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Lifespan Development > Theorists > Flashcards

Theorists Flashcards

1
Q

John Locke

A

child is a blank slate; Tabula rasa, neither good nor bad until the rewards and punishments of experiences exert an influence on him/her

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2
Q

Rousseau

A

child is innately good (a noble savage). Humanist

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3
Q

Nature vs. Nurture

A

Is environment solely responsible for what we become or is genetic background the determiner?

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4
Q

Freud

A

Psychoanalytic, stresses unconscious drive, deep-seated; Eros & Thanatos instincts (life & death)

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5
Q

Freud Psychosexual stages

A 
Oral - 0 to 18 months
Anal - 18 months to 2-3 years
Phallic - 2-3 to 6 years
Latency period - 6 to 11 years
Genital - 11+ years
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6
Q

Freud and personality

A

Id - basic biological urges, present at birth, seeks immediate gratification (Pleasure Principle)
Ego - Rational/cognitive side of the personality; begins to develop when the demands of the Id and reality crash (Reality principle)
Superego -

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7
Q

Erik Erikson

A

Influences by Freud;
downplayed importance of sexuality in favor of social environment;
stressed role of ego;
Ego is more than a referee–has a positive thrust to the developing person
Expanded development into adult stages

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8
Q

Erikson Psycho-social stages

A

Trust vs. Mistrust - 0 - 18 months
Autonomy Vs. Shame & Doubt - 18 mos. - 2(3) years
Initiative vs. Guilt - 2(3) - 6 years
Industry vs. Inferiority - 6 - 11 years
Identity vs. Role Confusion - 11 - adolescence
Intimacy vs. Isolation - early adulthood
Generativity vs. Self-absorption - middle adulthood
Integrity vs. Despair - late adulthood

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9
Q

Tasks for Erikson Psychosocial stages

A

Trust vs. Mistrust: develop sufficient trust in the world
Autonomy vs. Shame and Guilt: develop sense of control over life
Initiative vs. Guilt: Develop sense of self (responsibility for own actions)
Industry vs. Inferiority: develop sense of self worth
Identity vs. Identity confusion: develop strong sense of identity (ego)
Intimacy vs. isolation: develop close relationships
Generativity vs. Self-absorption: contribute to the world
Integrity vs. Despair: coming to terms with life/death

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10
Q

Behavioristic approach (Learning Theory Approach)

A

Focus on behavior and the environmental forces that affect behavior
The environment is all-important
No mention of unconscious, id, ego, superego
Replaced with conditioning, reinforcement, punishment, stimulus/response

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11
Q

3 ways of Behaviorist approach

A
  • -Classical conditioning (Pavlov, Watson)
  • -Operant conditioning (Skinner)
  • -Social learning Modeling/Observational learning (Bandura)
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12
Q

Classical Conditioning

A
  • -Pavlov
  • -Learning by association, responsible for many emotions (fears)
  • -Definition: taking a natural stimulus, pairing it with a non-natural stimulus such that the non-natural stimulus now elicits the same response elicited by the natural stimulus
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13
Q

Classical conditioning chart

A

UCS - UCR
UCS - CS
CS - CR

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14
Q

Operant Conditioning - Skinner

A
  • -Consequences of response determine how likely it is to be repeated
  • -Behaviors that are reinforced tend to be repeated
  • -Behaviors that are not reinforced (or that are punished) are less likely to occur again
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15
Q

Operant conditioning - reinforcement

A

Reinforcement - any/all stimuli that increases the probability of behavior occurring again.

–Reinforcements can be positive (add something to the situation) or negative (remove something from the situation)

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16
Q

Operant conditioning - punishment

A
  • -Punishment alone never teaches one what to do
  • -To be effective, it has to be administered consistenetly
  • -The close it can be administered to the offense, the better it is
  • -It can backfire (the subject tries to get attention by being doing things to be punished)
17
Q

Social learning (modeling) tenets

A
  • -We can learn by observing the behavior of others
  • -The behaviors we tend to imitate are those that we see being reinforced in others
  • -As parents, we need to be careful as to the role models wee place before our children
18
Q

Cognitive - Piaget

A

Cognitive means “knowing/thinking.”

