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Chapter 2 Flashcards

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1
Q

each perspective encompasses

A

theories

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2
Q

define theory

A

broad, organized explanations and predictions of phenomena that provide a framework for understanding relationships btw organized sets of facts/principles

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3
Q

importance of scientific theories

A

allow for summary and organization of prior observations (systematic integration)

describe, explain, predict behavior

tested

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4
Q

what are the types of perspectives

A

psychodynamic, behavioral, cognitive, contextual, evolutionary

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5
Q

psychodynamic persp.

A

behavior motivated by INNER forces, memories, and conflicts that a person has little awareness or control of

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6
Q

what are the inner forces in psychodynamic persp.

A

stem from childhood and affect behavior throughout life

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7
Q

who developed the psychoanalytic theory and what perspective is it mostly associated with

A

freud
psychodynamic

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8
Q

what is the psychoanalytic theory

A

unconscious forces act to determine personality and behavior

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9
Q

what does the unconscious part of the psychoanalytic theory mean

A

part of personality hidden from awareness bc of unacceptable thoughts, feelings, etc. that we don’t want to admit (so they’re in our unconscious)

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10
Q

what are Freud’s aspects of personality

A

id, ego, superego

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11
Q

id description and principle and instincts

A

inborn, raw, unorganized, primitive desires of hunger, impulse, sex, aggressive etc, immediate gratification

pleasure principle: maximum satisfaction and reduce tension

life and death instincts, need to get needs met to avoid death

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12
Q

ego description and principle

A

rational, reasonable, buffer btw real world and id

reality principle: instinctual energy restrained for safety of ind. and integration into society

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13
Q

superego description and principle

A

conscience (right vs wrong)
morality principle
internalized ideals

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14
Q

Freud also argued _____ (define it too)

A

psychosexual development: series of stages that children pass through with pleasure or gratitude; focusing on body part and biological function

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15
Q

psychosexual stages
and what are children coping with

A

mouth (oral stage), anus (anal stage- bladder and bowel elimination), genitals/incestous sexual feelings, identify with same sex parent (phallic stage), latency period (sexual feelings, working on self sufficiency), genital period (puberty and on — maturation of sexual interests — sex)

demand/control

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16
Q

when does fixation occur and what is it

A

not giving enough gratitude or too much
definition: behavior of early stage of development due to unresolved conflict

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17
Q

examples of fixation

A

abnormally absorbed in oral activities like chewing gum, talking, etc.

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18
Q

what was erikson’s theory and what persp did it associate with

A

psychosocial; psychodynamic

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19
Q

psychosocial development

A

changing understanding of interactions with others, their behavior, and ourselves as society members

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20
Q

how are the stages of psychosocial dev

A

8 fixed stages that are similar in al ppl

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21
Q

what are theories influenced by? what do they depend on

A

culture and beliefs
scientific verification to prove it

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22
Q

ego is the ____ part of personality

A

executive; decides what action to take and considers demands of ego and ideals of superego

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23
Q

id makes the ____

A

demands

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24
Q

id vs ego

A

id operates on unconscious level, the ego operates on a conscious level

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25
Q

superego develops around ages

A

4-5

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26
Q

angel vs devil id, ego, superego

A

id is devil (cares about its own needs)
ego in middle
superego is angel

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27
Q

what does each stage of Erikson’s theory deal with

A

new stage/crisis that one needs to address to deal with the demands of next stage which increases in complexity

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28
Q

freud vs erikson

A

freud believed development completed by adolescence, but erikson believed growth and change occured thru lifespan

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29
Q

outside and inside of conscious mind: id, ego, superego

A

id is completely in unconscious
ego is in preconscious mind and conscious : outside awareness but accessible
superego is conscious and unconscious and preconscious

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30
Q

what did feud think personality arises from

A

conflict between impulses and restraint, which as we age impulses are eternalized by having restraint

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31
Q

erikson believed ____ and ____ shape and …

A

society and culture shape and challenge us throughout life

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32
Q

behavior persp

A

key to understanding development are observable behavior and env stimuli; focus on what ppl do than what goes on in the head

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33
Q

what does the behavior persp emphasis: nature or nurture
and how can you predict behavior

A

nurture
identify stimuli

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34
Q

what does the behavior perspective reject? instead?

A

reject idea that ppl pass through stages in life. instead ppl affected by env stimuli which makes developmental patterns more personal

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35
Q

according the behavioral persp, behavior is caused by

A

continued exposure to specific patterns in the environment

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36
Q

behavioral theories reflect what kind of change and why?

