Week 2 PSYC 201 Lifespan Development
Week 2 PSYC 201 Lifespan Development PSYC 201
Ivy Tech Community College
Popular in Lifespan Human Development
Popular in Psychlogy
This 1 page Class Notes was uploaded by Samantha Fore on Thursday December 31, 2015. The Class Notes belongs to PSYC 201 at Ivy Tech Community College taught by in Fall 2015. Since its upload, it has received 8 views. For similar materials see Lifespan Human Development in Psychlogy at Ivy Tech Community College.
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Date Created: 12/31/15
Chapter 2 Freud’s Id psychoanalytic theory; that part of the personality that comprises a person’s basic sexual and aggressive impulses; contains libido and motivates a person to seek pleasure and avoid pain Freud’s Ego psychoanalytic theory; thinking element of personality Freud’s Superego psychoanalytic theory; moral judge or personality Psychosexual stages oral (birth to 1 year old), anal (1 to 3 years old), phallic (36 years old), latency (612 years old), and genital (12 adulthood) Erikson’s theory inner instincts interact with outer cultural and social demands to shape personality; trust vs mistrust (birth to 1 year old), autonomy vs shame & doubt (13 years old), initiative vs guilt (36 years old), industry vs inferiority (612 years old), identity vs role confusion (1218 years old), intimacy vs isolation (1830 years old), generativity vs stagnation (30 to late adulthood), and integrity vs despair (late adulthood) Pavlov’s classical conditioning learning that results from the association of stimuli Skinner’s operant conditioning learning to repeat or stop behaviors because of their consequences Reinforcement anything that follows a behavior and causes it to be repeated Punishment anything that follows a behavior and causes it to stop Piaget’s stages sensorimotor (birth to 18 months; use sensory and motor schemes to act on the world around them), preoperational (18 months to 6 years; acquire symbolic schemes; language and fantasy that they use in thinking and communicating), concrete operational (612 years old; think logically and become capable of solving problems), and formal operational (12 years old; think logically about abstract ideas and hypothetical situations) Vygotsky’s sociocultural theory complex forms of thinking that their origins in social interactions rather than in an individuals’ private explorations; scaffolding (guided by an adult who structures the child’s learning experiences) and zone of proximal development (adapt process to child’s developmental level) Bandura’s observational learning learning that results from seeing a model reinforced or punished for a behavior Bandura’s social learning people learn from models; what they learn from a model depends on how they interrupt the situation cognitively and emotionally
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