Chapter 2 Flashcards by MaMish Simkin

Developmental Theory

a group of
framework abt
what

a group of assumptions/ideas we make abt human growth
framework abt how or why ppl do what they do
what affects our education, our growth

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status of theories

neither good or bad

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what theories do? (4 things)

1) produce hypothesis
2) provides discovery
3) offer practical guidance
4) allow us and give us the norms
(out of norms we will question(

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Psychoanalysis

delve into past to understand current behaviour

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what did freud discover

early childhood = crucial for development = shapes who u r

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Personality divided into which 3 parts

1) ID

2) Super Ego

3) EGO

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unconscious part of you (basic bodily needs)
selfish part of you

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Super EGO

moral conscience

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EGO

concept of self

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freud believes we act bc of our

unconcious

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first stage of life according to Erikman
Crisis:

trust v mistrust

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2nd stage of life according to Erikman
Crisis:

independence v doubt (if not allowed to hv indolence will always hv doubt)

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3rd - 5th stage of life according to Erikman
Crisis:

initiative v guilt

interact w/ other kids, imitate activities

if s/o says no can create sense of guilt

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6th yr - puberty stage of life according to Erikman
Crisis:

industry v inferiority (doubt of abilities)

peer group becomes child self esteem

e/t has to do w/ friends

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what happens in adolescence

if it goes well
if not

becoming independent from adults
develop relationships

develop identity

will nvr have healthy self-esteem

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Behaviorism

if u want psychology to be a true science hv to see and measure behaviour

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Pavlov’s way to measure growth and development

classical conditioning

(hint pavlov has an l and so does classical conditioning)

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classical conditioning

learning process by which person conditioned to associate neutral stimulus as meaningful
to the point will automatically associate neutral w/ meaningful

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pavlov experiment

trained dog to salivate at the ringing of bell

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what does BF Skinner say abt behaviourism

what kind of conditioning

behaviour stops by its own consequences or continues

operant

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operant conditioning

reinforcement neg + pos

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ex of bad opernat conditioning

kicking kid out if acting out

wanted to leave

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positive and neg reinforcement

s/t added

s/t removed

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behaviour increases =

behaviour decreases =

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reinforcement

punishment

when kid acting up usually wants to get kicked out or attention what to do

ignore and compliment positive

CHILDREN

inhertintely good want to learn hv to know how to teach id not gonna lose students hv to look @ child as a whole

Bandura (what experiment)

social learning = modelling children learn from behaviour around them bobo doll = Bandura (1961) conducted a controlled experiment study to investigate if social behaviors (i.e., aggression) can be acquired by observation and imitation. Aggressive model is shown to 24 children Non-aggressive model is shown to 24 children No model is shown (control condition) – 24 children

is it OC, CC, or SL - Tommy cleaned room, mom praised him, Tommy cleans room Nxt time w/o being told

Operant conditions

is it OC, CC, or SL whenever Sallys mom bakes cookies wears red apron sally sees red aprons = gets excited bc mommy is making cookies

Classical conditions

is it OC, CC, or SL Tyson saw a friend throw tantrum until he got what he wanted Tyson wanted to go bed to later = throws tantrum

social learning

is it OC, CC, or SL holly @ beach, sun = shining and hurting her eyes wears sunglasses = eyes feel better next time sun out = wears glasses

Pyschoanalytic theory v Behaviorism on THE UNCONCIOUS

PT: emphasizes unconscious B: is unknowable - cant measure

Pyschoanalytic theory v Behaviorism on Observable Behavior

PT: Behaviors are symptoms B: only concerned abt actions

Pyschoanalytic theory v Behaviorism on Childhood

PT: wtvr happened to you when you were younger lingers throughout life` B: can change our behavior, use reinforcements

Pyschoanalytic theory v Behaviorism on Scientific Status

PT: most aspects of human development = beyond scientific research B: a true science

Cognitive Theory By who? what does it state?

Piaget development based on thought process thought shape our behaviours how children think is more telling than what children know need to know how children think in order to understand their development

Piaget stages of cognitive development: Birth - 2 Gain:

Sensorimotor uses senses to understand world around them object permane, object still exists when out of sight

Piaget stages of cognitive development: 2-6 Gain:

Preoperational = language to understand world thinking = EGOcentric imagination flourishes + language

Piaget stages of cognitive development: 6-11 Gain

concrete operational thinking limited ti what see hear and experience object however big or small remain the same

Piaget stages of cognitive development: 12-adulthood Gain:

formal operational think abstractically abstraction can discuss thing you cant hold not limited to language and concrete items

Piaget: Cognitive Equilibrium

when something new we either assimilate or accommodate whatever we do, we end up with a new equilibrium

whats assimilate whats accommodate

experiences are interpreted to fit into old idea old ideas are restructured to include new experiences

Socio-CUltural Theory founded by who? what does it say?

Vygotsky we learn new things and develop based on social interaction

Socio-CUltural Theory - Vygotsky Zone of Proximal Development

little place between what students know vs dont gonna teach them in their zone - not too hard and not too easy what they can understand with guidance

Guidance =

Scaffolding

Scaffolding =

support teachers provide learner we help them in their zone n/t too easy and n/t too hard wtvr they learn becomes s/t they alr know

Humanism BY WHO WHAT DOES IT STATE

Maslow Humans have same basic needs and drive

What are the five basic needs

1) physiological (hunger, thirst, air, shelter) 2) safety (need to feel safe) 3) love and belonging (family friends) 4) good self esteem 5) personal growth and fulfillment

satisfaction of childhood needs =

crucial has to be from bottom to top

if needs are not met

might grow up to be thieves and robbers

adults deprived at young age of love

might be selfish and antisocial

we need certain things to

become who we are meant to be

five prospectives on human development

1) Psychoanalytic Theory 2) Behaviorism 3) Cognitive 4) Sociocultural Theory 5) Human

Psychoanalytic Theory Area of Focus Fundamental action of what people do Nature v Nurture

1) unconscious 2) battle unconcious 3) Nature

Behaviorism Area of Focus Fundamental action of what people do Nature v Nurture

1) conditioning through stimulus hv to measure and see behavior 2) learn to change behavior to achieve desire goal based on reward and punished 3) Nurture

Cognitive Theory Area of Focus Fundamental action of what people do Nature v Nurture

1) thoughts shape our behaviour 2) we see 2 understand experiences while forming concepts and strategies 3) Nature

Sociocultural Theory Area of Focus Fundamental action of what people do Nature v Nurture

1) picking up behaviours based on surroundings 2) learn skills through apprenticeships 3) Nurture

Chapter 2 Flashcards

(58 cards)