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Developmental Psych > Exam #2 Social Development Theories > Flashcards

Exam #2 Social Development Theories Flashcards

1
Q

Freud overview

A

behavior is driven by the need to satisfy drives and motives
largely unconscious influences
first “truly” developmental theory

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2
Q

Freud lasting contributions

A

role of early experience
subjectivity of experience
existence of unconscious processes
emotional relationships as key to development

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3
Q

psychosexual development: drive reduction theory

A

behavior is driven by a need to satisfy basic drives - sex and aggressions

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4
Q

psychosexual development: stages

A

driven by the dominance of different erogenous zones, ,means of aggressive outlet

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5
Q

psychosexual development: fixation

A

fixations from past stages that linger and come out during times of high stress
unhealthy behaviors that were appropriate for a different stage

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6
Q

psychosexual development: oral stage (birth to 1 year)

A

erogenous zone: mouth - pleasure because separate from need for nutrition
aggression: biting
challenges: over or under-fulfillment of needs
fixation: orally dominated habits - biting nails, sucking thumb past acceptable age, smoking, binge eating, chewing gum

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7
Q

psychosexual development: anal stage (1-3 years)

A

erogenous zone: anus
aggression: withholding “gifts” or producing them inappropriately
challenges: developing self-control
fixation: obsession with control, either end of the cleanliness spectrum (anal retentive or ana expulsive)

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8
Q

psychosexual development: phallic stage (3-6 years)

A

erogenous zone: external genital organs
aggression: physical aggression to others
challenges: negotiating the Oedipus/Electra complex
fixation: feelings of inadequacy, excessive masturbation
major achievement: identification with same-sex parent

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9
Q

psychosexual development: latency stage (6-12)

A

erogenous zone: too much, pushed to the unconscious, too threatening
aggression: need to excel
challenges: developing mastery of new skills

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10
Q

psychosexual development: genital stage (12 and up)

A

stage of sexual maturity
aggression: expressed in a wide variety of ways
challenges: developing healthy adult sexual relationships
defense mechanisms: particular ways to respond to stressful ways (humor to cope, projecting)

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11
Q

Freud structure of the personality: id

A

present from early in the first year:
- pleasure principle: satisfying the primal urges
- pleasure seeking
- primal urges (sexual and aggressive)

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12
Q

Freud structure of the personality: ego

A

late in first year and into adulthood
- the reality principle: what can one realistically do in a situation
- rational problem solving
- mediation of id impulses
- the “I” of the subjective experience
- part we present to the world
- continues to develop into gential stage

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13
Q

Freud structure of the personality: superego

A

begins to develop between 3-6
- internalization of parental control
- internal moral standard
- result of resolution of Oedipus complex
- conscience
- inhibition of id impulses
- continues to develop well into genital stage

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14
Q

Freud levels of conscious

A

unconscious - below surfce of awareness
preconscious - don’t have access yet but could
conscious - access

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15
Q

Erikson overview

A

series of age-related developmental tasks
must achieve success in each stage for healthy development
relationships are central to all aspects of learning and development
- development = process of negotiating conflict at different periods of development

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16
Q

Erikson: trust v mistrust (0-1 year)

A
  • feeling of physical discomfort
  • minimal amount of fear about future
  • needs being met by responsive, sensitive caregiver
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17
Q

Erikson: autonomy vs shame and doubt (1-3 years)

A
  • autonomy = discovery of own will, the assertion of autonomy and independence
  • shame and doubt = too much parental restraint or over-control
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18
Q

Erikson: initiative vs guilt (3-5 years)

A
  • initiative = needs to develop purposeful behavior, needs to assume greater responsibility
  • guilt due to irresponsible behavior and parental response to it
  • internalize parents’ rules and standards
  • develop a conscience
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19
Q

Erikson: industry vs inferiority (6 to the beginning of puberty)

A
  • industry = mastery of knowledge and intellectual skills
  • inferiority stems from feeling incompetent and being productive
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20
Q

Erikson: identity vs identity diffusion (10 to 20 years)

A
  • identity stems from finding out who you are: alternative paths, roles, and careers
  • diffusion stems from failure to find out who one is or explore options
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21
Q

Erikson: intimacy vs isolation (20 to 30 years)

A
  • intimacy stems from successfully forming intimate relations
  • Erikson’s view: must find oneself but lose oneself in another
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22
Q

Erikson: generativity vs stagnation (self-absorption (40-50 years)

A
  • generativity stems from assisting the next generation in developing and leading useful lives
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23
Q

Erikson: integrity vs despair (60+)

A
  • evaluation of life
  • integrity = positive view on one’s life
  • despair = negative view on one’s life
24
Q

attachment theory

A
  • draws from Freud and Erikson
  • draws on ethology
  • social-emotional tie to another person
25
Q

attachment theory: social-emotional tie

A
  • all infants become attached to the people who care for them
  • attachments develop gradually over 1st year of life
  • early relationships serve as models for later ones
26
Q

social learning theory overview

A
  • emphasize role of external factors in shaping personality and social behavior
  • continuous view of development
27
Q

