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DEVELOPMENTAL PSYCH
COMPS SG
| Term | Definition |
|---|---|
| Freud | Id, Ego, SuperEgo (structural) Psychosexual Stages: Oral (attachment), anal, phallic (Oedipus and Electra Complex), latency (least emphasizes sexuality), and genital |
| Erikson | Ego psychologist/ psychoanalyst/structuralist created a developmental theory encompassing the entire life span; 8 stages of psychosocial crisis: Trust vs Mistrust, Intimacy vs Isolation, Generativity vs Stagnation, Integrity vs Despair |
| Dualistic Thinking (Perry) | this is common in adolescents where things are thought of as either good or bad or right or wrong (e.g., Black and White thinking) |
| Relativistic Thinking | In adulthood. The individual can now see that not everything is right or wrong, good or bad; an answer can exist relative to a specific situation; there is more than one way to look at things. (e.g., opposite of dualistic thinking) |
| Piaget | Said there are 4 Universal Stages of Development: sensorimotor birth to 2 yrs), pre-operations (age 2-7), concrete operational (age 7-11), and formal operations (age 11 and up) |
| Conservation | Refers to the notion that a substance's weight, mass, and volume stay the same even if it changes shape (e.g., water in different cups). _____________ , counting, and concept of reversibility is mastered during the concrete operations stage (age 7-11) |
| Sensorimotor Stage | Stage 1 of Piaget's Universal Stages of Development; birth to age 2; main achievement is object permanence (e.g., knowing that an object still exists), which requires the ability to form a mental representation (e.g., schema) of an object) |
| Pre-operational Stage | Stage 2 of Piaget's Universal Stages of Development; age 2-7; symbolic thinking; children are still egocentric |
| Concrete Operational Stage | Stage 3 of Piaget's Universal Stages of Development; age 7-11; this is a major turning point bc it marks the beginning of logical, operational thought (e.g., they can figure things out in their head); conservation occurs in this stage |
| Formal Operational Stage | Stage 4 of Piaget's Universal Stages of Development; age 11 and up; abstract |
| Centration | occurs in Piaget's Pre-operational Stage and is characterized by focusing on a key feature of a given object while not noticing the rest of it |
| Equilibriation | This is a balance between assimilation (e.g., what one takes in) and accommodation (that which is changed); a concept of Piaget's |
| Kohlberg | The leading theorist in moral development; expanded on Piaget's stages of development; Heinz story (used to assess person's stage of moral development); 6 stages falling into 3 levels of morality (Pre-conventional, Conventional, Post-conventional) |
| Pre-Conventional Morality | age 9 and below; no personal code of morality; moral code is based on consequences of breaking rules set forth by adults; Authority is OUTSIDE the individual and reasoning is based on PHYSICAL consequences |
| Stage 1 Obedience and Punishment Orientation Stage 2 Individualism and Change | Stage __ child is only good to avoid punishment; Stage __ child starts to see there's more than one "right view" that's handed down by authorities; understands that people have different views |
| Conventional Morality | Most adolescents and adults; start to internalize moral standards of valued role models; Authority is INTERNALIZED but NOT questioned and reasoning is based on group norms to which the person belongs |
| Stage 3 Good Interpersonal Relationships Stage 4 Maintaining Social Order | Stage __child wants to be seen as a "good person" by others; answers relate to others' approval; Stage __child becomes aware of societal rules so they uphold the law based on avoidance of GUILT |
| Post-Conventional Morality | Judgement is based on SELF-CHOSEN PRINCIPLES, moral reasoning is based on INDIVIDUAL RIGHTS and JUSTICE; this level is usually the farthest people get. It takes ABSTRACT THINKING in order to get to the stages of of this level |
| Stage 5 Stage 6 Universal Principles | Stage __ rules/laws might exist for the greater good of the greatest number but sometimes they work against certain individuals; the issues are always clear (e.g. Heinz Dilemma); protection of life more important than law; Stage __ justice, equality, |
| Adler | Identity Crisis (developmental psychology) |
| Zone of Proximal Development | Vygotsgy; the difference between a child's performance without a teacher versus that which he or she is capable of with a teacher |
| Maturationists (included Freud and Erikson) | they believe hereditary factors are the only thing that guides behavior, but they said that certain behaviors won't manifest until environmental stimuli are present; neural development must be at a certain level of maturity before the behavior can unfold |
| Bowlby | Bonding and Attachment; if bond is severed at an early age then "object loss" is a breeding ground for abnormal behavior |
| Harlow | Worked with Rhesus monkeys, maternal deprivation and isolation |
| Maccoby and Jacklin | Said males are better than girls at math; major impetus for sex role differences may come from child rearing |
| Gibson | Researched the matter of depth perception in children with the visual cliff |
| Maslow | Hierarch of needs |
| Empiricists | They believe that development merely consists of quantitative changes and grew out of John Locke's philosophy; This was the forerunner of behaviorism; view is behavioristic |
| Ethology | Lorenz (e.g., imprinting); aggression is an inborn tendency; refers to the study of animals in their natural environment |
| Ritualistic Behaviors | common to all members of a species; fixed action patterns elicited by sign stimuli |
| Fixation | occurs when development comes to a halt |
| Robert Kegan | Holding environment; client can make meaning in the face of a crisis and can find new direction |
| Freud, Durkheim, and McDougall | All were instrumental in the early years of social psychology |
| Social Learning Theorists | These theorists believe that aggression is learned; aka observational learning |
| Levinson | Proposed theory with major life transitions: early adult transition, age 30 transition, midlife transition, later adulthood; midlife crisis for men age 40-45 and women 5 yrs later; |
| Parsons | Father of Guidance; acknowledges significance of culture; WORLDVIEW; 1st pioneer to solely focus on sociocultural issues |
| Jean Dollard and Neal Miller | Frustration-aggression theory, which says frustration occurs when a person is blocked so he/she can't reach an intended goal (or goal is removed) |
| Bogardus | developed social distance scale to evaluate how people feel toward ethnic groups |
| Freedom Fraser Foot | Asking for a small favor to get a yes to a bigger favor |
| Social Exchange Theory | Theory postulates a relationship will endure if rewards are greater than the costs |
| Balance theory | |
| Brown vs Board of Education, 1954 | outlawed public school segregation and was a prime factor for multicultural counseling |
| Emic | a culture specific perspective; an insider's perspective of culture |
| Etic | adheres to the theory that humans are humans, regardless of background and culture, the same theories and techniques can be applied to any client; emphasizes sameness; a universalism perspective that transcends cultural boundaries |
| Alloplastic Viewpoint | changing or altering external factors; attacking the system |
| Autoplastic viewpoint | change comes from within the person |
| Allport | Created concept of social facilitation; said an individual who's given a task of memorizing a list of numbers will perform better if part of a group |
| McDougal and Ross | helped introduce social psychology |
| Milgram | Obedience and Authority; people were more likely to administer the highest shock level when an authority figure was around |
| Sherif et al. | Social psychology experiment in which 2 groups of boys didn't get along so he assigned them a cooperative goal (e.g., Robber's Cave Experiment) |
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