HUMAN GROWTH AND DEVELOPMENT

Flashcards on key vocabulary from lecture notes on human growth and development.

Growth

Physical change and increase in size, measured quantitatively.

Development

An increase in the complexity of function and skill progression; the capacity to adapt to the environment.

Subordinate System

Cell, organs, and organ system found within an individual, necessary for daily activities and survival.

Superordinate System

The family, community and society which consists of the bigger unit of humans and provides us with framework of relationships.

Biological Being

Refers to state of health and nutrition, genetics and natural physical endowment at birth, biological growth and development.

Psychological Being

An individual’s personality comprised of what is commonly termed as “inner states” that is compose of cognitive, emotional, and conative aspects.

Social Being

Perspective emphasizing that humans are members of society with social aspects requiring ethical considerations and interpersonal relationships.

Societal Determinants

Aggregate and social patterns creating the social climate, like poverty and unemployment.

Institutional Determinants

Organizational arrangements in society, such as family, government, education, and social services.

Status Determinants

Characteristics of persons and their position in society.

Normative Determinants

The forms in which social behavior are expressed and the social roles.

Interactive Determinants

Type of interaction and perception of interaction made of SELF and OTHERS that are bases of behavior.

Culture

Knowledge, belief, art, morals that constitute the way of life of a people of society

Physical Environment

Natural and constructed environments that make demands, set constraints, provide resources, and have psychological effects.

Bio-Physiological

Refers to the physical structure of skeleton, muscles, metabolic processes, etc.

Naturalistic View

The view that a human is part of nature, studied and understood scientifically through social, organic, psychological, and cultural variables.

Transcendental View

The view that science can never fully explain humans due to ignorance and the potential to transcend the natural order through choice and reason.

Social

Aspiring to live on good terms with others, contributing to the good life and making personal goals subservient to group goals.

Asocial

Being discreet individuals who come together to form groups for mutual protection and safety.

Anti-Social

Viewed as inherently self-seeking, egotistical, out to extend personal gains at the expense of others.

Democratic View

Belief that man capable of reason, rational analysis and choice, and the ability to overcome social, biological, cultural, and psychological influences.

Social Functioning

The interaction between the individual and his/her situation or environment.

Person Factors

Factors within the person such as physical condition, attitudes, values, and perceptions of reality.

Environmental Factors

Factors in the situation/environment like lack of resources or opportunities and expectations beyond individual coping capacities.

Personality

Deeply ingrained and relatively enduring patterns of thought, feeling, and behavior; unique characteristics distinguishing individuals.

Trait

Way in which we generally tend to describe a person.

Dynamic Organization

Personality is constantly evolving/changing.

Psychophysical

Personality is neither exclusively mental nor exclusively neutral. It entails the operation of both the body and mind.

Cardinal Traits

Traits around which someone organizes their whole life; synonymous with the person.

Central Traits

Major characteristics of someone’s personality forming its foundation.

Secondary Traits

Patterns of behavior that only occur under specific circumstances or conditions.

Self-report

An unreliable method of testing personality as it can be subjected to personal bias

Surface Traits

Very obvious traits that others can easily identify.

Source Traits

Less visible to other people and may be strong motivators of some kind of behaviors.

Genetic Origin of Consistent Behavior Patterns

Genetic - constitutional and biological properties transmitted by genes.

Sociocultural Origin of Consistent Behavior Patterns

Culture strongly influences the behaviors of people through interpersonal relationships with parents or other significant individuals.

Learning Origin of Consistent Behavior Patterns

Personality develops by controlling the circumstances under which reward and punishment/ignoring are dispensed or withheld.

Existential Humanistic Consideration

Emphasizes the importance of human choices and decisions and feelings of awe toward life.

Unconscious Mechanisms or Depth Theory

Proposes that psychic process is partially conscious, partially unconscious, and partially semi-conscious.

First Impression

Gives a clue to the pattern of the observed individual, but since it is only a first, it may not form a consistent pattern as compared to a longer observation for a significant period.

Physiognomy

Judging personality through measuring and studying a person’s physical features, most especially facial features.

Phrenology

Personality is judge by the size and shape of the skull.

Graphology

Use of person’s handwriting to know his/her personality

Psychodynamic Approach

The theories in psychology that see human functioning based upon the interaction of drives and forces within the person, particularly unconscious, and between the different structures of the personality.

Psychosexual Theory

States five (5) stages of human development, focusing on erogenous zones and libido satisfaction.

Id

An instinctive aspect of our biology where the impulsive part of us has desires and will do anything to fulfill them.

Ego

A mediator between the id and superego. The ego uses reasons to quell desires and fit into society.

Superego

The moral high ground, incorporating learned behaviors from caretakers and societal norms.

