Human Behavior Flashcards

Question

Defense Mechanisms: Association

Answer 1

Anna Freud's altruism obtaining gratification through association with, and helping, another person who is gratifying through association with, and helping, another person who is gratifying the same instincts

Answer 2

process by which an individual becomes like another person in one or several respects a more elaborate process than introjection

Answer 3

taking in an idea or image so that it becomes part of oneself assimilation of object representation into the self representation whenever the boundaries between self and object are blurred

Answer 4

turning against the self object of aggressive drive or impulse is changed from another person to the self operative especially in depression and masochism

Answer 5

a splitting of ideas from the feelings originally associated with them the idea that remains in consciousness is therefore deprived of its motivational force so that action is thwarted and guilt avoided

Answer 6

the psychological binding of instinctual drives in intellectual activities

Answer 7

attributing a painful impulse or idea to the external world

Answer 8

an attempt to give a logical explanation for painful unconscious material to avoid such feelings as guilt and shame

Answer 9

replacement in conscious awareness of a painful idea or feeling by its opposite the unconscious material remains along with the conscious presence of its opposite

Answer 10

a retreat to an earlier phase of psychosexual development

Answer 11

the act of obliterating material from conscious awareness a unique defense, capable of mastering powerful impulses

Answer 12

form of reaction formation aimed at protection gtom painful affect

Answer 13

external objects are either "all good" or "all bad" suddens shifts of feelings and conceptualizations about an object feelings may rapidly change from one category to the other

Answer 14

deflecting the energies of instinctual drives to generally positive aims that are more acceptable to the ego and superego

Answer 15

substitution of one affect for another

Answer 16

ritualistic performance of an act one has recently committed to cancel out or balance the evil that may have lurked in the act

Answer 17

child introjects some characteristic of an anxiety-evoking object and assimilates an anxiety experience which s/he has just undergone the child is thus able to transform him/herself from the person threatened to the person making the threat

Answer 18

made several contributions to psychoanalytic theory Adaptation Conflict Free Ego Sphere Average Expectable Environment The Adaptive Function of Defense Mechanisms

Answer 19

no precise definition, but includes a reciprocal relationship between the organism and its environment it is central for mental health focus on adaptation involves a shift of attention from id to ego its hallmarks are productivity, ability to enjoy life, and an undisturbed equilibrium

Answer 20

changing environment to facilitate adaptation

Answer 21

changing self changing one's position in the world

Answer 22

the ego has apparatus that exist outside of conflict and that have roots in the infant's constitution ego is more than a developmental by-product of the influence of reality on the instincts the ego has a partly independent origin, or, said differently, there is an autonomous factor in ego development

Answer 23

ego has apparatuses that exist outside of conflict and that have roots in the infant's constitution the ego is more than a developmental by-product of the influence of reality on the instincts the ego has a partly independent origin, or, said differently, there is an autonomous factor in ego development

Answer 24

refers to environments which are growth promoting and are both gratifying and frustrating, but within reasonable limits

Answer 25

in addition to protecting from anxiety, defenses can facilitate adaptation

Answer 26

Epigenetic Principle The Psychosocial Stages

Answer 27

each individual develops after passing through eight fairly well defined stages each stage exhibits a unique combination of needs and vulnerabilities each stage focuses on some aspect of growth and culminates in an encounter or crisis, the outcome of which leads to the development of a vital human quality takes into consideration the impact of broader environment, society, and its culture on the child's development

Answer 28

birth to 1.5 years infants develop a sense of trust in self and in others psychological dangers include a strong mistrust that develops later and exhibits as withdrawal when at odds with self and others

Answer 29

1.5 to 3 years rapid growth in muscular maturation, verbalization, and ability to coordinate many highly conflicting action patterns characterized by tendencies of holding on and letting go child begins to experience an autonomous will, which contributes to the process of identity-building and development of the courage to be an independent individual psychologic dangers include infantile obsessiveness and procrastination, ritualistic repetitions to gain power, self-insistent stubbornness, compulsive restraint or meek compliance , and fear of loss of self-control

Answer 30

3 to 6 years intrusion into space via locomotion, into the unknown by curiosity, and into other by aggressive voice and physical attack , and thoughts of phallic entry into female frees the child's initiative and sense of purpose for adult tasks psychological dangers include hysterical denial or self restriction, which keeps individual from actualizing inner capacities

