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dvpl psyc
Ch 1 Nature and Theories of Dvpt
| Question | Answer |
|---|---|
| Theories of Dvpt ch 1 | psychoanalytic, cognitive, bx, ethological, ecological, eclectic |
| hypothesis | specific assumption or prediction that can be tested to determine its accuracy |
| idea of theories | -some theories view human beings as passive, reactive, and ultimately responsive to the impact of environmental stimulation -such theories place great emphasis upon reward and punishment as factors in shaping devpt |
| contrasting theories | -human is inherently active -instead of being shaped by envir, indiv is resp for shaping or constructing envir -theories differ in degree to which they see dvpt or series of discontinuous and descrete series of changes |
| psychoanalytic theories | -bx is primarily unconscious-beyond awareness -bx heavily colored by emotion, feelings -bx surface characteristiv w/symbolic meaning -early experiences w/parents extensively shape bx |
| behavior is what we see, but cause is under the surface | |
| Freud's 3 structures of personality | -Id -Ego -Superego |
| Id | -totally unconscious: has no contact w/reality -consists of instincts: our reservoir of psychic energy -e.g. baby wants what they want now and dsnt care about anything else -has no morality |
| Ego | -emerges out of babies early experiences: manage demands in diff way like chngng feeding sched from 2am to 9pm -deals w/demands of reality -called "executive branch" of personality:uses reasoning to make decisions -has no morality - |
| superego | -begin to dvlp someones values, like children -moral branch of personality -takes into accout right and wrong -out conscience -set of moral values -takes into account whether something is right or wrong |
| development | pattern of chng that begins at conception and continues - life cycle -systematic changes and continuities which occur b/w conception and death |
| 3 realms of dvpt | physical, cognitive, psychosocial |
| physical dvpt | 1. body and organs during childhood 2. dramatic and often disturbing chngs assoc w/puberty 3. appearance of aging 4. gains and losses in motor abilities that occur over time |
| cognitive dvpt | 1. chngs in mental processes in a)perception b)language use c)learning d)thot |
| psychosocial dvpt | 1. chng in personal and interpersonal phenomena such as a)motives and emotions b)personality traits c)interpersonal skills and relationships d)roles played within family and lrgr society |
| dvpl chngs result from? | biological, cognitive, socioemotional processes |
| life span dvpt focuses on | growth, continuities, changing perspectives, diversity |
| historical perspective | original sin-children were born into world bad Tabula Rasa-children like "blank table" and acquire characteristics - experience innate goodness-children inherently good |
| traditional vs lifespan approach | -extensive chng from birth to adolescence, little chng in adulthood, and decline in late old age -dvpl chng during adult/childhood |
| characteristics of lifespan perspective | dvpt is: lifelong, multidimensional, multidirectional, plastic, multidisciplinary, contextual, involves growth, maintenance, and regulation |
| multidimensional dvpt | -it's biological, cognitive, and socioemotional |
| multidirectional dvpt | -incr/decr in growth |
| plastic dvpt | degree in which characteristice chng or remain stable |
| multidisciplinary dvpt | psgchologist, sociologist, anthropologists, neuroscientists, medical researchers |
| contextual dvpt | normative age and history graded influences and life events |
| nature vs nurture dvpt | -biological inheritance -environmental experiences |
| continuity and discontinuity | extent dvpt involves gradual, cumulative (continuity) chng or distinct stages (discontinuity) |
| stability and change | degree we become older renditions of our early experience or we cvp into someone diff from who we were at an early pnt in dvpt |
| psychosexual dvpt | each of 5 stages focuseso on body experiencing some type of pleasure -how conflicts b/w sources of pleasure are resolved determines adult personality |
| oral stage | -mouth b/c food comes her -conflict-weaning child -chewing, sucking, biting birth-1.5 |
| anal stage | anus -problem-potty training -1.5-3 |
| phallic stage | genitals, self manipulation -realization they have something there -should distract them -oetipus complex-boy likes mom -electra-girl likes daddy -3-6 |
| latency stage | -child represses sexual interest and dvps social and intellectual skills -6-[puberty) |
| genital stage | -sexual reawakening: sexual pleasure becomes someone outside of family -puberty on |
| what can individuals dvp when conflict is not resolved? | fixation-when the individual remains locked in an earlier developmental stage because needs are under- or over-gratified. |
| Erik Erikson 1902-94 | -realized Freud's contribution but dvpd psychosocial theory |
| psychosocial dvpt theory | -primary motivation for human bx is social and reflects desire to affiliate w/other people Eight stages Each stage consists of a unique developmental task that confronts individuals with a crisis that must be faced |
