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BCM > Chapter 4 - Psychosocial > Flashcards

Chapter 4 - Psychosocial Flashcards

1
Q 
4 stages leading to the capacity for adult thought:
sensorimotor
preoperational thought
concrete operations
formal operation
A

cognitive developmental stages

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2
Q

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

A

jean piaget

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3
Q

birth to 2 years

A

sensorimotor stage

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4
Q

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

A

object permanence

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5
Q

show them a ball and they say ball

A

symbolization

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6
Q

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

A

birth to 2 months

Piagets sensorimotor period of cognitive development

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7
Q

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

A

2- 5 months

Piagets sensorimotor period of cognitive development

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8
Q

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

A

5-9 months

Piagets sensorimotor period of cognitive development

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9
Q

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

A

9 months to 1 year

Piagets sensorimotor period of cognitive development

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10
Q

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

A

1 year to 18 months

Piagets sensorimotor period of cognitive development

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11
Q

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

A

18 months to 2 year

Piagets sensorimotor period of cognitive development

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12
Q

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

A

preoperational stage

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13
Q

the tendency to attribute feelings to inanimate objects

dolls and toys, tea parties

A

animism

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14
Q

7-11 years

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

A

concrete operations stage

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15
Q

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

A

operational thought

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16
Q

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

A

syllogistic reasoning

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17
Q

realization that things remain unchanged despite looking different

A

conservation

18
Q

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

A

reversibility

19
Q 
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

A

formal operations stage

20
Q

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

A

abstract thought

21
Q

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

A

hypothetical thought

22
Q

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

A

hypotheses testing

23
Q

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

A

solve syllogisms

24
Q 
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
A

phases of attachement

25
Q

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

A

avoidant

26
Q

finds exploratory play difficult, clings to inconsistent parents

A

ambivalent

27
Q

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

A

disorganized

28
Q

3 types of insecure attachments:
avoidant
ambivalent
disorganized

A

yep

29
Q

3 types of signal indicators are _

A

hunger (MC), anger and pain

30
Q

primary signal is __

A

crying

31
Q

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

A

learning

32
Q

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

A

performance

33
Q

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

A

classic conditioning

little albert and white rabbit example

34
Q

learning results as a consequence of a person’s action

A

operant conditioning

mouse in cage and shock example

35
Q

a combination of classic and operant conditioning

A

social learning theory

36
Q

types of learning

A

class
operant
social learning theory

37
Q

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

A

extinction

38
Q

the weakened return of a conditioned response following rest after extinction

A

partial recovery

39
Q

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

A

stimulus generalization

40
Q

recognizing and responding to differences between similar stimuli

A

discrimination

41
Q

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

A

social learning theory

42
Q

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

A

aggression

BCM (9 decks)

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