Human Development And Behavior

Question 0

Ego

Answer 0

Mediator between if and reality.

If too strong than you are rational, cold, boring, distant.

Question 1

Id

Answer 1

Drives and needs, impulses, unconscious.

If too strong become psychopath.

Question 2

Superego

Answer 2

Seat of conscience.

If too strong feel guilty all of the time.

Question 3

Freud 0-1 years

Answer 3

oral

Question 4

Freud 2-3 years

Answer 4

anal

Question 5

Freud 3-6 years

Answer 5

phallic/oedipal

Question 6

Freud 6-11 years

Answer 6

latency

Question 7

Freud 12-18 adolescence

Answer 7

puberty-genital

Question 8

Piaget 0-2 years

Sensorimotor thought

Answer 8

object permanence - peakaboo the thing is really gone
play is imitative
signals meaning (babysitter arrives, mom is leaving)

Question 9

Piaget 2.5 to 6-7

preoperational thought

Answer 9

egocentric- do not understand others perspectives
language forms
past present future
magical thinking

Question 10

piaget 7-11

concrete operations

Answer 10

logical thinking but difficulty with abstract/hypothetical thinking
plays games with rules
cause-effect relationship
thinking is independent of experience

Question 11

piaget 11-18

formal operations

Answer 11

logical thinking, deductive thinking, abstract, problem solving, what if-than

Question 12

uncoucious

Answer 12

thoughts feelings desires and memories of which we are unaware

Question 13

preconscious

Answer 13

thoughts, feelings, desires, which can be brought into consciousness easily

Question 14

concious

Answer 14

mental activities of which we are fully aware

Question 15

Erikson 0-18 mos

Infancy=Trust vs. mistrust

Answer 15

Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust.

Question 16

Erikson 2-3 years

Early Childood= Autonomy vs. shame and doubt

Answer 16

Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

Question 17

Erikson 3-5 years

Play Age= Initiative vs. Guilt

Answer 17

Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.

Question 18

Erikson 6-11 years

School Age= Industry vs. Inferiority

Answer 18

Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

Question 19

Erikson 12-18 years

Adolescence= Identity vs. Identity Diffusion

Answer 19

Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

Question 20

Erikson 19-40 years

Young Adulthood= Intimacy vs. isolation

Answer 20

Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.

Question 21

Erikson 40-65

Adulthood: Generativity vs. Self-Absorption

Answer 21

Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.

Question 22

Erikson 65-death

Senescence: Intergity vs. Disgust

Answer 22

Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

Question 23

Describe Margaret Mahler’s Object Relations theory

Answer 23

People are born with the drive to develop self. Sense of self affects relationships. Ego organizes at age 3-1/2.

Question 24

Normal autistic stage

0-3 months

Answer 24

Alert inactivity, baby doesn’t care who feeds/holds them

Question 25

Separation-Individuation Phase

Answer 25

Infant breaks out of its “autistic shell” and begins to connect with her environment and the people in it. Separation: development of limits and to the differentiation in her mind between herself and the mother, whereas individuation refers to the development of her ego, sense of identity, and cognitive abilities.

Question 26

Normal Symbiosis Stage

2-6 months

Answer 26

The infant is now aware of its mother, but has no sense of individuality of its own. The infant and mother are as one, and there is a barrier between them and the rest of the world.

Question 27

hatching 7-9 mos

first part of seperation

Answer 27

Increased alertness and interest for the outside world. Using the mother as a point of orientation.

Question 28

practicing 7-18 mos

2nd part of seperation

Answer 28

disengagement from mother with crawling, returns for refueling. Narcissism, runs away from mom anticipating mom will reenage

Question 29

reapproachement 18-24 mos

3rd part of seperation

Answer 29

disengagement alternating with intense demands for attention, can leave mother rather than be left

Question 30

object constancy 24-38 montsh

Answer 30

describes the phase when the child understands that the mother has a separate identity and is truly a separate individual. it leads to internalization in which the baby can have an picture of mom in head that guides and supports them through an unconscious level.

Question 31

Kohlberg’s theory of moral develeopment

Answer 31

Morals develop along with cognitive development. 3 different levels, must pass through without skipping stages

Question 32

Pre-conventional, occurs during elementary school before age 9.

Answer 32

1. child obey authority for fear of punishment

2. child acts and conforms to rules to receive rewards/ self interest

Question 33

Conventional, occurs during early adolescence.

Answer 33

3. acts to gain approval from others

4. obeys laws of social system, rules are rules

Question 34

post-conventional, adult

Answer 34

5. individual rights, concerned with others

6. individual principles based on broad universal ethical principles

Question 35

Elizabeth Kubler-Ross

Stages of death a dying

Answer 35

5 stages, can go in/out of them at different times, can be a circular pattern, can go in any order, some stages may take longer than others

Question 36

denial and isolation

Answer 36

defense mechanism that is temporary to buffer the immediate shock

Question 37

anger

Answer 37

why me, rage, resentment

Question 38

bargaining

Answer 38

attempting to avert fate by being amiable and cooperative

Question 39

depression

Answer 39

sense of loss and grief. reaction to practical implications relating to the loss. quiet preparation to separate and to bid our loved one farewell.

Question 40

acceptance

Answer 40

neither depressed nor angry; devoid of feeling and increasingly detached

Question 41

What are the 5 stages of death and dying

Answer 41

1. denial
2. anger
3. bargaining
4. depression
5. acceptance

Question 42

Maslow’s hierarchy of need from lowest to highest level

Answer 42

1. physiological needs
2. safety needs
3. love and belonging needs
4. esteem needs
5. self actualization

Question 43

Physiological needs

Answer 43

food, water, o2, temperature

Question 44

safety needs

Answer 44

feel safe from harm, danger, need regularity and some predictability

Question 45

love and belonging needs

Answer 45

assurance that one is loved, accepted. Love needs to be unconditional acceptance

Question 46

ego-esteem needs

Answer 46

need a stable, firm based level of self-respect and respect from others

Question 47

self actualization needs

Answer 47

need to be oneself, act consistently with whom one is

Question 48

Stranger anxiety occurs at what age?

Answer 48

6-8 months

Question 49

Separation anxiety occurs at what age?

Answer 49

6/7 mos-12/16 mos

Question 50

Prolonged separation anxiety happens at what age?

Answer 50

18 mos