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| 8597577825 | Theory | Set of logically related concepts or statements that: - Seeks to *describe and explain* development - *Predicts* what kinds of behavior might occur under certain conditions - Helps *organize and explain* data Theories can always be changed | 0 | |
| 8597578912 | Theoretical Issues | 1. Nature vs. Nurture some theorists believe development is more based by what we are born with while others believe it reflects our surroundings 2. Are humans active or reactive in their development? 3. Is development continuous or does it occur in stages? *Continuous:* emphasizes quantitative change, gradual increase/decrease, numbers (age, height) *Stages:* emphasizes qualitative change, | 1 | |
| 8597657262 | *5 Theoretical Perspectives* | 1) Psychoanalytic 2) Learning 3) Cognitive 4) Contextual 5) Evolutionary/sociobiological | 2 | |
| 8597666462 | 1) Psychoanalytic | Focuses on the conscious forces & how unconscious forced shape us | 3 | |
| 8597672664 | 2) Learning | Theories tend to explain learning, defines learning as a *long last change in behavior based on experience* | 4 | |
| 8597685425 | 3) Cognitive | Thinking, thought processes, how does our thinking change | 5 | |
| 8597692734 | 4) Contextual | Importance of the social/environmental context | 6 | |
| 8597702788 | 5) Evolutionary/sociobiological | Focus on how certain behaviors have evolved over time but may be based on something biological | 7 | |
| 8597717980 | *Psychoanalytic Perspective* | 8 | ||
| 8597717981 | Sigmund Freud | Psychosexual development, emphasized the importance on the unconscious | 9 | |
| 8597725914 | 3 parts of personality | *1) Id* (already present when born, very demanding/dominant) *2) Ego* (develops gradually over the first year, the balancer/voice of reason, job is to control the Id) *3) Superego* (around age 3-5 and completes around age 5-6, conscious, sense of morality) All unconscious, develop at early stages | 10 | |
| 8597776790 | Oral Stage | Birth to 12-18 months - Sucking and feeding, focus on the mouth | 11 | |
| 8597779570 | Anal Stage | 12-18 months to 3 years, toddler - Potty training, control of anal region | 12 | |
| 8597779571 | Phallic Stage | 3 to 6 years, preschool/kindergarden - Developing attachment to parents - Gender roles: Boys go through the *oedipus complex* (unconsciously fall in love with their mothers and want to get rid of their fathers - competition, begin to identify with father) Girls: *Electra complex* unconsciously developing a romantic attachment to their father, take on characteristics of your mother to be |  | 13 |
| 8597806178 | Latency Stage | 6 years to puberty, middle childhood, elementary - Socialization, learn how to read/write and socialize - develop friendships and other norms in society | 14 | |
| 8597815922 | Genital Stage | Puberty to adulthood - Mature adult sexuality | 15 | |
| 8638694005 | Psychoanalytic Perspective | 16 | ||
| 8597828037 | *Erik Erikson* | *Psychosocial development* - Emphasized influence of society - Development is lifelong (Erikson said instead of 5 stages focusing on younger years, he had 8 stages that include adulthood and span from birth to death) - 8 Stages across the lifespan | 17 | |
| 8638594167 | 8 Stages across the lifespan | - A "crisis" in personality at each stage (underlying theme) - Requires balancing of a positive trait and a corresponding negative trait (Not good to be 100% positive - ex: being too trusting, stage 1) | 18 | |
| 8638720538 | Stage 1 | Basic Trust (positive side) vs. basic Mistrust (neg) *First year* of your life - is about learning to trust that the world is a safe place to develop/live in | 19 | |
| 8638624350 | *Learning Perspective* | How we learn behavior | 20 | |
| 8638624351 | Behaviorism | - Describes observable behavior as a predictive response to the environment - We respond based on whether the situation is painful/threatening or pleasurable | 21 | |
| 8638771596 | Behavioral learning focuses on associative learning, forming mental links between 2 events: | - Classical conditioning - Operant conditioning | 22 | |
| 8638771597 | Classical Conditioning | Response to a stimulus is evoked after repeated association with a stimulus that normally elicits a different response Ex) Dog taught to salivate at the sound of a bell - associate bell with food/eating |  | 23 |
| 8638799738 | Operant Conditioning | Repeating a behavior that has been reinforced by desirable consequences & suppressing a behavior that has been punished - *Reinforcement* (encourages repeated behavior) - *Punishment* (discourages repeated behavior) | 24 | |
| 8638938844 | Both reinforcement and punishment can be positive and negative | *Positive - something is added* Reinforcement - something desirable added, ice cream for getting good grades Punishment - given extra chores as consequence for talking back *Negative - something is taken away* Reinforcement - Chores get taken away as a result of good grades Punishment - Phone taken away as a result of getting into a fight | 25 | |
| 8638969998 | A parent giving a child their full attention when they are acting up, is actually | Reinforcing bad behavior | 26 | |
| 8638832155 | *Learning Perspective* | 27 | ||
