Chapter 4 - Psychosocial Flashcards
4 stages leading to the capacity for adult thought: sensorimotor preoperational thought concrete operations formal operation
cognitive developmental stages
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
jean piaget
birth to 2 years
sensorimotor stage
if something is not in their field of visual, the object doesn’t exist
object permanence
show them a ball and they say ball
symbolization
uses inborn motor and sensory reflexes to interact and accommodate to the external world
birth to 2 months
Piagets sensorimotor period of cognitive development
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
2- 5 months
Piagets sensorimotor period of cognitive development
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
5-9 months
Piagets sensorimotor period of cognitive development
shows preliminary signs of object permanence; has vague concept that objects exist apart from itself; plays peek a boo; imitates novel behaviors
9 months to 1 year
Piagets sensorimotor period of cognitive development
tertiary circular reaction: seeks out new experiences; produces novel behaviors
1 year to 18 months
Piagets sensorimotor period of cognitive development
symbolic thought: uses symbolic representations of events and objects; shows signs of reasoning; attains object permanence
18 months to 2 year
Piagets sensorimotor period of cognitive development
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
preoperational stage
the tendency to attribute feelings to inanimate objects
dolls and toys, tea parties
animism
7-11 years
children operate and act on concrete, real and perceiveable objects and events
concrete operations stage
more logical thoughts, but still require concrete examples; havent developed abstract thinking yet; no longer egocentric
operational thought
a logical conclusion can be drawn from 2 premises indirect connections
(A=B and B=C then A=C)
syllogistic reasoning
realization that things remain unchanged despite looking different
conservation
understanding the relation between things; the ability to mentally picture an action being carried out in reverse
reversibility
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
formal operations stage
the child can now think in abstract terms so no longer requires concrete examples to solve problems
abstract thought
the child is able to consider things that it has no experience of and consider imaginary scenarios
hypothetical thought
faced with a problem, the formal thinker will approach it logically, produce a list of possibilities and test each one systemically
hypotheses testing
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
solve syllogisms
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
phases of attachement
h/o aggressive parenting, avoids close contact with people, lingers near caregivers v. direct approach when threatened
avoidant
finds exploratory play difficult, clings to inconsistent parents
ambivalent
h/o emotionally absent parents, possible h/o abuse in patents’ childhood, bizarre behavior under threat
disorganized
3 types of insecure attachments:
avoidant
ambivalent
disorganized
yep
3 types of signal indicators are _
hunger (MC), anger and pain
primary signal is __
crying
a change in behavior resulting from repeated practice, and both the environment and the behavior interact to produce the learned change
learning
a skill or behavior can be used to assess the degree of learning
performance
learning takes place as a result of contiguity of environmental events
- things are happening together, timing
classic conditioning
little albert and white rabbit example
learning results as a consequence of a person’s action
operant conditioning
mouse in cage and shock example
a combination of classic and operant conditioning
social learning theory
types of learning
class
operant
social learning theory
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
extinction
the weakened return of a conditioned response following rest after extinction
partial recovery
a process whereby a conditioned response is transferred from one stimulus to another
stimulus generalization
recognizing and responding to differences between similar stimuli
discrimination
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
social learning theory
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
aggression
