D094 psych Flashcards
Maslow: food, water, breathing, sleep
Physiological Needs
Maslow: resources, health, employment, property,
Safety
Maslow: friends, family, belonging
Love
Maslow: sense of achievement, pride, confident
Esteem
Maslow: acceptance, morality, creativity
Self-Actualization, full potential
(Maslow) Basic Needs:
Physiological and Safety
(Maslow) Social Needs:
Love
(Maslow) Respect Needs:
Esteem
Pyramid-structured hierarchy of needs where you start from the bottom and move up.
Maslow’s Hierarchy of Needs
(Piaget) 0-2 years stage
Sensorimotor Stage
(Piaget) Sensorimotor Stage
0-2 years. Discovering the world through senses, moving, touching. Very active as they develop movement skills.
(Piaget) Object permanence is missing in this stage:
Sensorimotor stage 0-2 years
(Piaget) 2-7 years stage
Pre-operational stage.
(Piaget) Pre-operational stage
Develop and engage in pretend play. Can use symbols to represent things. Learning to talk. Words symbolize objects. Egocentric (cannot understand others’ experience).
(Piaget) Stage where children learn to use symbols and engage in pretend play.
Pre-operational Stage
(Piaget) 7-11 years stage
Concrete Operational
(Piaget) Concrete Operational stage
Conservation. For example: when moving water into different sized glasses, the child can understand that the amount of water is the same.
(Piaget) When can children begin to understand mathematics and reverse the ideas? Ie: 5+2=7 so 7-5=2.
Concrete Operational, 7-11 years
(Piaget) 12+ years stage
Formal Operational Stage
(Piaget) Formal Operational stage
Abstract concepts and thought. Understand cause and effect, and can anticipate results of actions.
(Piaget) In what stage will growing children begin to develop moral reasoning?
Formal Operational stage
Vygotsky was focused on:
children’s social interactions and the development of their cognition.
(Vygotsky) 4 Elementary Functions:
Attention, Sensation, Perception, Memory
(Vygotsky) MKO
“More Knowledgeable Other”
(Vygotsky) Function of the More Knowledgeable Other
The social interaction of the child and the MKO leads to learning and higher mental functions.
(Vygotsky) Zone of Proximal Development
Between the ability of being able to do something, and not being able to do something. Interaction with the MKO can help learn and move out of this zone and into the higher mental functions.
(Vygotsky) Importance of language
Language leads to thought and ability to make plans and strategies. Accelerates learning and development.
Erikson focused on:
Conflicts/crisis can lead to growth and personality development that continues throughout lifespan.
(Erikson) Stage One, first year of life.
Crisis: Trust vs. Mistrust
Virtue: Hope
Neg Outcome: Fear, suspicion
(Erikson) Stage Two, 2nd year of life.
Crisis: Autonomy vs. doubt/shame
Virtue: Independence and Will
Neg Outcome: Shame
(Erikson) Stage Three, 3-5 years.
Crisis: Initiative vs. guilt
Virtue: Purpose
Neg Outcome: Inadequacy
(Erikson) Stage Four, 6-12 years.
Crisis: Industry vs. Inferiority
Virtue: Competence
Neg Outcome: Inferiority
(Erikson) When would a person experience the negative outcome of a crisis?
If the crisis is not met.
(Erikson) Stage Five, 12-18 years.
Crisis: Identity vs Role Confusion
Virtue: Fidelity (who we are)
Neg Outcome: Rebellion
(Erikson) Stage Six, 18-40 years
Crisis: Intimacy vs. Isolation
Virtue: Love
Neg Outcome: Isolation, unhappiness
(Erikson) Stage Seven, 40-65 years
Crisis: Generation vs Stagnation
Virtue: Care
Neg Outcome: Unproductive.
(Erikson) Stage Eight, 65+ years
Crisis: Integrity vs. Despair
Virtue: Wisdom
Neg Outcome: Despair
What did Kohlberg create?
The Theory of Moral Development
(Kohlberg) Heinz Problem
Man wanted medicine for dying wife. Doctor would not sell it to him for a lower cost. Man steals medicine.
Questions were posed to children to see their reactions and ideas about the morality of the situation.
(Kohlberg) Pre-moral Stage
Obedience vs. punishment and Individualism + exchange.
(Kohlberg) Conventional Stage
Good boy + Good girl, and Law + Order
(Kohlberg) Post-Conventional Stage
Social contract, and Universal Ethical Principle
(Kohlberg) Obedience vs punishment:
Pre-moral.
I do the right thing, good.
Wrong thing, punished.
(Kohlberg) Individualism and exchange
Pre-moral.
Children recognize that there are more than 1 correct idea. Different people have different viewpoints.
(Kohlberg) Good boy and Good girl
The child behaves well to be perceived as good by other people. Idea of conformity and how choices influence relationships.
(Kohlberg) Law + Order
Obeying rules to avoid guilt and punishment by law.
