NCE

• your perceptions of your qualities, attributes & traits.
• -Birth-no sense of self
• -by 24 months signs of self-recognition
• -Preschool age- and physical can describe inner qualities
• -Adolescence-self-concepts more abstract and psychological

• Nature: genetic and hereditary factors
• Nurture: learning and environmental factors

organism is involved including use of cognition

moral or ethical development

• the reduction of all behavior to common elements
• example-instinctual and reflexive behavior

• certain changes in abilities or behaviors can be separated from other which argues for stages of development
• example-language development

• changes are sequential and can't be separated easily
• example-personality development

• People are always motivated to higher-order needs:
• -food/water to
• -belonging/love to
• -self esteem/prestige/status to
• -self actualization

psychological level-social level-cognitive level

• Identified stages of growth 
• requires completion of last one for success and happiness

• Arise from physical maturation, influences from culture and society, and desires and values of the person.
• developmental tasks are skills, knowledge, behaviors, and attitudes that an individual has to acquire through physical maturation, social learning and personal effort

• Environment manipulates biological and psychological drives and needs resulting in development
• learning and behavior changes are a result of rewards and punishments
• s

• Edward Thorndike
• When a stimulus response connection is followed by a reward (reinforcement) that connection is strengthened
• Consequence of behavior determines probability of it being repeated

incomplete or inhibited development at one of Freuds stages

• Basic energy or force of life
• consists of: life instincts and death instincts

• Change in structure or organization
• example: sexual development

• Change in #, degree or frequency
• content changes
• example: intellectual develpoment

• Unconscious protective processes that help us control primitive emotions and anxiety
• they include:
• -repression
• -projection
• -reaction formation
• -rationalization
• -displacement
• -introjection
• -regression
• -denial
• -sublimation

Anxiety or sexual tension or energy is channeled into socially acceptable activities such as work

Refusing to see something that is a fact or true in reality

retreating to earlier or more primitive (childlike) forms of behavior

Identify through fantasy the expression of some impulse or motive

Substituting a different object or goal for the impulse or motive that is being expressed

Providing a reason for a behavior and thereby concealing the true motive or reason for the behavior

Expressing a motive or impulse in a way that is directly opposite what was originally intended

Avoiding the conflict within oneself by ascribing the ideas or motives to someone else

Rejecting the conscious thought (denying or forgetting) the impulse or idea that provokes anxiety

• Piaget-adaptation
• Modifying relevant environmental events so they can be incorporated into individuals existing structures

• Piaget-adaptation
• modifying organization of the individual in response to environmental events

Another word for a mental structure that processes information, perceptions and experiences

• Studied Cognitive development (intelligence)
• Inherit 2 tendencies:
• -Organization: how we systematize and organize mental processes and knowledge
• -Adaptation: adjustment to the environment

For most lifespan development is plastic representing an easy and smooth transition from one stage to the next

• John Lockes view children begin as Blank Slate
• acquire characteristics through experience

genetic (inherited) makeup of the individual

Way an individual genotype is expressed through physical and behavioral characteristics