Answer 31

6 to 11 years child's need is to make well, to be a worker and potential provider the development task is mastery over physical objects, self, social transaction, ideas, and concepts the school and peer group are necessary for gaining testing mastery psychological danger includes a sense of inferiority, incompetence, self-restraint, and conformity

Answer 32

adolescence the critical task is to create an identity, to reintegrate various components of self into a whole person (a process of ego synthesis) the peer group is of great importance in providing support, values, a primary reference group, and an area to experiment with various roles psychological dangers include extreme identity confusion, feelings of estrangement, excessive conformity or rebelliousness, and idealism, which is a denial of reality, neurotic conflict, or delinquency

Answer 33

the task is to enter relationships with others in an involved, reciprocal way, sexually, occupationally, and socially failure to achieve intimacy may lead to highly stereotyped interpersonal relationships and distancing, and a readiness to renounce, isolate, and even destroy others whose presence seems dangerous

Answer 34

the primary task is to develop concern for establishing and guiding the next generation, and the capacity for caring, nurturance, and concern for others psychological danger is stagnation which includes caring primarily and essentially for oneself, an artifical intimacy with others, and self-indulgence

Answer 35

the acceptance of one's life, one's achievements, and the people who have become significant as satisfactory and acceptable psychological gander is despair, expressed in the sense that time is short to start another life or to test alternative roads to integrity despair is accompanied by self criticism, regret, and fear of impending death

Answer 36

characterized by studied cognitive development the origins and development of cognitive functions and structures, rather than emotion, affect, or motivation

Answer 37

small samples, including his own children

Answer 38

not merely describing typical behavioral traits of children at a given age or period of development; rather attempts to explain genesis of behavior

Answer 39

Action and Operation Activity in Development Adaptation

Answer 40

action is overt behavior operation is a particular kind of action which may be internalized thought

Answer 41

child is not passively subject to environmental influences but actively contributes to the construction of his/her personality and universe child acts on the environment, modifies it, and is an active participation in the construction of reality

Answer 42

includes assimilation and accommodation assimilation is the incorporation of external reality into the existing mental organization accommodation involves adapting to the characteristics of the object

Answer 43

Sensory-Motor Stage Pre-Operational Stage Concrete Operational Stage Formal Operational Stage

Answer 44

birth to 2 years infant lacks symbolic function (i.e., the infant cannot evoke representations of persons or objects when they are absent) infant interacts with surroundings and is able to focus on objects other than the self the infant learns to anticipate events children learn that objects continue to exist when out of sight, and learn a beginning sense of causality

Answer 45

2 to 7 years the child acquires capacity to order and relate experience to an organized whole the child can now explore several possible problem without necessarily adopting one, because s/he is able to return to his/her original outlook

Answer 46

11 through adolescence youth can visualize events and concepts beyond the present and form theories cognitive random behavior is replaced by a systemic approach to problems youth gains objectivity and awareness of relative relationships, ability to reason by hypothesis, and to relate past, present, and future

Answer 47

social stimulation is necessary for infant's growth infants deprived of social stimulation become apathetic, and some may become physically ill or die the condition is defined as a disease called Marasmius

Answer 48

First 3 months 8 months 14 months

Answer 49

infant moves from viscard perception to use of eyes and ears, and develops a reliable smile

Answer 50

infant has achieved second level or organization, demonstrated by increased levels of anxiety when in the presence of a stranger

Answer 51

infant achieves semantic communication, demonstrated by the ability to say no -- a sign of independent thinking

Answer 52

Autistic Symbiotic

Answer 53

first month infant is focused on the self, incapable of investing in others

Answer 54

1-5 months infant breaks out the autistic shell, understands mother's existence as a separate being, but is also able to experience a feeling of unity with the mother

Answer 55

Differentiation Practicing Rapprochement Development of Object Constancy

Answer 56

6-9 months increased locomotion

Answer 57

9-14 months child is more active - walking, playing

Answer 58

14-24 months shadowing and darting -- the child moves away from the mother but returns for emotional refueling

Answer 59

after 14 months child increases capacity to recall the mother despite her absence

Answer 60

proposes an existence of an internal motivation to achieve competence based on various studies of animal and children's behavior

Answer 61

cites research showing exploration, manipulation, and playful, activities of animals that are unexplained by drive theory these behaviors are not random, idle, or restless, nor merely responses to stimulation; show direction, selection, and persistence which can be interpreted as motivation animals seek novelty and stimulation and they seem to establish a new relationship between self and object motivation to attain competence is directed toward achieving a feeling of efficacy, but leads to other vitally important learning infant play leads to the ability to discriminate visual patterns, to catch and throw, and to coordinate eye and hand movements play causes the infant to establish a concept of the object and leads to development of other basic developmental skills

