DEV. PSYCH.

QUIZ 1  MULTIDISCIPLINARY- discipline in changes

INTRODUCTION TO DEV. PSYCH.  CHARACTERIZED BY PLASTICITY- ability
DEV. PSYCH. to change and characteristics are malleable.
 Scientific study of changes that occurs in (can be shaped).
human life span  MULTI CONTEXTUAL- normative
 Pattern of change begins at conception and
continues through the life cycle MODULE 2: LIFE SPAN DEVELOPMENT
 Dev.psych. Is a study of psychological LIFE SPAN DEVELOPMENT
phenomena  An important field of developmental
CONCEPT OF DEVELOPMENT psychology which is concerned with various
 Refers to criteria for change and development developmental changes occurring in an
 Concept- varies across approaches to dev psych individual , from conception till death.
 You have to see changes itself and some  Studies various aspects of human development
development including physical, intellectual and social.
is slow MAJOR FOCUS
 UNIVERSAL- Occur to all 1. Seeks to understand universal principle of
 IRREVERSIBLE- immune to intervention development.
 QUALITATIVE- stage like and gradual 2. To know how cultural, racial and ethnic
 GOAL ORIENTED- unrelated to end state differences affect development.
IMPORTANCE OF DEVELOPMENT 3. To understands the traits and characteristics that
 Find out what is norma differentiates one person from another.
 show range of behavior and thoughts and MAJOR PRINCIPLES
feelings typical for any particular population at 1. Development is continuous
any particular time 2. Development is gradual
 establish norms for development within a 3. Development is sequential
particular culture 4. Rate of development varies from person to
WHAT IS NORMAL person.
 Age related norms 5. Most traits are correlated in development.
 Developmental norms are standards or progress 6. Growth and development is a product of both
of a child's development hereditary and environment.
 Set of developmental task is a tool to help judge 7. Development is predictable.
the appropriateness . DEVELOPMENTAL ISSUES
WHAT CAUSES US TO DEVELOP  Nature vs nurture- why are you the way you
 MATURATION- biological unfolding of are? And you consider some of your
individual features(physical and mental)
 LEARNING- the process of experience that  Continuity vs discontinuity- human
produces permanent changes development is best characterized as a slow
MAJOR OBJECTIVE gradual process. Best viewed as one of more
 IDENTIFY commonalities and characteristics abrupt change.
 When changes occurs  Active vs passive- how much you play a role in
 Causes of these changes your own developmental path. Genetic
 When changes can or cannot be predicted influence or environment.
 Changes are individual or universal  Stability vs change- whether the early traits
PRINCIPLES OF DEVELOPMENT and characteristics in life continue throughout
 development is lifelong (recession) the individuals life or change.
 MULTIDIRECTIONAL- humans can change in CONCEPTION OF AGE
many direction may gain. 1. Chronological- number of years/age
 MULTIDIRECTIONAL- dimensions:physical, 2. Biological- body is aging
cognitive, psychological 3. Psychological age- psychological adaptive
 capacity MODULE 3: SIGMUND FREUD’S THEORY
4. Social age- based on our social norms of our
culture and the expectations our culture has for Focus of the Psychodynamic
people our age.  Focus on psychological drives and forces
THEORETICAL PERSPECTIVE Major ideas of psychodynamic theory
 Psychodynamic perspective- a work of sigmund  Unconscious drives: unconscious desires and
frued emphasizing unconscious psychological motivations are a major factor in human
process and contends that childhood behavior
experiences are crucial in shaping adult  Childhood experiences: early life experiences
personality. are a key influence on adult personality and
 Behavioral perspective- a psychological experiences.
approach that suggest that the keys to  Conflicts and unresolved issues: past conflicts
understanding development are observable and unresolved issues can continue to affect a
behavior and external stimuli in the person’s current thoughts feelings and
environment.Behaviorism is a theory of behaviors
learning, and learning theories focus on how we  Complex inner world: humans have a complex
respond to events or stimuli rather than inner world of conscious and unconscious.
