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PSYCH211 > Theories of Social Development > Flashcards

Theories of Social Development Flashcards

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1
Q

Social Development

A

Development of children’s understanding of;
Others behaviours attitudes, and intentions
Relationships between the self and others
How to behave and interpret their social world

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2
Q

Freud’s Theory of Psychosexual Development

A

Pass through series of developmental stages
Encounter conflicts in a particular erogenous zone
Success/failure in resolving these conflicts affects development

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3
Q

Freud: The Unconscious

A

Id: unconscious pleasure-seeking drives
Ego: conscious, rational, problem solving
Supergo: internalized morality standards

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4
Q

Psychosexual Developmental Stages

A

Oral, anal, phallic, latency, genital stages

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5
Q

Oral Stage

A

First year of life
Primary source of gratification and pleasure is oral activity (e.g. sucking and eating)

Id: instinctual drives, earliest and most primitive personality structure
Ruled by the pleasure principle
Ego: stands for reason and good sense
Emerges after the id to counter the immediate demand for gratification

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6
Q

Anal Stage

A

Second year of life
Maturation facilitates development of control over bodily processes (e.g. urination/defecation)

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7
Q

Phallic Stage

A

3-6 years
Focus of sexual pleasure migrates to own genitalia
Identify with same sex caregivers
Experience intense sexual desires
Superego: the conscience

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8
Q

Latency Period

A

Ages 6-12
Time of relative calm

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9
Q

Genital Stage

A

Advent of sexual maturation
Onset of puberty

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10
Q

Erikson’s Theory of Psychosocial Development

A

Eight developmental stages, eight crises
Among the first to note adolescence as an important period of development
Trust vs. mistrust, autonomy vs shame, initiative vs guilt, industry vs inferiority, identity vs role confusion

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11
Q

Basic Trust Vs. Mistrust

A

First year
Developing sense of trust in caregivers
If doesn’t develop at this stage, will have difficulty forming intimate relationships later in life

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12
Q

Autonomy Vs. Shame/Doubt

A

1-3.5 years
Achieve strong sense of autonomy while adjusting to increasing social demands
Foster independence
Newfound ability to explore environment on their own
If subjected to punishment or ridicule, may doubt their abilities

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13
Q

Initiative vs. Guilt

A

4-6 years
Children identify with and learn from parents

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14
Q

Industry vs. Inferiority

A

6 years to puberty
Crucial for ego development
Can I contribute to the world?
Master cognitive and social skills important in their culture
Success gives sense of competence, failure leads to feelings of inadequacy

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15
Q

Identity vs. Role Confusion

A

Adolescence to early adulthood
Dramatic physical changes and emergence of sexual urges
New social pressures
Discover their identity

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16
Q

Psychoanalytic Theories

A

Freud’s Psychosexual Development
Erikson’s Psychosocial Development

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17
Q

Learning Theories

A

Watson’s Behaviourism
Skinner’s Operant Conditioning
Social-Learning Theory

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18
Q

Theories of Social Contagion

A

Selman’s Stage Theory of Role Taking
Dodge’s Info Processing Theory of Problem Solving
Dweck’s Theory of Self Attributions & Achievement Motivation

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19
Q

Ecological Theories

A

Ethological & Evolutionary
Bioecological Model

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20
Q

Learning

A

Any durable change in behaviour or knowledge due to experience
Cat comes running when it hears can opener = learning
Pulling your arm back when you get burned = not learning
Instinctive reflexive behaviour does not equal learning

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21
Q

Watson’s Behaviourism

A

Development determined by child’s environment via learning and conditioning
Little Albert experience

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22
Q

Watson’s View on Children

A

Children as blank slates waiting to be conditioned by parents, teachers, society (no innate temperaments, experience is everything)
Treat children as young/little adults
Strict but kind child rearing was suggested

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23
Q

Little Albert Experiment

A

9 month old orphan
Exposed to a white rate and reacted positively to it
Pair rat with loud noise that frightened Albert
Albert became afraid of the rat

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24
Q

Classical Conditioning

A

Learning an association between two previously unrelated stimuli (Pavlov)

Unconditioned stimulus (UCS): naturally evokes a behaviour without previous conditioning
Unconditioned response (UCR): response to an UCS
Neutral stimulus (NS): initially doesn’t elicit any response
Conditioned stimulus (CS): stimulus that now evokes a conditioned behaviour (previously NS)
Conditioned response (CR): response to a CS that wouldn’t have occurred prior to conditioning

