Chapter 4 - Psychosocial

Question 1

4 stages leading to the capacity for adult thought:
sensorimotor
preoperational thought
concrete operations
formal operation

Answer 1

cognitive developmental stages

Question 2

renowned developmental psychologist
genetic epistemologist
unique goal: how does knowledge grow?
his answer: growth of knowledge is a progressive construction of logically embedded structures superseding one another by a process of inclusion of lower less powerful logical means into higher and more powerful ones up to adulthood

Answer 2

jean piaget

Question 3

birth to 2 years

Answer 3

sensorimotor stage

Question 4

if something is not in their field of visual, the object doesn’t exist

Answer 4

object permanence

Question 5

show them a ball and they say ball

Answer 5

symbolization

Question 6

uses inborn motor and sensory reflexes to interact and accommodate to the external world

Answer 6

birth to 2 months

Piagets sensorimotor period of cognitive development

Question 7

primary circular reaction: coordinates activities of own body and 5 senses; reality remains subjective - does not seek stimuli outside of its visual field; displays curiosity

Answer 7

2- 5 months

Piagets sensorimotor period of cognitive development

Question 8

secondary circular reaction: seeks out new stimuli in the environment; starts both to anticipate consequences of own behavior and to act purposefully to change the environment; beginning ot intentional behavior

Answer 8

5-9 months

Piagets sensorimotor period of cognitive development

Question 9

shows preliminary signs of object permanence; has vague concept that objects exist apart from itself; plays peek a boo; imitates novel behaviors

Answer 9

9 months to 1 year

Piagets sensorimotor period of cognitive development

Question 10

tertiary circular reaction: seeks out new experiences; produces novel behaviors

Answer 10

1 year to 18 months

Piagets sensorimotor period of cognitive development

Question 11

symbolic thought: uses symbolic representations of events and objects; shows signs of reasoning; attains object permanence

Answer 11

18 months to 2 year

Piagets sensorimotor period of cognitive development

Question 12

2 - 7 years
symbolization and language are used more extensively
children are unable to reason or think logically
dont understand cause and effect
ball is to bounce and bike is to ride

Answer 12

preoperational stage

Question 13

the tendency to attribute feelings to inanimate objects

dolls and toys, tea parties

Answer 13

animism

Question 14

7-11 years

children operate and act on concrete, real and perceiveable objects and events

Answer 14

concrete operations stage

Question 15

more logical thoughts, but still require concrete examples; havent developed abstract thinking yet; no longer egocentric

Answer 15

operational thought

Question 16

a logical conclusion can be drawn from 2 premises indirect connections
(A=B and B=C then A=C)

Answer 16

syllogistic reasoning

Question 17

realization that things remain unchanged despite looking different

Answer 17

conservation

Question 18

understanding the relation between things; the ability to mentally picture an action being carried out in reverse

Answer 18

reversibility

Question 19

11 to the end of adolescence
abstract thought
hypothetical thought
hypotheses testing
solve syllogisms

this level of thought also allows for an appreciation of values and ideals

Answer 19

formal operations stage

Question 20

the child can now think in abstract terms so no longer requires concrete examples to solve problems

Answer 20

abstract thought

Question 21

the child is able to consider things that it has no experience of and consider imaginary scenarios

Answer 21

hypothetical thought

Question 22

faced with a problem, the formal thinker will approach it logically, produce a list of possibilities and test each one systemically

Answer 22

hypotheses testing

Question 23

these are a form of reasoning in which a conclusion is reached from a number of statements
B is larger than C, X is smaller than C. But C is never larger than C, T/F X is never larger than B

Answer 23

solve syllogisms

Question 24

Preattachment (birth to 8-12 wks)
  Follow mom with eyes in 180° range
  Follow mom’s voice
Attachment in the making (8-12 wks to 6 mos)
  Become attached to one or more persons
Clear cut attachment (6 to 24 mos)
  Stress with separation
  Quiets and clings when returned to mom
4th phase (25 mos and up)
  Mom is an independent person
  Separation anxiety lessens

Answer 24

phases of attachement

Question 25

h/o aggressive parenting, avoids close contact with people, lingers near caregivers v. direct approach when threatened

Answer 25

avoidant

Question 26

finds exploratory play difficult, clings to inconsistent parents

Answer 26

ambivalent

Question 27

h/o emotionally absent parents, possible h/o abuse in patents' childhood, bizarre behavior under threat

Answer 27

disorganized

Question 28

3 types of insecure attachments: avoidant ambivalent disorganized

Answer 28

yep

Question 29

3 types of signal indicators are _

Answer 29

hunger (MC), anger and pain

Question 30

primary signal is __

Answer 30

crying

Question 31

a change in behavior resulting from repeated practice, and both the environment and the behavior interact to produce the learned change

Answer 31

learning

Question 32

a skill or behavior can be used to assess the degree of learning

Answer 32

performance

Question 33

learning takes place as a result of contiguity of environmental events - things are happening together, timing

Answer 33

classic conditioning little albert and white rabbit example

Question 34

learning results as a consequence of a person's action

Answer 34

operant conditioning mouse in cage and shock example

Question 35

a combination of classic and operant conditioning

Answer 35

social learning theory

Question 36

types of learning

Answer 36

class operant social learning theory

Question 37

occurs when the conditioned stimulus is constantly repeated without the unconditioned stimulus until the response evoked by the conditioned stimulus gradually weakens and eventually disappears

Answer 37

extinction

Question 38

the weakened return of a conditioned response following rest after extinction

Answer 38

partial recovery

Question 39

a process whereby a conditioned response is transferred from one stimulus to another

Answer 39

stimulus generalization

Question 40

recognizing and responding to differences between similar stimuli

Answer 40

discrimination

Question 41

relies on role modeling, identification, and human interactions a person can learn by imitating the behavior of another person, but personal factors are involved persons learn by observing others, intentionally or accidentally; this process is described as modeling, or learning through imitation

Answer 41

social learning theory

Question 42

implies the intent to harm or otherwise injure another person, an implication inferred from events preceding or following the act of aggression fantasy vs act

Answer 42

aggression