libido

①Innate instinct

②Death instinct

①Self

②Self

③Superego

The three levels are intertwined to form an organic whole, each performing its own responsibilities. The three coordinate the personality to express health status, and the inability to resolve conflicts can lead to mental illness.

①Clinical observation method ②Hypnotic dream interpretation method ③Free association method ④Life history method

①Oral stage (0-1 years old)

②Anal stage (1-3 years old)

③Genital stage (pre-reproductive period 3-6 years old)

④Incubation period (6-11/13 years old)

⑤Reproductive period/puberty (after 11/13 years old)

advantage

shortcoming

①Infancy (0-2 years old)

②Early childhood (2-4 years old)

③Preschool period (4-7 years old)

④School age (7-12 years old)

⑤Youth (12-18 years old)

⑥Early adulthood (18-25 years old)

⑦Middle adulthood (25-50 years old)

⑧Late adulthood (after 50 years old)

excellent

lack

① Freud emphasized the role of instinct and early experience, limiting human development to the narrow triangular relationship of "mother-child-father"; while Erikson emphasized the role of the self and placed individual development in a broader social context. on, attaching importance to the impact of social culture on human development ② Freud’s psychological development stages are divided into adolescence, while Erikson’s extends to a person’s life.

Erikson is the inheritance, expansion and modification of Freud and has its own characteristics: the development process is not one-dimensional and vertical but multi-dimensional. At each stage, there is no question of whether to develop but the direction of development.

a. Behavioral responses are caused by stimuli. Stimuli come from objective sources rather than genetics. Behavior does not depend on genetics. b. Acknowledge that structural differences in the body come from inheritance, but structural inheritance does not prove functional inheritance. c. Psychology should aim at controlling behavior, but genetics cannot control it.

a. The basis of learning is conditioned reflex, and the determining conditions are external stimuli. b. Differences in structure between individuals and differences in training in early childhood are sufficient to explain individual behavioral differences. c. Put forward the theory of omnipotence of education, and healthy babies can be trained to become adults in any profession.

Little Albert experiment, three types of unlearned traits in children, jealousy and shame, etc.

①Biological tendencies ②Can only explain some lower-level psychological processes ③Excluding advanced psychological functions narrows the scope of psychological research ④ Strict scientific orientation improves the objectivity of psychological research to a certain extent

The essence of adaptation lies in the balance between the body and the environment, and adaptation is completed through the two forms of assimilation/adaptation

①Mature

②Natural experience (physical factors)

③Social experience (social environment)

④Balance

① Schema

②Assimilation

③Accommodate

④Balance

①Integrity: internal coherence and internal laws ② Conversion: regular control of movement development ③Auto-tuning: the role of balance

Can only coordinate sensory perception/motor activities to form some low-level action schemas

Features

Perceptions/actions are internalized into representations, and symbols can be used to describe the outside world using representations/language.

Features

Thinking activities can obey logical rules, but cognitive activities are still relatively concrete and cannot perform abstract operations.

Features

Form abstract logical thinking, and develop the ability to reason about propositions (pendulum experiment) based on hypotheses, and the thinking level begins to approach that of adults.

① The psychological development process is continuous but has stages. The stages can be postponed but the order remains unchanged. ② Each stage appears in a high and low order. The structure of the previous stage is the basis of the structure of the later stage. There is no absolute overlap between the two stages. ③There are essential differences between the two stages. The new level is a new integration/new structure of many factors. The level of each cognitive ability in the same stage is equivalent.

The theoretical basis of activity teaching method and cognitive conflict method enlightens us that teaching should adapt to students’ cognitive structure

The process of development of psychological functions from lower to higher levels

①Psychological activities and voluntary functions

③Form an indirect, symbolically mediated psychological structure

① Development originates from social and cultural-historical development and is restricted by social laws ② By mastering language and symbols, various new psychological functions can be formed based on low-level psychological functions. ③Advanced psychological functions are the result of continuous internalization

The difference between the current development level and the potential development level. The latter refers to the level that can be achieved under guidance, which better reflects individual differences in psychological development; teaching creates the zone of proximal development, which determines the motivation between the first and second development levels. state

Teaching can be defined as human development, which determines intellectual development and is reflected in the speed/content/level/activity characteristics of intellectual development.

The best age to learn a certain skill (critical period), teaching must be based on maturity and development

②Teachers should constantly obtain feedback on students’ development and provide them with learning materials that are within their zone of proximal development and of appropriate difficulty.

④ Pay attention to the influence of social culture on children

HomeParents/School/Peers

The degree of consistency between family and school education for children

Parents’ occupational conditions, community conditions, relatives

Culture/values/customs/laws and other cultural resources

Family composition/place of residence, parents’ career changes/major events, etc.

Emphasize the role of genetics in determining psychological development

Emphasis on environment (intrauterine environment, early experience)

Genetics and environment are indispensable

Behavior occurs through the interaction between genetics and environment

①Psychology is the product of the interaction between genetics/environmental factors, which in turn affects the interaction process between genetics/environment ②In different aspects/periods of psychological development, the relationship between genetic/environmental factors is different, and the individual plays an active regulatory role.

Behaviorism/Social Learning Theory (Bandura)/Information Processing Theory (Cognitive Psychology)

Piaget's epistemology/Freud/Ericksonian psychoanalytic theory

During this period, individuals are more receptive to certain stimulus influences/forms of learning. After this period, the possibility of the emergence/development of this psychological function is still but less likely.

It takes about two weeks from the formation of a fertilized egg to the implantation of embryonic tissue.

Cells develop extremely rapidly, and the embryo differentiates into three cell layers

Features

a. Bone cells begin to develop (marking the arrival of a new period) b. The important developmental characteristic is fetal movement (fetal movement/reflex activity) c. The existing organ structure has further developed, and the proportions of the trunk and the functions of each part have become increasingly mature. d. In the 32nd week, the brain is like a newborn, and consciousness is in its infancy.

Down syndrome (trisomy 21, maternal age-related disease), thyroid, genetic diseases, inborn errors of metabolism

DNA methylation/RNA interference/histone modification/chromatin remodeling

①Unconditioned food reflex

②Unconditional defensive reflex

③Unconditional directional reflection

a. Remaining in the process of evolution, it may have helped the body adapt to the outer environment during human evolution, but now it has lost its meaning and will soon disappear. b. If the conditioned reflex is weak/absent, it may indicate a developmental disorder of the spinal cord.

①Tonic neck reflex disappears in about 3 months

②The walking reflex disappears in about 8 weeks

③Swimming reflex disappears after 4-6 months

④Darwinian reflex disappears after 4 months

⑤ Moro reflex disappears around April

⑥Babinski reflex disappears between August and December

Carrier of genetic material, stores and transmits genetic information, composed of DNA and protein

③DNA