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Flashcards by keziah.tuhoro, updated more than 1 year ago
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Created by keziah.tuhoro
about 8 years ago
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| Question | Answer |
| Definition of Theory | A theory is a set of statement that is orderly, describes, explains or predicts certain behaviors’ in developmental domains. |
| Four Main Developmental Theories | 1. Psychoanalytical theory 2. Learning theory 3. Cognitive theory 4. Sociocultural theory |
| Categories of Human Development Theories | - Freud, Erikson & Piaget STAGE THEORISTS Biological–maturational forces Parents are supporters of development Watson, Skinner and Bandura LEARNING THEORISTS Emphasis on environment Parents are children s trainers |
| Psychoanalytical Theory (Freud) | Originated from Sigmund Freud - childhood experiences and unconscious desires influenced behavior. His assumption focused on nurture. Human instincts motivate behaviour Three components of personality: Id: impulsive, selfish part of personality Ego: rational aspect that seeks to gratify instincts Superego: internalised moral standards |
| Pyschosexual Theory (Freud) | Freud's Five stages of development: Oral, anal, phallic, latent and genital Defence mechanisms Repression Regression Projection Reaction formation |
| Phsychosexual/Psychosocial Stages (Freud vs Erikson) | |
| Pyschosocial Strengths & Weaknesses (Erikson) | Strength Emphasis on interaction of biological and social influences Weaknesses Sometimes vague and difficult to test Describes development but not how it occurs |
| Learning Theories (Classical Conditioning) | Pavlov UCS: automatic, unconditioned stimulus UCR: automatic, unconditioned response CS: conditioned stimulus CR: conditioned response |
| Learning Theories (Operant Conditioning) | Behaviourism: conclusions should be based on observable behaviour Learner’s behaviour is more/less probable depending upon contingent consequences |
| Learning Theories (Operant Conditioning) | Reinforcement occurs when a consequence strengthens a response or makes it more likely to occur Two forms of reinforcement: Positive: something ‘good’ is added Negative: something ‘bad’ is removed/avoided |
| Learning Theories (Operant Conditioning) | Punishment decreases the strength of a behaviour or makes it less likely to occur Two forms of punishment: Positive: something ‘bad’ is added Negative: something ‘good’ is removed |
| Social-Cognitive Theory (Bandura) | Formerly called social-learning theory Emphasises the motivating, self-regulating role of cognition Includes observational learning |
| Social-Cognitive Theory (Bandura) | Person/group acts in any given environ Behaviour is influenced by personal & social environment Self-effacy - Belief in ones self |
| Social-Cognitive Theory (Bandura) | Observational learning Accomplished by observing the behaviour of others (models) Learners pay attention, construct mental representations and use them to guide behaviour (Bobo doll study) |
| Cognitive theory (Piaget) | Intelligence: process that helps a person adapt to the environment Constructivism: construct new understanding based on experiences Interaction between biological maturation and experience is responsible for developmental progress from one stage to the next |
| Cognitive stages of Development | Sensorimotor stage Infants deal with the world through their senses and their motor skills Preoperational stage Preschoolers use symbolic thought but not logical problem solving or conservation |
| Cognitive stages of Development | Concrete operations stage Trial-and-error approach to problem solving Formal operations stage Adolescents are able to think abstractly and hypothetically |
| Challenges to Cognitive theory | Vygotsky Cognitive development is shaped by sociocultural context Information-processing approach: Examines fundamental processes of attention, memory, decision making etc. |
| Cognitive Strengths | Strengths: Theories have been applied to cognitive therapies such as Rational Emotive Therapy (irrational to rational thoughts) It is reductionist. Reduces human behavior to individual processes. Humans are a product of all processes working together, not as separate parts. |
| Cognitive Strengths | One strength of the cognitive approach is that it looks at thought processes which were ignored by other psychologists, especially behaviourists. Processes such as memory, attention and perception have been studied as they have an effect on our behaviour. Considerable research by Loftus and Palmer (1974) has shown that memories on eye witness testimony are unreliable |
| Cognitive Strengths | its theories have been applied to cognitive therapies such as Rational Emotive Therapy. This therapy has been successful in changing irrational thoughts into rational thoughts so that behaviour improves. Ellis found that Rational Emotive Therapy is successful 90% of the time. |
| Cognitive Weaknesses | It is too mechanical. Cannot compare processes as humans are complex and certain emotions can change the output of ones behavior |
| Cognitive Weaknesses | One weakness of the cognitive approach is that it is reductionist. An example of this is that it reduces human behaviour down to individual processes such as memory and attention. This is a weakness because the human is a product of all the processes working together and not just individual parts. |
| Psychodynamic Strength | One strength of the psychodynamic approach is that they focused on the effects that childhood experiences have on the developing personality. This is a strength because Freud was the first psychologist to realise the importance of childhood.It also led to other psychologists including Piaget developing theories on childhood. |
| Psychodynamic Strength | It takes both nature and nurture into account. This is a strength because it emphasises the importance of both. An example of this is that Freud's assumption of childhood experiences focused on nurture whereas the ID, Ego and Super-ego focused on nature. |
| Psychodynamic Weakness | it is unfalsifiable. This is a weakness because the assumptions can not be scientifically measured or proved wrong. An example of this is the idea of the mind being split into three parts. |
| Psychodynamic Weakness | It is deterministic. This is a weakness because it suggests that behaviour is pre-determined and people do not have free will. An example of this is the psychosexual stages. |
| Biological Strength | It is very scientific. Experiments used are measurable, objective and can be repeated to test for reliability. Also, the researcher has more control over the variables. |
| Biological Strength | It is deterministic. This is a strength because it increases the likelihood of being able to treat people with abnormal behaviour and provides explanations about the causes of behaviour. This understanding can then be used to improve people's lives. |
| Biological Weakness | It focuses too much on the 'nature' side of the nature/nurture debate. It argues that behaviour is caused by hormones, neurotransmitters and genetics. One theory is that schizophrenia is genetic, however, twin studies show that it is not completely genetic and the environment has a part to play. |
| Biological Weakness | One weakness of the biological approach is that it is nomothetic. This is a weakness because it develops theories about disorders and generalises them to apply to everyone. It does not take into account the view that humans are unique. An example of this is that General Adaptation Syndrome assumes that everyone responds in the same way to stress but does not take into account that some people have more support than other |
| Behaviourist Strength | It has successfully applied classical and operant conditioning to its theories. Systematic desensitisation is based on classical conditioning and is useful for treating phobias. |
| Behaviourist Strength | One strength of the behaviourist approach is that it uses scientific methods of research. This is a strength because the experiments are objective, measurable and observable. An example of this is Bandura's bobo doll study of aggression.. |
| Behaviourist Weakness | It focuses too much on the 'nurture' side of the nature/nurture debate. It suggests that all behaviour is learned but cognitive and biological elements have been proved to affect behaviour. An example of this is the assumption that people learn behaviour by observing others getting rewarded for certain actions. |
| Behaviourist Weakness | One weakness of the behaviourist approach is the ethical issues raised by using animals in experiments. This is because animals can not consent to take part and are unable to withdraw. An example of a behaviourist animal study is Pavlov's dogs which led to classical conditioning principles being developed. |
| THEORIES vs APPROACH 1. Psychoanalytical theory 2. Learning theory 3. Cognitive theory 4. Sociocultural theory | 1. Psychodynamic/Pyschosocial approach 2. Biological approach 3. Cognitive approach 4. Behaviourist approach |
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