Watson overview

A
  • children’s development is determined by their social environment and especially by their parents
  • observable behavior
  • continuous
  • ignored mental states and emphasized conditioning more
28
Q

Watson: Little Albert

A
  • fear could be conditioned
29
Q

Watson: classical conditioning

A
  • form associations to new stimuli in the environment via predictive value
    UCS - unconditioned stimuli
    UCR - unconditioned response
    CS - conditioned stimulus
    CR - conditioned response
30
Q

Skinner overview

A
  • behavior under environmental control
  • repeat behaviors that lead to favorable outcomes
  • suppress those that result in unfavorable outcomes
31
Q

Skinner A →B →C

A

antecedent - situation that individual is in
behavior - what does the individual do
consequence - what are the responses to behavior → influence of consequence on future behavior

32
Q

skinner: reinforcement definition

A

anything that increases the probability of an individual repeating a behavior

33
Q

skinner: positive reinforcement

A

if individual’s behavior is followed by something added to the environment as a consequence (not evaluative, mathematical)
ex. sticker received after sharing a toy

34
Q

skinner: negative reinforcement

A

if individual’s behavior is followed by the removal of something from the environment as a consequence
ex. Little Timmy spontaneously offers to help his mom make dinner and set table and she says he doesn’t have to empty the dishwasher later

35
Q

skinner: punishment definition

A

anything that decreases the probability of an individual repeating a behavior

36
Q

skinner: positive punishment

A

consequence is the addition of something in a situation that makes the behavior less likely in the future
ex. spanking after doing something wrong

37
Q

skinner: negative punishment

A

behavior is followed by the removal of something from the environment
ex. timeouts or taking away desert

38
Q

skinner: punishment vs reinforcement

A

punishment doesn’t work as well as reinforcement because they already have this behavior and its easier to shape a new behavior

39
Q

skinner: effective punishment and challenges

A

effective: swift, consistent, and appropriately aversive
challenges: physical punishments may be imitated, may fear the person who punishes

40
Q

skinner: shaping

A

reinforcement of successive approximations to a target behavior

41
Q

skinner: chaining

A

associating already established behaviors with each other

42
Q

skinner: classical and operant conditioning

A
  • Stimulus generalization - behavior occurs in similar other situations than where it originally occurred
  • Stimulus discrimination - learn which situations lead to particular consequences/outcomes
43
Q

skinner: attention

A

a powerful reinforcer - behavior-management strategy of “time-out” focuses on the withdrawal of attention

44
Q

skinner: extinguishing behavior

A
  • sometimes rewarded and sometimes not
  • variable ratio and variable interval reinforcement schedules
45
Q

skinner: behavior modification therapy

A

useful for changing undesirable behaviors

46
Q

Albert Bandura over view

A

learning is inherently social
role of observation/imitation
role of cognition in social situations
- attending to other behaviors, encoding what is observe, remembers info event and retrieving info/behavior

47
Q

Albert Bandura: Bobo Doll studies

A
  • shows the power of observational learning
  • children watch a video of a model punching the doll (performing unusually aggressive actions)
  • quickly learn behavior
  • add other novel aggressive behaviors
48
Q

Albert Bandura: imitating behavior

A
  • depends on the conseuqneces for the model - if the model is positively reinforced
  • depends on the characteristics of the model - relation to the observer
49
Q

Albert Bandura: social cognition

A

active role of children in their own development
- self-efficacy: situation-specific confidence in your ability to complete some action

50
Q

Albert Bandura: reciprocal determenisim

A

personal factors influence behavior which influences environmental factors which influences personal factors (circular)
child characteristics (temperament) and parents practices influence one another

51
Q

information processing of social problem solving

A

Children make use of:
Past social experiences
Social expectancies
Preexisting knowledge
Concepts
Attitudes

52
Q

6 steps in solving social problems

A

6 steps in solving social problems
Encode a problematic event
Interpret the social cues involved in it
Formulate a goal to resolve the incident
Generate strategies to ahcieve the gola
Evalute the likely success of potential strategies
Enact a behavior

53
Q

hostile attribution bias

A

Some children - “hostile attribution bias” - general expectation that others are hostile to them
Interpret ambiguous situations as hostile
Attribute to peers a desire to harm them
Hostile attribution biases - because self-fulfilling prophecies lead to attacks and counterattacks

54
Q

ecological theories

A
  • interaction of nature and nurture
  • emphasize important of sociocultural context
  • emphasize continuity of development
  • children’s active role in their own development
55
Q

Bronfenbrenner’s bioecological model

A

multilevel system influence on child development
- macrosystem: larger cultural and societal context
- exosystem: broader social settings that indirectly impact an individual
- mesosystem: connections and interactions between different microsystems
- microsystem: immediate surroundings x

Developmental Psych (9 decks)

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