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Week 2 PSYC 201 Lifespan Development

by: Samantha Fore

Week 2 PSYC 201 Lifespan Development PSYC 201

Marketplace > Ivy Tech Community College > Psychlogy > PSYC 201 > Week 2 PSYC 201 Lifespan Development
Samantha Fore
Ivy Tech Community College
GPA 4.0

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About this Document

These notes cover week 2 (chapter 2) of a lifespan development course.
Lifespan Human Development
Class Notes
lifespan development, Human Lifespan Development, Psychology, PSYC 201
25 ?




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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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