Behavioral Psychology CH. 14 Flashcards
Bringing up children
Secure attachment style
The child protests when the mother goes and then searches for her for a while. On reunion, the child is delighted.
- Lays the groundwork for life. Is influential in the capacity to develop secure romantic attachments later on.
- Is comfortable with intimacy, mutual sharing and general closeness.
Insecure-avoidant attachment style
The child is not upset by the strange situation, does not cling to the mother and is generally indifferent.
•Rejects intimacy, preferring instead to be private and independent. Unlikely to form a satisfactory enduring relationship.
Anxious-ambivalent attachment style
In this type of reaction the child clings to the mother and shows great distress when she leaves. But there is very little joy expressed on her return. The child’s general demeanor in the strange situation shows anxiety and disorganization.
•Made up of primarily anxiety over possible rejection or abandonment and a concern about being unworthy of love or of not being loved enough.
Assimilation
Means incorporating new information into something that already exists.
Accommodation
is almost the other side of the coin to assimilation. It means changing or modifying an existing way of thinking to take into account new information or input.
Sensorimotor thought
from birth until 2 years. They learn the principle of object permanence, which is one of the many practical ways in which they learn that the world is orderly. The stage ends with the development of symbolic thought.
Pre-operational thought
from about year 2 to year 6 or 7. When representative thought begins. Cannot distinct between proportions.
Concrete operational thought
They are not able to abstract and fully conceptualize their understanding, but they are able to work with all aspects of conversation. They also learn about closure, reversibility and associativity.
Formal operational thought
age 12 or 13, if developed at all. Not everyone reaches this stage in their ability to think and some people do not reach this stage until their late teens or early twenties. Reflects the highest level of cognitive ability that can be reached.
Pre-conventional morality
At this earliest stage of moral reasoning, right and wrong are viewed in terms of sheer expediency. The aim is to avoid punishment and to maximize gain or reward.
Conventional morality
develops during adolescence. This is basic conformity to the law, to a moral code and to various moral rules. This is the level at which most adults remain.
Post-conventional morality
it involves abstract though, with moral values being personally chosen, depending on principles such as what is good for humanity or how social justice can best be served. The interest of the majority supersede those of the individual, but not by blindly following a set of existing conventions but rather because the rule has been worked out and set up by the individual.
Gender Identity
the extent to which a person sees himself or herself as male or female.
Part of social development.
Sex typing
refers to gaining the general characteristics that a particular culture regards as appropriate to being male or female.
Part of social development.
non-love
this is a casual relationship in which all three aspects are absent.
