Development, Personality, Intelligence (kms) Flashcards
Rooting Reflex
necessary for feeding - touch a baby on the cheek and the baby turns his or her head in that direction
Critical Period
a time period where certain developmental procedures have to take place in order for development to continue positively
Zygote Period
occurs in the first two weeks of parental development
Imprinting
newborn follows whatever is seen first after birth
Habituation
a decrease in response to a stimulus after repeated presentations
Freud’s Stage Theory
Freud’s Stages of Psychosexual Development is completed in a predetermined sequence and can result in either successful completion or a healthy personality or can result in failure
Freud’s Stages of Psychosexual Development
• oral stage (birth to 18 months): child focuses on oral pleasures (sucking)
• anal stage (18 months to 3 years): this stage develops toilet training. Child’s focus of pleasure in this stage is on eliminating and retaining feces (peepeepoopoo)
• phallic stage (ages 3 to 6): babies realize their gender and this causes conflict in the family. Pleasure zone => genitals
• genital stage: after the phallic stage, Freud thought children go through a short latency stage, or period or calm, between ages 6 and puberty
Piaget’s Stage Theory
Jean Piaget believed that children developed cognitively in a series of stages:
Sensorimotor (0 to 2 years)
children are learning through their senses and motor skills
• object permanence, the belief that an object exists despite it being out of sight
Pre-operational (3 to 7 years)
children begin to use symbols to represent things not there - still no logical thought
• egocentrism, understanding the world through the child’s one perspective; the inability to see the world through another’s perspective
(note: this is not synonymous with the term selfishness)
• conservation, understanding that despite an apparent change in size/ shaped length, the substance remains constant
• animism, the belief that inanimate objects share human characteristics such as feelings
• artificialism, the belief that events of nature are man-made
Concrete Operational (7 to 11 years)
children think logically only about concrete things - things that they can see in front of them
• seriation, the process of putting objects into a series (smallest to largest) or putting objects that share similar characteristics (such as color or size) into the same category
• reversibility, understanding that concepts can be reversed and remain the same
Formal Operational (12 and up)
abstract reasoning - is able to form hypothetical thoughts through weighing pros and cons of a choice
• personal fable, an individual’s belief that they are invincible and will not be harmed in any instance
• imaginary audience, the belief that everybody is looking at one, who is on stage for others to watch
Erikson’s Stage Theory
Erik Erikson maintained that personality develops on a predetermined order through eight stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development
Stage 1 (0 to 12 months)
crisis: trust vs mistrust
ex: infant trusts that their needs (food, shelter, etc) will be met. If they are not, the infant learns to mistrust the world
Stage 2 (1 to 2 years)
crisis: autonomy vs shame and doubt
ex: child learns to control their environment as well as their biological functioning (going to bathroom). If the child is made to feel too much shame, they may lack confidence
Stage 3 (3 to 5 years)
crisis: initiative vs guilt
ex: when a child is playing with others, they may take the initiative to work together and find new ways to explore their imagination. However, if a child is excluded or made fun of by the group, it can lead to feelings of guilt and insecurity
Stage 4 (6 to puberty)
crisis: industry vs inferiority
ex: an example of industry is that a child is encouraged to try and explore, thus they understand that they are capable of solving problems on their own. An example of inferiority is that a child is discouraged from developing their skills and constantly viewed in a negative light
Stage 5 (adolescence)
crisis: identity vs role confusion
ex: an example of identity is a teenager who has adopted the identity of a gardener after exploring gardening interests. An example of role confusion is a teenager who has not committed to any particular identity and feels confused about their place in society
Stage 6 (early adulthood)
crisis: intimacy vs isolation
ex: those who have intimacy are successful in their ability to open up to others about their lives and ability to have personal, romantic relationships. Examples of isolation include depression, lack of close friends, separation from family, and loneliness
Stage 7 (middle age)
crisis: generativity vs stagnation
ex: generativity refers to making a positive impact and contributing to the world, such as through raising children, mentoring others, or engaging in meaningful work. Stagnation, on the other hand, represents feeling stuck and unproductive, lacking a sense of purpose.
