PS241 Chapter 9-Theories of Social Development

Freud

the purpose of behavior is to satisfy unconscious drives

Erikson

developmental crises about age and maturation. adds social aspect to freud.

Freud’s Psychosexual Development

even very young children have sexual nature. series of stages. pass or fail these stages affects development through life. 

erogenous zone

erotically sensitive areas of the body \

id

earliest and most primitive structure, unconscious, goal of seeking pleasure, instincts

freud’s oral stage

birth-1 year. breast to bottle.

ego

2nd personality structure, rational and logical, problem solving, socially acceptable

anal stage

stage 2, pleasure comes from defecation. potty training. age 2-3.

phallic stage

stage 3, age 3-6. sexual pleasure on genitalia. attraction to parent. rivalry with dad for mom’s attention. girl wants penis.

superego

develops during phallic stage. is internalized moral standards, moral conscience.

latency period

stage 4, age 6-12. calm time, sexual desires are unconscious. focusing on social and intellectual matters.

genital stage

5th stage, sexual energy is full force. successful completion = well adjusted adult who can make meaningful connections

trust vs mistrust

(1) year 1. trust in caregivers. failure=no intimate relationships

autonomy vs shame and doubt

(2) 1-3.5 yrs. achieve autonomy while adjusting to social demands. failure=doubt their abilities

initiative vs guilt

(3) 4-6 yrs. identify with and learn from parents. explore and take action with a sense of self and accountability. failure=guilt and a fear of trying new things

industry vs inferiority

(4) 6-puberty. ego development. skills and cooperation. failure=low self-esteem, inadequacy. 

identity vs role confusion

(5) adolescence to early adulthood. resolve the question of who they really are. failure=what role do they have as an adult?

intimacy vs isolation

(6) young adulthood. forming meaningful connections. 

generativity vs stagnation and self absorption

(7) what can i offer the world?  sense of purpose and contributing to the world. failure=disconnection and disengagement

integrity vs dispair

(8) late adulthood. life satisfaction. failure=fear of death, go back and complete whatever stage you missed.

learning theories

continuity, not stages. emphasize the external world unlike freud.

Oedipus Complex

child’s unconscious desire for parent of the opposite sex and jealousy of parent of same sex

Electra Complex

young girl’s unconscious rivalry with mother for father’s affection

Watson

type of learning theory-classical conditioning-little albert. Behaviorism. development is determined by the environment. study visible behavior, not the mind. strict advice on raising children-no affection.

Skinner

type of learning theory-operant conditioning. reinforcement.

behavior modification

Skinner. reinforcement is changed to encourage a certain behavior. reinforce good behavior, not maladaptive behavior. 

social learning theory

all about observation and imitation.

intermittent reinforcement

inconsistent response to behavior, behavior is resistant to extinction. child performs the behavior more in hopes of getting a reward.

bandura

social learning theory. bobo doll experiment. exposure to aggressive model increases aggressive behavior in kids watching.

vicarious reinforcement

observing someone get rewarded for a behavior, making observer likely to repeat the behavior

williamson social learning experiment

glove and imitation.

reciprocal determinism

behavior, cognition, and environment all interact with and influence one another.

self-socialization

child shaping their own development through activity preferences

selman’s theory of role taking

theory of social cognition about adopting others’ perspective. children get better over time

selman undifferentiated stage

stage 0—kids know others have different thoughts, but they get confused (age 3-6 yrs)

selman social informational stage

stage 1—kids know that perspectives differ, but they think it’s because they have access to different information (age 4-9)

selman self-reflective stage

stage 2—can now step into others’ shoes, but only in immediate situation (age 7-12)

selman third person stage

stage 3—can step outside of immediate situation (age 10-15)

selman societal view stage

stage 4—can take broader context into account (ages 14+)

social information processing theory

task analysis for social problems

hostile attributional bias

individuals assume that others’ neutral behavior is intentionally hostile or threatening

dweck’s theory of self attributions and achievement motivation

one’s belief of their abilities (whether they are fixed or can be developed) affects their motivation and response to challenges 

achievement motivation

refers to if children are are motivated by competence or by others’ views of their success

incremental view

intelligence can be developed through effort. aka growth mindset

entity view

intelligence is fixed

entity/helpless orientation

attribute success and failure to self, give up on the face of failure

incremental/mastery orientation

attribute success and failure to effort and persist in failure

ethology

the study of behavior within an evolutionary context, understanding behavior in terms of its adaptive or survival value

imprinting

a form of learning where newborns become attached to and follow adult members of species. humans don’t imprint

parental investment theory

parents want to pass on their genes

cinderella effect

rates of child maltreatment are considerably higher for step parents

mental mechanisms

built in psychological responses shaped by evolution to solve survival problems

darwanian algorithms

the mind contains specialized problem-solving tools (algorithms) shaped by natural selection.

brain size and extended childhood

Humans have unusually large brains. Because the brain takes a long time to develop, humans also have an unusually long childhood.

brofenbrenner’s bioecological model

multiple level of context influences outcomes

microsystem

activities and relationships that the child directly participates in

mesosystem

interconnections between microsystems

exosystem

child is not directly a part of, but still influenced by

macrosystem

general beliefs, values, customs, laws, etc

chronosystem

change over time