Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
child psych: ch.2
vocabulary + key concepts for chapter 2
| Term | Definition |
|---|---|
| psychosocial theory -who's theory? -definition -first 5 stage names | -Erikson's theory -human development is driven by the need to become integrated into social and cultural environment -trust vs. mistrust -autonomy vs. shame & doubt -initiative vs. guilt -industry vs. inferiority -identity vs. identity confusion |
| trust vs. mistrust -age range -define -main challenge | -infancy -if infant is loved and cared for, basic trust develops. if not well loved, child learns mistrust and to doubt -establish bond w/ caregiver |
| autonomy vs. shame and doubt -age range -define -main challenge | -toddlerhood -sense of distinct self is developed. if allowed scope to make choices, then autonomy. excessive restraint = shame & doubt -HEALTHY sense of distinct self |
| initiative vs. guilt -age range -define -main challenge | -early childhood -child becomes capable of planning activities. encouragement = initiative, discouragement = guilt -initiate activities in purposeful way |
| industry vs. inferiority -age range -define -main challenge | -middle childhood -expand social worlds. if encouraged + taught well, then industry. if discouraged + unsuccessful in learning, then inferiority -begin learning knowledge + skills of culture |
| identity vs. identity confusion -age range -define -main challenge | -adolescence -if develop awareness of who they are/their capacities/place in world, then identity. if not, identity confusion -develop a secure, coherent identity |
| mental structure | way of thinking within a stage of development that is applied across all aspects of life |
| cognitive-developmental theories -who pioneered? -define | -Piaget -focus of how development takes place in a sequence of distinct stages |
| maturation | concept that an innate, biologically based program is the driving force behind development |
| schemes | cognitive structures for processing, organizing, and interpreting info |
| social learning theory | argues that children imitate behavior they see performed by others who are rewarded or at least not punished |
| positive reinforcement | caregiver encourages (aims to increase) child's behavior by responding positively to it (ex: praise, reward) |
| negative reinforcement | caregiver encourages (aims to increase) child's behavior by removing something negative (ex: nagging, being grounded) |
| punishment | caregiver discourages (aims to decrease) child's behavior by imposing an unpleasant condition (ex: yelling, extra chores) |
| behaviorism | theory that regards infants as starting out from scratch and learning behaviors based on the responses or "conditioning" of those around them |
| behavior genetics | aims to identify the extent to which genes influence behavior, primarily by comparing persons who share different amounts of their genes |
| neuroscience | addresses how characteristics of the brain influence human thought and behavior; also how environmental factors shape brain development |
| ecological theory -who's theory? -definition + 5 system names | -Brofenbrenner -human development is shaped by 5 interrelated systems in social environment -microsystem, mesosystem, exosystem, macrosystem, chronosystem |
| microsystem | immediate environment, settings where people experience daily lives |
| mesosystem | interconnections between Microsystems |
| exosystem | societal institutions that have indirect but potentially important influences on development |
| macrosystem | broad system of cultural beliefs and values + governmental and economic systems built on those beliefs and values |
| chronosystem | changes that occur in developmental circumstances over time; respect to both individual development and history |
| developmental systems theories | address how individual development involves interactions between biology and diverse social contexts |
| cultural theories | theories that emphasize that culture shapes physical, cognitive, and socioemotional development |
| extended families | households that include not only parents and children but also other adult relatives |
| peers | persons who have some aspect of their status in common (ex: age) |
| child labor | work that interferes w/ children's school attendance + is harmful to their physical and mental development |
| diffusion | spread of products or people across space |
| digital natives | today's generation of children who have grown up w/ digital media since infancy |
| digital immigrants | people in generations who have only had digital media upon reaching adulthood |
| sensitive period | period when the capacity for learning in a specific area is especially pronounced |
| reciprocal (bidirectional) effects | in relations between two people, the principle that each of them affects the other |
Created by:
user-1862529
Popular Psychology sets