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CPCE Prep (based on Helwig book and other materials) > Human Growth and Development (1/3) > Flashcards

Human Growth and Development (1/3) Flashcards

General Topics

1
Q

Development

A

systematic changes and continuities in the individual that occur between conception and death

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2
Q

Areas of developmental systematic change

A
  1. physical development
  2. cognitive development
  3. psychosocial development
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3
Q

Theories of development fall into these categories

A
  • learning (behavioral/social learning/info-processing theories)
  • cognitive theories
  • psychoanalytic (Neo-Freudian/ego psychology theories)
  • humanistic psychology/self theories
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4
Q

Human growth and development can be viewed as:

A
  1. Quantative or qualitative
  2. Continuous or discontinuous
  3. mechanistic or organismic
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5
Q

Human growth and development can be viewed as:

Qualitative

1a.

A

change in structure or organization (e.g., sexual development)

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6
Q

Human growth and development can be viewed as:

Quantitative

1b.

A

change in number, degree, frequency (content changes - e.g., intellectual development) - measured

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7
Q

Human growth and development can be viewed as:

Continuous

2a.

A

changes are sequential and cannot be separated easily (e.g., personality development)

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8
Q

Human growth and development can be viewed as:

Discontinuous

2b.

A

certain changes in abilities or behaviors can be separated from others (argues for stages of development) (e.g., language development)

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9
Q

Human growth and development can be viewed as:

Mechanistic

3a.

A

the reduction of all behavior to common elements (e.g., instinctual/reflexive behavior)

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10
Q

Human growth and development can be viewed as:

Organismic

3b.

A
  • because of new stages, there is change or discontinuity
  • more than stimulus-response
  • organism is involved including use of cognition
  • (e.g., more/ethical development)
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11
Q

Self-concept

A

your perception of your qualities, attributes, traits

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12
Q

Self-concept at:

Birth

A

infants have no sense of self
this changes in early months

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13
Q

Self-concept by:

24 months

A

most infants show signs of self-recognition
- can identify social categories they are in (ex. age, gender, “who is/isn’t like me”)
- exhibit various temperaments

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14
Q

Self-concept at:

Pre-school age

A

very concrete and physical
- by age 8ish, can describe inner qualities

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15
Q

Self-concept by:

Adolescence

A

become more abstract and psychological
- stabilization of self-concept attributes continues
- cultural/family factors influence development of some traits

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16
Q

Developmental concepts

Nature

Nature vs. Nurture

A

genetic and hereditary factors

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17
Q

Developmental concepts

Nurture

Nature vs. Nurture

A

learning and environmental factors

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18
Q

Developmental concepts

Genotype

A

genetic (inherited) makeup of the individual

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19
Q

Developmental concepts

Phenotype

A

the way genetic makeup is expressed through physical and behavioral characteristics

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20
Q

Developmental concepts

Tabula rasa

A

John Locke
children begin as a blank slate, acquiring characteristics through experience

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21
Q

Developmental concepts

Plasticity

A

lifespan development represents an easy and smooth transition from one stage to the next

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22
Q

Developmental concepts

Resiliency

A

ability to adapt effectively despite experience of adverse experiences

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23
Q

Neurobiology

Neuroscience

A

the missing link in mental health professions
Counselors use different theories to promote release of various neurotransmitters to promote related brain changes

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24
Q

Neurobiology

Neurotransmitters

A
  • affect various cognitive, emotional, psychological, behavioral reactions that people have to their life experiences
  • carry messages between neurons that stimulate reactions in brain
  • these reactions stimulate different parts of the brain for different outcomes
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25
Q

Neurobiology

Acetycholine

A

important for memory, optimal cognitive functioning, emotional balance, control

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26
Q

Neurobiology

Serotonin

A

affects feelings, behaving, thinking; critical for emotional/cognitive processes; vital to sleep/anxiety control

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27
Q

Neurobiology

Dopamine

A

important for emotional wellness, motivation, pleasurable feelings

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28
Q

Neurobiology

GABA (gamma amino butyric acid)

A

reduces anxiety, promotes relaxation and sleep

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29
Q

Abraham Maslow is associated with this theory

A

humanistic psychology
- researched self-actualization by interviewing the best people he could find who escaped the “psychology of the average”