  • -Piaget focuses on the intellectual development of children
  • -Stresses that different ages have different kinds of thinking; perceive the world in a different way
  • -Process can’t be hurried; harmful if you try
19
Q

Piaget’s Four stages

A
  • -Sensorimotor - 1st two years
  • -Preoperational - 2-7 years
  • -Concrete Operational - 7-11 years
  • -Formal operational - 11(12) -14(15) years
20
Q

Humanistic (Rogers & Maslow)

A
  • -Concerned with the uniqueness of the individual
  • -Stresses that we have an internal drive that pushes us to realizes our own potential
  • -Rogers talks about our striving to become fully functioning persons
21
Q

Maslow’s Hierarchy of Needs

A 
(Top to bottom)
Self-actualization
Self-esteem
Belonging needs
Safety needs
Physiological needs
22
Q

Vigotsky’s Theory

A
  • -Cognitive development is limited to a certain range at any given age
  • -Full cognitive development requires social interaction
  • -Used in a lot of social systems
23
Q

Vigotsky’s “Zone of Proximal Development”

A
  • -Child follows adult’s example and gradually develops the ability to do certain tasks without help
  • -Difference between what a child can do with and without help is Zone of proximal development (see chart in book - circle)
24
Q

Ecological and System’s Approach - Bronfenbrenner

A

–Looks at child’s development within the context of the systems of relationships that form his or her environment

25
Q

Bronfenner’s 5 environmental systems

A

–Micro system: Setting in which the individual lives
–Mesosystem: Relations between microsystems (familyl to school; school to church, etc)
Exosystem: Involves links between social settings in which the individual does not have an active role and the individual’s immediate context. Example: a child’s experiences at home may be influences by a mother’s experiences at work.
Macrosystem: Culture in which individuals live
Chronosystem: Patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances (divorce, opportunities for women to pursue careers, etc.)

26
Q

Competence-Environmental Press (Lawton & Nahemow)

A
  • -Competence: person’s abilities
  • -Environmental press: Demands put on people by their environment
  • -In order to understand people’s functioning, it is essential to understand the systems in which they live
27
Q

Life Span Perspective

A

Human development can not be understood within the scope of a single framework, as it is determined by multiple factors.

28
Q

Life Span Perspective factors

A
  • -Multidirectionality: Developmental pattern in which some aspects of intelligence improve while others decline during adulthood
  • -Plasticity: Concept that intellectual abilities can be modified during adulthood, under the right conditions at just
  • -Historical context: We develop within a particular set of circumstances, determined by the historical time (Zeitgeist) as well as the culture we are born into
  • -Multiple causation: Development is influenced by biological, psychological, and sociocultural factors as well as life-cycle forces
29
Q

Selective Optimization and Compensation Model

A

Baltes & Baltes. Three processes are believed to form a system of behavioral action that generates and regulates development and aging. Selection, optimization and compensation - ways people adapt when they age.

30
Q

Live Course Perspective

A

describes how various generations experience the biological, psychological and sociocultural forces in their perceptive historical contexts. Dynamic interplay between individual and context in which they live. Looks at environment, familly, how do life events impact you now?

31
Q

Main Theories of Lifespan Development

A
  • -Psychoanalytic/Psychodynamic: Freud & Erickson
  • -Learning/Behavioristic: Pavlov/Watson/Skinner/Bandura
  • -Cognitive: Piaget/Vigotsky
  • -Humanistic: Rogers/Maslow
  • -Ecological and Systems: Bronfenbrenner/Lawton/Nahemov
  • -Life-Span Perspective/SOC: Baite
  • -Life-Course Perspective: really new
32
Q

Psychoanalytic/Psychodynamic theorists

A

Freud & Erickson

33
Q

Learning/Behaviorists theorists

A

Pavlov/Watson/Skinn

34
Q

Cognitive theorists

A

Bandura/Piaget/Vigotsky

35
Q

Humanistic theorists

A

Rogers/Maslow

36
Q

Ecological and Systems theorists

A

Bronfenbrenner/Lawton/Nahemov

37
Q

Life-span Perspective/SOC theorst

A

Baite

Lifespan Development (12 decks)

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