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Leifer Ch 5
Life Span
| Term | Definition |
|---|---|
| Theory | As statement based on scientific research that helps make observations and facts meaningful |
| Behavioral theories | Explain the development of specific behaviors and suggest their relationships to other developing social skills. |
| Psychodynamic theories | Focus on personality- trait development and psychological challenges at different ages |
| Cognitive theories | Focus on advancement of the development of thinking |
| Humanist theories | Describe the influence of human experiences such as love and attachment on behavior and personality development |
| Sociocultural theories | Describe how culture influences behavior |
| Oedipus complex | Occurs when little boys compete with their fathers for their mothers love and attention. During the phallic stage of development (age 3-6) |
| Electra anxiety | Occurs when little girls compete with their mothers for their fathers love and attention |
| Introvert | A quiet person who focuses inwardly on self |
| Extrovert | An outgoing person who focuses on others in the environment |
| Rationalization | Developing a plausible excuse for unacceptable behavior |
| Repression | "Forgetting" an unpleasant experience |
| Projection | Attributing one's thoughts or feelings to another person |
| Displacement | Expressing feelings (often anger) one has about a person towards another innocent person |
| Reaction formation | Acting just the opposite of what one feels |
| Regression | Reverting to immature behavior |
| Identification | Joining a group so that its positive identity will be reflected on oneself |
| Sublimation | Rechanneling unacceptable impulses into socially acceptable ones. Ex: channeling aggression into playing football |
| Information-processing theory | States that information is input, is processed mentally, and is then followed by an output of judgement and decision making |
| Behaviorist theory | A theory that describes how and why behavioral learning alters behaviors |
| Classical conditioning | Relates a positive or negative event to a specific behavior to promote or prevent that behavior from recurring |
| Operant conditioning | Involves behavioral consequences such as reward or punishment |
| Social-learning theory | Involves exposure to and imitation of a behavior. Ex: children imitating what they see. |
| Moral reasoning | The development of a set of social rules that enable a person to differentiate right from wrong, and moral behavior is based on perception and integration of these rules |
| Charles Darwin | Wrote the "Biographical Sketch of an Infant" about his own son and shaped how we view child development today. |
| Frances Galton | Designed developmental and intelligence testing. |
| Sigmund Feud | Psychoanalytic theorist whop identified three interacting parts of a persons psychological functioning. The Id, Ego, and Superego. |
| Carl Jung | Believed development extended into adulthood and that age 40 was the "noon of life". He also believed the roots of personality reflected past culture of the family. |
| Erik Erickson | Described the parts of personality development that are dependent on the social environment and social interactions. |
| Jean Piaget | Psychologist who emphasized cognitive milestones in development. Involved sensory and motor interactions with the environment |
| Lev Vygotsky | Suggested that language was a major force in growth and development of the personality. Believed that social and cultural experiences were necessary for optimal growth and development. |
| Urie Bronfenbrenner | Believed a combination of social and economic factors influenced growth and development. Brought insight into how children may be treated differently in different environments and the effect it may have on the child. |
| Abraham Maslow | Believed if basic needs are met then the individual can move to higher levels of thought and self fulfilment. |
| Carl Roger | Environmental theory believed people naturally form their own positive destiny, based on the concept of the self, if obstacle are removed. He believed self actualization happens as a person realize they can be their ideal self. |
| John Watson | Known as Father of Behaviorism. Believe the environment and experiences mold the personality. |
| Ivan Pavlov | Developed theory of classical conditioning. |
| B.F. Skinner | Developed operant conditioning |
| Albert Bandura and Walter Mischel | Believed social learning formed the basis for personality development. |
| Lawrence Kohlberg | Developed the theory of moral development |
| Charles Horton Cooley | Created the theory of the looking glass self, which states that self image is formed through 3 steps. |
| George Herbert Mead | Furthered Cooley's theory by presenting three stages in the development of self. |
| Robert Peck | Developed a theory on the developmental task of the older adult such as coping with retirement, adapting to physiological decline, and facing inevitable death. |
| Robert Havighurst | Theorist who described developmental task of late adulthood which involved accepting oneself and maintaining meaning in life. Older adults such as decreasing health status, change in social role, death of a spouse. |
| Robert Atchley | Described 5 developmental stages in older adults related to retirement. |
| Id | Present at birth and generates impulses that seek immediate pleasure and satisfaction (the unconscious). Produces anxiety |
| Ego | A view of the self or image a person wants to convey to others |
| Superego | Delays immediate gratification for socially appropriate reasons and represents recognition of good and bad. ( Conscious) |
| Freuds Stages of Psychosexual Development | Oral, Anal, Phallic, Latency, Genital |
| Oral Stage | Focus is on the moth and the need to suck. Occurs during first year of life. |
| Anal Stage | Focus is on learning self control of bowels. Occurs during toddler age |
| Phallic Stage | Attention is self centered. Masturbation often occurs. Child identifies with parent of opposite sex. Superego develops. Occurs during Preschool age |
| Latency Stage | Learns to suppress sexual urges and focuses on industry, achievement, and skills. Occurs during school age. |
| Genital Stage | Deals with sexual urges involving the opposite sex. Seeks mutual pleasure with a partner. Occurs during puberty |
| Trust vs Mistrust (Infant) | Develops trust of others to meet personal needs of self. |
| Autonomy vs Shame and Doubt (Toddler) | Ability to act independently is equated with trusting oneself to be good |
| Initiative vs Guilt (Preschool) | Imitates role models and follows rules. Experiences self control in social interactions |
| Industry vs Inferiority (School age) | Develops ability to make friends and independently achieve school task |
| Identity vs role confusion (Adolescent) | Learns to know oneself and what one believes and develops a career goal |
| Intimacy vs Isolation ( Young Adult) | Develops an ability to share all aspects of life with others |
| Generativity vs Self Absorption (Middle Adult) | Can contribute to society in a meaningful way |
| Integrity vs Despair (Older Adult) | Maintain a sense of life achievement and absence of deep regret |
Created by:
gmunnie