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chf201c2
CHF201 Chapter 2 notes
| Question | Answer |
|---|---|
| Psychosexual theory of development. (Freud) | o Infantile sexuality occurs in three stages and results in an essentially fixed personality by age five. |
| Stages of psychosexual theory | Oral Anal Phallic Sexual Latency Genital Stage (through adulthood |
| ID | source of unconscious impulses toward fulfillment of our needs. |
| EGO | mediator between unbridled demands of the id and limits imposed by real world. Operates according to reality principle. |
| SUPEREGO | - relentless conscience that forms as children begin to identify with their parents' moral standards |
| Erickson | Psychosocial theory of human development from infant to adult, it varied from Freud |
| Trust vs. Mistrust | (0-1)=Babies learn either to trust or mistrust that others will care for their basic needs |
| Autonomy vs. Shame and Doubt | (1-3)=Children learn to be self-sufficient in many activities (toileting, feeding, walking, talking) or to doubt their own abilities. |
| Initiative vs. Guilt | Children want to do adult like activities, sometimes overstepping the limits set by parents and feeling guilty |
| Industry vs. Inferiority | (7-11)=Children learn to be competent and productive or feel inferior and unable to do anything well |
| Identity vs. Role Diffusion | (Adolescence)="Who Am I?" Establish sexual, ethnic, and career identities or remain confused. |
| Intimacy vs. Isolation | (Adulthood)=Seek companionship & love with another or become isolated from others |
| Generativity vs. Stagnation | productive, meaningful work & raise a family or become stagnant or inactive |
| Integrity vs. Despair | Try to make sense out of life or despair at goals never reached. |
| Stage Theorists | Freud / Erickson |
| Classical Learning Theory | Unconditioned Stimulus --->Unconditioned Response Neutral Stimulus ----> No Response Unconditioned Stim + Neutral Stim --->Unconditioned Resp. Conditioned Stimulus --->Conditioned Response. |
| Operant Conditioning | Antecedents--->Give instruction in Spanish, then English. Instruction does not automatically result in response. Have to learn / Consequences--->Reinforcers are stimuli that increase probability of future responses. |
| Positive / Negative reinforcement | self explanatory |
| Continuous vs. Intermittent | Time Based - Fixed or Variable Response Based - Fixed or Variable |
| Deprivation vs. Satiation | Self explanatory |
| Immediacy vs. Delay | Self explanatory |
| General vs. Specific | Self explanatory |
| Primary vs. Secondary or Conditioned | (reward based on accomplishment) |
| Contingent vs. Non contingent | Reward given only if learning act done successfully |
| Shaping | operant conditioning in which the increasingly accurate approximations of a desired response are reinforced |
| Modeling | process whereby people pattern their behavior after that of specific others |
| Self-efficacy | one's feelings of competency, capability, and effectiveness |
| Piaget: Sensorimotor | Infant uses senses and motor abilities. Begins with reflexes and ends with complex coordination of sensory-motor skills. |
| Piaget: Preoperational | Child uses symbolic thinking including language to understand the world |
| Piaget: Concrete Operations | Understands and applies logical principles to help interpret specific experiences or perceptions |
| Piaget: Formal Operations | Able to think about abstractions and hypothetical concepts. |
| cognitive equilibrium (Piaget) | make sense of conflicting experiences and perceptions. Form mental concepts or schemas and try to fit experiences to them |
| Cognitive equilibrium - Organization | People organize thoughts to make sense of them, separating important from unimportant and establishing links between thoughts |
| Cognitive equilibrium - Adaptation | When experiences come to people, they must adapt the experience to their schema. Assimilation + Accommodation |
| Social Cultural Theory - Vygotsky | Cognitive competencies result from the interaction between children and more mature members of society in what has been called apprenticeship in thinking |
| Guided participation | tutors work directly with learners |
| Zone of proximal development | skills, knowledge, and understanding that an individual cannot yet perform on his or her own but could learn with guidance |
| EPIGENETIC SYSTEMS THEORY | emphasizes the interaction between genes and the environment |
| Genotype | what we inherit genetically |
| Phenotype | what is expressed |
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spicywafflefries
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