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Pchycology Life Span > Chapter 2 > Flashcards

Chapter 2 Flashcards

1
Q

Tabula rasa

A

The idea that the mind of an infant is a blank slate and that all knowledge, abilities, behaviors, motives are acquired through experience

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2
Q

Activity-passivity issue

A

active contribution to their own development or are passively shaped by forces beyond their control

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3
Q

Continuity-discontinuity issue

A

characterized as gradual and continuous or abrupt and stage like

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4
Q

Developmental stage

A

A distinct phase within a larger sequence of development; a period characterized by a particular set of abilities, motives, behaviors, or emotions that occur together and form a coherent pattern

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5
Q

University-context-specificity issue

A

The debate over the extent to which developmental changes are common to everyone or different from person to person

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6
Q

Psychoanalytic theory

A

The theoretical perspective associated with Freud and his followers that emphasizes unconscious motivations for behavior, conflicts within the personality, and stages of psychosexual development

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7
Q

Instinct

A

An inborn biological force assumed to motivate a particular response or class of responses

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8
Q

Unconscious motivation

A

Freud’s term for feelings, experiences, and conflicts that influence a person’s thinking and behavior even though they cannot be recalled

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9
Q

ID

A

A psychoanalytic term for the inborn component of the personality that is driven by the instincts of selfish urges

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10
Q

Ego

A

The rational component of the personality

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11
Q

School refusal behavior

A

A reluctance or refusal to go to school or to remain there, sometimes called school phobia because it often involves intense anxiety

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12
Q

Superego

A

Component of the personality that consists of the individual’s internalized moral standards

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13
Q

Libido

A

Freud’s term for the biologic energy of the sex instinct

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14
Q

Psychosexual stages

A

Freud’s five stages of development, associated with biological maturation and shifts in the libido: oral, anal, phallic, latency, and genital

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15
Q

Fixation

A

In psychoanalytical theory, a defense mechanism in which development is arrested and part of the libido remains tied to an early stage of development

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16
Q

Oedipus complex

A

Freud’s term for the conflict that 4-6 year old boys experience when they develop an incestuous desire for their mothers and a jealous and hostile rivalry with their fathers

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17
Q

Identification

A

Freud’s term for the individual’s tendency to emulate, or adopt the attitudes and behaviors of another person, particularly the same sex parent

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18
Q

Electra complex

A

Female version of the Oedipus complex, in which 4-6 yr old girls are said to envy their father for possessing a penis and would choose him as a sex object in the hope of sharing this valuable organ that she lacks

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19
Q

Defense mechanisms

A

Used by the ego to defend itself against anxiety caused by conflict between the ID’s impulses and social demands

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20
Q

Repression

A

Removing unacceptable thoughts or traumatic memories from consciousness, as when a young woman who was raped has no memory at all of being raped (or less drastically, engages in denial, knowing deep down that she was raped but not accepting the reality of it.)

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21
Q

Regression

A

Defense mechanism that involves retreating to an earlier, less traumatic stage of development

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22
Q

Projection

A

Defense mechanism that involves seeing in others the motives we fear we possess, as when a husband charges his wife with being the one who is jealous and insecure, not he.

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23
Q

Reaction formation

A

Defense mechanism that involves expressing motives that are just the opposite of one’s real motives, as when a woman who unconsciously wants to gratify her sexual urges instead takes up a crusade against all the sex on television

24
Q

Psychosocial stages

A

Erikson’s eight stages of development (trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity), emphasizing social influences more biological urges less than Freud’s psychosexual stages.