A

viewed in quantiative terms (problem solving skills result in greater mental capacies than new kind of thinking)

cont. change

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37
Q

important figure in behavioral persp and what did he believe

A

john watson
understand dev through env stimuli, change env = produce any behavior

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38
Q

classical conditioning

A

organism learns to respond to neutral stimulus that normally doesn’t evoke that kind of response; response to 1 stimulus corresponds to another stimulus because you are repeatedly pairing the stimulus and reflex

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39
Q

example of classical conditioning

A

pair of bell and dinner time (eevoke salvilation) now the sound of bell evokes a response that not most ppl respond to bells in that way

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40
Q

classical conditioning involves putting a ____ signal before _____ (define)

A

neutral signal before reflex (sneeze, salvilation, things outside of control-involuntary/autonomic)

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41
Q

figure in classical conditioning

A

pavlov

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42
Q

how does classical conditioning explain emotional behavior

A

stimulus (bad experience with a dog) has been substituted for other pets

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43
Q

types of learning falling under behavioral perp

A

classical conditioning, operant conditioning, social-cognitive learning

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44
Q

operant conditioning

A

voluntary response strengthened/weakened by its association with +/- consequences

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45
Q

dif btw classical and operational conditioning

A

classical: autonomic and involuntary response after neutral stimulus
operant: voluntary response to begin with and reward/consequence after behavior

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46
Q

why is it called operational cond

A

ppl deliberately act on the environment to bring about desired consequences which is increased if reinforcement applied

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47
Q

why is reinforcement important in operational conditioning and what does it mean

A

reinforcement allows for ppl to repeat behaviors

def: stimulus INCREASES probability of repeating behavior

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48
Q

what will increase, decrease, etc. probabilities in operational conditioning

A

increase: reward (reinforcement)
(work harder if pay increases)

decrease: punishment
(take away or add painful stimulus = not going to do it again)

extinguished: no reinforcement

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49
Q

what is a principle of operational conditioning and what does it mean

A

behavior modification: technique for increasing frequency of desirable behavior and decreasing undesirable behavior

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50
Q

figure in operational conditioning and example

A

skinner; mouse pulling lever –cheese or shock
you can go to friends house if you clean your room

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51
Q

social cognitive learning development

A

emphasizes learning by observing the behavior of somebody else (a model)

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52
Q

social and cognitive learning tries to say that we don’t need to…
when we see somebody’s ….

A

we don’t need to experience the consequences ourselves

we see somebody’s behavior being rewarded, we mimick it

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53
Q

what are the four steps in social cognitive learning

A
  1. focus on critical aspects of model’s behavior
  2. recall behavior
  3. imitate behavior
  4. motivated to learn and carry out behavior
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54
Q

figure in social and cognitive learning

A

albert bendura

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55
Q

cognitive persp

A

focus on the processes that allow ppl to know, understand and think of the world

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56
Q

cognitive perspective emphasizes how ppl

A

internally represent and think about the world

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57
Q

figure in cognitive perspective

A

piaget

58
Q

piaget’s theory of cognitive development

A

ppl passed through fixed sequence of universal stages of cognitive development

quantity of info increased and quality of understanding too

59
Q

piaget suggested that human thinking is arranged in ______ (define)

A

schemes: organized mental patterns representing behavior and action

60
Q

according to piaget, adaptation is explained by

A

assimilation and accomodation

61
Q

assimilation

A

ppl understand a new experience using their current stage of cogn. dev./current thinking

62
Q

accomodation

A

changes in existing ways of thinking in response to new stimuli (making room for a new category)

63
Q

true or false: accomodation and assimilation work in tandem to bring cogn. dev

A

true

64
Q

ex of accomodation vs assimilation

A

assimilation: child sees row of buttons closely spaced together and uses the scheme “bigger is more” to say that row has more buttons; baseball, basketball are all balls

accomodation: learns that number of buttons are the same because of a change of scheme; assimulation would tell them all four-legged animals are dogs but they realize not; scheme changes

65
Q

is piaget’s theory cont or discont

A

discont

66
Q

how many stages of cognitive development are there (according to piaget) and what are they

A

4:
- sensorymotor(motor skills, objects exist if they can’t be seen)
-preoperational (language and symbolic meaning)
-concrete operational (conservation, reversability)
- formal operational (logical and abstract thinking)

67
Q

what are the approaches to cognitive persp.

A

piaget’s theory
info processing approach
cognitive neuroscience approach

68
Q

information processing approach

A

approach to cognitive development that seeks to understand how ppl take in, use, and store info (influenced by computer dev)

69
Q

what does the information processing approach say about cognitive dev (capacity)
input otuput

A

we have limited capacity to process information but we develop strategies to make processing more efficient and faster as we grow older; advances in information capacity – handle more info older we get

take in sensory information from env which is inputted into brains, brain will process and tell us how to respond, behavior is output

70
Q

piaget’s theorry was qunt. or qual.

