focuses on whether people are active in their own development or passively shaped by forces outside themselves.
John Locke, infants are "blank slates" waiting to be written on by their experiences. Children are neither innately good nor innately bad but could develop in any direction depending on their experiences.
focuses on whether the changes people undergo over the life span are gradual or abrupt.
the extent to which development changes are common to all humans (universal_ or different from person to person (context specific).
A distinct phase of the life cycle characterized by a particular set of abilities.
people are driven by motives and emotional conflicts of which they are largely unaware and that they are shaped by their earliest experiences in life.
inborn biological forces that motivate behavior
the power of instincts and other inner forces to influence behavior without awareness.
impulsive, irrational part of the personality whose mission is to satisfy the instincts. Acts on the pleasure principle. All psychic energy resides in the ( ).
rational side of the individual that tries to find the realistic way of gratifying the instincts.
individual's internalized moral standards.
the psychic energy of the sex instinct
as a child matures biologically, the psychic energy of the sex instinct shift from one part of the body to another, seeking to gratify biological needs.
unconscious coping devices that the ego adopts to defend itself against anxiety
arrested development in which part of the libido remains tied to an early stage
involves retreating to an earlier, less traumatic stage of development.
birth to 1 year, libido focused on the mouth as a source of pleasure
1-3 years, libido is focused on the anus, and toilet training creates conflicts between the child's biological urges and the society's demans.
3-6 years, libido centers on the genitals.
6-12 years, libido is quiet;psychic energy is invested in schoolwork and play with same sex friends
12+ years, Puberty reawakens the sexual instincts as youths seek to establish mature sexual relationships and pursue the biological goal of reproduction.
Trust vs. mistrust
birth to 1 year, infants must learn to trust their care givers to meet their need.
Autonomy vs. shame and doubt
1-3 years, Children must learn to autonomous or they will doubt their abilities.
Initiative vs. guilt
3-6 years, Preschoolers develop initiative by devising and carrying out bold plans, but they must learn not to infringe on the rights of others.
Industry vs. inferiority
6-12 years, Children must master important social and academic skills and keep up with their peers; otherwise they will feel inferior.
Identity vs. role confusion
12-20 year, adolescent ask who they are and must establish social and vocational identities; otherwise, they will remain confused about the roles they should play as adults.
Intimacy vs. isolation
20-40 years, young adults seek to form a shared identity with another person, but may fear intimacy and experience loneliness and isolation.
Generativity vs. stagnation
40-65 years, middle-aged adults must feel that they are producing something that will outlive them, either as parents or as workers; otherwise they will become stagnant and self-centered.
Integrity vs. despair
65+ years, older adults must come to view their lives as meaningful to face death without worries and regrets
conclusion about human development and functioning should be based on observations of overt behavior rather than on speculation about unobservable cognitive and emotional processes.
simple form of learning in which a stimulus that initially had no effect on the individual comes to elicit a response through its association with a stimulus that already elicits a response.
an unlearned stimulus
automatic, unlearned response
a learned stimulus
a learned response
a learner's behavior becomes either more or less probable depending on the consequences it produces
something has been added to strengthen a behavior
something is taken away to strengthen a behavior
something is added to decrease a behavior
something is taken away to decrease a behavior.
behavior that is ignored, or no longer reinforced becomes ( ).
social cognitive theory
humans are cognitive beings whose active processing of information plays a critical role in their learning, behavior, and development.
learners become more or less likely to perform a behavior based on the consequences experienced by the model they observe.
the beliefs that one can effectively produce desired outcomes in a particular area of life.
ways in which people deliberately exercise cognitive control over themselves, their environments, and their lives.
children actively construct new understandings of the world based on their experiences
birth to 2 years, infants use their senses and motor actions to explore and understand the world.
2-7 years, preschoolers use their capacity for symbolic thought to develop language, engage in pretend play, and solve problems
7-11 years, school-age children acquire concrete logical operations that allow them to mentally classify, add, and otherwise act on concrete objects in their heads
11-12 years, adolescents can think about abstract concepts and purely hypothetical possibilities and can trace the long-range consequences of possible actions.
shaped by the sociocultural context in which it occurs and grows out of children's interactions with members of their culture.
likens the human mind to a computer with hardware and software and emphasizes fundamental mental processes such as attention, memory, decision making, and the like.
study of the evolved behavior of various species in their natural environment.
epigenetic psychobiological systems perspective
development is the product of interacting biological and environment forces that form a larger system
the process through which nature and nurture, genes and environment, jointly bring forth particular developmental outcomes.