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3 areas of development
biological/physical processes, cognitive processes (changes in thought, IQ, & language), soci-emotional processes (personality, emotions, relationships)
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behavior affected by underlying emotions and the unconscious mind
psychoanalytic theories
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personality, Id, ego, superego, defense mechanisms
Freud's psychoanalytic theory
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unconscious instincts; compulsive; "pleasure principle"
Id
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executive branch of the mind; deals with reality
ego
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moral branch of the mind; one's "conscience"
superego
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Freud's defense mechanisms
regression, displacement, repression
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Freud's stages of development
Oral (birth-18 months), anal (18 months-3 years), phallic (3-6 years-Oedipus complex), latency (6 years to puberty), genital (puberty onward)
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1st year of life
trust vs. mistrust
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infancy (1-3 years)
autonomy vs. shame and doubt
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early childhood
initiative vs. guilt
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middle & late childhood
industry vs. inferiority
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adolescence
identity vs. identity confusion
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early adulthood
intimac vs. isolation
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middle adulthood
generativity vs. stagnation
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late adulthood
integrity vs. despair
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children actively contrcut their undertsanding of the world; accommodation; assimilation; 4 stages- sensorimotor, pre-operational, concrete operational, formal operational
Piaget's cognitive development theory
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the process of modifying old schemes or creating new ones to better fit assimilated information; making an adjustment
accommodation
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the process of bringing new objects or information into a schem that already exists; new learning
assimilation
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process of changing a cognitive structure or the environment (or both) in order to understand the environment
adaptation
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birth-2 years: uses senses and motor skills,
items known by use, object permanence
sensorimotor stage
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2-7 years; symbolic thinking, language used,
egocentrism, animism, imagination/experience grows, child de-centers
pre-operational stage
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7-11 years; logic applied, objective/rational
interpretations, conservation, numbers, ideas, classifications
concrete operational
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11 years on; thinks abstractly, hypothetical
ideas, ethics, politics, social/moral issues explored
formal operational stage
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Social and cultural interactions guide cognitive development; Interactions with more skilled adults and peers teach adaptive skills for success; Knowledge is
situated and collaborative; Memory, attention,
reasoning involves learning to use society’s inventions
sociocultural theory (Vygotsky)
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capacity is gradually developed (no stages); comparing
computer to human brain emphasize how individuals manipulate information, monitor it, and strategize about it; sensory information --> input --> storage --> retrieval
information processing theory
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generalizing fear as an involuntary response
classical conditioning (Watson)
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use of punishments and rewards shapes behavior and development
operant conditioning (Skinner)
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observational learning, behavior, environment, & cognition are key factors in development
social learning theory (Bandura)
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use imitation or modeling to adopt behaviors
observational learning
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development is influenced by environment or
systems (set of interacting units with relationships among them)
ecologiocal theory (Bronfenbrenner)
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system immediate to the individual
microsystem
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relationships between microsystems
mesosystem
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external settings that the person does not play a direct role
exosystem
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system of culture or society
macrosystem
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system involving time or history
chronosystem
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behavior influenced by biology; Lorenz experiemen-imprinting; Bowlby attachment to caregiver
ethological theory
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does not follow one theoretical approach, but selects and uses from each theory whatever is considered the best in it
eclectic theory
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