A

qualitative

71
Q

non piaget theory

A
  • cognitive skills made of different types of ind. skills
  • development is slow in some areas and fast in others
  • experience plays greater role in advancing cogn.dev.
72
Q

information processing apprach is quant or qual, cont or disct

A

continuous, quantitative advances in cogn dev

73
Q

cogn, neurosciene approach

A

approach to cognitive development focused on brain processes relation to cognitive activity

74
Q

contextual perspective

A

perspective focusing on relationship btw individuals and their social, cognitive, physical, personality worlds

75
Q

what does the contextual persp emphasize

A

must consider the social and cultural context

76
Q

what approach is within the contexual persp

A

Bronfenbrenner’s bioecological approach, Vygotsky’s sociocultural theory

77
Q

Bronfenbrenner’s bioecological approach

A

5 levels of the env simutaneously influence the individual

78
Q

what are the 5 levels of the env as bronfenbrenner stated

A

microsystem: immediate everyday env. (teachers, friends, family) and children construct it by shaping env around them

mesosystem: provides connections with microsystem (link btw child and parent, employee and boss_

exosystem: broader involving societal institutions like govt, church, school

macrosystem: larger cultural influences (religious value esystems, cultural beliefs, subcultures)

chronosystem: how passage of time and historical events/changes affect children’s behavior

79
Q

Bronfenbrenner’s bioecological approach says you can’t understand development without ____

A

understanding how child is influenced by EACH OF THE LEVELS

80
Q

what does the mesosystem say about influences

A

direct and indirect influences that bind us tog
(mother taking out her bad day on her son(

81
Q

exosystem affects what
what kind of impact does it have

A

mesosystem and microsystem
immediate, large impact on development

82
Q

a change in one part of the system in the biological approach …

a change of env. factors …

A

affects other parts of the system
may have little difference if other levels aren’t changed

83
Q

Bronfenbrenner’s bioecological approach is multi___

A

directional; children affect parent’s behavior and vice versa

84
Q

individualism

A

dominant western philosophy that emphasizes personal identity, uniqueness, and worth of the individual, self suffiecienty, achievement ,autonomy

85
Q

collectivism

A

well being of the group is more important than that of the individual even at the expense of their own personal well being, selflessness, working as a group

86
Q

true or false: broad cultural values play a little influence in shaping the ways ppl view the world and behave

A

false, plays big role

87
Q

vygotsky’s sociocultural theory

A

cognitive development is result of social interactions btw members of a culture(learn through socialization)

88
Q

what does vygotsky’s sociocultural theory emphasize?

A
  • what’s meaningful to members of a culture
  • interactions with others help children learn what’s important in society –> gain cognitive development of understanding of the world
89
Q

vygotsky’s sociocultural theory believes in _______

A

reciprocal transaction btw ppl in the child’s environment and ppl
- ppl and env affect child, and the child affects ppl and env

90
Q

the vygotsky’s sociocultural theory uses the example of ____

A

scaffolding because teachers, students provide temporarly support until child refrains from scaffold bcc they can do it on their own

91
Q

what is the zone of proximal development

A

vygotsky’s sociocultural theory: scaffolding
- inner circle: i can do it myself (happens as you age)
- middle: i can do it with help (dress myself, but can’t button shirt)
- outer: i can’t do it, even with help

92
Q

evolutionary persp

A

seeks to understand behavior that is the result of genetic inheritance from our ancestors

93
Q

the evolutionary persp. focuses on how

A

genetics and env factors combine to influence behavior

94
Q

genetics determines

A

physical traits, personality, social behavior

95
Q

the evolutionary perspective draws on what field

A

ethology: biological makeup inf behavior
behavioral genetics: affect of heredity on behavior and if we inherit behavior

96
Q

scientific method

A

posing and answer questions using careful, controlled techniques including systematic, orderly observation and collection of data

97
Q

what are the steps to the scientific method

A
  1. identify questions of interest
  2. formulate explanation
    - specifiy theory
    - create hypothesis
  3. carry out research
    - operationalize
    - choose research method
    - collect data
    - analyze data
98
Q

theory

A

broad explanations and predictions about phenomena of interest

99
Q

how are their theories dif from everyday theories

A

based on systematic integration of prior findings to summarize and organize prior findings to create new deductions