Stage 8 (old age)
crisis: integrity vs despair
ex:
“I am able to accept the ups and downs of my past life” - (ego integrity)
Kohlberg’s Stage Theory
moral development: process through which children develop proper attitude and behaviors toward other people in society, based on social and cultural norms, rules, and laws
Level 1. Pre-conventional age (birth to 9)
• stage 1 - obedience & punishment: obey rules for fear of punishment
ex: don’t cheat on a test because you will get detention
• stage 2 - personal gain/individualism: do what is best for yourself
ex: a person cheats on a test because you need an A to get $10
Level 2. Conventional age (9 to 20)
• stage 3 - interpersonal relationships/ based on the approval of others: good boy/ nice girl. Act in a way that is socially acceptable
ex: don’t cheat because “good” people don’t cheat
• stage 4 - authority, law & social order: understand that society needs laws and order to uphold a civilized society
ex: if you cheat and get caught, you should be prepared to face the consequences
Level 3. Post-conventional age (20+ or maybe never)
• stage 5 - social contract: people in a civilized society understand that individuals enter into a social with each other, ultimately deciding what is good for all
ex: you allow someone to cheat off your exam because you know their parents are going through a divorce and that person has not had time to study
• stage 6 - universal principles: there are certain universal ethical principles that all people believe in
ex: cheating could be justified because much of the material on the test was never covered in class, and the test was given simply out of spite rather than as an assessment
Harlow’s Monkey
through his work with monkeys, he found out that attachment - the emotional bond between caregiver and another - occurs better through contact and warmth, not as much providing food and nourishment
Longitudinal and Cross Sectional Study
• longitudinal research: a research design in which the same individuals are followed over time and their development is repeatedly assessed
• cross sectional research: a research design that compares groups of people who differ in age but are similar in other important characteristics
Teratogen
a substance that interferes with normal fetal development and causes congenital disabilities
ex: drugs
Grasping Reflex
babies will hold onto things
Moro Reflex
also called startle reflex, usually occurs when a baby is startled by a loud sound system or movement. In response to the sound, the baby throws back his or her head, extends out his or her arms and legs, cries, then pulls the arms and legs back in
Babinski Reflex
when babies’ toes and fingers are stroked they will curl up
Mary Ainsworth’s Strange Situation/Attachment Theory
children and infants need to develop a secure dependence on their parents before seeking unfamiliar situations
id, ego, and superego
• id = pleasure
• ego = reality
• superego = conscious + unconscious
Defense Mechanism
something we do to protect ourselves in various life situations
Compensation
covering a weakness by overachieving in another area
Suppression
conscious, intentional pushing of unpleasantness from one’s mind
Denial
failure to accept reality
Displacement
the transfer of negative feelings about someone to someone else
Projection
putting (projecting) negative feelings on someone else
Rationalization
justifying irrational behavior
Reaction Formation
expressing emotions that are the exact opposite of what you feel
Regression
using child-like ways of expressing emotions like anger and disappointment
Repression
blocking out unpleasant memories unconsciously (unintentionally)
Sublimation
redirecting bad or unacceptable behavior into positive behavior
Thematic Apperception Test
• projective personality test developed by Henry Murray
• involved the presentation of ambiguous pictures of people in various situations
• responses are believed the reflect unconscious needs + conflicts
Traits
personal qualities or characteristics that are relatively stable and consistent over time and situations
Gordon Allport ☝️🤓
identified more than 18,000 traits
Factor Analysis
a mathematical formula that explains how traits relate to one another
Five Factor Model (Big 5 Personality Traits)
• Openness to experience
• Conscientiousness
• Extraversion
• Agreeableness
• Neuroticism
Central Traits / Source Traits
easily recognized traits and have a strong influence or personality
Secondary Traits / Surface Traits
traits that are more specific to certain situations and have less of an effect on personality
ex: John is a calm person (central trait) except when he plays sports, when he is extremely competitive (secondary trait)
Maslow’s Self-Actualization
the ability to realize one’s fullest potential
Carl Rogers
argues that all humans are striving toward growth and fulfillment
Self Concept
info and beliefs we have about our own nature
Real Self
how we see ourselves in the present
Ideal Self
who we desire to be
Conditional Positive Regard
praise and approval, depends upon the child
ex: behaving in a way that the parents think is correct
Unconditional Positive Regard
where parents, significant others (and the humanist therapist) accepts and loves the person for what he/she is
Cognitive Theories of Personality
argues that personality and behavior are a reflection of thought processes, beliefs, and expectations
Locus of Control
one’s beliefs about the causes and outcomes of events and experiences
Internal Locus of Control
people tend to believe their own skills, abilities, and efforts control events
External Locus of Control
people who believe outside factors beyond your control effect outcome
ex: luck, fate, place blame elsewhere
Self-Efficacy
one’s expectations for success (high/low)
High Self-Efficacy
implies a person believes they can succeed no matter what circumstance
Low Self-Efficacy
implies a person does not believe they can perform well
Social Cognitive Theory
explains personality using both behavioral and cognitive theories
Reciprocal Determinism
suggests that the environment influences our thoughts and behavior which in turn influence the environment
Intelligence
the application of cognitive skills and knowledge to learn or solve a problem
G Factor
Charles Spearman argued that intelligence is a general ability that is applied to all kinds of tasks
Psychometrics
smart word for psychological testing
Norms
standard test scores that are used as a basis for comparison + interpretation of scores
Standardization
the process of establishing norms for a test
ex: SAT, AP exams
Reliability
the consistency of a test
Test-Retest Reliability
when the same ppl are tested and then retested and yields the same scores each time
Validity
the capability of a test to measure what it is intended to measure
Predictive Validity
the capability of a test to predict future performance
Intelligence Tests
used to measure one’s cognitive abilities and/or knowledge in an area
Achievement Tests
designed to assess one’s level of knowledge in a given area
Aptitude Tests
designed to predict one’s general ability
Crystallized Intelligence
the ability to apply acquired knowledge to current problems
Fluid Intelligence
the ability to deal with problems by using the mind in new and adaptive ways
Triarchic Theory of Intelligence
Robert Sternberg proposed this theory that identifies 3 types of intelligence:
Analytical
ability to judge, reason, evaluate, criticize
Practical
ability to deal with everyday tasks and navigate life
Creative
invent, discover, etc
Emotional Intelligence
one’s ability to manage and regulate their emotions
• Daniel Goleman coined the term EQ
Howard Gardner’s Multiple Intelligences
😕
Linguistic Intelligence
the ability to use language to express one’s thoughts and to understand other people orally or in writing
Musical Intelligence
the ability to hear music in one’s head, and to hear tones, rhythms, and larger musical patterns
Logical-Mathematical Intelligence
the ability to manipulate numbers, quantities, and operations accompanied by a love of dealing with abstraction
(math shit)
Spatial Intelligence
the ability to represent the spatial world visually in one’s mind
Bodily Kinesthetic Intelligence
the ability to use the body / parts of the body to solve a problem, create a product, or put on some kind of production
Interpersonal Intelligence
the ability to notice + make distinctions among other individuals; a strong understanding of people
Naturalist Intelligence
the ability to discriminate among living things and to see patterns; also, a sensitivity to features of the natural world