| The Psychosocial Theory of Development (cont’d)' | Crises are not catastrophes but rather turning points of increased vulnerability and enhanced potential. The more an individual resolves the crises successfully, the healthier development will be.' |
| Trust vs. Mistrust (First Year)' | A sense of trust requires a feeling of physical comfort and a minimal amount of fear and apprehension about the future. Trust in infancy sets the stage for a lifelong expectation that the world will be a good and pleasant place. ' |
| Autonomy vs. Shame and Doubt (Second Year) | After gaining trust in caregivers, infants begin to discover their bx is their own. start to assert sense of independence or autonomy realize their will. If restrained too much or punished too harshly,dvp a sense of shame and doubt. |
| Initiative vs. Guilt (Preschool Years)' | As preschoolers, encounter widening socl wrld,challenged more than when were infants,& active, purposeful bx is needed to cope w/challenges. asked to assume resp4 bodies, bx, toys,& pets. Guilt may arise if child is irresponsible nd made to feel anxiou |
| industry vs. inferiority (elementary age) | -middle and late children directenergy toward mastering knowledge and intellectual skills -danger during this time is dvpt of sense of inferiority-feeling incompetent and unproductive |
| -what does erikson believes about industry vs inferiority | |
| identity vs identity | -adolescence -indiv faced w/finding out who they r, what they're all about, & where going in life -confronted w/many new roles & adult statuses -if adolescent explores roles in healthy manner & arrives at positive path in life, + identity will b achiev |
| in identity vs identity if parent pushes identity on adolescent what happens | don't beocme adequately able to explore many roles and confusion reigns |
| intimacy vs isolation | -early adulthood -face dvpt task of forming intimate relationships w/others |
| intimacy | finding oneself yet losing oneself in another |
| how is intimacy achieved? | thru formation of healthy friendships and in intimate relationship w/another individual |
| how does isolation result? | by not finding intimacy among others |
| generativity vs. stagnation chief concern | -middle adulthood -chief concern is to assist the younger generation in devpg and leading useful lives (generativity) -feeling of having done nothing to help next generation is stagnation |
| integrity vs despair involves what and how is this achieved | -late adulthood -reflecting on past and either piercing together a + review or concluding that life hasn't been well spent -thru reflecting on a past deemed worthwhile |
| what leads to despair? | -if oldr adlt resolved mny of earlier stages negatively, looking back will lead to doubt or gloom |
| contributions of psychoanalytic theories | -early exp play imprtnt part in dvpt -fam relat r central aspect of dvt -personality understood by examinning dvpt -mind not all conscious; uncon needs to be considered -chngs occur in adulthood and childhood |
| criticisms of psychoanalytic theories | -difficult to test -much of data used to support theses theories come from indiv reconstr of past, often distant past, and unknkown accuracy -sexual underpinning of dvpt are given too much importance (esp freud) |
| other criticisms of psychoanalytic theories | -unconscious mind is given too much credit for influencing dvpt -psychoanalytic theories present image of humans that is too negative -theories are culture and gender biased |
| cognitive theories | -piaget's cognitive dvpt theory -vygotsky's sociocultural cognitive theiry -info processing approach |
| Jean Piaget | (1896-1980) -SWISS PSYCHOLOGIST -OBSERVED HIS OWN CHILDREN TO DVP THEORY -chngd thinking about thildren's mind dvpt |
| Piaget's Cognitive dvpt theory | -children actively construct their understanding of the world -children progress thru 4 stages of cognitive dvpt -2 processes underlie dvpt:assimilation and accommodation |
| assimilation | -incorporating new info into their existing knowledge |
| accommodation | adjusting one's existing knowledge to new info |
| Piaget's 4 stages of cognitive dvpt | k |
| sensorimotor stage | -infants construct an understanding of world by coordinating sensory experiences w/physical, motor actions -at beginning, newborns are limited to reflexive patterns -by end, 2 yr olds are beginning to operate w/primitive symbols |
| preoperation stage | -children begin to represent the world with words, images, and drawings |
| operations | -internalized mental actions taht allow children to do mentally what they previously did physically |
| concrete operational stage | -children can perform mental operations -logical reasoning replaces intuitive thot, as long as reasoning can be applied to concrete examples -algebra is too abstract for this stage |
| formal operational stage | -individuals move beyond concrete experiences and think in abstact, more logical terms -problem solving is more systematic and involves hypotheses -adolescents dvp images of ideal circumstances |