100
Q

hypotheses

A

a prediction that can be tested – which tests the validity of a theory

101
Q

operationalization

A

translating a hypothesis into specific, testable procedures that can be measured and observed

102
Q

correlational research

A

whether association or relationship exists btw 2 factors

103
Q

it’s important to note that correlation doesn’t mean …

A

causation; one factor doesn’t cause changes in other

104
Q

experimental research

A

discovers casual relationships among various factors (cause and effect)

105
Q

types of research designs

A

correlational, experimental, longitudinal, cross sectional, sequential

106
Q

what occurs during experimental research

A

introduce change to curated situation to see consequences; allows for predicability and to see cause and effect

107
Q

correlation coefficient

A

positive 1: one thing goes up, other goes up (more time studying, better grades)

negative -1: one thing goes up, other goes down (less sleep, more cranky)

0: unrelated

108
Q

longitudinal study

A

behavior of the same person/group pf ppl over a long period of time is measured

109
Q

cross sectional study

A

ppl of different ages are compared at one specific point of time (ex. looking at a set of 3 year olds, vs 4 yer olds, to see how morality develops from 3-5)

  • different people but same population
110
Q

confounding variable

A

unmeasured variable other than ind variable that affects the dep variable

111
Q

types of correlational studies

A

naturalistic observation
ethnographies
case studies
psychophysiological methods

112
Q

naturalistic observation

A

observation of naturally occurring behavior without intervention

113
Q

what are the drawbacks of naturalistic observation and pros

A

helps draw questions of interest but exert no control over factors of interest

114
Q

ethnographies are an example of

A

qualitative research: describing in narrative fashion what is occurring and why

115
Q

case studies

A

extensive, in-depth interviews with particular individual or small group leading to rich data

116
Q

drawback of case studies

A

not generalizable – how one functions doesn’t reflect general pop

117
Q

survey research

A

chosen group to represent a larger population are asked questions about their attitudes, behavior, or thinking on a topic

118
Q

survey research often is represented throug

A

survey/questionarre

119
Q

draw back of survery research

A

not as in depth as case study, and ppl may be unwilling to admit things

120
Q

psychophysiological methods

A

relationship btw physiological processes and behavior using EEG, CAT, fMRI, etc.

121
Q

experiment

A

experimenter devises 2 different experiences (called treatments) for subjects

122
Q

treatment group

A

receive treatment/experimental group

123
Q

control group

A

don’t receive any treatment or alternative treatment

124
Q

why are control groups imp

A

experimenters can draw accurate conclusions about causes and effects; allows for comparison btw experimental group

125
Q

what are ind variables

A

variables that experimenter manipulates

126
Q

what are dep variables

A

variables that experimenter measures and expects to see a change in as result of experimental manipulation to determine impact of ind variable

127
Q

ind and dep variable relation to each other

A

the ind variables is manipulated to observe effect on dep variable; dep variable depends on ind variable

128
Q

example of ind and dep

A

ind: amount of sleep
dep: grade on quiz

129
Q

random assignment

A

participant assigned to different groups based on chance to ensure that personal characteristics don’t affect outcome where researcher and participant don’t know what group they’re in

130
Q

expereimental research is a means of determining

A

casuality

131
Q

sample

A

group of partipants

132
Q

field study

A

research investigation that occurs in naturally occuring setting

133
Q

field studeis are used in _____ and employ

A

correlational studies and experiements but mostly correlational design .
naturalistic observation

134
Q

lab study

A

research investigation conducted in controlled setting to hold events constant

135
Q

research strategies

A

longitudinal research, cross -sectional, sequential

136
Q

theoretical research vs applied

A

theoretical: test explanations and expand knowledge
applied: provide practical solutions to immediate problems

137
Q

what do longitudinal studies provide

A

info about change over time

138
Q

cross sectional reessearch downfall

A

cohort membership causes differences which might affect outcome

selective dropout: to quuit the study

139
Q

sequential reesearch

A

studying a number of different age groups at several points in time

140
Q

example of sequential research

A

interested in children’s moral behavior:
examine behavior of 3 groups of children who are 3,4,5 at the time they begin which would be the saame as cross sectional EXCEPT THAT THE STUDY CONTINUES

141
Q

basic principles for researchers to follow

A
  • no physical or psychological harm (participant’s rights first)
  • informed consent (have access to aspects of research that affects their willingness to participate
  • use of deception for justifiable reasons that cause no harm
  • privacy maintenance of idenity for all info collected during research
  • knowledge of resuslts
  • beneficial treatments (treatment is benefifcial then you are ethically obligated to provide that treatment to those that didn’t receive it)

Child Psychology (4 decks)

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