(Kohlberg) Social Contract
Individual judgement is based on self-chosen morals and principles. Developed sense of self and morality. Justice. Rules sometimes are wrong.
(Relates to Heinz problem)
(Kohlberg) Universal Ethical Principle
Upholds human rights, equality, justice. The individual will act and defend these principles.
Very few people reach this stage.
(Ghandi, MLK, Rosa Parks, etc.)
(Language Development) Nativist/innatist Theory
Children are born with the potential and ability to learn language.
Associated with Chomsky.
(Language Development) Critical / sensitive period
Birth until about age 8 or 9. Period of time in which a child is most able to learn a language.
(Language Development) Learning Theory
Child learns through reinforcement.
(Ex. When baby says ‘ma–’, mom is happy and hugs baby. Baby repeats to get that result, not understanding it means the persons identity)
(Language Development) Interactionist Theory
Children strongly desire to interact and communicate with others. That desire motivates them to attempt to communicate and learn language.
(Associated with Vigotsky)
(Intelligence) IQ
Intelligence Quotient
(Intelligence) Theory of 1 general intelligence
If you’re good at one ability, you would be good at all abilities. One level of intelligence.
(Intelligence) Theory of 3 intelligences
Analytical, creative, practical
(Intelligence) Theory of Emotional Intelligence
Ability to perceive, understand, manage and use emotions when interacting with others.
(Intelligence) Fluid Intelligence
Ability to reason quickly and abstractly. Solving logic problems.
Decreases with age.
(Intelligence) Crystallized Intelligence
Accumulated knowledge.
Increases with age.
(Intelligence) Nature vs. Nurture
How much is intelligence affected by your genes, vs your environment.
(Intelligence) Heritability
Variability of intelligence due to genes.
(Classical Conditioning) S and R
Stimulus and Response
(Classical Conditioning) Unconditioned Stimulus
Triggers a physiological (or unconditioned) response. Instinct.
Ex. Bean gets excited about the smell of chicken.
(Classical Conditioning) Conditioned Stimulus
Triggers a response from prior experience. Learned response.
Ex. Bean hears the vinegar bottle placed on the trashcan and becomes excited about food.
(Classical Conditioning) Neutral Stimulus
Stimuli that do not naturally trigger a response from the subject.
Ex. Vinegar bottle being placed on trashcan.
(Classical Conditioning) Bean is excited when she smells chicken.
Unconditioned Response
(Classical Conditioning) Bean is excited when she hears the sound of a lunchable being opened.
Conditioned Response
Operant Conditioning
The relationship between behavior and consequences, and how they influence each other.
(Operant Conditioning) Both have positive and negative uses.
Reinforcement and punishment
(Operant Conditioning)
Goal behavior: Safe Driving
Consequence: Rewarded with gas gift card.
Positive Reinforcement
You are getting the gift of gas.
(Operant Conditioning)
Goal behavior: Safe Driving
Consequence: Loud beeping when seat belt is not buckled, so you buckle up.
Negative Reinforcment
You are removing the annoying sound.
(Operant Conditioning)
Goal Behavior: Safe Driving
Consequence: You receive a speeding ticket.
Positive Punishment
You are given a ticket/fine.
(Operant Conditioning)
Goal Behavior: Safe Driving
Consequence: Your license is revoked.
Negative Punishment.
You are removing your license and ability to drive.
(Operant Conditioning) Regardless of being Punishment or Reinforcement, what do positive and negative variants represent?
Positive = adding / receiving something.
Negative = loosing / removing something.
Information Processing Model
Brains are similar to computers. We get input from the environment, we process, we then output decisions.
(Information processing) Sensory Memory / Register
Information gathered from the environment using your senses.
(Information processing) Iconic Memory
Memory from sight
(Information processing) Echoic Memory
Memory from hearing
(Information processing) Type of memory that recall is less than .5 seconds
Iconic, or visual memory
(Information processing) Type of memory that recall is 3-4 seconds
Echoic, or hearing memory
(Information processing) Working Memory
What you are currently thinking about. You can usually hold about 7 pieces of information at a time.
(Information processing) Long term memory
Stored memory from a length of time in the past.
(Information processing) Explicit Memory
Facts or events that you can clearly or explicitly describe.
(Information processing) Implicit Memory
Fuzzy or harder to describe. Hard to articulate.
(Information processing) Semantic Memory
Explicit.
Related to words. You remember the meaning and use of different words.
(Information processing) Episodic Memory
Explicit.
Stores event-related memories.
(Information processing) Procedural Memories
Implicit.
Memories involving process and procedures. Ex. how to ride a bike or how to cook a certain meal.
(Information processing) Priming Memory
Implicit.
Previous experience influences current interpretation.
Ex. You saw someone draw a rabbit. Later on, they say the word ‘hare’. You then think of a rabbit, not the hair on your head.
