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| A reluctace or refusal to go to school or to remain there (School phobia) |
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Term
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1. Goodness-badness of human nature
2. Nature-nurture issue
3. Activity-passivity issue
4. Continuity-discontinuity
5. Universality-context specificity |
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Term
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Definition
| Focuses on the extent to which human beings are active in creating and influencing their own environments and, in the process, in producing their own development, or are passively shaped by forces beyond their control |
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| Continuity-discontinuity issue |
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Definition
| Focuses on whether the changes people undergo over the life span are gradual or abrupt |
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| Changes in degree and indicate continuity |
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| Changes in kind and suggest discontinuity |
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| A distinct phase of development characterized by a particular set of abilities, motives, emotions, or behaviors that form a coheren pattern |
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| Universality-context specificity issue |
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Definition
| The exten to which developmental changes are common to all humans |
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| Focused on the development and dynamics of the personality, proposing that people are driven by motives and emotional conflicts of which they are largely unaware and that they are shaped by their earliest experiences in the family |
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Definition
| Inborn biological forces that motivate behavior |
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Definition
| Power of instincts and other inner forces to influence our behavior without our awareness |
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| Impulsive, irrational, and selfish part of the personality whose mission is to satisfy the instincts |
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| Rational side of the individual that tries to find realistic ways of gratifying the instincts |
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| Indivdiual's internalized moral standards - develops during the phallic phase |
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Term
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Definition
1. Oral stage
2. Anal stage
3. Phallic stage
4. Latent period
5. Genital stage |
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Term
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Definition
| Libido is focused on the mouth as source of pleasure |
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Term
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Definition
| Libido is focused on the anus, and toilet training creates conflicts between the child's biological urges and the society's demands |
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Definition
Libido centers on the genitals.
Oedipus - Electra - complex. |
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Definition
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| Puberty reawakens the sexual instincts |
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Definition
| Arrested development in which part of the libido remains tied to an earlier stage of development |
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Definition
| Loves his mother, fears that his father will retaliate by castrating him and resolve conflict through identification with his father |
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Definition
| A girl desires her father (and envy the fact the he has an penis, whereas she does not) - vew her mother as rival, and ultimately resolve her conflict by identifying with her mother |
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Definition
| Involves taking on or internalizing the attitudes and behaviors of another person |
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Term
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Definition
1. Repression
2. Regression
3. Projection
4. Reaction formation
5. Identification |
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Definition
| Removing unacceptable thoughts or traumatic memories from consciousness |
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Definition
| Retreating to an earlier, less traumatic stage of development |
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Definition
| Seeing in others the motives we fear we possess |
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Term
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Definition
| Expressing motives that are just the opposite of one's real motives |
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Term
| Erikson's psychosocial stages |
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Definition
1. Trust vs. Mistrust
2. Autonomy vs. Shame and Doubt
3. Initiative vs. Guilt
4. Industry vs. Inferiority
5. Identity vs. Role confusion
6. Intimacy vs. Isolation
7. Generativity vs. Stagnation
8. Integrity vs. Despair |
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Term
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Definition
| Birth to 1 year: Infants must learn to trust their caregivers to meet their needs. Responsive parenting is critical. |
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| Autonomy vs. Shame and Doubt |
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Definition
| 1 to 3 years: Children must learn to be autonomous - to assert their wills and do things for themselves - or they will doubt their abilities |
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Term
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Definition
| 3 to 6 years: Preschoolers develop initiative by devising and carrying out bold plans, but they must learn not to impinge on the rights of others |
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Term
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Definition
| 6 to 12 years: Children must master important social and academic skills and keep up with their peers; otherwise, they will feel inferior. |
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Term
| Identity vs. Role confusion |
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Definition
| 12 to 20 years: Adolescents aks who they are and must establish social and vocational identities; otherwise, the will remain confused about the roles they should play as adults. |
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Term
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Definition
| 20 to 40 years: Young adults seek to form a shared identity with another person, but may fear intimacy and experience loneliness and isolation. |
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Term
| Generativity vs. Stagnation |
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Definition
| 40 to 65 years: Middle-aged adults must feel that they are producing something that will outlive them, either as parents or as workers; otherwise, they will become stagnant and self-centered. |
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Term
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Definition