| Lev Vygotsky sociocultural cognitive theory | 1896-1934 -shares Piaget's view that children actively construct their knowledge -emphasizes dvpl analysis, the role of language, adn social relations -like Piaget, Vygotsky's ideas were not introduced in America until 1960s |
| Vygotsky's 3 basic claims about children's dvpt | -their cognitive skills can be understood only when they are dvpty analyzed and interpreted -cogn skills are mediated by words, lang, and forms of discourse -cogn skills have their origins in socl relats and are embedded in sociocultural backdrop |
| info processing approach | -emphasizes taht indivs manipulate, monito, and strategize about info -central are the processes of memory and thinking -indivs dvp gradually incrg capacity for processinginfo -this enables acquisition of increasingly complex knowledge and skills |
| info processing theory picture | k |
| contributions of cognitive theories | -present + view of dvpt, emphasizing indiv's conscious thiking -emphasize indiv's active constr of understancing -Piaget's and Vygotsky's theories underscore the import of examining dvptl chngs n childrens thinking |
| cogn theories cont'd | -info processing approach offers detailed description of cogn processesers |
| criticisms of cogn theories | -skepticism about pureness of Piaget's stages lack adequate atten to indiv variations -info processing lacks adequate description of dvt'l chngs in cogn -psychoanalytic theoriests argue that cogn theories dont giv enuf credit to unconscious thot |
| bx and socl cogn theories | -scientifically we can only study what can be directly observed and measured -dvpt is observable bx taht can be learned thru exp w/envir |
| Ivan Pavlov and BF skinner | l |
| classical condintioning | early 1900s russian physiologist ivan pavlov discovered phenomenon in which neutral stimulus acquires ability to produce bxl response originally produced by another stimulus |
| operant conditioning | -bf skinner deomonstrated that consequences of bx produce chngs in probability of bx occurring again -consequences can be either rewards (incr the likelihood of bx recurrence) or punishment (decr this chance) -e.g. |
| Albert Bandura | -social cogn theory |
| socl cognitive theory | -Albert Bandura and walter mischel believe taht cogn processes are import mediators of envir bx connections -learning occurs thru observing what others do, as indiv cogn represent what they see and adopt the bx themselves |
| contributions of bx and socl cogn thwories | -emphasize import of scientific research -focus on envir determinants of bx -underscore impor of observational learning (bandura) |
| criticisms of bx and socl cogn theories | -too little emphasis on cogn (pavlov, skinner) -too much emphaiss on envir determinants -lack atten to dvpl chngs -too mechanical, lack consideration to spontaneity and craetivity of humans |
| ethological theory | -bx is strongly infl by biology, tied to evolution, characterized by critical prds -european zoologis konrad lorenz (1903-89) identified imprinting -hohn bowlby theorizes about attachment |
| imprinting | rapid, innate learning within limited critical prd of time that involves attachment to first moving object seen |
| critical prd | fixed time prd very early in dvpt during which certain bxs optimally emergef |
| attachment | -based on principles of othological theory -attach to caregiver over 1st yr of life has import consequences: --+ and secure attachment results in + dvpt ---and insecure attachment results in problematic dvpt |
| contributions of ethological theory | -incr focus on biol and evolutionary basis of dvpt -uses careful observations in naturalistic settings -emphasizes critical prds of dvpt |
| criticisms of thological theory | -critical and sensitive perds may be too rigid -places too strong an emphasis on biol foundsations -gives inadequate atten to cogn -has been better at generating research w/animals than w/humans |
| ecological theory | -dvpd by Urie Bronfenbrenner -5 envir systems: 1. microsystem 2. mesosystem 3. exosystem 4. macrosystem 5. chronosystem |
| contributions of ecological theory | -provides systematic examination of macro and micro dimensions of envir systems -gives atten to connectoins b/w encir settings -gives consideration to sociohistorical infl on dvpt |
| criticisms of ecological theory | -even w/ added discussion of biol infl in recent yrs, there is still too little atten to biol foundations of dvpt -gives inadequate atten to cogn processes |
| eclectic theorectical orientation | -doesnt follow any one theoretical approach -selects and uses best from each theory -acknowledges that no one theory is complete and that each has made important contributions to understanding dvpt -orientation is presented and maintained thru the text |
| ch 2 | |
| genetic foundations | -each of us carries a genetic code that we inherited from our parents -this code is located within every cell in our bodies -code is mechanism for transmitting characteristics from one generation to next |
| DNA, genes, chromosomes | |
| DNA | deoxyribonucleic acid is a comples molecule, shaped like couble helix, that contains genetic info |