Fixation

A persistent focus on an earlier psychosexual stage.

Oral Stage

Center of pleasure – mouth, (major source of gratification & exploration)

Anal Stage

Source of pleasure is anus and bladder (sensual satisfaction and self-control).

Phallic Stage

Center of pleasure is child’s genital (masturbation).

Latency Stage

No further psychosexual development takes place during this stage (latent means hidden).

Genital Stage

Energy directed towards full sexual maturity and function and development of skills to cope with the environment.

Psychosocial Theory

Describes the impact of social experiences across the whole lifespan and in how social interaction and relationship played a role in the development and growth of human beings.

Trust vs. Mistrusts

Erikson’s stages that child must have the ability to trust others

Autonomy vs. Shame and Doubt

Erikson’s stages Learn to do simple things , independently

Initiative vs. Guilt

Erikson’s stages Initiative is characterized by an exploratory and investigative attitude that results from meeting and accepting challenges

Industry vs. Inferiority

Erikson’s stages Industry is the enjoyment of mastery and competence through success and recognition of one’s accomplishment(s)

Identity vs. Role Confusion

Erikson’s stages develop a desire for independence from parents, achieve physical maturity and are concerned with the question of “Who am I?”

Intimacy vs. Isolation

Erikson’s stages A person with a firm sense of identity is prepared for intimacy, or giving the self over to another

Generativity vs. Stagnation

Erikson’s stages creativity, productivity , and concern for and commitment to guiding the next generation

Ego Integrity vs. Despair

Erikson’s stages Joyful, positive personality in Reflecting back on life

Inferiority Theory

All of us are born with a sense of inferiority as evidenced by how weak and helpless a newborn is.

Compensation

efforts to overcome imagined or real inferiorities by developing one’s ability.

Inferiority complex

Exaggerated feeling of weakness and inadequacy.

Analytical Theory

The unconscious is composed of two layers, the personal unconscious – this contains the same materials as Freud; and the collective unconscious.

Collective Unconscious

The collective unconscious contains traces of memories, shared by the entire human race, inherited from our ancestors.

Archetypes

Emotionally charge images and thoughts forms that have universal meanings.

Introverted

Inner-directed

Extroverted

Outer-directed

Theory of Neurosis

Believed that neurosis resulted from basic anxiety caused by interpersonal relationships.

Real Self

Who and what we are (parent, child, sister, student, etc.), having the potential for growth, happiness, will power, realizations of gifts, etc.

Ideal Self

The type of person he feels that he should be and is used as a model to assist him in developing his potential and achieving self-actualization.

Neurotic patterns

Can be traced to insecurities of early family life and resulted in basic confidence within a child’s a child’s personality.

Basic Anxiety

A feeling a child has of being isolated and helpless in a potentially hostile world, which can continue into adulthood, resulting in neurosis.

Neurotic Patterns

Persistent, maladaptive behavior that arises from basic anxiety, traced to insecurities of early family life.

Compliant

Sensitive to the needs of others and spontaneously works to meet others' expectations

Detached

Seeks to become self-sufficient, creating emotional distance from others to the point of alienation

Aggressive

Assumes that everyone is the enemy and only looks out for themselves

Behavioral Theories

Psychological approach focusing on how learning takes place, emphasizing measurable behaviors and the external environment.

Basic Assumptions of Behavioral Theories

All human behavior is learned through association and through stimulus–response (S–R) links.

Strengths of Behavioral Theories

Real-life applications

Weakless of Behavioral Theories

Ignores mediational processes”,

Behaviorist Theory

People's reactions in various situations were determined by how their overall experiences had programmed them to react; all behavior is learned and shaped by the environment.

Classical Conditioning Theory

A learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus.

Unconditioned Stimulus

One that unconditionally, naturally, and automatically triggers a response.

Unconditioned Response

The unlearned response that occurs naturally in response to the unconditioned stimulus.

Conditioned Stimulus

Previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response.

Conditioned Response

The learned response to the previously neutral stimulus.

Operant Reinforcement Theory

The best way to understand behavior is to look at the causes of an action and its consequences.

Neutral Operants

Responses from the environment that neither increase nor decrease the probability of a behavior being repeated.

Reinforcers

Responses from the environment that increase the probability of a behavior being repeated; can be positive or negative.

Punishers

Responses from the environment that decrease the likelihood of a behavior being repeated; weakens behavior.

Positive Reinforcement

Involves adding something in order to increase a response.

Negative Reinforcement

Involves taking something negative away in order to increase a response.

Punishment

Refers to adding something aversive in order to decrease a behavior.

Extinction

Involves removing something in order to decrease a behaviour.

Cognitive Development Theory

Children’s intelligence undergoes changes as they grow

Adaptation

Adapting to the world through assimilation and accommodation.