Chapter 3 Flashcards
(38 cards)
1
Q
theory
A
- an attempt to explain a number of observations
- a hypothesis about the nature of a phenomenon
- based on facts, but is not factual in and of itself
- can be tested or disproven
2
Q
theories of affective domain
A
- Freudian theory
- Erikson’s theory
- Maslow’s theory
- Kohlberg’s theory
- Temperament theories
- Bowlby’s theory
3
Q
contributions of Freud
A
- father of psychoanalysis
- behavior has antecedents in the past
- active intervention had value in mental health problems
4
Q
Erikson’s psychosocial theory
A
- lifespan as presenting a series of conflicts or crises that must be resolved
- crises = positive or negative
- true lifespan theory
5
Q
trust vs mistrust
A
- Stage 1: the infant must form a loving, trusting relationship
6
Q
autonomory vs. shame/doubt
A
- Stage 2: child is motivated toward the development of functional movement
7
Q
initiative vs. guilt
A
- Stage 3: child is motivated by soical challenges, becoming more confident
8
Q
industry vs. inferiority
A
- Stage 4: child is faced with peer comparisons and demands for new skills
9
Q
intimacy vs. isolation
A
- Stage 5: there is pressure to develop intimate relationships in friendships and romances
10
Q
identity vs role confusion
A
- Stage 6: individual is motivated to achieve a sense of identity in adult occupational roles
11
Q
generativity vs. stagnation
A
- Stage 7: individual is motivated toward the development of satisfaction in chosen occupational roles
12
Q
ego integrity vs. despair
A
- Stage 8: individual is motivated to seek a sense of fulfillment and life satisfaction
13
Q
Maslow’s hierarchy of needs
A
- self-actualization
- self-esteem
- intimacy and love
- safety
- physiologic and health needs
14
Q
self-actualization
A
needs to become all that one can be
15
Q
Kohlberg’s Theory of moral development
A
concerned with the development of higher level behavior of morality and social consciousness
16
Q
Kohlberg: stage 1
A
- preconventional: rules followed to avoid punishment
- conventional: rules followed to gain respect of others, maintain social status
- post- conventional: moral principles transcend society structure
17
Q
Kohlberg: stage 2
A
- preconventional: rules followed to gain personal benefit (stickers, rewards) “pragmatic reciprocity”
- conventional: understands importance of rules to maintain order
- post-conventional: social contract, agreed upon rights
18
Q
Theory of Temperament
A
- relates to characteristics and aspect of personality one is born
- stability/predictive use of different temperament classification
- temperament: ordered, but reflects changes of brain’s chemical organization
19
Q
Ainsworth and Bowlby
A
- theory of attachment to caregiver
- 3 types of attachment: secure, insecure, ambivalent
20
Q
Piaget Stages of cognitive development
A
- sensorimotor
- preoperational
- concrete operations
- formal operations
21
Q
sensorimotor
A
- 0-2 yrs
- reflexive –> intentional behavior –> object permanence –> trial and error problem solve –> devise means to manipulate environment without experimentation
22
Q
preoperational
A
- 2-7 yrs
- symbolic function, egocentrism, centration
23
Q
concrete operations
A
- 7-12 yrs
- decenter, organize/manipulate environment, reversibility of actions, math concepts
24
Q
formal operations
A
- 12 years and up
- highly symbolic thought when exposed to more complex cognitive challenges
- not all reach this level
25
Vygotsky's theory of cognitive development
- emphasized the social nature of learning; sociocultural influences of cognitive development
- Key terms: zone of proximal development, scaffolding, private speech
26
zone of proximal development
refer to a child's being nearly prepared to comprehend a fact or perform a task such that a minimal support from others will allow successful completion of task
27
scaffolding
support from others
28
private speech
example: talking to oneself that children do as they solve a puzzle
29
Gestalt
perception cannot be reduced to to parts, whole greater than sum of parts
30
Gesell
- performed large scale developmental studies which generated norms which are still largely used to quantify motor development
- seeing the whole picture
31
Gesell's theory
- Kinesiologic:
- flexion precedes extension
- increasingly complex interactions
- asymmetry to symmetry
32
Myrtle McGraw
- Johnny and Jimmy twin studies
| - critical periods: limited time when organism most receptive to specific types of stimuli
33
motor learning
- skill development
| - hierarchy of increased CNS maturations
34
skill development
cognitive --> associative --> autonomous with increased experience and practice
35
Pavlov
- Behaviorism
| - classical conditioning
36
Watson/Skinner
- Behaviorism
| - operant conditioning: reinforcement, impact on child, ABA
37
Bandura
- social learning
| - modeling: foundational aspect of social learning
38
modeling
- child observes reinforcement of others' behavior and learns rules of reinforcement by observation (instead of direct reinforcement or punishment for a behavior
