Chapter 1

Question 1

Id

Answer 1

Innate, biological needs

Question 2

ego

Answer 2

Cognitive and physical self merge. Still want needs to be met but using sensible means to get it.

Question 3

superego

Answer 3

Internalized parent. Guilt

Question 4

Psychosexual stages

Answer 4

Oral, phallic, latency, genital.

Based on drive to satisfy strong needs at each stage

Question 5

Oral Stage

Answer 5

Infants. Pleasure centers around the mouth. Chewing, sucking, biting are sources of pleasure.

Question 6

Anal Stage

Answer 6

1-3 years. Pleasure centers around the anus. Eliminative functions are sources of pleasure. Rigid potty training can turn them into obsessive adults.

Question 7

Phallic Stage

Answer 7

3-5 years. Pleasure focuses on the genitals. Self-manipulation is a source of pleasure. Oedipus Complex appears. If they experience rigid discipline they may feel disconnection with their sexual selves. Or, if the parent punishes the child for masturbating, they may seek out pornography.

Question 8

Latency Stage

Answer 8

6 years - puberty. Child represses all interest in sexuality. Develops social and intellectual skills. Energy is channeled into emotionally safe areas. Child comes into their own. Child forgets the highly stressful conflicts of the phallic stage.

Question 9

Genital Stage

Answer 9

Puberty through adulthood. Time of sexual reawakening. Source of sexual pleasure comes from someone outside the family. If a parent smothers the child with too much attention, as an adult he may have difficulty in romantic relationships for being too needy.

Question 10

Oedipus Complex

Answer 10

Freud’s term for the young child’s development of an intense desire to replace the same-sex parent and enjoy the affections of the opposite-sex parent. Rivalry with the same-sex parent.

Question 11

Fixation

Answer 11

Occurs when the individual remains locked in an earlier developmental stage because needs are under- or over-gratified. Happens when conflict isn’t resolved.

Question 12

Erik Erikson

Answer 12

Believed Freud misjudged some important dimensions of human development. Developed the Psychosocial Theory of Development

Question 13

Erickson’s Eight Stages of Man/Psychosocial Stages of Development

Answer 13

8 stages of man consists of a unique developmental tasks that confronts individuals with a crisis that must be faced, unfolds over the lifespan

Primary motivation for human behavior is social and reflects a desire to affiliate with other people

Question 14

Eight Stages of Man

Answer 14

Trust vs mistrust: birth to 1 year; virtue: hope.
Autonomy vs shame/doubt; 1-3 years: virtue: willpower
Initiative vs Guilt: 3-5 yrs. Virtue: purpose
Industry vs Inferiority: 6-12 years. Competence
Identity vs Role Confusion: 12-20 years. Fidelity
Intimacy vs Isolation: young adulthood. Love
Generativity vs Stagnation: Middle Adulthood. Care
Ego Integrity vs Despair: Late adulthood: Wisdom.

Question 15

Piaget

Answer 15

Swiss Psychologist. Observed his own children to develop theory of cognitive development. Changed how we think of the development of children’s minds.

Constructivist view of development: children actively. build their knowledge. Adults provide learning experiences, allow children to explore.

Question 16

Sensorimotor

Answer 16

Birth - 2 yrs (reflexive, then representational). Infant cognition. Infants construct an understanding of the world by coordinating sensory experiences with physical, motor actions.

At first, all organized behavior is reflexive–automatically triggered by particular stimuli. By the end of this stage, behavior is guided more by representational thought.

Question 17

Preoperational

Answer 17

2-6/7 years. Centered, not yet logical. Children begin to represent the world with words, images, and drawings.

Early representational thought tends to be slow. Thought is “centered” usually focused on one salient piece of info, or aspect of an event, at a time. As a result, thinking is usually not yet logical.

Question 18

Concrete Operational

Answer 18

7-11/12 years. Decentered, logical. Discover logical relationships among concrete entities. Children can perform mental operations. Logical reasoning replaces intuitive thought, as long as reasoning can be applied to concrete examples.

Thinking has gradually become more rapid and efficient, allowing children to now “decenter” or think about more than one thing at a time. This also allows them to discover logical relationships between/among pieces of info. Their logical thinking is best about information that can be demonstrated in the concrete world.

Question 19

Formal Operational

Answer 19

12-adulthood. Abstract, hypothetical. Individuals move beyond concrete experiences and think in abstract, more logical terms. Problem solving is more systematic and involves hypotheses.

Logical thinking extends now to “formal” or abstract material. Young adolescents can think logically about hypothetical situations, for example.

Question 20

Bronfenbrenner’s Biological Theory

Answer 20

Views developments as function of proximal processes. Reciprocal interactions between the individual and persons, objects, symbols in the immediate external environment. Modified by distal processes (some within the individual, others outside the immediate environment). Nested levels of environment that influence development.

Question 21

Microsystem

Answer 21

Immediate environment (family, school, neighbors). Direct interactions with the child.

Question 22

Mesosystem

Answer 22

Set of relationships among microsystems. Relationships among microsystem influences (e.g., dad and mom, mom and playmate, dad and teacher, teacher and classmate)

Question 23

Exosystem

Answer 23

Influences children may not directly interact with. Wider community members and organizations.

E.g., extended family, workplaces, local gov, school board

Question 24

Macrosystem

Answer 24

Customs, attitudes, laws and such that shape microsystems. Social/Cultural/Economic norms, values, systems.

Question 25

Neuroplasticity

Answer 25

Brain and its functions are never static; changes are continuous. Time-dependent, region-specific windows of opportunity for rapid neural reorganization exist alongside continuing plasticity.