Developmental Psych Module 1

Aging

Process of becoming old (not necessarily physical growth)

Maturation

Becoming more developed or advance (physically, emotionally, cognitively)

How is development defined?

lifelong, multidirectional, multidimensional, multidisciplinary, and contextual

Multidirectional

Development can be good and bad simultaneously

What aspects of developmental psychology are multidimensional

biology, social, emotional, cognitive

what does it mean that lifespan development is multidisciplinary

important to study the whole person (health, though process, emotions) to understand how each development affects the other and to know the issues and complexities of each age group

What terms help describe the lifelong and multidirectional change in development?

Maturation, aging, and growth

What are Freud‘s 3 psyche concepts that conflict and allow personality to develop

Id, Ego, and Superego

Id

Unconscious, emerges at birth and addresses immediate needs

Ego

conscious, emerges over infancy

Superego

functions like a conscious, moral compass that develops in early childhood and helps one become a functioning adult

how does personality develop in Freud’s psychosexual theory?

through conflicts between the id, ego, and superego

what is Freud’s psychosexual theory based on?

unconscious conflicts

Freud’s first psychosexual stage

Oral Stage (birth - 18mos)

Oral stage (birth-18mos)

pleasure through the mouth, child functions in response to id impulses

Anal stage (18mos-3yrs)

focus on potty training and learning to control the environment around them

fixation that results from unresolved conflict at the oral stage

gum chewing, smoking, nail biting

fixation that results from unresolved conflict at anal stage

anal retentive personality (control of environment)

phallic stage (3yrs-6yrs)

focus on pleasure (or lack of) through male genitilia, learn to develop the superego

oedipal conflict

boys turn affection towards mother and fear competition from the father

electra conflict

girls realize that they are like their mother and resent them and develop deep attachment to their father

fixation that results from unresolved conflict at phallic stage

boys develop overmasculinity and girls cut men down emotionally and socially

latency stage (6yrs-puberty)

no new challenges or conflicts, focus is on same sex friendships and interests

genital stage (puberty-adolescence)

mutual pleasure is the focus, healthy relationship and adult work/growth

what is erikson’s psychosocial theory based on

identity and social relationships

severe identity crisis

identity confusion overwhelms personal identity

prolonged identity crisis

realignment of childhood identifications over an extended time

aggravated identity crisis

repeated unsuccessful attempts at resolution

discontinuity

discrete ends/beginnings in stage-development (stage theorists)

continuity

gradual stages blend together (behaviorists)

Development via nature

emphasizes biology and maturation, one’s genetics, personality, and innate characteristics naturally enfold

Development via nurture

emphasizes the role of parents, other individuals, and context in which one lives in assessing what influences development

Freud nature vs. nurture

incorporated both: nature seen in view of personality development (id, ego, superego) while nurture is evident in early childhood experiences influencing the psychosexual stage

Erikson nature v. nurture

emphasis on social influences leans towards the nurture side

Behaviorists nature v. nurture

emphasize nurture

Piaget’s theory nature v. nurture

emphasize nature

How are Freud and Erikson’s theories similar

attempt to describe development across the lifespan, both have some aspects of nature and nurture

How are Freud and Erikson’s theories different

Erikson describes changes later in the lifespan, Freud does not address any differences between adolescents and adults

similarities between classical and operant conditioning

learning association (one thing goes with another)

differences between classical and operant conditioning

classical shows a learned response when a new stimulus is linked with a natural stimulus-response pair and operant conditioning uses rewards and punishments to increase or decrease frequency of behaviors

Why is piaget’s theory considered cognitive in nature?

it is focused on changes to how children think across their development

Ecological development theory

important to understand the many contexts in which individuals exist

Sociocultural development theory

cultural transmission and the role of key individuals in a person’s life are extremely important to development

information processing development theory

human brain functions like a computer, the human brain actively manipulates information in specific ways

what disciplines are involved in lifespan development (multidisciplinary)

health professions, education, social sciences

Key questions of piaget’s cognitive theory

1) How does thinking change over time?

2) How does interacting with the world help children mature?

what is the social learning theory (bandura)

imitation, “monkey see monkey do”, modeling

who created the sociocultural theory

vygotsky

who created the ecological systems theory?

bronfenbrenner

what are the layers of brofenbrenner’s ecological systems

microsystem, mesosystem, exosystem, macrosystem, and chronosystem

classical conditioning

organisms learn to associate certain events/stimuli that repeatedly happen together

who is linked with classical conditioning

pavlov

real life examples of classical conditioning

food aversions, therapies, addiction, trauma

unconditioned stimuli

a stimulus that elicits an automatic response

conditioned stimulus

a neutral (unlearned) reaction to a given stimulus which has to be learned to elicit a conditioned response

operant conditioning

behavior followed by reward are likely to be repeated and punished behavior is likely to be discontinued

which theorist is linked to operant conditioning

skinner

real life examples of operant conditioning

teaching, parenting

4 steps of cognitive theory (piaget)

1) Sensorimotor (0-2yrs)

2) Preoperational (2-7yrs)

3) Concrete Operational (7-11yrs)

4) Formal Operational (11-15yrs)

Sensorimotor

children understand the world as far as physical interactions allow (development of motor skills)

Preoperational

children understand the world through basic symbols and physical actions

Concrete operational

children perform mental operations and can run simulations of their mental world model on concrete objects

Formal Operational

children can develop the ability to perform mental operations and expand the scope of the operations to include abstract objects

Scheme/schema

organized pattern of behavior that make up the building blocks of cognitive functioning

adaptation

how interacting with our environment influences schemas

assimilation

updating schemas to fit into existing mental state

accomodation

adjusting the cognitive organization of schemas in response to new knowledge

constructivism

thing being constructed is the child’s mental model of the world or reality

who created the ethological theory

lorenz

ethological theory

behavior influenced by biology and evolutionary history (attachment and bonding)

which theory was the deadstart program in the US based off of

Headstart

Zone of proximal development (ZPD)

Vygostsky’s idea of learning potential with guidance

Which theory involved a focus on attachment and emotional bonding

ethological theory