| 8638834841 | Social Learning Theory | *Observational learning* (modeling), learned behaviors through watching someone - we choose models to imitate - Explanation for learned gender roles & fear (seeing someones reaction to a stimulus) Influence is *bidirectional* = A person acts on the world, as the world acts on the person - shaping goes in both directions | 28 | |
| 8638862611 | Social Cognitive Theory | Adds the importance of cognitive processes/ thinking How we act is a combination of all observed models and displaying our own role | 29 | |
| 8638873513 | *Cognitive Perspective* | 30 | ||
| 8638876099 | Jean Piaget | Cognitive-stage theory - Inborn ability to adapt to the environment, explore the world | 31 | |
| 8639111900 | 4 Qualitatively different stages ranging from simple sensory motor activity to abstract thought | *- Sensorimotor stage* (birth - 2) *- Preoperational stage* (2-7, children can use/understand symbols, illogical ego-centrical thinking) *- Concrete operations stage* (7-11, logical thinking) *- Formal operations stage* (11+, abstract thinking, higher level reasonings) | 32 | |
| 8639189370 | Cognitive theory | 33 | ||
| 8639153658 | Lev Vygotsky | Sociocultural theory - Stresses children's active engagement with their environments How we think is based on shared experiences learning from someone more mature - a guide | 34 | |
| 8639207250 | Vygotsky concepts (2) | *- Zone of proximal development* (ZPD) - need full assistance at the beginning, once crossed, you no longer need assistance *- Scaffolding* - temporary assistance as you are crossing zone, decreases as you get closer to the end of the zone | 35 | |
| 8639217382 | *Contextual Perspective* | 36 | ||
| 8639260097 | Urie Bronfenbrenner | Bioecological theory - Microsystem - Mesosystem - Exosystem | 37 | |
| 8639273390 | Microsystem | Everyday environments (home, school, work) | 38 | |
| 8639276028 | Mesosystem | Links between elements in the microsystem Ex) How life at home affects schoolwork, etc. | 39 | |
| 8639281528 | Exosystem | Links between the microsystem and systems that *indirectly* affect a person Ex) A child affected by their parents job | 40 | |
| 8639311849 | Macrosystems | Cultural patterns Broader things happening in society, laws, norms, standards - affect everything below it Ex) Sexism, racism | 41 | |
| 8639328525 | Chronosystem | Changes in the person and environment over time How time affects all the systems above, both person and environment (economy) | 42 | |
| 8639362547 | *Evolutionary/Sociobiological Perspective* | Influence by *Darwin's theory of evolution* (Survival of the fittest, natural selection, evolved mechanisms) *Ethology* | 43 | |
| 8639375331 | Ethology | Study of the distinctive adaptive behaviors of animal species (imprinting) Attachment in humans | 44 | |
| 8639391199 | *Research Methods* | Quantitative vs. Qualitative research | 45 | |
| 8639399437 | Quantitative Research | Based on *scientific method*, analyzing and interpreting numbers, scores (Identify problem > form hypotheses > collect data > analyze date > draw conclusion > share) | 46 | |
| 8639417865 | Qualitative Research | Non-numerical, open ended Analyzing themes, patterns, pictures Subjective - open to different interpretations | 47 | |
| 8639423306 | Sampling | Want sample to represent population - random selection and random sample (more for quantitative research) | 48 | |
| 8713427521 | Forms of data collection | - *Self report* (diaries, interviews, questionnaires) - *Naturalistic and laboratory observation* - *Behavioral and performance measures* | 49 | |
| 8713448774 | Case Study | In depth study of a *single* case or individual | 50 | |
| 8713454676 | Ethnographic Study | In depth study of a *culture* using a combination of methods (e.g. interviewing, participant observation) | 51 | |
| 8713454677 | Correlated studies | Studies of *statistical relationships* between variables Interpretation of correlations | 52 | |
| 8713544259 | *Research Design - Experiments* | 53 | ||
| 8713495474 | Experimental group | Exposed to treatment | 54 | |
| 8713500592 | Control Group | Not exposed to treatment, or receives different treatment | 55 | |
| 8713506822 | Random Assignment | Each participant has an equal chance of being in any group | 56 | |
| 8713532492 | Independent Variable | What is manipulated | 57 | |
| 8713532494 | Dependent Variable | What is measued | 58 | |
| 8713547223 | Laboratory Experiments | Conducted in a laboratory | 59 | |
| 8713547224 | Field Experiments | Conducted in "normal settings" | 60 | |
| 8713553161 | Natural Experiments | When random assignment is not possible Natural experiments are actually *correlational studies* | 61 | |
| 8713571795 | *Developmental Research Designs* | 62 | ||
| 8713575137 | Cross-Sectional Design | People of different ages are assessed at one time | 63 | |
| 8713578523 | Longitudinal Design | Same people are studied more than once | 64 | |
| 8713583163 | Sequential Design | A complex strategy to overcome the drawbacks of cross-sectional and longitudinal designs | 65 | |
| 8714094268 | *Ethics of Research* | Beneficence, respect for autonomy, and justice should guide decision making | 66 | |
| 8714120566 | Considerations | - Right to informed consent - Avoidance of deception - Right to self-esteem - Right to privacy and confidentiality - Right to decline or withdraw - Correct undesirable effects | 67 |