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30
Q

Maslow

Hierarchy of needs

A

people are always motivated to higher-order needs

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31
Q

Maslow

1st level of hierarchy

A

food/water

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32
Q

Maslow

2nd level of hierarchy

A

security/safety

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33
Q

Maslow

3rd level of hierarchy

A

belonging/love

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34
Q

Maslow

4th level of hierarchy

A

self-esteem/status

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35
Q

Maslow

5th level of hierarchy

A

self-actualization
- full realization of creative/social/intellectual potential through internal drive

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36
Q

Maslow

Levels of the hierachy

A

self-actualization (cognitive)
self-esteem/status (social)
belonging/love (social)
security/safety (physiological)
food/water (physiological)

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37
Q

Robert Havighurst is associated with this theory

A

Developmental task theory
- stages of growth: each requires completion of the last for success and happiness

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38
Q

Havighurst (developmental task theory)

Developmental tasks

A
  • arise from physical maturation, influences from culture/society, personal values/desires
  • the skills, knowledge, behaviors, attitudes a person acquires through physical maturation, social learning, and personal effort
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39
Q

Havighurst (developmental task theory)

Infancy and early childhood (0-6 YO)

A

learning to walk/talk, potty train, foundations of reading

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40
Q

Havighurst (developmental task theory)

Middle childhood (6-12 YO)

A

learning physical skills for games, play with kids of same age, personal independence, gender social roles

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41
Q

Havighurst (developmental task theory)

Adolescence (13-18 YO)

A

accepting body as it goes through changes, preping for partnership/family life/career, developing ethical system/ideology as a guide for behavior

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42
Q

Havighurst (developmental task theory)

Early adulthood (19-30 YO)

A

finding a partner, achieving a social role, starting home/family/career, developing civic responsibility

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43
Q

Havighurst (developmental task theory)

Middle age (31-60 YO)

A

achieving adult civic/social responsibilty, assisting own teenage children, developing adult leisure activities, adjusting to physiological changes

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44
Q

Havighurst (developmental task theory)

Later maturity (61-death)

A

adjusting to decreasing physical strength/health/retirement, meeting social/civic obligations

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45
Q

Maturation hypothesis

A

in behavioral sciences
behavior is guided exclusively via hereditary factors, but certain behaviors will not manifest themselves until the necessary stimuli are present in the environment
- individual’s neural development must be at a certain level of maturity for behavior to unfold
- counselor strives to unleash inborn abilities, instincts, drives
- childhood and past are important topics

Freud, Erikson, Gesell (who used one-way mirror to observe children) would be considered maturationists

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46
Q

Behaviorism

John Watson, Pavlov, Wolpe, and B.F. Skinner are associated with this theory

A

Behaviorism

Today, clinical applications of Skinnerian principles (and those set forth by behaviorists are called ABA (applied behavior analysis)

empiricists are behaviorists because empiricism = experience (empiricism is the forerunner of behaviorism). changes are quantitative

organicism is the opposite - developmental strides are qualitative (ex. gestalt)

  • mind is a blank slate (tabula rasa - John Locke) and the child learns to behave in a certain manner
  • passive theory - mind is a computer that is fed info
  • Locke’s idea of empiricism - knowledge is acquired by experience. all behavior is the result of learning
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47
Q

Watson & Skinner (Behaviorism)

Behaviorism

A

environment manipulates biological and psychological drives and needs resulting in development

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48
Q

Watson & Skinner (Behaviorism)

Reward

A

a positive reinforcing stimulus which maintains or increases behavior

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49
Q

Watson & Skinner (Behaviorism)

Punishment

A

termination of a positive-reinforcing stimulus or beginning of a negative stimulus
- causes behavior to weaken/drop out

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50
Q

Law of Effect

A

Edward Thorndike
when a stimulus-response connection is followed by a reward (reinforcement), that connection is strengthened
- behavior’s consequences determine the probability of its being repeated

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51
Q

Conditioning Principles

Classical conditioning

A

food = salivation -> bell = salivation

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52
Q

Conditioning Principles

Operant conditioning

A

using rewards and punishments to modify behavior

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53
Q

Conditioning Principles

Reinforcement schedule

A

can be continuous or variable
Behaviors established through variable or intermittent reinforcement are tougher to extinguish

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54
Q

Conditioning Principles

Fixed ratio

A

Reinforce after a fixed number of responses
Ex. getting paid after every 5th day of work

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55
Q

Conditioning Principles

Variable ratio

A

reinforce, on average, after every nth (e.g., 5th) response
Ex. slot machine paying out intermittently (ex. after 3/10/5/1 pulls)

