Week 2 Exam 1 Flashcards
(22 cards)
Cross-sectional study
study of population during specific period in time
Longitudinal Study
study that observes same population over period of time
Plasticity
People can change over time
New behavior depends partly on what has already happened
Development is plastic
Psychoanalytic theory of development
Freud
Five psychosexual stages during which sensual satisfactions is linked to developmental needs and conflicts
o Oral stage – birth 12-18 months
o Anal stage – 12-18 months to 3 yrs
o Phallic stage – 3 to 5-6 yrs
o Latency – an interlude; 5-6 yrs to adolescence
o Genital stage – adolescence to adulthood
First of Five psychosexual stages during which sensual satisfactions is linked to developmental needs and conflicts
Oral stage – birth 12-18 months
Second of Five psychosexual stages during which sensual satisfactions is linked to developmental needs and conflicts
Anal stage – 12-18 months to 3 yrs
Third of Five psychosexual stages during which sensual satisfactions is linked to developmental needs and conflicts
Phallic stage – 3 to 5-6 yrs
Fourth of Five psychosexual stages during which sensual satisfactions is linked to developmental needs and conflicts
Latency – an interlude; 5-6 yrs to adolescence
Fifth of Five psychosexual stages during which sensual satisfactions is linked to developmental needs and conflicts
Genital stage – adolescence to adulthood
Classical Conditioning
o Learning process; learning occurs through association
o Result; neutral stimulus becomes conditioned stimulus
Operant Conditioning
o Learning process; learning occurs through reinforcement and punishment
o Results; weak or rare responses become strong and frequent or unwanted responses become extinct
o Reinforcement; a consequence, something added, that follows a behavior and makes the person or animal want to repeat, or to avoid that behavior
o Punishment; a consequence, something taken away that follows a behavior and makes the person or animal want to repeat or avoid that behavior
Reinforcement
a consequence, something added, that follows a behavior and makes the person or animal want to repeat, or to avoid that behavior
Punishment
a consequence, something taken away that follows a behavior and makes the person or animal want to repeat or avoid that behavior
Social Learning Theory
- Humans learn from observing and imitating others, role models, even without reinforcement
- Bandura’s bobo doll experiment, early 1960s
Cognitive Theory - piaget
- How people think changes with maturation and experience
o How we think influences what we do - Cognitive development occurs in four major, age related, periods/stages
- Intellectual advancement occurs because humans seek cognitive equilibrium
Zone of Proximal Development (ZPD)
- Vygotsky
- In ZPD, a leatrner needs help from a knowledgeable other. Through their interaction, the learner develops independent mastery of the skill.
- Zones: what learner can do unaided
o ZPD – learner can do with guidance
o Learner can’t do
Be able to give a general description of Bronfenbrenner’s ecological systems theory. (Be sure that you understand the ecological model, illustrated on the slide, but don’t try to memorize the terms or other details.)
o Each person is affected by many social contexts and interpersonal interactions
o Three nested levels arounds individuals and affect them
o Microsystems (elements of the person’s immediate surroundings, such as family and peer group)
o Exosystems (local institutions such as school and church)
o Macrosystems (the larger social setting, including cultural values, economic policies, and political processes)
o Chronosystem (literally, “time system”), which affects the other three systems
o Mesosystem, consisting of the connections among the other systems
Be able to explain the importance of lifespan development in Erikson’s psychosocial theory (also see video and chart in the Week 1 folder). Be able to describe the psychological conflict of the first two stages (“trust versus mistrust” and “autonomy versus shame and doubt”), as well as the long-term effects of an infant’s success or failure in learning to trust.
o Stages
Trust v. Mistrust
* Birth - 1yr
Autonomy v. Shame and Doubt
* 1 - 3 yrs
Initiative v. Guilt
* 3-6 yrs
Industry v. Inferiority
* 6-11 yrs
Identity v. Confusion
* 12-18 yrs
Intimacy v. Isolation
* 18-40 yrs
Generativity v. Stagnation
* 40-65 yrs
Integrity v. Despair
* 65 yrs +
Pavlov’s theory of classical conditioning
hungry dog, food, bell, saliva
Skinner’s theory of operant conditioning
hungry rat, lever, food pellet, reinforcement, punishment
Piaget’s theory of cognitive development (also see chart in the Week 3 folder)
o Four periods (stages) of development
Sensorimotor (birth to 2yrs)
* Active, non-reflective learning byu use of senses and motor abilities
* Object permanence achieved
Preoperational (2-6yrs)
* Symbolic thinking and language; egocentrism
* Imagination; growth of language skills
Concrete operational (6-11yrs)
* Logic limited by direct experience
* Learning to use logic, grasp concepts
Formal operational (12 yrs – adulthood)
* Abstract thinking and analysis
* Theoretical reasoning; interest in social, moral, and other abstract issues
Vygotsky’s social learning theory
o Be able to identify the fundamental difference between Piaget’s and Vigotsky’s theories of how children learn.
Piaget: everything children need is within them and in their environment. The developing brain guides learning
Vygotsky: Children need knowledgeable others to mentor them gradually toward their full potential. Social and cultural context guide learning.
o People develop in relationship to the culture of their community, transmitted by the words, objects, and actions of other people
o Zone of Proximal Development
