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175.102 Psychology as a Natural Science > Chapter 13 Psychology 175.102 > Flashcards

Chapter 13 Psychology 175.102 Flashcards

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0
Q

Attachment

A

The enduring ties of affection that children form with the primary caregivers. Includes a desire for proximity to an attachment figure, a sense of security derived from the person’s presence and feelings of distress when the person is absent.

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1
Q

Social development

A

Changes in interpersonal thought, feeling and behaviour throughout the life span

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2
Q

Contact comfort

A

The ties that bind an infant to its caregivers. Harry Harlow

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3
Q

Imprinting

A

The tendency of young animals of certain species to follow an animal to which they were exposed during a sensitive period early in their lives

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4
Q

Separation anxiety

A

Distress at separation from their attachment figures

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5
Q

Secure attachment style

A

Infant who welcome their mothers return and seek closeness to her.

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6
Q

Avoidant attachment style

A

Infants who ignore the mother when she returns

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7
Q

Ambivalent attachment style

A

Infants who are angry and rejecting while simultaneously indicating a clear desire to be close to the mother

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8
Q

Disorganised attachment style

A

Behaving contradictory ways, indicating helpless efforts to elicit soothing responses from the attachment figure. They often approach the mother while simultaneously gazing away, or appearing disoriented, is manifested in stereotyped rocking and dazed facial expressions.

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9
Q

Internal working models

A

Or mental representations of attachment relationships that form the basis for expectations in close relationships

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10
Q

Adult attachment

A

Refers to ways of experiencing attachment relationships in adulthood

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11
Q

Socialisation

A

Learning the rules, beliefs, values, skills, attitudes and behaviour patterns of your society. Children learned from a variety of socialisation agents, individuals and groups that transmit social knowledge and values to the child.

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12
Q

Authoritarian parenting

A

Parents place high-value on obedience and respect for authority

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13
Q

Permissive parenting

A

Parents imposed virtually no controls on the children, allowing them to make a own decisions whenever possible

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14
Q

Authoritative parenting

A

Parents set standards for the children and firmly enforce them, but they also in courage give and take and explain Their views while showing respect for the children’s opinions

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15
Q

Uninvolved parenting

A

Parents who consistently placed to own needs above the needs of the child

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16
Q

Guidance approach parenting

A

Parents help the children to manage their emotions, cooperate with others and think about the effects of their behaviour on others.

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17
Q

Gender roles

A

Specify the range of behaviours considered appropriate for males and females

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18
Q

Gender

A

Refers to the psychological meaning of being male or female, which influenced by learning

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19
Q

Sex

A

Refers to a biological categorisation based on genetic and anatomical differences

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20
Q

Sex typing

A

The process by which children acquire personality traits, emotional responses, skills, behaviours and preferences that are culturally considered appropriate to their sex.

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21
Q

Rejected children

A

Children who are disliked by their peers

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22
Q

Neglected children

A

Children who are ignored by their peers

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23
Q

Social cognition

A

The child’s understanding of themselves, others and relationships

24
Q

Self-concept

A

An organised view of ourselves or way of representing information about the self

25
Q

Perspective taking

A

The ability to understand other people’s viewpoints or perspectives

26
Q

Theory of mind

A

An implicit set of ideas about the existence of mental states, such as beliefs and feelings, in oneself and others

27
Q

Gender identity

A

The ability to categorise themselves and others as either male or female

28
Q

Gender stability

A

Occurs when children understand that their gender remains constant over time

29
Q

Gender constancy

A

Occurs when children learn that a persons gender cannot be altered by changes in appearance or activities

30
Q

Gender schemas

A

Mental representations that associates psychological characteristics with each sex

31
Q

Sex-role ideology

A

Beliefs about appropriate behaviours of the sexes

32
Q

Morality of constraint

A

In which children believe that morals are absolute

33
Q

Morality of cooperation

A

Moral rules can be changed if they are not appropriate to the occasion, as long as the people involved agree to do so

34
Q

Pre-conventional morality

A

Children follow moral rules either to avoid punishment or to obtain reward

35
Q

Conventional morality

A

Children define what is right and wrong by the standards they have learned from other people, particularly respected authorities such as the parents

36
Q

Post conventional morality

A

The morality of abstract, self defined principles that may or may not match the dominant morals of the time

37
Q

Prosocial behaviour

A

Behaviour that benefits other individuals or groups

38
Q

Narcissistic

A

Self-centred and interested in gratifying their own needs

39
Q

Empathy

A

Feeling for another person who is hurting. Empathy has both the cognitive component (understanding what the person is experiencing) and emotional component (experiencing a similar feeling).

40
Q

Empathic distress

A

Feeling upset for another person. Can motivate moral or prosocial behaviour.

41
Q

Psychosocial stages

A

Stages in the development of a person as a social being. Eric Ericsson

42
Q

Developmental task

A

A challenge that is normative for that period of life

43
Q

Ericsson’s psychosocial stages

A

0 to 18 mths. Basic trust versus mistrust.
1 to 2 years. Autonomy versus shame and doubt.
3 to 6 years. Initiative versus guilt.
7 to 11 years. Industry versus inferiority.
Teenage years. Identity versus identity confusion.
20s-30s. Intimacy versus isolation.
40s-60s. Generativity versus stagnation.
60s on. Integrity versus despair.

44
Q

Basic trust versus mistrust. 0 to 18 months.

A

Infants come to trust others or to perceive the social world is hostile or unreliable.

45
Q

Autonomy versus shame and doubt. 1 to 2 years

A

Toddlers at this stage learn to feel secure and independent or to experience doubt in their new-found skills and shame at their failures.

46
Q

Initiative versus guilt

A

A sense of goal-directness and responsibility versus a rigid, tyrannical conscience

47
Q

Industry versus an inferiority. 7 to 11 years

A

Children develop a sense of competence or of in adequacy, as they begin to develop and practice skills that they will use for a lifetime of productive work.

48
Q

Identity versus identity confusion. Adolescence

A

Identity - A stable sense of who one is and what one’s values and ideals are.
Identity confusion - when the individual fails to develop coherent and enduring sense of self and has difficulty committing to roles, values, people or occupational choices.

49
Q

Initiation rights

A

Ceremonies during adolescence that initiate the child into adult hood and impose a socially bestowed identity.

50
Q

Negative identity

A

Defining themselves is not something or someone or taking on a role a society defines as bad

51
Q

Intimacy versus isolation. Young adults

A

Establishing enduring, committed relationships or withdrawing and avoiding commitment.

52
Q

Generativity versus stagnation. Midlife

A

People begin to leave some kind of lasting legacy or feel alienated from relationships and community.

53
Q

Generativity

A

Means concern for the next generation as well as an interest in producing something of lasting value to society.

54
Q

Stagnation

A

The feeling that the promise of youth has gone unfulfilled.

55
Q

Integrity versus despair. 60s and on.

A

A time in which individuals look back on their lives with a sense of having lived well or with despair and regret.

56
Q

Conflict model of social and personality development

A

Conflict in crisis are normal in adolescence. Adolescents need to go through a period of crisis to separate themselves psychologically from their parents and to carveout your own identity

57
Q

Continuity model of social and personality development.

A

Adolescents is not a turbulent period but is essentially continuous with childhood and adulthood

175.102 Psychology as a Natural Science (12 decks)

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