emphasizing internal factors that motivate our Pleasure principle and reality principle
actions. These theories provide an explanation  Pleasure principle is the desire for immediate
of how experience can change what we do. gratification and full filing basic needs without
 Cognitive perspective- piaget’s theory The considering consequences
cognitive perspective in psychology focuses  Reality principle represents the ability to delay
on how internal thoughts and feelings gratification and make realistic decisions
influence one's behavior. The cognitive Freud describes libido
approach emphasizes the importance of  The psychic energy drives human behavior and
memory, perception and attention, language, motivation. Freud believed that libido was a
decision-making and problem-solving. fundamental instinct that was innate in all
 Humanistic perspective- carl rogers and humans.
abraham maslow The humanistic perspective Defense mechanisms
is a way of evaluating an individual as a whole,  Unconscious psychological responses that
rather than looking at them only through a protect people from feeling anxiety and threats
smaller aspect of their person. It is a branch of to self esteem.
psychology that relates to the idea of being Theories of development
entirely unique and your own individual.a  being frued
psychological approach that views people as  A psychoanalytic approach development
whole beings, with unique qualities and the  Development is primarily unconscious and
ability to change. It emphasizes the behavior is motivated by unconscious inner
importance of empathy, creativity, and forces memories and conflicts over which a
self-actualization. person has a little control of awareness
 Emphasizes the idea that early childhood
experiences affects our experiences as adults
Libido and the erogenous zone
 libido is a term is a term of psychoanalytic
theory to describe the energy created by
survival and sexual instincts. Part of the id and
is driving force of all behavior
 An erogenous zone is characterized as an area
of the body that is particular sensitive
Life and death instincts  Super ego continues to develop while the id is
 human behavior was motivated by two driving suppressed
instincts: life and death instinct  Starts to learn and develop social skills
 Life instincts (eros) are those that related to The genital stage
basic needs without considering  Puberty to death
 Death instincts ( thanatos) result of an  Maturing sexual interest
unconscious wish for death  Develops strong sexual interest in the opposite
Psychosexual stage of development sex. The goal is to establish balance between
 Child passes through five major progressive the various area of life.
stages of psychosexual development
 Namely oral anal phallic latency and genital .
Each stages possess for a children an unique
conflict that they must resolve before they pass MODULE 4: THEORIES OF DEVELOPMENT
on the next stage ERIK ERIKSON
The role of conflict  german american psychologist influenced by
 Conflict that must be resolved before they pass sigmund and dimond
on the next stage  Research for identity
Fixation psychology  First child psychoanalyst
 Cannot leave one stage and proceed to the next.  Psychosocial crisis
 Tendency to stay at a particular stage to be THE PSYCHOSOCIAL THEORY
troubled by the conflict of the stage as it met  Eriksons theories was based on epigenetic
frustration. principle and growth is sequence.
 Some may become addicted to the pleasure  Social experience was valuable throughout life
given by that stage.  Believed that during each stage a person
The oral stage experiences a psychosocial crisis that either be
 Birth to one year positive or negative
 Erogenous zone: mouth  He also believed that we are aware of what
 Oral stage, the infant’s primary source of motivates us throughout life and that the ego
interaction occurs through the mouth so rooting has greater importance in guiding our actions
and sucking reflexes is especially important. than does the id. We make conscious choices in
 Oral fixation: drinking, eating, smoking, nail life
bitting . The conflict during each stages
The anal stage  Eriksons believed people experiences a conflict
 1-3 years that serves as a turning point in development.
 Bowel and bladder control  This conflicts are centered either developing a
 Primary focus of the libido was on controlling psychological quality or failing to develop that
bladder and bowel movement. quality.
The phallic stage  Potential for personal growth is high and so is
 3-6years potential for failure.
 Genitals MASTERY LEADS TO EGO STRENGTH
 Primary focus is on the genitals. Begins to  he also believed that a sense of competence
discover the differences between males and motivates behavior and actions
females.  If handled well, the person will feel a sense of
 Boys begin to view their father as a rival for the mastery which is sometimes referred to as ego
mothers affection. The oedipus complex is strength or ego quality
feeling of possession. Stage 1 : trust vs mistrust
The latent period  Key Question: "Can I trust the world?"
 6 to puberty  If caregivers provide reliable care and affection,
 Sexual feeling are inactive the infant develops trust. If not, mistrust forms.
