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