

Question 26

Vicarious Reinforcement

Answer 26

Observing someone else receive a reward or punishment

Question 27

Self Socialization

Answer 27

The idea that children play a very active role in their own socialization through their activity preferences, friendship choices, and so on

Question 28

Role taking

Answer 28

Being aware of the perspective of another person, thereby better understanding that persons behaviour, thoughts, and feelings

Question 29

Hostile attribution bias

Answer 29

Un Dodges theory, the tendency to assume that other people’s ambiguous actions stem from a hostile intent

Question 30

Achievement Motivation

Answer 30

Refers to whether children are motivated by learning goals, seeking to improve their competence and master new material, or by performance goals, seeking to receive positive assessments of their competence or to avoid negative assessments

Question 31

Entity/helpless orientation

Answer 31

A general tendency to attribute success and failure to enduring aspects of the self and to give up in the face of failure

Question 32

Incremental/mastery orientation

Answer 32

A general tendency to attribute success and failure to the amount of effort expended and to persist in the face of failure

Question 33

Entity Theory

Answer 33

A theory that a persons level of intelligence is fixed and unchangeable

Question 34

Incremental theory

Answer 34

A theory that a persons intelligence can grow as s function of experience

Question 35

Do the two types of internal views- entity theories and incremental theories- have implications for children’s development?

Answer 35

Yes! Experiments have shown that children who were taught incremental theory were more motivated and worked better than a control group. Adolescents who maintain an entity theory about personality traits are more likely to exhibit hostile attributional bias.

Question 36

Ethology

Answer 36

The study of the evolutionary based of behaviour

Question 37

Imprinting

Answer 37

A form of learning in which the newborns of some species of birds and mammals become attached to and follow adult members of the species (usually their mother)

Question 38

Parental Investment theory

Answer 38

A theory that stresses the evolutionary basis of many aspects of parental behaviour, including the extensive investment parents make in their offspring

Question 39

Cinderella Effect

Answer 39

Refers to the higher rates of child maltreatment for stepparents than for biological parents

Question 40

The Bioecological Model

Answer 40

Urie and Bronfenbrenner’s bioecological model treats the child’s environment as a ‘set of nested structures, each inside the next, like a set of Russian dolls.’ Each structure represents a diff level of influence on development.

Question 41

The Microsystem

Answer 41

In the bioecological model, the immediate environment that an individual child personally experienced and participates in

Question 42

Mesosystem

Answer 42

In the bioecological model, the interconnections among immediate, or microsystem, settings

Question 43

Ecosystem

Answer 43

In the bioecological model, environmental settings that a child does not directly experience but that can affect the child indirectly

Question 44

Macrosystem

Answer 44

In the bioecological model, the larger cultural and social context within which the other systems are embedded

Question 45

Chronosystem

Answer 45

In the bioecological model, historical changes that influence other systems

Question 46

Attention deficit hyperactivity disorder (ADHD)

Answer 46

A syndrome that involves difficulty in sustaining attention

Question 47

Child Maltreatment

Answer 47

Intentional abuse or neglect that endangers the well-being of anyone under the age of 18.