EDU 120 - Test One

Ch. 1 - 4

Social Learning

Alfred Bandura, we learn by observing and imitating, continuous process

Domains of Development

Cognitive, physical, psychosocial

Differential Susceptibility/Sensitivity

people vary in how sensitive they are to particular experiences

Development is multi-directional means…

development is not linear, pace changes (continuity vs discontinuity), gains and losses happen throughout life

Infancy age range

0-2

Early childhood age range

2-6

Middle childhood age range

6-11

Adolescence age range

11-18

Emerging Adulthood age range

18-30

adulthood age range

30-60

late adulthood age range

60+

critical period

certain things MUST occur during this time

Sensitive period

best time for a certain development, but could still happen later

Development is multi-contextual means…

social and historical context, and socioeconomic status influences us

Who is connected to the ecological-systems approach?

Bronfenbrenner

ecological-systems approach

we are affected by many social contexts and interpersonal interactions; microsystem→ mesosystem→ ecosystem→ macrosystem

development is multi-cultural means…

culture, social construction (ethnic group, race, etc) influences us

What did Vygotsky say about the impact of culture?

people do not develop in isolation; interactions helps us develop

Intersectionality

our many identities interact and influenced each other overtime

development is plastic means…

people can change over time; new behavior is affected by what already happened

dynamic-systems approach

development is an ongoing, ever changing interaction between body and mind and between the individual and every aspect of the environment

What are the names of the psychodynamic theories?

psychosexual/psychoanalytical and psychosocial

Psychosexual/psychoanalytical (who, what?)

Freud’s theory that we have unconscious drives and development has stages and thus is discontinuous

psychosocial theory (who, what?)

Erik Erikson’s theory, 8 stages and thus is discontinuous

behaviorism

B.F. Skinner, all behavior is learned via reinforcement and punishment, continuous

reinforcement

increase the likelihood of the behavior reoccurring

punishment

decrease the likelihood of the behavior reoccurring

types of cognitive theories

developmental-constructivist, information processing

developmental - constructivist

Jean Piaget, stages → discontinuous, cognitive equilibrium→ cognitive disequilibrium→adapt ( assimilate and accommodate)→ new equilibrium

assimilation

experiences are interpreted to fit in with old onesa

accomodate

old ideas are reconstructed to include new experiences

information processing

we learn like a computer, input→storage→ retrieval, (example: ROYGBIV)

Human growth occurs in three broad domains

biosocial, cognitive, psychosocial

nature

genes we inherit

nurture

lifelong environmental influences

types of learning

social learning and behaviorism

sociocultural

Vygotsky, influenced both socially and culturally, mentor, apprentice, guided participation, scaffolding, zone of proximate development

Zone of proximate development

someone is going to help you get past this stage, we are independent at something but them we go through this stage and when we come out of it we reach a new level of independence

Humanistic

Maslow, we need to have our basic needs met for development,

ACE - Adverse childhood experiences

experiences from childhood that are detrimental to development

micro system

immediate social contexts such as family

ecosystem

local institutions such as school

Macrosystem

larger setting such as political processes

meso system

connections among the other systems such as a parent teacher conference

cohort

geez, millennials, etc. names can be a reflection of a cohort

culture

a system of shared beliefs, norms, behaviors and expectations that persist overtime and prescribe social behavior and assumptions

social construction

a concept created or constructed by society, not an objective reality

difference-equals-defict error

the mistaken belief that a deviation from from some norm is inferior

Erik Erikson 8 Stages

trust vs. mistrust; autonomy vs. shame and doubt; initiative vs guilt; industry vs inferiority; identity vs role confusion; intimacy vs isolation; generativity vs stagnation; integrity vs despair