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Definition
| children move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person's ability to learn, to get along with others, and to cope with anxiety |
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| oral, anal, phallic, latency, genital |
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| oral needs satisfied through sucking of breast or bottle if not then habits such as thumb sucking, nail biting, overeating and smoking may develop. Birth to 1 year |
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| potty training1-3 years old |
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| oedipus and electra complex. 3-6 years |
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| sexual drives die down 6-11 years |
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| sexual impulses reappear. adolescence |
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Term
| Erikson's psychosocial theory |
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Definition
| erikson emphasized that in addition to mediating between id impulses and superego demands, the ego makes positive contribution to development, acquiring attitudes and skills that make the indivdual an active, contributing member of society |
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Term
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Definition
| directly observable events-stimuli and responses-are the appropriate focus of study |
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| Behaviorism includes which three theories? |
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Definition
| classical conditioning, operant conditioning and social learning theory |
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| skinner. reinforcers=food, praise, smile. punishment= disapproval or withdrawal |
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| bandura emphasizes modeling, also known as imitation or observational learning as a powerful source of development |
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| key aspects of piaget's cognitive development theory |
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Definition
| children actively construct knowledge as they manipulate and explore their world |
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Definition
| onsists of procedures that combine conditioning and modeling to eliminate undesirable behaviors and increase desirable increase desirable responses |
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| birth-2 years. playing with blocks and not thinking |
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| 2-7 years. language development and make believe play |
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| logical thinking and better organized. math and basic logic |
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| abstract, systematic, adolescents, hypothesis |
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| the human mind might also be viewed as a symbol manipulating system through which information flows. input of stimuli and then ouput |
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Term
| developmental cognitive neuroscience |
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Definition
| brings together researchers from psychology, biology, neuroscience, and medicine to study the relationship between changes in the brain and the developing child's cognitive processing and behavior patterns |
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Definition
| concerned with the adaptive or survival value of behavior and its evolutionary. Imprinting ensures survival (evolutionary) |
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| a time that is biologically optimal for certain capacities to emerge because the individualy responsive to enviromental influences. However, its boundaries are less well defined than are those of a critical period. (evolutionary) |
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| evolutionary developmental psychology |
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Definition
| it seeks to understand the adaptive value of species-wide cognitive, emotional, and social competencies as those competencies change with age |
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Definition
| focuses on how cultural-the values, beliefs, group, is transmitted to customs, and skills of a social group is transmitted to the next generation. |
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| Vygotsky's sociocultural theory |
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Definition
| social and cultural surroundings affect development |
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Term
| ecological systems theory |
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Definition
| views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment. |
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Definition
| the innermost level of the environmonet, the microsystem consists of activities and interaction patterns in the child's immediate surroundings. (indivdual) |
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Definition
| the second level of Brofenbrenner's model, the mesosystem encompasses connections between microsystems such as home, school, neighborhood and child care center |
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Term
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Definition
| consists of social settings that do not contain children but that nevertheless affect children's experiences in immediate settings. |
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Definition
| the outermost level of brofenbrenners model. the macrosystem consists of cultural values, laws, customs, and resources |
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Term
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Definition
| life changes can be imposed on the child, as in the examples just given. Alternatively, they can arise from within the child, since children get older they select, modify and create many of their own settings and experiences. |
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Term
| dynamic systems perspective |
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Definition
| childs's mind, body, and physical and social worlds form an integrated system that guides mastery of new skills. |
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Definition
| go into the filed and observe |
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Term
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Definition
| vygotsky the role of it and brofenbrenner is more interactive on making systems better for the children |
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Term
| structured observations (systematic observation) |
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Definition
| observation in lab where conditions is same for all paricipants. grants each participant equal opportunity. Permits study of behaviors rarely seen in everyday. Doesn't yield info of everyday life |
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Term
| naturalistic observation (systematic) |
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Definition
| observation of behavior in natural contexts. reflects participants everyday behaviors. Cant control conditions under which participants are observed |
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Term
| clinical review (self reports) |
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Definition
| flexible interviewing procedure in which the investigator obtains a complete account of the participant's thoughts. close as possible to way participants are in real life. may not result accurate info |
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| structured interview, questionnaires, test |
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Definition
| self report that asks the participants the same questions in same way. permits comparison but doesnt have same depth as clinical review |
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Term
| clinical or case study method |
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Definition
| full psychological functioing of an individual. rich descriptions but may be biased by researches theoretical preferences. |
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Definition
| participant observation of a culture or distinct social group. Provides a more complete and accurate description but may be biased vy researchers |
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Definition
| investigator obtains info on participants without altering their experiences. permits study of relationship between variables. Doesnt permit inferences about cause and effect |
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Definition
| the investigator manipulates an independent and dependent variable. Permits cause and effect. Findings may not be generalizing real world |
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Definition
| investigator studies the same group of participants repeatedly at different ages. Permits study of commomn patterns but age related changes may be distorted beacuse of biased sampling, selective attrition, practice effects and cohort effects |
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Term
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Definition
| investigator studies groups of participants differing age at the same point in time. more efficient longitudinal design. doesnt permit study of indivdual developmental trends |
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Term
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Definition
| investigatoe folows a sequence of samples collecting data on them at the same points in time. Permits both longitudinal and cross sectional |
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Term
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Definition
| child presented with novel task and follows their mastery over a series of closely spaced seesions. INsight to process of developmetn d sessions. Insight to process of developmetn. Needs intensive studi |
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