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PSY 351 Chapter 1
Exam 1
| Question | Answer |
|---|---|
| Prenatal | conception to birth |
| Infancy/toddlerhood | birth to 36 months |
| Preschool/early childhood | 3-5 years |
| Middle childhood/school age | 6-12 years |
| Adolescence | 13-18 years |
| Microsystem | closest to the child, such as the family, school, church, child-care center, neighborhood; child is directly influenced and an active participant |
| Mesosystem | interrelationships among the child’s microsystems; example are parents and teachers |
| Exosystem | social systems that can affect children but in which they do not participate directly (mass media, parents’ workplace, school board) |
| Macrosystem | the culture and subcultures in which the child lives (values and cultural traditions of a particular geographic region or ethnic group) |
| Chronosystem | historical contexts and the passage of time |
| Normative development | looking for trends across children, being able to generalize; typical development, walk and talk |
| Idiographic development | looking for differences across children, being able to understand why we differ |
| Freud’s stage theory of psychosexual development | theoretical perspective of unconscious sexual and aggressive desires; if children don’t move to the next stage they become fixated; first to argue nature and nurture and argued that early experiences play a major role in later behavior |
| Erik Erikson’s theory of psychosexual development | theoretical perspective that identity development is achieved by overcoming a series of conflicts |
| Cognitive developmental approaches | focus on children’s way of thinking |
| Piaget | child creates knowledge |
| Informative processing | brain as a machine |
| Vygotsky | focuses on the social environment in shaping development |
| Evolutionary and biological theoretical perspectives | viewing development principally as a product of evolutionary adaptation and biological processes; rely on animal models and strong emphasis on nature; sensitive periods |
| Attachment theory | early bonding with parents can have major consequences later in development |
| Social learning theory | (Bandure) learning from the environment |
| Classical conditioning | dog salivating |
| Operant conditioning | treat after fetching a ball |
| Bronfenbrenner’s model | heavily biologically based, recognizes the importance of context in shaping development |
| Ecological model | must understand context in which people live |
| Continuous perspective | gradual progression of knowledge and skills |
| Discontinuous perspective | periods of sudden or abrupt change |
Created by:
AliRutherford
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