CHF201 Chapter 2 notes
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| Psychosexual theory of development. (Freud) | o Infantile sexuality occurs in three stages and results in an essentially fixed personality by age five.
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| Stages of psychosexual theory | Oral
Anal
Phallic
Sexual Latency
Genital Stage (through adulthood
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| ID | source of unconscious impulses toward fulfillment of our needs.
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| EGO | mediator between unbridled demands of the id and limits imposed by real world. Operates according to reality principle.
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| SUPEREGO | - relentless conscience that forms as children begin to identify with their parents' moral standards
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| Erickson | Psychosocial theory of human development from infant to adult, it varied from Freud
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| Trust vs. Mistrust | (0-1)=Babies learn either to trust or mistrust that others will care for their basic needs
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| Autonomy vs. Shame and Doubt | (1-3)=Children learn to be self-sufficient in many activities (toileting, feeding, walking, talking) or to doubt their own abilities.
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| Initiative vs. Guilt | Children want to do adult like activities, sometimes overstepping the limits set by parents and feeling guilty
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| Industry vs. Inferiority | (7-11)=Children learn to be competent and productive or feel inferior and unable to do anything well
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| Identity vs. Role Diffusion | (Adolescence)="Who Am I?" Establish sexual, ethnic, and career identities or remain confused.
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| Intimacy vs. Isolation | (Adulthood)=Seek companionship & love with another or become isolated from others
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| Generativity vs. Stagnation | productive, meaningful work & raise a family or become stagnant or inactive
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| Integrity vs. Despair | Try to make sense out of life or despair at goals never reached.
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| Stage Theorists | Freud / Erickson
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| Classical Learning Theory | Unconditioned Stimulus --->Unconditioned Response
Neutral Stimulus ----> No Response
Unconditioned Stim + Neutral Stim --->Unconditioned Resp.
Conditioned Stimulus --->Conditioned Response.
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| Operant Conditioning | Antecedents--->Give instruction in Spanish, then English.
Instruction does not automatically result in response. Have to learn
/ Consequences--->Reinforcers are stimuli that increase probability of future responses.
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| Positive / Negative reinforcement | self explanatory
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| Continuous vs. Intermittent | Time Based - Fixed or Variable
Response Based - Fixed or Variable
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| Deprivation vs. Satiation | Self explanatory
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| Immediacy vs. Delay | Self explanatory
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| General vs. Specific | Self explanatory
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| Primary vs. Secondary or Conditioned | (reward based on accomplishment)
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| Contingent vs. Non contingent | Reward given only if learning act done successfully
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| Shaping | operant conditioning in which the increasingly accurate approximations of a desired response are reinforced
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| Modeling | process whereby people pattern their behavior after that of specific others
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| Self-efficacy | one's feelings of competency, capability,
and effectiveness
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| Piaget: Sensorimotor | Infant uses senses and motor abilities. Begins with reflexes and ends with complex coordination of sensory-motor skills.
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| Piaget: Preoperational | Child uses symbolic thinking including language to understand the world
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| Piaget: Concrete Operations | Understands and applies logical principles to help interpret specific experiences or perceptions
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| Piaget: Formal Operations | Able to think about abstractions and hypothetical concepts.
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| cognitive equilibrium (Piaget) | make sense of conflicting experiences and perceptions. Form mental concepts or schemas and try to fit experiences to them
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| Cognitive equilibrium - Organization | People organize thoughts to make sense of them, separating important from unimportant and establishing links between thoughts
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| Cognitive equilibrium - Adaptation | When experiences come to people, they must adapt the experience to their schema. Assimilation + Accommodation
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| Social Cultural Theory - Vygotsky | Cognitive competencies result from the interaction between children and more mature members of society in what has been called apprenticeship in thinking
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| Guided participation | tutors work directly with learners
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| Zone of proximal development | skills, knowledge, and understanding that an individual cannot yet perform on his or her own but could learn with guidance
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| EPIGENETIC SYSTEMS THEORY | emphasizes the interaction between genes and the environment
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| Genotype | what we inherit genetically
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| Phenotype | what is expressed
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