Stage 2 : autonomy vs shame and doubt MODULE 5: COGNITIVE THEORY OF
 Key Question: "Can I do things myself or must DEVELOPMENT
I always rely on others?" COGNITION
 Encouragement leads to autonomy  Is a mental action or process of acquiring knowledge
(independence), while excessive criticism or and understanding through thought experience and the
control results in shame and doubt. senses.
Stage 3: initiative vs guilt  Cognitive development is how humans acquire
 Key Question: "Is it okay for me to do things?" organize and learn to use knowledge.
 Children who are encouraged to take initiative Cognitive development skills and important milestone
develop confidence, while those who are  Developmental milestones are specific skills
restricted may feel guilt. achievement that occurs predictably over time.these
Stage 4 : Industry vs inferiority milestones reflect skill achievement
 Key Question: "Can I make it in the world of OBJECTIVE PERFORMANCE 4-8MONTHS- follows
people and things?" object till out of sight , search for partially hidden objects,
 Success in school and social activities fosters imitates gestures and responds to words.
industry (competence), while repeated failure OBJECT PERFORMANCE 9-12 MONTHS- search for
can lead to inferiority. completely hidden objects ,respond to words and gestures.
Stage 5 : Identity vs role confusion CAUSE AND EFFECT 12-15 MONTHS- understands the
 Key Question: "Who am I and where am I cause and effect in action, realize how to get response.
going?" FUNCTIONAL USE OF OBJECT 12-18 MONTHS-
 Successful exploration of personal identity understands what are the purposes of objects and functions
leads to a strong sense of self, while confusion PLAY(REPRESENTATIONAL) 18 MONTHS- uses
results in role uncertainty. tools or object as a representation of a realistic thing, like
Stage 6 : Intimacy vs isolation using banana as phone
 Key Question: "Can I love and be loved?" PLAY(SYMBOLIC)2-3 YEARS- uses symbol or object to
 Healthy relationships lead to intimacy, while represent or symbolize a thing.
fear of commitment or rejection results in SKILLS AND PRE-ACADEMICS 3-5YEARS- starts to
isolation. know letters, numbers, shapes, colors and starts to learn
Stage 7 : Generativity vs stagnation how to count.
 Key Question: "Can I make a difference in the LOGICAL 6-12 YEARS- understands conversation,
world?" multistep problems and understands others and own
 Helping the next generation (through family, perspective.
career, or community involvement) fosters ABSTRACT 13 AND ABOVE- have abstract thinking,
generativity, while self-absorption leads to hypothesizing things, and draws conclusion.
stagnation. Language and other cognitive skills
Stage 8 : Ego integrity vs despair  are essential for childs ability to communicate and
 Key Question: "Did I live a meaningful life?" engage with others. These skills support other areas of
 Reflecting on life with a sense of fulfillment childs development, such as cognitive, literacy, and
leads to integrity, while regret results in despair. social development.
 Single word- 12-18 months
 2 words- 18 months to 2 years old
 3 words up- 2-3 years old
 Abstract thought through showing thoughts and
feelings, discuss many topics -3-5 years old
 fond of story telling and they can put words together,
can share opinions and can have adult style
conversation- 5-8 years old
Thinking skills  Zone proximal development is described as the
 thinking concerns manipulating information and is distance between the actual development level and the
related to reasoning, decision making and problem level of potential. This is determined by problem
solving.it is required to develop language because you solving when children are collaborating with more
need words to think. Cognitive development activities able peers or under the guidance of adult
helps thinking and reasoning to grow.  CONCEPT OF SCAFFOLDING is a method of
 Thinking is a skill that does not commence at birth. teaching that helps learners understand
Developing of knowledge
 essential for cognitive development and academic MODULE 6: BEHAVIORIST THEORY
achievement. Increased knowledge equates to better
speaking, reading, listening, and reasoning skills.  According to the behavioral perspective, the
Knowledge is not only related to language. It can also way we behave and learn can be explained
be gained by performing task. It starts from birth as through our interactions with the environment.
children begin to understand the world around through  Our actions are always responses to stimuli,
their senses. which either occur naturally or because of a
 Building knowledge is important to children to encode learned response.
and retrieve new information. BEHAVIORISM
Exploring and solving problems  A grand theory of human development that
 problem solving can be seen in very young children studies observable behavior. describes the laws
when they play with blocks, objects, and balls. and processes by which behavior is learned.