| genes | units of hereditary info-short segments composed of DNA-that act as a blueprint for cells to reproduce themselves and manufacture the proteins taht maintain life |
| chromosomes | threadlike structures comprised of thousands of genes, taht come in 23 pairs, one member of each pair coming from each parent |
| mitosis | process of cell division by which each chromosome in the cells nucleus duplicates itself |
| meiosis | cells in reproductive organs divide into gametes *sperm in males, eggs in fm), which have half the genetic material of parent cell |
| difference b/w mitosis an meiosis | mitosis-1 cell grwth and repair, # of chromosomes present remains same (copy themselves), 2 daughter colonies meiosis-sex reprod, chromo are halved, 4 daughter cells produced |
| process of human reprod | -begins when fm gamete (ovum) is fertilized by male gamete (sperm) -produces zygot -in zygote, 2 sets of unprd chromo combine to form one set of paired chromosomes |
| zygote | single cell formed thru fertilization |
| genetic principles | -dominant recesssive genes principle -sex linked genes |
| dominant recessive genes principle | -if one gene of pr is dominant and one is recessive, the dominant gene exerts its effect, overriding the potential infl of other,recessive gene -recessive gene exerts its infl only if 2 genes of pr are both recessive |
| sex linked genes | 2 of 46 chromosomes human beings normally carry are sex chromosomes. ordinarily fm have 2 x chromosomes and males have an X and Y |
| genotypes | individual's genetic heritage, the actual genetic material |
| phenotype | way an individual's genotype is expressed in observed and measurable -for each genotype, range of phenotypes can be expressedcharacteristics |
| physical traits of phenotype | height, weight, eye color |
| psych charact of phenotype | intelligence, creativity, personality |
| chromosome and geneliked abn | chromo-down syndrome, klinefelter, fragile X, Turner, XYY syndrome Gene linked abn-gene linked abn: phenylketonuria, sickle cell anemia |
| down syndrome cause and characteristics | -presence of extra chromosome -round face, flattened skull, extra fold of skin over eyelides, protrudingtongue, short limbs, retardation of motor and mental abilities -women yngr than 18 and older than 38 are more likely to have down syndrom baabies |
| klinefelter syndrome and characteristics | -sex linked chromo abn -males have extra X chromo making them XXY instead of XY -undvpd testes, enlrgd breasts, become quite tall |
| turner syndrome and char | -sex lnkd chrom abn -fm are missing an X chr making them XO instead of XX -shortness of stature, webbed neck, possible mental retardation, possible sexual underdvpt |
| XYY syndrome | -sex chr lnkd abn -male has extra Y chr -early belief surrounding the syndrome was tat the extra Y chr contributed to male aggression and violence -researchers have since found taht CYY males are no more likely to commit crimes than are XY males |
| Fragile X syndrome and characteristics | -sex liked chromosome abn -X chromosome bcomes constricted and often breakes -mental defiecience (varied in form from mental retardation to short attention span) -occurs more frequently in males |
| Phenylketonuria | -gene linked abn -indiv cannot properly metabolize an amino acid -currently easily detected -treated by diet to prevent an excess accumulation of phenylalanine -if left untreated it can result in mental retardation adn hyperactivity |
| sickle cell anemia | -gene linked abn -occurs mst often in african americans -affects shape of red blood cells, hindering their ability to carry o2 to bodys cells -results in anemia and early death of indiv |
| other genetic abnormalities | -cystic fibrosis -diabetes -hemophilia -huntington disease -Phenylketonuria PKU -sickle cell anemia -spina bifida -tay-sachs disease |
| reproduction challenges and choices | prenatal diagnostic tests, infertility, adoption |
| prenatal diagnostic tests | -amniocentesis -ultrasound sonography -chorionic villi sampling -maternal blood test |
| amniocentesis | -prenatal medical procedure in which sampl of amniotic fluid is withdran by syringe and tested to discover if fetus is suffering metabolic disorders -perfomed b/w 12th and 16th weeks of preg -exists smll risk of miscarriage (1 in 200-300) |
| ultrasound sonography | -prenatal medical procedure in which high frequency sound waves are directed into pregnat woman's abdomen -echo from sounds is transformed into visual representation of fetus's inner structures -able to detect such disorders microencephaly |
| chorionic Villi sampling | -prenatal medical procedure in which small sample of placenta is removed -performed b/w 8th and 11th wks of preg -provides info about presence of birth defects -has slightly higher risk of miscarriage than amniocentesis |
| Maternal blood test | -called alpha-fetoprotein (AFP) -prenatal diagnostic technique used to asses blood alphaprotein lvl, which is assoc w/neural tube defects -administered b/w 14th and 20th wks of preg |
Created by:
Jamie D
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