Chapter 1 Flashcards
Human Growth and Development (25%) (48 cards)
Trust vs. Mistrust
Birth to 1 year of age
Trust: children begin to learn the ability to trust others based upon the consistency of their caregiver.
Inferiority: Inability to trust, therefore a sense of fear about the inconsistency of the world.
Autonomy vs. Shame and Doubt
Between the ages of 1 and 3
Autonomy: Begin to assert their independence by walking away from their mother or picking which toy to play with.
Shame and Doubt: Feelings of being inadequate in their ability to survive and may then become overly dependent.
Initiative vs. Guilt
Around age 3 continuing to age 6
Initiative: Children assert themselves more frequently. They begin to make up games and initiate play with others.
Guilt: May feel like nuisances to others and will therefore follow them and remain followers.
Industry vs. Inferiority
From age 6 to puberty
Industry: Children begin to develop a sense of pride in their accomplishments.
Inferiority: Children may start doubting their abilities and failing to reach their potential.
Identity vs. Role Confusion
During adolescence
Identity: Children are becoming more independent and begin to look at the future in terms of careers, relationships, families, housing, and so on.
Role Confusion: Sense of confusion of who they are
Intimacy vs. Isolation
Young adulthood
Intimacy: In young adulthood, individuals begin to share themselves more intimately with others and explore relationships leading toward longer-term commitments with others outside the family.
Isolation: Avoiding intimacy and fearing commitment and relationship
Generativity vs. Stagnation
Middle adulthood
Generativity: Individuals establish careers, settle down within relationships, begin families, and develop a sense of being a part of the bigger picture.
Stagnation: Individuals become stagnant and feel unproductive
Ego Integrity vs. Despair
Grow older (Senior Citizens)
Ego Integrity: Slow down and explore life as a retired person. Contemplating accomplishments can develop a sense of integrity if they are satisfied with the progression of their lives.
Despair: Seeing life as unproductive and failing to accomplish life goals.
Emotional Development
increase in self-awareness and self-regulation.
Cognitive Development
the development in terms of information processing, conceptual resources, perceptual skills, language learning, and other aspects of brain development.
Six Levels of Cognition
- Knowledge: rote memorization, recognition, or recall of facts.
- Comprehension: understanding what the facts mean
- Application: correct use of the facts, rules, and ideas
- Analysis; breaking down information into parts
- Synthesis: a combination of facts, ideas, or information to make a new whole
- Evaluation: judging or forming an opinion about the information or situation
Domains of development
- Cognitive: mental skills (knowledge)
- Affective: growth in feelings or emotional areas (attitude or self)
- Psychomotor: manual or physical skills (skills)
Piaget’s Theory
Sensorimotor (0-2)
Preoperational (2-7)
Concrete Operations (7-11)
Formal Operations (11+)
Kohlberg’s Theory
Preconventional (before age 9)
Conventional (early adolescence)
Postconventional (Adult)
Behaviorist
Pavlov, Skinner
learning is viewed through change in behavior and the stimuli in the external environment are the focus of learning
Cognitive
Piaget
learning viewed through internal mental processes and the focus of learning is internal cognitive structures
Humanistic
Maslow
learning is viewed as a person’s activities aimed at reaching his or her full potential and the focus of learning in meeting cognitive and other needs
Social/Situational
Bandura
learning is obtained between people and their environment and their interactions and observations in social contexts.
Classes of behavior
Respondent; involuntary behavior that is automatically elicited by a certain behavior
Operant; voluntary behavior that is controlled by its consequences in the environment.
Respondent or Classical Conditioning
Pavlov
Learning occurs as a result of pairing a previously neutral stimulus with an unconditioned involuntary stimulus so that the conditioned stimulus eventually elicits a response normally elicited by the unconditioned stimulus
Unconditioned Stimulus =Unconditioned Response
Unconditioned Stimulus + Conditioned Stimulus= Conditioned Response
Conditioned stimulus= Conditioned Response
Operant Conditioning
B.F. Skinner
Antecedent events or stimuli precede behaviors, which in turn, are followed by consequences.
Antecedent - Response/ Behavior- Consequence
Operant Techniques
Positive reinforcement- increases the probability that behavior will occur- praising, giving tokens, or otherwise rewarding positive behavior.
Negative Reinforcement- behavior increases because a negative stimulus is removed
Positive Punishment: presentation of undesirable stimulus following a behavior to decrease or eliminate that behavior
Negative Punishment: Removal of a desirable stimulus following a behavior to decrease or eliminate that behavior
Aversion therapy
any treatment aimed at reducing the attractiveness of a stimulus or a behavior by repeated pairing of it with an aversive stimulus
Biofeedback
Behavior training program that teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension
