BYU Human Development Exam 1 DCAN
Autonomy vs. Shame and Doubt
1 to 3. Learns to exercise will and to do things independently; failure to do so causes shame and doubt
Anal
1 to 3. pleasure focuses on bowel and bladder elimination; coping with demands for control
Intimacy vs. Isolation
20s to 40s. Individuals form deeply personal relationships, marry, begin families
Initiative vs. Guilt
3 to 6. Child finds independence in planning/control, playing and other activities
Phallic
3 to 6. pleasure zone is the genitals; coping with incestuous sexual feelings
Generativity vs. Stagnation
40s to 60s. Middle-aged people begin to devote themselves more to fulfilling one's potential and doing public service
Latency
6 to 11. decrease in sexual feelings, increase in superego
Industry vs. Inferiority
6 to 11. when the child learns to be productive
integrity vs despair
60s+. Those near the end of life look back and evaluate their lives
social learning theory (Bandura)
Behavior is influenced by the observation of others, Imitation
Medieval Period
Recognized child's vulnerability (under 7 or 8)
Microsystem
Immediate surroundings (school, daycare, home)
ID
Natural man, unconscious
Reformation Period
Puritans believed child was born evil and they must remove evil
physical development
changes in body (size, appearance, function, capacity, etc)
social-emotional development
changes in emotional communication, self-understanding, social skills
cognitive development
changes in intellectual abilities (attention, memory, etc)
accomidation
changing a schema to fit the external experiences
Scaffolding
changing parenting style to each child, adjust support based on competance
Socially mediated process
children depend on assistance from adults and more expert peers as they tackle new challenges
Universal
children everywhere follow the same sequence of development
negative
removal of stimulus
Contexts
unique combinations of genetic and environmental that can result in different paths of change
Macrosystem
values and laws that influence inner levels (day care rules)
Open to change
change if new experiences support it
Psychosocial theory
Erickson, Discontinuous, Both nature/nurture, open to change
Ego
Mediator, conscious
Genital
11 on. maturation of sexual interests
Superego
Angel, conscious
Oral
Birth to 1. Infants seek pleasure through the mouth
Basic trust vs Mistrust
Birth to 1. To develop a sense that the world is safe, a "good place"
Ecological Systems Theory
Bronfenbrenner, continuous, nurture, contexts, open to change
information processing theory
Continuous, both nature/nurture, open to change
Behaviorism
Continuous, nurture, Contexts, Open to change
evolutionary psychology theory
Darwin, continuous, nurture, contexts, stable
Assimilation
Fitting new experience into preexisting schemas
psychoanalytic theory
Freud, Discontinuous, Both nature/nurture, Universal, Stable
Cognitive Development
Piaget, discontinuous, Both nature/nurture, universal, open to change
cognitive development theory
Piaget, discontinuous, both nature/nurture, universal, open to change
John Locker
Tabula Rasa, Blank slate, continuous, contexts, nurture, open to change
identity vs. role confusion
Teen to adult. Teenagers and young adults search for and become their true selves
Chronosystem
Time aspect
sociocultural theory
Vygotsky, continuous, both nature/nurture, contexts, open to change
discontinuous development
a process in which new ways of understanding and responding to the world emerge at specific times
continuous development
a process of gradually adding more of the same types of skills that were there to begin with
Operant Conditioning (Skinner)
a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher
Classical Conditioning (Pavlov)
a type of learning in which one learns to link two or more stimuli and anticipate events
zone of proximal development
actual vs. potential
theory
an orderly, integrated set of statements that describes, explains, and predicts behavior
Equilibrium
balance between internal structures and information
Culture
belief and customs
Punishment
decreases behavior
preoperational stage
in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic
sensorimotor stage
in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities
concrete operational stage
in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events
formal operational stage
in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts
nature
inborn, biological givens, based on genetic inheritance
Reinforcement
increases behavior
Stable
individual differences emerge early and persist due to hereditary and early experience
positive
introduction of stimulus
Critical period
limited time for certain behaviors to emerge, greatly influenced by environment
Mesosystem
microsystem connections (parent teacher)
Jean Rousseau
noble savages, discontinuous, nature, universal, open to change
Sensitive period
optimal time for certain behaviors to emerge, greatly influenced by environment
Exosystem
outside social settings that affect child (parent's work, children)
Adaptation
process of assimilation and accomidation
nurture
the complex forces of the physical and social world that influence our biological makeup and psychological experiences before and after birth