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Psychology
Life Span Developmental Psychology by tjclpn - i think
| Question | Answer |
|---|---|
| Development | refers to changes that occur over time, across the entire life span |
| Physical growth | development of human organs in the prenatal period, the growth in size and changes in functioning that occur with more advanced aging |
| Cognitive development | concept of intelligence as well as to specific aspects of our thinking processes such as moral reasoning, language development, memory skills and the ability to learn to read, write or do math |
| Social/emotional development | encompasses temperament, personality, and socialization into a particular cultural group |
| Multidimensional | physical, cognitive, emotional, personality |
| Age-graded | designated roles or activities based on age |
| History-graded | each generation is influenced by the historical events that occur in their lifetime |
| Non-normative | many events that are not universal or even widespread, but can have significant influence on person's development |
| Continuity Theorists | believe that development is the result of gradual and cumulative changes over the entire life span |
| Discontinuity Theorists | believe that development occurs in discrete, identifiable stages |
| Scientific method | formulating a hypothesis then testing the hypothesis, drawing conclusions, and making the findings available to others |
| Naturalistic Observations | watching people in their natural setting and recording information about how people behave, no manipulation of the setting by the observer |
| Field Experiments | observation takes place in a natural setting, but there is some manipulation or control over variables |
| Controlled Experiments | done in a laboratory setting where much greater control over extraneous variables can take place |
| Independent variables | ones that are manipulated by the experimenter |
| Dependent variables | outcome measures of interest |
| Confounding variables | things that might affect the result in unanticipated ways or that were not controlled for in the design of the experiment |
| Cross-sectional study | a study of only one point in time |
| Longitudinal | a study at many different times |
| Sequential design | a combination of cross-sectional and longitudinal |
| Cohort differences | differences that arise from the unique sociocultural factors to which people of different generations are exposed |
| Data analysis | statistical procedures that are done to make sense of the findings of a study |
| Descriptive research | also called correlational, variables are related but cannot say whether one caused the other |
| Descriptive statistics | means, medians, modes, frequencies, and simple correlations |
| Inferential statistics | used to determine if there is a significant different between two or more scores, or to determine if some score could occur just by chance |
| Ethology | the idea that behavior is largely influenced by biological factors, particularly behaviors that have developed over time |
| Psychodynamic theories | originated with Sigmund Freud, the idea that we have an unconscious mind that contains emotionally charged memories of early lifer experiences |
| Sigmund Freud | founder of psychodynamic theory |
| Id | centered on seeking pleasure and avoiding pain and is present at birth |
| Ego | centered on reality principle and starts to develop in infancy |
| Superego | the conscience |
| Conscious | information that is readily available to us |
| Unconscious | repressed because is sexually charged or includes painful memories is available through hypnosis |
| Preconscious | the intermediary between the unconscious and conscious minds, not usually aware of it but it pops out in dreams, jokes, and slips of the tongue |
| Defense mechanisms | the way the ego defend us from daily assaults usually unconscious, repression, regression, projection, rationalization, |
| Freud's Oral stage | ages 0-18 months, erogenous zone is the mouth, infant explores the world with his/her mouth, learning about things by sucking, biting, and chewing on them |
| Freud's Anal stage | 18 months to 3 years, erogenous zone in the anus, the child must learn to follow adult prescriptions about toileting and cleanliness. takes pleasure from expelling feces whenever s/he wants, then learns to take pleasure from retaining feces until a appro |
| Freud's Phallic stage for boys | 3-5years erog zone penis, oedipal complex, mother is object of sexual desire, but father is a rival, notices that men and women look different and assumes women were castrated, develops castration anxiety, which motivates the boy to repress sexual desire |
| Freud's Phallic stage for girls | 3-5 years, Electra complex, girls also desire their mothers, but assume their mothers are inferior because castrated, develop penis envy and sublimate desire for father, who is more powerful, into desire to have a baby |
| Freud's Latency stage | 6-12 years, erogenous zone none, sexual traumas have been repressed, so the child is socialized by parents and school and learns more about the world free of sexual desires |
| Freud's Genital stage | 12-adult, erogenous zone genitals, sexual desires reawaken and if all went well earlier, child will express "normal" heterosexual desires |
| Erik Erikson | developed psychosocial theory |
| Trust vs Mistrush | 0-18 months, infant either learns that his/her needs will be met (trust) or not met (mistrust) |
| Autonomy vs Shame & Doubt | 18 months-3 years, starts to assert independence, if prevented from autonomy by overprotective parents, will doubt own skills |
| Initiative vs Guilt | 3-5 years, learning to carry out tasks from planning to completion, if not can feel irresponsible and guilty |
| Industry vs Inferiority | 6-12 years, child spends much of the day in school, success at academic and other tasks makes the child feel productive, inferiority affects self-esteem |
| Identity vs Identity Confusion | 12-18 years, Adolescents must "find themselves" and set future goals, or they will feel adrift |
| Intimacy vs Isolation | early adult years, fusing one's identity with another and making a long-term commitment is crucial for young adults, those who are not ready for intimacy are ofter isolated |
| Generativity vs Stagnation | middle adult years, guiding the next generations, whether through helping one's own children or mentoring, provides life satisfaction |