Think Ratio = # Responses

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56
Q

Conditioning Principles

Fixed interval

A

reinforce after a fixed period of time
Ex. getting a compliment after every 30 minutes of testing

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57
Q

Conditioning Principles

Variable interval

A

reinforce, on average, after every nth (e.g., 3rd) minute/hour/etc.
Ex. receiving an email - can’t predict when, and it varies over time

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58
Q

Conditioning Principles

Spontaneous recovery

A

after a rest period, the conditioned response reappears when conditioned stimulus is again presented

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59
Q

Conditioning Principles

Stimulus generalization

A

once a response has been conditioned, stimuli that are similar to the conditioned response are also likely to elicit the conditioned response
ex. they generalized Little Albert to be scared of all fluffy animals after the initial rat

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60
Q

Conditioning Principles

Successive approximation

A

shaping behavior by first rewarding the general behavior, then only rewarding behavior that is closer to the target behavior

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61
Q

Psychodynamic theories focus on

A

unconscious processes rather than cognitive factors (ex. psychoanalytic)

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62
Q

Freud is associated with this theory

A

psychoanalytic
There is an interaction between internal needs and environment

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63
Q

Psychoanalytic approach: stages of psychosexual development

Oral (birth to 18 months)

1

A

mouth and lips
conflict: weaning from breast/bottle feeding
fixation may lead to behaviors like smoking, overeating, or excessive talking

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64
Q

Psychoanalytic approach: stages of psychosexual development

Anal stage (1-3 YO)

2

A

anus and bowl control
conflict: toilet training/self-control
fixation: anal-retentive (overly neat and organized) or anal-expulsive (messy and rebellious)

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65
Q

Psychoanalytic approach: stages of psychosexual development

Phallic (3-5 YO)

3

A

genitals
conflict: Oedipus/Electra complex (sexual attaction to opposite-sex parent; rivalry with same sex parent)
fixation: identifaction with same-sex parent and development of gender identity
Conflictual times for the child

Phallic and Oedipus

66
Q

Psychoanalytic approach: stages of psychosexual development

Latency (6-12 YO)

4

A

erogenous zones are dormant; focus on social-intellectual activities
conflict: none
fixation: no specific fixation; energy directed toward school, friends, hobbies

67
Q

Psychoanalytic approach: stages of psychosexual development

Genital (12-19; others say it never ends)

5

A

genitals
conflict: establishing mature sexual relationships
fixation: healthy development leads to mature sexual behavior and emotional intimacy

68
Q

Psychoanalytic approach

Libido

A

basic energy or force of life
consists of life/death instincts

69
Q

Psychoanalytic approach

Fixation

A

incomplete or inhibited development at one of the stages
- when life becomes too traumatic, emotional development can come to a halt, although physical/cognitive processes may continue at a normal pace

70
Q

Psychoanalytic approach

Castration anxiety

A

unconscious fear of penile loss that originates during phallic stage

71
Q

Psychoanalytic approach

Penis envy

A

marks start of Electra complex during phallic stage
conflict that lasts forever

72
Q

Psychoanalytic approach

Pleasure principle

A

instinctive drive to seek pleasure and avoid pain in order to satisfy both biological and psychological needs
the driving force of the id

73
Q

Psychoanalytic approach

Reality principle

A

ability to defer gratification of a desire when circumstantial reality disallows immediate gratification
driving force of ego

74
Q

Psychoanalytic approach

Erogenous zones

A

areas of bodily excitation such as mouth, anus, genitals

75
Q

Psychoanalytic approach

Id

A
  • most primitive part of mind and source of psychic energy
  • driven by pleasure principle which seeks immediate gratification
  • if there is not instant gratification, there is a state of anxiety/tension
76
Q

Psychoanalytic approach

Ego

A
  • realistic part of brain that mediates desires of id and superego
  • operates according to reality principle, which strives to satisfy id’s desires in socially appropriate/realistic way
77
Q

Psychoanalytic approach

Superego

A
  • holds all of our internalized moral standards and ideals that we acquire from those around us
  • provides guidelines for making judgements
78
Q

Psychoanalytic approach: Defense mechanisms

Defense mechanisms

A

unconsicous protective processes that help us control primitive emotions and anxiety

79
Q

Psychoanalytic approach: Defense mechanisms

Repression

A

rejecting from conscious thought (denying/forgetting) the impulse or idea that provokes anxiety (is involuntary)

Suppression is similar but is voluntary

80
Q

Psychoanalytic approach: Defense mechanisms

Projection

A

avoiding the conflict within oneself by ascribing the ideas or motives to someone else

