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44 Cards in this Set
- Front
- Back
Developmental Psychology |
Scientific study of how human behavior develops and changes across time Examines how and why people change and how they remain the same over time Examines how and why people are both unique and similar to each other A multidisciplinary Science based on theories and research studies |
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Biopsychosocial Framework |
An approach to describing and explaining how biological, psychological, and sociocultural factors combine and interact to influence a person's physical and mental health |
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Biological Forces |
Genetic, health-related influences on human behavior |
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Psychological Forces |
Cognitive/perceptual, emotional and personality influences of human behavior |
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Sociocultural Forces |
Societal, cultural, ethnic and interpersonal influences of human behavior |
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Nature v. Nurture |
Debate whether human behavior is influenced more by heredity/nature or by the environment/nurture |
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Continuity v. Discontinuity |
Debate on whether development progresses smoothly or shifts abruptly |
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Universal v. Context-specific development |
Debate on whether there is just 1 or multiple ways in which development occurs |
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Lifecycle Forces |
Identical events within different age groups that influence human behavior |
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Social construction |
Beliefs or sets of ideas created by society |
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Cohort |
Group that shares common social experiences and conditions |
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Socioeconomic status |
Social and economic status in relation to others based on income, education, occupation, and the way of living/status of parents |
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Reciprocal determinism |
Theory that says that a person is both influenced by and influences the environment |
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Self-efficacy |
Belief in one's ability to achieve goals |
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Schemas |
Representation of a plan/theory in the form of an outline or model |
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Zone of proximal development |
Difference between what a learner can do without help and what they can't do |
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Theory |
An organized set of ideas that's designed to explain development and is essential for making predictions about behavior that result in research that helps support/clarify the theory |
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Psychodynamic theory |
All theories that emphasizes feelings, emotions and other inner psychological forces and their relation to early experiences to explain human behavior |
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Psychoanalytic theory |
Theory that emphasizes inner drives and motivations to explain behavior and explains development in states that occur to balance conflicts between inner drives and outside world By Erik Erickson and Sigmund Freud |
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Sigmund Freud |
Contributed to the psychoanalytic theory and focused on sexual drives Everyone is driving by sexual desires |
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Erik Erickson |
Contributed to psychoanalytic theory and focused on social drives Everyone needs social interaction and desires social interaction |
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Erickson's Psychosocial Theory |
Consists of 8 stages of development that occur throughout life that are based off of social experiences Basic trust v. Mistrust, Autonomy v. Shame, Initiative v. Guilt, Industry v. Inferiority, Identity v. Isolation, Generativity v. Stagnation, and Integrity v. Despair |
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Basic Trust v. Mistrust |
The first stage of development where a person is challenged to develop a sense that the world is safe and a good place Occurs from birth until 1 year |
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Autonomy v. Shame |
The second stage of development where an individual is challenged to realize that they're an independent person who can make decisions and doubt Occurs between ages 1-3 |
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Initiative v. Guilt |
The third stage of development where an individual is challenged to develop the ability to try new things and to handle failure 3-6 years old |
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Industry v. Inferiority |
The fourth stage of development where an individual is challenged to learn basic skills and to work with others 6 years old to adolescence |
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Identity v. Identity Confusion |
The fifth stage of development where an individual is challenged to develop a lasting, integrated sense of self Adolescence |
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Intimacy v. Isolation |
The sixth stage of development where an individual is challenged to commit to another in a loving relationship Young adulthood |
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Generativity v. Stagnation |
The seventh stage of development where an individual is challenged to contribute to younger people through cold bearing, child care, or other productive work Middle adulthood |
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Integrity v. Despair |
The eighth stage of development where an individual is challenged to view one's life as satisfactory and worth living Late life |
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Learning Theory |
Describes how people absorb, process and retain knowledge during learning and how it is influenced by cognitive, emotional and environmental influences. Has two supporting ideas: behaviorism and social learning Focuses on how external events/stimuli shape behavior By John B. Watson, B. F. Skinner, and Albert Bandura |
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Behaviorism |
Behaviors develop due to classical and operant conditioning Discounts role of personal goals, motives, etc. By Watson and Skinner |
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Social learning theory |
States that behaviors develop through modeling and imitation Theory that takes into account personal motives, expectations, goals, etc when describing behavior Idea of reciprocal determinism and is influenced by self efficacy By Bandura |
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Classical conditioning |
Refers to a learning procedure where a biologically potent stimulus is paired with a neutral stimulus, like a dog can associate the sound of a bell (neutral stimulus) with food (biologically potent stimulus) |
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Operant conditioning |
Learning process where a certain behavior is either encouraged or discouraged by reinforcement or punishment |
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Cognitive-developmental Theory |
Development of thought processes from childhood to adulthood By Piaget and Vygotsky |
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Piaget and cognitive development |
Focuses on development of thinking and mental processes that occur within 4 universal stages where progression to a stage requires cognitive maturation that occur in schemas Calls children "little scientist" |
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Sociocultural theory |
Part of cognitive development that internalizes external activities which is supported by guided participation and scaffolding States that social interaction is the starting point for all cognitive development Idea of zone of proximal development |
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Sensorimotor stage |
First off Piaget's 4 stages where infants are busy discovering the relationship between themselves and the environment |
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Preoperational stage |
Second of Piaget's 4 stages where children begin to engage in symbolic play and learn to manipulate symbols 2-7 years |
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Sensorimotor stage |
First off Piaget's 4 stages where infants are busy discovering the relationship between themselves and the environment Newborn-2 years |
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Concrete operations stage |
Third stage of Piaget's 4 stages where organized and rationale thinking develops 7-11 years |
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Formal operations stage |
Fourth stage of Piaget's 4 stages where thinking becomes more sophisticated and advanced 12 and up |
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Formal operations stage |
Fourth stage of Piaget's 4 stages where thinking becomes more sophisticated and advanced 12+ |