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Chapter 2 - Theories of Development
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theory: A set of ideas or beliefs that help us organize and understand information.
quantitative: Continuous development is said to be ____________.
qualitative: Discontinuous development is said to be ____________.
ethological theory: This theory explains the importance of critical periods in a child's development.
psychodynamic: This perspective focuses on the unconscious.
id: Opposes the superego, the want for immediate gratification.
ego: Your reality principle.
superego: Your moral guardian; usually developed during a child's preschool years.
phallic: The psychosexual stage in which the Oedipus and Electra complexes are developed.
five: Sigmund Freud believed that infants go through _____ stages of psychosexual development.
erikson: Developmental psychologist who believed children develop through social experiences.
behaviorism: This perspective has to do with classic and operant conditioning.
reinforcement: Anything you do to make a behavior happen again; can be positive or negative
negative: Taking a child's toy away so that they stop misbehaving in public is an example of __________ punishment.
bandura: Psychologist who believed children learn by observing others.
selfefficacy: Our power to influence our own functioning and circumstances.
cognitive: This perspective focuses on how a child's thinking effects their development.
jeanpiaget: This developmental psychologist viewed children as "little scientists."
punishment: Assigning sentences to a disruptive child is an example of positive __________.
positive: Giving a dog a treat after it rolls over is an example of __________ reinforcement.
informationprocessing: This theory states that our behavior is the "output" of the information we take in.
sociocultural: The __________ theory states that we learn from the senior members in our society.
ecological: The __________ theory states that individuals grow and develop within a set of influences.
skinner: Psychologist who believed children developed through reinforcement and punishment.
microsystem: The __________ describes how children interact with their immediate surroundings.
mesosystem: This system describes how the members in the microsystem interact with one another.
chronosystem: This system consists of changes over time and how one's cohort effects their development.
vygotsky: Psychologist who proposed the Sociocultural Perspective.
cultural: The macrosystem consists of __________ norms that effect the child's development.
exosystem: Extended family, neighbors and the location of the mother or father's workplace would be categorized into this system.
Chapter 2 - Theories of Development
Across:2. | Anything you do to make a behavior happen again; can be positive or negative | 5. | Continuous development is said to be ____________. | 6. | Psychologist who believed children learn by observing others. | 7. | This theory explains the importance of critical periods in a child's development. | 9. | Our power to influence our own functioning and circumstances. | 11. | Sigmund Freud believed that infants go through _____ stages of psychosexual development. | 13. | This theory states that our behavior is the "output" of the information we take in. | 16. | This developmental psychologist viewed children as "little scientists." | 17. | A set of ideas or beliefs that help us organize and understand information. | 20. | Developmental psychologist who believed children develop through social experiences. | 21. | The __________ theory states that we learn from the senior members in our society. | 22. | This perspective has to do with classic and operant conditioning. | 25. | Extended family, neighbors and the location of the mother or father's workplace would be categorized into this system. | 26. | Your reality principle. | 27. | This system describes how the members in the microsystem interact with one another. | 28. | The macrosystem consists of __________ norms that effect the child's development. |
| | Down:1. | Giving a dog a treat after it rolls over is an example of __________ reinforcement. | 3. | This perspective focuses on how a child's thinking effects their development. | 4. | The psychosexual stage in which the Oedipus and Electra complexes are developed. | 8. | Assigning sentences to a disruptive child is an example of positive __________. | 10. | This system consists of changes over time and how one's cohort effects their development. | 12. | The __________ theory states that individuals grow and develop within a set of influences. | 14. | The __________ describes how children interact with their immediate surroundings. | 15. | This perspective focuses on the unconscious. | 18. | Taking a child's toy away so that they stop misbehaving in public is an example of __________ punishment. | 19. | Your moral guardian; usually developed during a child's preschool years. | 23. | Opposes the superego, the want for immediate gratification. | 24. | Psychologist who believed children developed through reinforcement and punishment. |
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© 2013
PuzzleFast.com, Noncommercial Use Only
Chapter 2 - Theories of Development
Across:2. | Anything you do to make a behavior happen again; can be positive or negative | 5. | Continuous development is said to be ____________. | 6. | Psychologist who believed children learn by observing others. | 7. | This theory explains the importance of critical periods in a child's development. | 9. | Our power to influence our own functioning and circumstances. | 11. | Sigmund Freud believed that infants go through _____ stages of psychosexual development. | 13. | This theory states that our behavior is the "output" of the information we take in. | 16. | This developmental psychologist viewed children as "little scientists." | 17. | A set of ideas or beliefs that help us organize and understand information. | 20. | Developmental psychologist who believed children develop through social experiences. | 21. | The __________ theory states that we learn from the senior members in our society. | 22. | This perspective has to do with classic and operant conditioning. | 25. | Extended family, neighbors and the location of the mother or father's workplace would be categorized into this system. | 26. | Your reality principle. | 27. | This system describes how the members in the microsystem interact with one another. | 28. | The macrosystem consists of __________ norms that effect the child's development. |
| | Down:1. | Giving a dog a treat after it rolls over is an example of __________ reinforcement. | 3. | This perspective focuses on how a child's thinking effects their development. | 4. | The psychosexual stage in which the Oedipus and Electra complexes are developed. | 8. | Assigning sentences to a disruptive child is an example of positive __________. | 10. | This system consists of changes over time and how one's cohort effects their development. | 12. | The __________ theory states that individuals grow and develop within a set of influences. | 14. | The __________ describes how children interact with their immediate surroundings. | 15. | This perspective focuses on the unconscious. | 18. | Taking a child's toy away so that they stop misbehaving in public is an example of __________ punishment. | 19. | Your moral guardian; usually developed during a child's preschool years. | 23. | Opposes the superego, the want for immediate gratification. | 24. | Psychologist who believed children developed through reinforcement and punishment. |
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© 2013
PuzzleFast.com, Noncommercial Use Only