81
Q

Psychoanalytic approach: Defense mechanisms

Reaction formation

A

expressing a motive or impulse in a way that is directly opposite what was originally intended

82
Q

Psychoanalytic approach: Defense mechanisms

Rationalization

A

providing a reason for a behavior and thereby concealing the true motive or reason for the behavior

83
Q

Psychoanalytic approach: Defense mechanisms

Displacement

A

substituting a different object or goal for the impulse or motive that is being expressed

84
Q

Psychoanalytic approach: Defense mechanisms

Introjection

A

identifying through fantasy the expression of some impulse or motive

85
Q

Psychoanalytic approach: Defense mechanisms

Regression

A

retreating to earlier or more primitive (childlike) forms of behavior

86
Q

Psychoanalytic approach: Defense mechanisms

Denial

A

refusing to see something that is fact or true in reality

87
Q

Psychoanalytic approach: Defense mechanisms

Sublimation

A

can be viewed as a positive defense mechanism
anxiety or sexual tension or energy is channeled into socially acceptable activities like work

88
Q

Erik Erikson

A

ego psychologist (believes in man’s powers of reasoning to control behavior)
- proposes a developmental theory encompassess infancy - death

89
Q

Erikson: Psychosocial Development

Trust vs. Mistrust

1

A

Birth - 1.5 YO
- Infant develops trust if basic needs are met
- Resulting ego virtue: hope

90
Q

Erikson: Psychosocial Development

Autonomy vs. Shame and Doubt

2

A

1.5 - 3 YO
- Infant asserts self; develops independence if allowed
- Resulting ego virtue: will (a sense of self)

91
Q

Erikson: Psychosocial Development

Initiative vs. Guilt

3

A

3 to 6 YO
- Children meet challenges; assume responsibility; identify rights of others
- Resulting ego virtue: purpose (goal setting)

92
Q

Erikson: Psychosocial Development

Industry vs. Inferiority

4

A

6 to 11 YO
- Children master social and academic skills or feel inferior
- Resulting ego virtue: competence

93
Q

Erikson: Psychosocial Development

Identity vs. Role Confusion

5

A

Adolescence
- Individual establishes social and vocational roles and identities or is confused about adult roles
- identity crisis: in an attempt to find out who they really are, they may experiment with different roles
- Resulting ego virtue: fidelity (ability to commit)

94
Q

Erikson: Psychosocial Development

Intimacy vs. Isolation

6

A

Early adulthood
- Seeks intimate relationships or fears giving up independence and becoming lonely and isolated
- Resulting ego virtue: love

95
Q

Erikson: Psychosocial Development

Generativity vs. Stagnation

7

A

Middle Adulthood
- Desire to produce something of value and contribute to society
- stagnation = becoming self-centered
- Resulting ego virtue: care (investment in the future)

96
Q

Erikson: Psychosocial Development

Integrity vs. Despair

8

A

Later Adulthood
- View life as meaningful and positive or with regrets
- Resulting ego virtue: wisdom

97
Q

Piaget: Cognitive Development

Organization

A
  • one of two tendencies that are inherited
  • how we systemize and organize mental processes and knowledge
98
Q

Piaget: Cognitive Development

Adaptation

A
  • one of two tendencies that are inherited
  • adjustment to the environment
    Two processes within this:
  • assimilation
  • accommodation
99
Q

Piaget: Cognitive Development

Assimilation

A

modifying relevant environmental events so they can be incorporated into the individual’s existing structure

100
Q

Piaget: Cognitive Development

Conservation

A

a substance’s weight, mass, volume remain the same even if it changes shape
This concept and reversibility happen during concrete operations stage (7-11)

101
Q

Piaget: Cognitive Development

Accommodation

A

modifying the organization of the individual in response to environmental events

102
Q

Piaget: Cognitive Development

Schema

A

a mental structure that processes info, perceptions, experiences

103
Q

Piaget: Cognitive Development

Centration

A

occurs in preoperational stage
focusing on a feature of a given object or situation while not noticing the rest of it

104
Q

Memory device for Piaget cognitive development stages

A

sensorimotor: first stage emphasizes the senses and child’s motoric skills (develops first when young)
pre-operations: has pre- in it, must be before operations
concrete operations: something has to follow the pre-
formal operations: people seem to be more formal as they age

NOTE: Piaget often studied his own children

Piaget is a structuralist who believes stage changes are qualitative (each stage is a way of making sense of the world)

