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first chapter of mindtap definitions...

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Macrosystem In Bronfenbrenner’s bioecological approach, larger cultural or subcultural context of development Exosystem In Bronfenbrenner’s bioecological approach, settings not experienced directly by individuals that still influence their development Mesosytem In Bronfenbrenner’s bioecological approach, set of interrelationships between microsystems or immediate environments Microsystems In Bronfenbrenner’s bioecological approach, immediate setting in which a person functions developmental stage period characterized by a set of abilities, motives, or emotions that form a coherent pattern psychoanalytic theory idea that emphasizes unconscious motivations for behavior, conflicts within the personality, and stages of psychosexual development instinct inborn biological force assumed to motivate a particular response or class of responses unconscious motivation Freud's term for feelings and experiences that influence someone's thinking even though they cannot be recalled id psychoanalytic term for the inborn component of the personality that is driven by selfish urges ego psychoanalytic term for the rational component of the personality superego psychoanalytic term for the component of the personality that consists of the individual's internalized moral standards libido Freud's term for the biological energy of the sex drive psychosexual stages Freud's set of five phases of development, associated with biological maturation and shifts in erotic desires fixation mental process whereby part of the sex drive remains tied to an early stage of development defense mechanism mental process used to ward off anxiety caused by conflict between the impulses and social demands repression mental process that involves removing unacceptable thoughts or traumatic memories from consciousness regression mental process that involves retreating to an earlier, less traumatic stage of development psychosocial stages Erikson's set of eight phases of development, emphasizing social influences more than biological urges behaviorism perspective that conclusions about human development should be based on

controlled observations of overt actions classical conditioning learning in which a stimulus can elicit a response by association with a stimulus already eliciting the response operant conditioning learning in which freely emitted acts become more or less probable depending on consequences they produce positive reinforcement learning in which a response is strengthened when its consequence is a pleasant event negative reinforcement learning in which a response is strengthened when its consequence is removal of an unpleasant stimulus extinction gradual weakening and disappearance of a learned response when it is no longer reinforced social cognitive theory Bandura's hypothesis that active processing of information plays a critical role in learning, behavior, and development observational learning acquisition of knowledge that results from studying the behavior of other people latent learning acquisition of knowledge that occurs but is not evident in behavior vicarious reinforcement learning in which observing consequences experienced by models affects learner's likelihood of imitating the behavior self-efficacy belief that one can effectively produce desired outcomes in a particular area of life constructivism idea that children create their own understandings of the world based on their interactions with it sensorimotor stage Piaget's first phase of cognitive development in which infants rely on their senses and actions preoperational stage Piaget's second phase of cognitive development, when children think at a symbolic level but not logically concrete operations stage Piaget's third phase of cognitive development, when children can reason effectively about real objects and experiences formal operations stage Piaget's fourth phase of cognitive development, when the individual begins to think more rationally sociocultural perspective Vygotsky's theory that cognitive development grows out of children's interactions with members of their society systems theories idea that changes over the life span arise from ongoing transactions between changing organism and environment bioecological model theory of development emphasizing both nature and nurture as the

developing person interacts with environmental systems proximal processes set of recurring, reciprocal interactions between an individual and others that move development forward...