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What theories do
Chapter 2
| Question | Answer |
|---|---|
| Developmental Theory | A group of ideas, assumptions, and generalizations that interpret and illuminate the thousands of observations that have been ;made about human growth. It provides framework for explaining the patterns and problems of development. |
| Psychoanalytic Theory | A grand theory of human development that holds that irrational, unconscious drives and motives, often originating in childhood, underlie human behavior. |
| Oral Stage | The lips, tongue, and gums are the focus of pleasurable sensations in the baby's body, and sucking and feeding are the most stimulating activities. Freud (Psychosexual) |
| Anal Stage | The anus is the focus of pleasurable sensations in the baby's body, and toilet training is the most important activity. (Freud) |
| Phallic Stage | The phallus, or penis, is the most important body part, and pleasure is driver form genital stimulation. Boys are proud of their penises; girls wonder why they don't have one. |
| Latency | Not really a stage, latency is an interlude during which sexual needs are quiet and children put psychic energy into conventional activities like schoolwork and sports. |
| Genital Stage | The genitals are the focus of pleasurable sensations, and the young person seeks sexual stimulation and sexual satisfaction in heterosexual relationships. |
| Behaviorism | A grand theory of human development that studies observable behavior. |
| Conditioning | According to behaviorism, the processes by which responses become linked to particular stimuli and learning takes place. Emphasizes the importance of repeated practice. (as when an athlete trains for a long time) |
| Classical Conditioning | The learning process in which a meaningful stimulus (such as the smell of food to a hungry animal) is connected with a neutral stimulus (such as the sound of a tone) that had no special meaning before conditioning. |
| Operant Conditioning | The learning process by which a particular action is followed by something desired (which makes the person or animal more likely to repeat the action) or by something unwanted (which makes the action less likely to be repeated). a.k.a instrumental cond. |
| Reinforcement | A technique for conditioning behavior in which that behavior is followed by something desired, such as food for a hungry animal or a welcoming smile for a lonely person. |
| Social Learning Theory | An extension of behaviorism that emphasizes the influence that other people have over a person's behavior. Even without specific reinforcement, every individual learns many things through observation and imitation of other people. |
| Modeling | The central process of social learning, by which a person observes the actions of others and then copies them. |
| Self-efficacy | In social learning theory, the belief of some people that they are able to change themselves and effectively alter the social context. |
| Cognitive theory | A grand theory of human development that focuses on changes in how people think over time. According to this theory, our thoughts shape our attitudes, beliefs, and behaviors, |
| Sensorimotor | Infants use senses and motor abilities to understand the world. Learning is active; there is no conceptual or reflective thought. (Piaget) |
| Pre-operational | Children think magically and poetically, using language to understand the world. Thinking is egocentric, causing children to perceive the world from their own perspective. (Piaget) |
| Concrete Operational | Children understand and apply logical operations, or principles, to interpret experiences objectively and rationally. Their thinking is limited to what they can personally see, hear, touch and experience (Piaget) |
| Formal Operational | Adolescents and adults think about abstractions and hypothetical concepts and reason analytically, not just emotionally. They can be logical about things they have never experienced. (Piaget) |
| Cognitive Equilibrium | A state of mental balance in which people are not confused because they can use their existing thought processes to understand current experiences and ideas. |
| Assimilation | The reinterpretation of new experiences to fit into old ideas. |
| Accommodation | The restructuring of old ideas to include new experiences. |
| Information Processing | A perspective that compares human thinking processes, by analogy, to computer analysis of data, including sensory input, connections, stored memories, and output. |
| Sociocultural Theories | An emergent theory that holds that development results from the dynamic interaction of each person with the surrounding social and cultural forces. |
| Universal Theories | The needs and impulses that all humans share as a species. |
| Sigmund Freud | |
| Erik Erikson | |
| John Watson | |
| Ivan Pavlov | |
| B.F. Skinner | |
| Albert Bandura | |
| Harry Harlow | |
| Jean Piaget | |
| Lev Vygotsky | |
| Abraham Maslow | |
| Carl Rogers | |
| Charles Darwin | |
| Freud's Stages | |
| Erikson's Stages | |
| Apprenticeship in thinking | Vygotsky's term for how cognition is stimulated and developed in people by older and more skilled members of society. |
| Zone of proximal development | In sociocultural theory, a metaphorical area, or "zone", surrounding a learner that includes all the skills, knowledge, and concepts that the person is close (proximal) to acquiring but cannot yet master without help. |
| Humanism | A theory that stresses the potential for good and the belief that all people have the same basic needs, regardless of culture, gender, or background. |
| Epigenetic Theory | |
| Genetic Adaption | |
| Selective Adaption | The process by which living creatures (including people) adjust to their environment. Genes that enhance survival and reproductive ability are selected, over generations, to become more frequent. |
| Eclectic Perspective | The approach taken by most developmentalists, in which they apply aspects of each of the various theories of development rather than adhering exclusively to one theory. |
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aglana
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