105
Q

Piaget: Cognitive Development

Sensorimotor

1

A

Birth to 2 YO
- the child differentiates self from objects; can think of an object not actually present; seeks stimulation

106
Q

Piaget: Cognitive Development

Preoperational

2

A

2 to 7 YO
- language development is occurring; child is egocentric (child cannot view the world from the vantage point of someone else); has difficulty taking other’s POVs; classifies objects by one feature
- Acquisition of a symbolic schema (allow language and symbolism in play to occur - milk carton = space ship)

107
Q

Piaget: Cognitive Development

Concrete Operational

3

A

7 to 11 YO
- begins logical operations; can order ojects (small to large; first to last); understands conservation
- Learn best through experience/own actions and interactions with others

Study hack: Concrete operations, Counting, Conversation all start with C

108
Q

Piaget: Cognitive Development

Formal operational

4

A

11 to 15 YO
- moves toward abstract thinking; can test hypotheses; logical problem solving can occur

109
Q

Vsgotsky vs. Piaget

Difference in Vsgotsky and Piaget

A

Vygotsky disagreed with Piaget’s notion that developmental stages take place naturally
Vygotsky insisted that the stages unfold due to education intervention!

Vygotsky - zone of proximal development (describes difference between child’s performance without a teacher vs what they are capable of with an instructor)

110
Q

Kohlberg: Moral Development

Preconventional

1

A

Stage 1: punishment and obedience orientation exists
Stage 2: instrumental and hedonistic orientation prevails (obtaining rewards)

111
Q

Kohlberg: Moral Development

Conventional

2

A

Stage 3: interpersonal acceptance orientation prevails; maintaining good relations, approval of others
Stage 4: law and order orientation exists; conformity to legitimate authorities

112
Q

Kohlberg: Moral Development

Postconventional

3

A

Stage 5: social contract and utilitarian orientation exists; most values and rules are relative
Stage 6: self-chosen principled orientation prevails; universal ethical principles apply

113
Q

Kohlberg: Moral Development

The Heinz dilemma is to Kohlberg’s theory as
a. a brick is to a house
b. Freud is to Jung
c. the Menninger Clinic is to biofeedback
d. a typing test is to the level of typing skill mastered

A

d. a typing test is to the level of typing skill mastered

114
Q

Kohlberg: Moral Development

Heinz Dilemma

A

a woman was dying of cancer and only one drug could save her (but the guy charged a ton of money for a dose). The husband couldn’t come up with the money so he broke in and stole it. Should he have done this?

The reasoning for the decision (rather than the decision itself) allowed Kohlberg to evaluate the stage of moral development

115
Q

Levinson: Developmental Tasks

Daniel Levinson wrote:

A

The Seasons of a Man’s Life

  • found that 80% of the men in the study experienced moderate to severe midlife crises
  • an “age 30” crisis occurs in men when they feel it will soon be too late to make later changes
116
Q

Levinson: Developmental Tasks

Three major life transitions/times occurring between four major eras of life:

A

early adult transition (17 to 22 YO)
mid-life transition (40 to 45 YO)
late adult transition (60 to 65 YO)

117
Q

Levinson: Developmental Tasks

In adulthood, individual copes with three sets of developmental tasks:

A
  1. build, modify, enhance life structure
  2. form and modify single components of the life structure such as: life dreams, occupation, life-marriage, family relationships, mentor, forming mutual relationships
  3. tasks to become more individuated
118
Q

Levinson: Developmental Tasks

Midlife crisis

A

time of questioning their life structure including career
- occurs in transition period of age 40 to 45
- Sometimes both men and women may experience a painful self-evaluation process but not at a crisis level

119
Q

Brofenbrenner: Ecological Approach
Importance

A

Important to look at all levels and systems impacting a person
ex. a troubled individual is a part of several systems such as family, school, peers, community, etc.
! Must be sensitive to influences of all these systems

120
Q

Social-Learning Theories

Social-Learning Theories
Importance

A

see importance of social environment and cognitive factors
- go beyond behaviorism (the simple stimulus-response paradigm because we can think about connections between our behaviors and the consequences)

121
Q

Social-Learning Theories

Bandura

A

self-efficacy
- the belief that we can perform some behavior or task
- can help explain how it is that people change
Self-efficacy is facilitated through:
- Modeling after other’s behaviors
- Vicarious experience (watching others perform the behavior)
- receiving verbal persuasion from others that one can do a task
- paying attention to own physiological states such as emotional arousal or anxiety involved in doing the behavior