Answer 62

behavior can be explained, apart from few references to growth and maturation, as the continuous formation of connections among stimuli and responses

Answer 63

linked experimentally manipulated stimuli to already existing natural, unconditioned stimuli that elicited a fixed, unconditioned response this was accomplished by introducing the conditioned response just prior to the natural, unconditioned stimulus sounded a bell just before giving a dog food, an autonomic stimulus for salivation the bell becomes the stimulus for salivation, even when no food was given a great many conditioned responses can be created through continuing reinforcement

Answer 64

attempted to fuse learning theory and psychoanalytic theory

Answer 65

Concept of the Empty Organism Law of Effect Schedules of Reinforcement

Answer 66

infant has capacity for action built into his/her physical constitution, and reflexes and motivation that will set in random motion

Answer 67

governs development children's behavior is largely shaped by like circumstances extinguishing or halting behavior is caused by denying satisfying rewards or through the application of punishment

Answer 68

instead of reinforcing the organism every time it gives a correct response, one can reinforce some fixed percentage of occurrences of a particular response or space reinforcements according to some average time interval intermittent reinforcement will also tend to reinforce the desired behavior

Answer 69

Operant Respondent Flooding Systematic Desensitization

Answer 70

controlled by consequences of that behavior actions preceding or following the behavior need to be changed if a child throws a tantrum and a parent shows concern by paying attention and rushing over, the behavior is reinforced behavior can be extinguished by ignoring the tantrum or sending the child to his/her room until the tantrum is over

Answer 71

elicited by a specific stimulus person has to be desensitized to the stimuli

Answer 72

used by behaviorists in the treatment of anxiety-ridden patients it is based on a model of extinction of conditional avoidance behavior by response prevention (i.e., the patient is helped to confront the anxiety-inducing object at full intensity for prolonged periods of time

Answer 73

somewhat similar to flooding except that the patient is gradually led through images, pictures, and/or events of the anxiety-producing situation, and is enabled to discuss and cope with the affect

Answer 74

culture can be viewed as the social heritage of man determines ways of acting and doing that are passed from generation to generation by formal and informal methods of socialization, teaching, and demonstration includes knowledge, beliefs, art, morals, law, customs, and other capabilities acquired as a member of society Theory of Cultural Relativism Concepts

Answer 75

values, beliefs, models of behavior, and conceptions of the nature of the world must be understood within the framework of the culture in which they occur the dominant culture determines the contours and boundaries of normality and deviance ethnic behavioral norms and expressions of emotional needs may differ from those of the larger culture and may be defined as abnormal behaviors or attitudes may be perceived differently if they are understood through a unique cultural context often important to know whether an individual from a particular ethnic group who exhibits unorthodox behavior is also a deviant within his/her own culture, as well as in his/her self-estimation

Answer 76

Acculturation Ethnic Identity Social Identity Virtual Social Identity Actual Social Identity Normification Normalization Oppressed Minorities

Answer 77

the process of learning and adopting the dominant culture through accommodation and assimiliation

Answer 78

a sense of belonging to an identifiable group and having historical continuity, as well as a sense of common customs and mores transmitted over generations

Answer 79

the dominant society establishes criteria for categorizing persons and the normal and ordinary attributes felt to be natural and ordinary for members of the society

Answer 80

the characteristics attributed to individuals based on appearances, dialect, social setting, and material features

Answer 81

attributes the individual actually demonstrates

Answer 82

an attribute that makes an individual different from the group and is perceived to be a deeply discrediting trait, such as a physical abnormality, disease, race or nationality, religion, or mental illness

Answer 83

treating the stigmatized individual as if s/he did not have a stigma

Answer 84

Black, Hispanic, Asian-Pacific, and Native Americans are most clearly differentiated from other diadvantaged groups in the U.S. by their intense racial, ethnic, and political consciousness the consciousness enhances self-appreciation and is experienced as racial or ethnic pride the individuals who belong to these groups are influenced by factors uniquely associated with membership in the group

Answer 85

nearly one out of every four children under six years of age lives in poverty minority children under six are much more likely to be poor than White children under six many of these children are homeless or are in the child welfare system