25
Behaviorism
A school of thinking in psychology that holds conclusions about human development should be based on controlled observations I overt behavior rather than on speculation about unconscious motives; early theories of learning
26
Classical conditioning
Type of learning in which a stimulus that initially had no effect on the individual comes to elicit a response because of it's association with a stimulus that already elicits the response
27
Unconditioned stimulus (UCS)
Stimulus that elicits a particular response without prior learning
28
Unconditioned response (UCR)
The unlearned response elicited by an unconditioned stimulus
29
Conditioned stimulus (CS)
An initially neutral stimulus that elicits a particular response after it is paired with an unconditioned stimulus that always elicits the response
30
Conditioned response (CR)
A learned response to a stimulus that was not originally capable of producing the response
31
Operant conditioning
Also called instrumental conditioning, a form of learning in which freely emitted acts become more or less probable depending on the consequences they produce
32
Positive reinforcement
The process in operant conditioning whereby a response is strengthened when it's consequence is a pleasant event
33
Negative reinforcement
The process in operant conditioning in which a response is strengthened or made more probable when it's consequence is the removal of an unpleasant stimulus from the situation
34
Positive punishment
The process in operant conditioning whereby a response is weakened when it's consequence is an unpleasant event
35
Negative punishment
A response is weakened or made less probable when it's consequence is the removal of a pleasant stimulus from the situation
36
Extinction
The gradual weakening and disappearance of a learned response when it is no longer reinforced
37
Social cognitive theory
Bandura's social learning theory, holds children and adults can learn novel responses merely by observing the behavior of the model, making mental notes on what they have seen, and then using these mental representations to reproduce the model's behavior; a theory emphasizing the importance of cognitive processing of social experiences
38
Observational learning
Results from observing behavior of other people; emphasized in Bandura's theory
39
Latent learning
Occurs but is not evident in behavior; children can learn from observation even though they do not imitate (perform) the learned response.
40
Vicarious reinforcement
In observational learning, the consequences experienced by models, because of their behavior, that affect the learner's likelihood of engaging in the behavior
41
Human agency
Ways in which humans deliberately exercise cognitive control over their environments and lives, according to Bandura's theory
42
Self efficacy
The belief that one can effectively produce desired outcomes in a particular area of life
43
Reciprocal determinism
The notion in social cognitive theory that the flow of influence between people and their environments is a two-way street; the environment may affect the person, but the person's characteristics and behavior will also influence the environment
44
Constructivism
The positive taken by Piaget and others that humans actively create their own understandings of the world from their experiences, as opposed to being born with innate ideas or being programmed by the environment
45
Sensorimotor stage
Piaget's first stage of cognitive development, spanning the first 2 yrs of life, in which infants rely on their senses and motor behaviors in adapting to the world around them.
46
Preoperational stage
Piaget's second stage, 2-7 yrs, when children think at symbolic level but have not yet mastered logical operations
47
Conservation
The recognition that certain properties of an object or substance do not change when it's appearance is altered in some superficial way
48
Concrete operations stage
Piaget's third stage, 7-11 yrs of age, children are acquiring logical operations and can reason effectively about real objects and experiences
49
Formal operations stage
Piaget's fourth and final stage, when the individual begins to think more rationally and systematically about abstract concepts and hypothetical ideas
50
Sociocultural perspective
Vygotsky's contextual theory of development, which maintains that cognitive development is shaped by the sociocultural context in which it occurs and grows out of children's social interactions with members of their culture
51
Information-processing approach
Approach to cognition that emphasizes the fundamental mental processes involved in attention, perception, memory, and decision making
52
Systems theories
Theories of development holding that changes over the life span arise from the ongoing interrelationships between a changing organism and a changing environment, both of which are part of a larger, dynamic system
53
Ethology
A discipline and theoretical perspective that focuses on the evolved behavior of different species in their natural environments
54
Evolutionary psychology
The application of evolutionary theory and it's concept of natural selection to understanding why humans think and behave as they do
55
Epigenetic psychobiological systems perspective
Gilbert Gottlieb's view that development is the product of interacting biological and environmental forces that form a larger, dynamic system, both over the course of evolution and during the individual's life
56
Epigenesis
The process through which nature and nurture, genes and environment, jointly bring forth development in ways that are difficult to predict at the outset, according to Gottlieb's. ;epigenetic effects refer to ways environmental influences alter gene expression
57
Eclectic
An individual who recognizes that no single theory can explain everything but that each has something to contribute to our understanding

Pchycology Life Span (8 decks)

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