| Integrity vs Despair | older adult years, if upon looking back, the elder is satisfied with what s/he has done, a sense of integrity develops, if not despair and regret ensue |
| Daniel Levinson | studied the development of men from midlife to older age, contributed to discussion of "midlife crisis" |
| George Vaillant | expanded on Erikson's stages for midlife and olderadulthood, and proposed additional developmental tasks for these to age cohorts contributed to discussion of "midlife crisis" |
| Behaviorist | do not view development as occurring in discrete stages, focus entirely on the nurture, or environment side of the nature-nurture debate and consider development more as a continuous process |
| Ivan Pavlov | discovered classical conditioning |
| John Watson | father of behaviorism, explored the application of classical conditioning in humans |
| B.F. Skinner | proposed operant conditioning |
| Operant conditioning | differs from classical in that no reflexive behavior is required, people are reinforced for certain behaviors that result in pleasurable outcomes that are likely to be repeated whereas unpleasant outcomes or no reinforcement are not likely repeated |
| Edward Thorndike | extended behaviorist learning principles to a more precise science by attempting to qualify the relationships among stimuli and responses ex. cats escaping from puzzle boxes |
| Albert Bandura | believed that operant and classical conditioning principles alone could not explain human behavior and added that people could learn by observation and imitation and that people do not imitate all the behaviors that they observe, did a study on aggression |
| Jean Piaget | proposed a organismic theory of child cognitive development, children where active participants in their own learning, assimilation and accommodation |
| Assimilation | taking information as it is and incorporating that new knowledge into an existing framework (schema) |
| Accommodation | when the information does not fit into any existing schema or challenges an old schema |
| Piaget's Sensorimotor stage | 0-2 years, infants learn by using their senses and motor skills, learning is largely trial and error, enters the world with reflex behaviors and learns more complex sensorimotor patterns over time |
| Piaget's Preoperational stage | 2-7 years, child uses symbols to represent the world, begins to develop logic that is different than adults, is egocentric and unable to take the perspective of others, lacks conservation, |
| Piaget's Concrete Operational stage | 7-12 years, logical reasoning develops, as long as the problem is in the here and now rather than abstract |
| Piaget's Formal Operational stage | 12-15 years, adolescent improves on logical reasoning and can now solve abstract problems, reasoning is more systematic but also more idealistic |
| Robbie Case | proposed that children have limits on the amount of information they can deal with, but practice makes the skill more proficient and under automatic control, which frees up the mind for new information, proposed development is like a staircase |
| Lawrence Kohlberg | applied a piece of Piaget's theory to the development of moral reasoning and expanded it into a more comprehensive stage theory |
| Moral reasoning | the way people use cognitive processes to solve ethical dilemmas |
| Kohlberg's Preconventional stage | substages, punishment/obedience orientation and individualism and purpose, moral reasoning is determined by external rewards and punishments, children obey because adults tell them to and they fear punishment or because they receive rewards for behaviors |
| Kohlberg's Conventional Stage | substages Interpersonal norms and social system morality, child begins to internalize values and morals, but still behaves in certain ways mainly to please others, near the end of stage understands need for rules to uphold social order, feels duty behave |
| Kohlberg's Postconventional Stage | substage community vs individual rights and universal ethical principles, morality has become completely internalized and does what s/he thinks is right, not what will please others, develop a set of principles that guide their behavior, not bound by rule |
| Humanistic theories | stress that people can take control over their own behavior and are not merely pawns of reinforcement or driven by genetic factors, focus on ways which humans achieve some higher level of existence |
| Abraham Maslow | hierarchy of human needs, proposed that physical needs and emotional needs must be met before that child is ready for academic/cognitive tasks a person who has all of their needs met can become self-actualized |
| Self-actualized | a person who is spontaneous, creative, good at solving problems, and self-directed, and who has good social relationships but also likes privacy, people rarely achieve this state but are constantly striving for it |
| Carl Rogers | developed a humanistic person-centered from of psychotherapy that encourages the therapist to listen closely to the client, reflect back what the client says and allow the client to draw conclusions rather than being advised by the therapist |
| Urie Bronfenbrenner | proposed a theory that focuses on the social environment of the individual |
| Microsystems | structures that impinge on the individual every day, family, school, peers, and close neighbors |
| Mesosystems | looks at how the structures in the microsystem intersect and interact with each other |
| Exosystems | mot quite as close to the individual, extended family, mass media, social welfare agencies, and government |
| Macrosystems | consists of dominant ideology (attitudes and beliefs of a culture reflected in its educational, legal, religious, and governing body practices) |
| Chronosystem | the pattern of events that unfold over chronological age, including the historical and social context |
| Lev Vygotsky | proposed that language directs behavior and that young children first control their behavior by talking out loud to themselves, also proposed zone of proximal development |
| Zone of proximal development | some tasks that are too difficult for children to achieve alone, but they can with the direct assistance of an adult or older peer, lower level encompasses what child can do alone upper level what child can accomplish with help |
Created by:
tjclpn
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