Back to AI Flashcard MakerPsychology /Lifespan Development Exam 1 Part 3
Lifespan Development Exam 1 Part 3
This deck covers key concepts in lifespan development, including theories of behavior, stages of development, and learning theories.
What are the two broad kinds of determinants of behavior?
nature (genes)
nurture (environment where they grew up)
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Key Terms
Term
Definition
What are the two broad kinds of determinants of behavior?
nature (genes)
nurture (environment where they grew up)
What is the difference between the determinists and free will position regarding decisions?
Determinists believe decisions are shaped by prior causes, while the free will position asserts individuals choose freely without being fully determin...
responsibilities of scientists when collecting data from children in order to protect them
1. informed consent
2. debrief
3. protection from harm
4. confidentiality
Freud's structures of personality
1. the id
2. the ego
3. the superego
the id
at birth, this is the part of the personality that is irrational, impulsive, and selfish whose only mission is to satisfy the flesh
(seeks immediate g...
the ego
the rational side of the personality that tries to find realistic ways of gratifying the instincts
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| Term | Definition |
|---|---|
What are the two broad kinds of determinants of behavior? | nature (genes)
nurture (environment where they grew up) |
What is the difference between the determinists and free will position regarding decisions? | Determinists believe decisions are shaped by prior causes, while the free will position asserts individuals choose freely without being fully determined by past events. |
responsibilities of scientists when collecting data from children in order to protect them | 1. informed consent
2. debrief
3. protection from harm
4. confidentiality |
Freud's structures of personality | 1. the id
2. the ego
3. the superego |
the id | at birth, this is the part of the personality that is irrational, impulsive, and selfish whose only mission is to satisfy the flesh
(seeks immediate gratification) |
the ego | the rational side of the personality that tries to find realistic ways of gratifying the instincts |
the superego | the individuals internalized moral standards
(once the superego emerges, children have a parental voice inter heads that keeps them from violating society's rules and makes them feel guilty if they do) |
Freud's stages of development (erogenous zones and fixations) | 1. oral (putting everything in their mouths) birth to 1 year
2. anal (potty training) 1-3 years
3. phallic (kids develop an incestuous desire for the parent) 3-6 years
4. latency (sexual urges are tame so child focuses on school and play) 6-12 years
5. genital |
How does Erikson's psychosocial theory differ from Freud's psychoanalytic theory? | Erikson placed less emphasis on sexual urges as the drivers of development and more emphasis on social influences
less emphasis on unconscious id and more on the rational ego
more positive view of human nature (people are rational, active in their own development, and can overcome effects of harmful experiences)
more emphasis on development after adolescence |
What are Erikson's stages | 1. trust vs. mistrust (whether to trust someone or not)
2. autonomy vs. shame and doubt (must learn to do things for themselves)
3. initiative vs. guilt (develop initiative by carrying out bold plans but they must learn to not impinge on the rights of others)
4. industry vs. inferiority (must master important social and academic skills and keep up with their peers so they don't feel inferior)
5. identity vs. role confusion (figure out who they are or they will remain confused when they are older)
6. intimacy vs. isolation (seek to form relationships but may fear intimacy causing isolation and loneliness)
7. generatively vs. stagnation (middles aged adults must feel they are producing something that will outlive them... or they will become stagnant)
8. integrity vs. despair (older adults music come to view their lives and meaningful to face death without worries and regrets) |
classical conditioning | stimulus that initially had no effect on the individual comes to elicit a response through its association with a stimulus that already elicits the response |
operant conditioning | learner's behavior becomes more or less probable depending on the consequences it produces |
5 kinds of consequences | 1. positive reinforcement (increases behavior by adding something)
2. negative reinforcement (increases behavior by taking something away)
3. positive punishment (decreases behavior by adding something)
4. negative punishment (decreases behavior by taking something away)
5. no response (behavior is ignored) |
observational learning | we simply learn from watching other people |
Skinner's learning theory | emphasized the role of environment in controlling behavior
(learner's behavior is strengthened or weakened depending on the consequences that occur) |
Bandura's social cognitive theory | we learn through observation |
latent learning | learning occurs but there is no evidence in behavior |
vicarious reinforcement | process in which learners become more or less likely to perform a behavior based on whether consequences experienced by the model were good or bad |
self-efficacy | belief that they can effectively produce a desired outcome |
advantages of positive reinforcement | focuses on good behavior (good for child's self esteem)
internalization
feelings towards parent |