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25
Classical Conditioning & Little Albert
NS: white rat UCS: loud gong sound UCR: fear CS: rat CR: fear
26
Stimulus Generalization
CR extends to other stimuli similar to original CS E.g. Little Albert became afraid of everything white and furry
27
Skinner's Operant Conditioning
Whether a behaviour occurs is largely dependent on its perceived consequences Intermittent reinforcement (only reinforce/punish some of the time) Makes behaviours resistant to extinction, persistent
28
Reinforcement
Increases the tendency to make a response Positive reinforcement (give good thing) Negative reinforcement (remove bad thing)
29
Punishment
Decreases the tendency to make response Positive punishment (give bad thing) Negative punishment (remove good thing)
30
Operant Conditioning & Parenting
Everything we do in life is an operant response influenced by the outcomes of past behaviour Advocated using operant conditioning in parenting and teaching of children Attention as potent reinforcer for kids Use operant conditioning to modify behaviou
31
Social Learning Theory (Social Cognitive Theory) - Bandura
Most learning is social in nature Emphasizes observation and imitation Bobo doll studies
32
Bandura & Bobo
Witness reinforcement/punishment administered to another organism and alter own behaviour accordingly Saw adult perform aggressive acts to the doll Either saw them receive rewards, punished, or have no consequences afterward Those who saw the punishment imitated the behaviour less All conditions learned and remembered what they had seen and could replicate it when incentivized Boys more physically aggressive to dolls Kids in reward or no consequence group acted more aggressive to doll when alone
33
Vicarious Reinforcement
Observing someone else receive a reward or punishment and learning from it
34
Reciprocal Determinism
Children have characteristics that lead them to seek particular kinds of interactions with the external world
35
Self Socialization
Children’s active shaping of their own development
36
Selman's Stage Theory of Role Taking
Young children’s social cognition limited by their inability to engage in role taking behaviour Stages 1-4
37
Role Taking
Ability to think about something from another’s point of view Essential to understanding others’ thoughts, feelings, and motives
38
Selman's Stage 1
6-8 Learn someone else can have a perspective different from their own Assume is due to that person not possessing the same info they do
39
Selman's Stage 2
8-10 Realize people can have differing views Able to think about other people’s views
40
Selman's Stage 3
10-12 Can systematically compare their own view with another’s
41
Selman's Stage 4
12+ Adolescents attempt to understand another’s perspective by comparing it with that of a generalized other
42
Dodge's Information-Processing Theory of Social Problem Solving
Emphasizes role of cognition in social behaviour especially in ambiguous situations
43
Dodge's Info-Processing Study
Elementary age children were presented with stories involving child suffering because of another child’s actions (ambiguous intentions) Children asked how they would respond and why
44
Hostile Attributional Bias
General expectation that others are antagonistic to them Leads to search for evidence of hostile intent Conclude retaliation is appropriate response to peer behaviour React negatively to provocation Becomes self fulfilling prophecy Early harsh parenting predicts hostile bias
45
Dot Probe Task
Faces shown and then X Have to tap side on which the X was shown If have an attentional bias toward a particular emotion You’ll spot the X faster when it appears in the location where your attention was pulled by that emotion All children biased toward happy faces except children high in anxiety (bias to angry faces)
46
Dweck's Theory of Self Attributions & Achievement Motivation
Achievement, incremental, entity orientations Motivation patterns evident in preschool
47
Achievement Motivation
Motivation via learning or performance goals Learning goals: seek to improve their competence and master new material Performance goals: seek to receive positive assessments of competence or to avoid negative assessments
48
Incremental/Mastery Orientation
Belief that intelligence can be developed through effort Enjoy challenge of hard problems and persist in solving
49
Entity/Helpless Orientation
Belief that intelligence is fixed Base sense of self worth on approval from others Seek out situations they can be sure of success
50
Entity Theory
Rooted in idea that intelligence is fixed and unchangeable Belief that success or failure in academic situations depends on how smart one is Reinforced by praise and criticism of enduring traits (e.g. you are so smart) More likely to display hostile attributional bias No change in math scores over two years
51
Incremental Theory
Rooted in idea that intelligence can grow as a function of experience/practice Academic success is achievable through effort and persistence Reinforced by praise and criticism for effort (e.g. you worked so hard) Predictive of higher math scores over two years
52
Ethology
Study of behaviour within an evolutionary context Understand behaviour in terms of adaptive or survival value Infant has to encounter mother during sensitive period of life
53
Imprinting
Process by which newborn birds and mammals become attached to mother at first sight and follow her everywhere Konrad Lorenz’s imprinting geese Experience expectant process
54
Evolutionary Psychology
Darwinian concepts of natural selection and adaptation to human behaviour Certain genes predisposed people to behave in ways to solve adaptive challenges Play is evolved platform for learning
55
Parental Investment Theory
Parents motivated by drive to perpetuate their genes Can only happen if offspring survive long enough to pass their genes on
56
Cinderella Effect
Maltreatment rates higher for stepparents
57
Important Human Adaptive Feature
The brain Large size relative to body size Because of this experience prolonged period of immaturity and dependence Birth occurs earlier in development to accommodate for head size
58
The Bioecological Model
Treats child’s environment as set of nested structures Each structure represents different level of influence on development Every level impacts development
59
Microsystem
Activities and relationships in which the child directly participates E.g. family, peers, teachers, etc Bidirectional relationships
60
Mesosystem
Interconnections among microsystems
61
Exosystem
Settings the child may not be directly a part of but can still influence development E.g. parental workplace
62
Macrosystem
General beliefs, values, customs, and laws of the larger society E.g. cultural and class differences, laws
63
Chronosystem
Beliefs, values, customs, family structure, technologies that change over time
64
How Media Increases Aggression
Seeing aggression teaches aggression Activates viewers aggressive tendencies Heightened arousal makes more likely to react violently to provocation Long term exposure to media violence leads to emotional desensitization

PSYCH211 (12 decks)

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