Answer 86

frequent relocations due to rejection, changes in family situation, return to family or foster care, agency procedures, and court decisions (sex and physical abuse more likely within foster care) move through school systems making academic achievement challenging changes in casework staff lead to discontinuity in relationships and failure to adequately track children at age 18 public support may end and the relationships with long-term foster parents may abruptly end, leaving the youth with a sense of abandonment and few material resources higher incidence of behavioral problems, drug and alcohol abuse, and entering the criminal justice system than children raised in their own families

Answer 87

mental and physical disability or illness drug and alcohol abuse family violence low educational levels and unemployment

Answer 88

fewer than one-third of all poor children under six live exclusively on welfare more than half the poor children in the U.S. have at least one parent who is working children living with single mothers are more likely to be poor greater risk if impaired health

Answer 89

Built on Piaget's research on moral development

Answer 90

argued that children's experiences shape their understanding of moral concepts such as justice, rights, equality, and human welfare determined the moral development was a process that takes an extended period of development

Answer 91

identified six stages of moral reasoning grouped into three major levels each level demonstrates a dramatic change in social-moral perspective of the individual children and adults progress through the stages to a final stage moral development takes place throughout the life span, and progress between the stages is linear no stages can be skipped, and Kohlberg theorizes that progress between stages is largely contingent upon the availability of an individual role model who offers a model of the precepts of the next higher level

Answer 92

the preconventional or primitive level moral judgements are concrete and framed from an individual perspective moral framework emphasizes following rule because rule-breaking may lead to punishment the reasoning is largely ego-centric and does not include concern for others

Answer 93

emphasizes moral reciprocity and focuses on the instrumental, pragmatic value of an action individuals at stage II observe moral standards because it is in their interest to do so they are able to justify retaliation as a form of justice observing rules will lead to similar behaviors from others represents behavior largely focused on following the rules only when it is in the immediate interests of the person there is a mutual contractual texture to Stage II behavior rule-following is instrumental and still based largely on externalities, though there is an understanding of conventional morality

Answer 94

persons at this stage define what is right with reference to what is expected by people with whom they have close relationships the emphasis is on stereotypic roles such as the good mother, father, or brother being virtuous is defined through maintaining trusting and loyal relationships

Answer 95

authority and social order obedience driven, it is important to obey laws, dictums and social conventions becuase of their importance in maintaining a functioning society moral reasoning is beyond the need for individual approval exhibited in stage three central ideal or ideals often prescribe what is right and wrong if one person violates a law, perhaps everyone would -- thus there is an obligation and a duty to uphold laws and rules when someone does violate a law, it is morally wrong culpability is thus a significant factor in this stage as it separates the bad domains from the good ones most active members of society remain at stage four, where morality is still predominantly dictated by an outside force

Answer 96

the world is viewed as holding different opinions, rights and values such perspectives should be mutually respected as unique to each person or community laws are regarded as social contracts rather than rigid edicts those that do not promote the general welfare should be changed when necessary to meet "the greatest good for the greatest number of people" this is achieved through majority decision and inevitable compromise Democratic government is ostensibly based on stage five reasoning

Answer 97

this stage is characterized as the post-conventional level ethical reasoning is formed on the basis of universal general principles ethical reasoning is understood in accordance with principles of justice this stage rejects uniform applications of rules or norms the level of moral judgement is rooted in the ethical fairness principles from which moral laws are created laws are critically evaluated and judgements are made according to whether they conform to basic fairness principles reasoning values human life and human welfare as first rank principles of existence

Answer 98

the feminist response to Kohlberg's perspective on moral development

Answer 99

Gilligan notes that Kohlberg's theories reflected research on males

Answer 100

morality of "care" reflects women's experiences more accurately than one that emphasizes justice and rights

Answer 101

reflects caring, responsibility, and nonviolence, while the morality of justice and rights emphasizes equality another way to look at these differences is to view these two moralities as providing two distinct injunctions -- the injunction not to treat other unfairly (justice) and the injunction not to turn away from someone in need (care) care emphasizes interconnectedness and nurturing an emphasis on justice emerges as a response to individualism and stresses individual anatomy

Answer 102

explained by the dynamics of attachment relations masculine identity formation requires individuation and separation from the mother the separation leads to awareness of power differences between the child and adults, causing concern over inequalities girls remained attached to mothers, are less aware of gender inequalities, and do not primarily focus on questions of fairness other research suggesting that moral reasoning is not as neatly differentiated along gender lines as Gilligan finds evidence suggests that both male and female morality structures involve concerns about both justice and care