A topical approach to lifespan development 8th edition chapter 13

A topical approach to lifespan development 8th edition chapter 13 Psychoanalytic Theory - ANSWER-(Frued) focusses on repression and unconscious forces that shape behavior Psychosocial Development - ANSWER-(Erikson) the approach that encompasses changes in our interactions with understandings of one another, as well as in our knowledge and understanding. of ourselves as members of society Frued's basic personality Principles - ANSWER-Id, Ego, Superego Id - ANSWER-Unconscious, irrational, instant gratification, pleasure principle (untamed horse) Superego - ANSWER-Conscious, self evaluating, moralistic, ruled by internalization of parental and societal rules (riding instructor) Ego - ANSWER-Partially conscious, rational, acts as a mediator between Id and Superego. Ruled by reality Frued's Psychosexual stages of development - ANSWER-Oral, Anal, Phallic, Latency, Genital Oral - ANSWER-Birth to 1, the mouth is the primary focus of pleasurable sensations that the infant achieves through exploring objects with their mouth Anal - ANSWER-1-3, anus is primary focus of pleasurable sensations that the child develops through toilet training Phallic - ANSWER-3-6, genitals are primary focus of pleasurable sensations that the child derives though sexual curiosity, masturbation, and sexual attraction to the parent of the opposite sex Latency - ANSWER-7-11, sexual impulses become repressed and dormant as the child develops same sex freindships with peers Genital - ANSWER-Adolescence, child reaches sexual maturity, the genitals become the primary focus of pleasurable sensations, seeks to satisfy in physical relationships Behavioral Perspective - ANSWER-(Watson) studies observable behavior, focusses on learning Classical Conditioning - ANSWER-a learning process that occurs when an organism responds to a neutral stimulus (drooling when smelling food) Operant Conditioning - ANSWER-the behavior is controlled by rewards and consequences social-cognitive learning theory - ANSWER-learning by observing the behavior of another person, called a model cognitive perspective - ANSWER-the approach that focuses on how people process, store and retrieve information Founder of sociocultural theory - ANSWER-Vygotsky Founders of Psychosocial developmental theory - ANSWER-Frued, Erikson humanistic perspective - ANSWER-people have a natural capacity to make decisions about their lives and control their behavior, ability to ability to reach their full potential Unconditional Positive Regard - ANSWER-Carl Rogers, everyone is motivated by the need to be respected and loved Self Actualization - ANSWER-Maslow, a state of self fulfillment in which people achieve their highest potential contextual perspective - ANSWER-focuses on the relationship between individuals and the social context in which they lead their lives evolutionary perspective - ANSWER-behavior is a result of our genetic inheritance correlational research - ANSWER-suggests a relationship between two variables Psychoanalytic Theory of morality (Freud) - ANSWER-Born morally corrupt; but then where do good people come from? Focus: moral affect Cognitive Views of morality (Kohlberg and Piaget) - ANSWER-Born morally pure; preset desire to value goodness; Focus; moral decision making Social Learning Perspectives- Behavioral - ANSWER-Born neither good nor bad- tabula rosa; people are easy to manipulate, and reinforcement and punishment are used; Focus; moral behavior Internalization - ANSWER-The common focus of all three theories of morality; morality shifts from external to internal The Internalization Process - ANSWER-Psychoanalytic; Freud claims that children take on parents' values to form superego Social learning theory - ANSWER-Desire to gain approval (if you get rewarded for doing something, it must be right); modeling is more important than verbal transfer Preconventional Level - ANSWER-Includes punishment orientation and pleasure-seeking orientation; motives and standards are external Conventional Level - ANSWER-Includes good boy/girl and authority orientation; motives are internal, but standards are external; majority of adults are in this level Postconventional Level - ANSWER-Motives and standards are internal; less than 20% of people achieve this; ex- would steal medicine to save his dying wife Spiritual Domain of Development - ANSWER-The big questions that challenge science but loom large in people's personal experiences William James: Varieties of religious experience - ANSWER-Characteristics of religious life include: 1. belief that there is more to life than the material 2. A sense that this is what life is all about 3. Prayer makes a real difference Changes from belief to unbelief - ANSWER-Caused by dissatisfaction with religious teachings, ineffectiveness of prayer, and theodicy Changes from unbelief to belief - ANSWER-Caused by participating in services, meeting a deeply religious person, active prayer life Lifespan Development - ANSWER-the field of study that examines patterns of growth, change, and stability in behavior that occur throughout the entire lifespan Physical Development - ANSWER-development involving the body's physical makeup, including the brain, nervous system., muscles, and senses Cognitive Development - ANSWER-development involving the ways that growth and change in intellectual capabilities influence a person's behavior Personality Development - ANSWER-development involving the ways that characteristics differentiate one person from another over the course of their life Social Development - ANSWER-the way in which individual's interactions with others and their relationships grow, change and remain stable over the course of life Age Graded influences - ANSWER-biological and environmental influences that are similar for individuals in a particular age group regardless of where they were raised (puberty, menopause) History graded influences - ANSWER-biological and environmental influences associated with a particular historical moment. (bombing of Hiroshima)