 Heuristic play- demonstrate problem solving  Posits that human can be trained, or conditioned,
SEAN PIAGET’S COGNITIVE THEORY 1963 to respond in specific ways to specific stimuli
 The sensorimotor stage 0-2 - understand world in and that given the correct stimuli, personalities
senses and movement through feel, hear, see and and behaviors of individuals, and even entire
listening. civilization, can be codified and controlled.
 Pre operational stage 2-7- symbolic play, language and THE PROCESS OF DEVELOPMENT BASED
abstract arise. ON BEHAVIORAL PERSPECTIVE
 Concrete operational stage 11 and up- logical and 1. suggest that human development can be
concrete thought and organizes in sequence. understood by observing how people behave in
 Formal operational stage 18 and up- have rules and response to environmental stimuli.
know how to solve problems.  BEHAVIORISM is a theory of learning that
Schemata focus on how we are conditioned to respond to
 Children develop schemata to help them understand events or stimuli.
the world.schemata are concepts (mental models) that 2. Key understanding in understanding
are used to help us categorize and interpret information development are observable behavior and
ASSIMILATION AND ACCOMMODATION outside stimuli in the environment.
 Assimilation is when you take in information that is  if we know the stimuli, we can predict the
comparable to what they already know. behavior.
 Accommodation describes as it change their schemata 3. Reflects the view that nurture is more important
based on a new information and continues as child to development than nature
interest with their environment. 4. opposes the idea that everyone goes through set
EQUILIBRATION of stages. Instead, they assume that individuals
 Children try to strike a balance between assimilation are impacted by the environmental stimuli to
and accommodation mechanism which they are accidentally or intentionally
LEV VYGOTSKY exposed.
 He believes that children’s cognitive development 5. Developmental patterns are personal and
arises through their physical interaction with the represent a specific set continuous exposure to a
world. certain environmental component or
 combination of environmental stimuli and which strengthens or increases probability of a
behavior is the end effect. specific response.
6. Developmental change is seen in quantitative  POSITIVE REINFORCEMENT- involves
terms rather than qualitative. adding something in order to increase a
CENTRAL PRINCIPLES OF CONDITIONING response.
THE PROCESS OF CONDITIONING  NEGATIVE REINFORCEMENT- involves
 CONDITIONING in psychology is a taking something negative away in order to
behavioral process whereby a response becomes increase response.
more frequent or more predictable in a given  PUNISHMENT- refers to adding something
environment as a result of reinforcement . aversive in order to decrease a behavior.
 Reinforcement typically being a stimulus or  EXTINCTION- involves removing something
reward for desired response. in order to decrease a behavior.
TWO TYPES CONDITIONING
 CLASSICAL CONDITIONING- first
described by Ivan Pavlov a russian
psychologist.
 A process that involves creating an association
between a naturally existing stimulus and
previously neutral one.
 Focuses on involuntary, automatic behaviors
and involves placing a neutral signal before a
reflex.
 OPERANT CONDITIONING- first describe
by B.F. Skinner, operant conditioning or
instrumental conditioning focuses on using
either reinforcement or punishment to increase
or decrease behavior.
 Through this process an association is formed
between the behavior and the consequences of
that behavior. Focuses on strengthening or
weakening voluntary behaviors.
THE STIMULUS RESPONSE THEORY
 Proposed by Edward Thorndike in 1905
 Suggest that behavior is influenced by the
consequences of one’s actions.
 Individual learns trough trial and error, leading
positive outcome being reinforced and negative
outcomes being diminished.
LAW OF EFFECT
 First proposed by Edward Thorndike
 Behaviors that are followed by consequences
that are satisfying to the organism are more
likely to be repeated, behaviors that are
unpleasant consequences are less likely to be
repeated.
REINFORCEMENT AND ITS TYPES
 REINFORCEMENT - means to strengthen
and used in psychology to refer any stimulus