| 65 years and older: Older adults must come to view their lives as meaningful to face death without worries and regrets. |
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Definition
| Belief that conclusions about human development and functioning should be based on observations of overt behavior rather than on speculations about unobservable cognitive and emotional processes. |
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Term
| Classical Conditioning involves |
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Definition
Unconditioned Stimulus (UCS)
Unconditioned Response (UCR)
Conditioned Stimulus (CS)
Conditioned Response (CR) |
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Term
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Definition
| A learner's beahvior becomes either more or less probable depending on the consequences it produces |
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Term
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Definition
- Stimulus was added
- Behavior strengthened |
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Definition
- Stimulus was removed
- Behavior strengthened |
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Definition
- Stimulus was added
- Behavior weakened |
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Definition
- Stimulus was removed
- Behavior weakened |
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Term
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Definition
| Behavior that is not reinforced will become less frequent |
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Term
| Bandura's social cognitive theory |
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Definition
| Humans are cognitive beings whose active processing of information plays a critical role in their learning, behavior and development. |
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Term
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Definition
| Learning by observing the behavior of other people (models) |
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Term
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Definition
| Learning occurs but is not evident in behavior |
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Term
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Definition
| A process in which learners become more or less likely to perform a behavior based on whether consequences experienced by the model they observe are reinforcing or punishing |
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Term
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Definition
| Ways in which people deliberately exercise cognitive control over themselves, their environments, and their lives |
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Term
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Definition
| Belief that one can effectively produce desired outcomes in that area |
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Term
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Definition
| Human development occurs through a continuous reciprocal interaction among the person, his or her behavior, and his or her environment |
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Term
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Definition
| Children actively construct new understandings of the world based on their experiences |
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Term
| Piaget's stages of cognitive development |
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Definition
1. Sensorimotor
2. Preoperational
3. Concrete operations
4. Formal operations |
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Term
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Definition
| Birth to 2 years: Infants use their senses and motor actions to explore and understand the world. |
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Term
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Definition
| 2 to 7 years: Preschoolers use their capacity for symbolic thought to develop language, engage in pretend play, and solve problems. Illogical thinking, egocentric. Failing conservation problems. |
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Term
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Definition
| 7 to 11 years: School-age children acquire concrete logical operations that allow them to mentally classify, add, and otherwise act on concrete objects in their heads. Solve practical, real-world problems through a trial-and-error approach but have difficulty with hypothetical and abstract problems |
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Term
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Definition
| 11 to 12 years: Adolescents can think about abstract concepts and purely hypothetical possibilities and can trace the long-range consequencs of possible actions. Can form hypotheses... |
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Term
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Definition
| The recognition that certain properties of an object or substance do not change when its appearance is altered in some superficial way |
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| Vygotsky's sociocultural perspective |
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Definition
| Cognitive development is shaped by the sociocultural context in which it occurs and grows out of children's interactions with members of their culture. |
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Term
| Information-processing approach |
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Definition
| Likens the human mind to a computer with hardware and software and examines the fundamental mental processes, such as attention, memory, decision making, and the like, involved in performing cognitive tasks |
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Term
| System theories of development |
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Definition
| Claim that changes over the life span arise from ongoing transactions in which a changing organism and a changing environment affect one another |
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Definition
| Study of the evolved behavior of various species in their natural environments |
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Definition
| Application of evolutionary theory to understanding why humans think and behave as they do |
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Term
| Gottlieb's epigenetic psychobiological systems perspective |
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Definition
| Development is the product of interacting biological and environmental forces that form a larger system |
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Term
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Definition
| Nature and nurture co-act to bring forth particular developmental outcomes |
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Term
| Mutual influences over time: |
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Definition
1. Activity of genes
2. Activity of neurons
3. Organism's behavior
4. Environmental influences of all kinds |
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Term
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Definition
| relying on many theories, recognizing that no major theory of human development can explain everything but that each has something to contribute to our understanding |
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