122
Q

Perry: Scheme for intellectual/ethical development

Perry

A

Developed a scheme for intellectual and ethical development

123
Q

Perry: Scheme for intellectual/ethical development

Dualism

1

A
  • authorities know
  • there are true authorities and wrong authorities
  • good authorities may know but may not know everything yet
124
Q

Perry: Scheme for intellectual/ethical development

Relativitism is Discovered

2

A
  • there may not be right or wrong answers, uncertainty may be OK
  • all knowledge may be relative
  • in an uncertain world, I’ll have to make decisions
125
Q

Perry: Scheme for intellectual/ethical development

Commitment in Relativism

A
  • initial commitment
  • several commitments - and balancing them
  • commitments evolve, and they may be contradictory
126
Q

Women Development

Societal issues that make women second-class citizens

A

gender stereotyping
male-imposed standards
devaluation of feminine qualities

127
Q

Women Development

Nancy Chodorow

A

one of the first to speak out against the masculine bias found in psychoanalytic theory

128
Q

Women Development

Jean Baker Miller

A

wrote Toward a New Psychology of Women
- a large part of women’s lives has been spent helping others develop emotionally, intellectually, socially
- this ‘caretaking’ is a central concept differentiating the development of women from men

129
Q

Women Development

Judith Jordan
Relational-Cultural Theory

A
  • people grow toward relationships throughout life
  • mature functioning is characterized by mutuality and deepening connections
  • psychological growth is characterized by involved in complex and diversified relational networks
  • mutual empathy and empowerment are at the core of positive relationships
  • grow-fostering relationships require engagements to be authentic
  • grow-fostering relationships stimulate growth and change in all people
  • goals of development are characterized by an increasing ability to name and resist disconnections, sources of oppression, obstacles to mutual relationships
130
Q

Women Development

Harriet Lerner

A

The Dance of Intimacy
Women need to re-evaluate their intimate relationships which may not be working, and choose a healthier balance between other-oriented and self-absorption
- competent relationships allow for each person to be appreciated and enhanced, and the woman should show strength, independence, and assertiveness

131
Q

Women Development

Carol Tavris

A

The Mismeasure of Women
women are judged and mismeasured by their fit into a male world
- both genders are more alike than different but they are perceived as different because of the roles they have been assigned
- Society pathologizes women

132
Q

Women Development

Carol Gilligan

A

In a Different Voice
women view relationships and experience of relationships differently than men do
-Their communication patterns are also different

133
Q

Women Development

Differences on Kohlberg’s Moral Dilemma Test

A

Women score lower because they use criteria of human relationships and caring while men use criteria of justice and rights
There is overlap between men and women on the instrument

134
Q

Gail Sheehy

Gail Sheehy

A

Wrote Passages: Predictable Crises of Adult Life in 1976

135
Q

Gail Sheehy

Passages

A

transitional periods between life stages and are different between most individuals
- provide opportunities for growth - through the crises we face in making constructive changes between life stages

136
Q

Spirituality

A

Over 90% of US population believes in a divine power/greater being
- more broad than religion
- May directly influence clients in view of self, relationships, worldview, nature/cause of perceived problems
- Counselors must be able to identify issues of spirituality important to client’s situation

137
Q

Intelligence

A

adaptive thinking or action (Piaget) or ability to think abstractly
- not fixed or determined solely by genetics
- environment, experiences, cultural factors influence intelligence

138
Q

Charles Spearman’s two types of intelligences

A

general intelligence (g)
special abilities (s)

139
Q

Louis Thurstone and association with intelligence

A

identified several primary mental abilities

140
Q

Is intelligence testing biased?

A

It may be biased against those who have not had opportunities to learn or experiences those things the test measures

141
Q

Daniel Goleman in Emotional Intelligence: Why It Can Matter More Than IQ

A

Emotional intelligence can operate independently of reasoning and thinking processes (is based solely on human emotions)
- learned developmental processes
- emotional intelligence = self-motivated, empathic, grasps social signals/nonverbals, strong interpersonal abilities

142
Q

Propinquity

A

implies nearness/proximity
- ex. one is more likely to select a partner who lives nearby

143
Q

Robert Perry

A

stresses DUALISTIC THINKING (common to teens in which things are conceptualized as good/bad or right/wrong)
he is known for his ideas related to adult cognitive development; especially college students

as young adults move into relativistic thinking, they’ll start to understand that not everything is right/wrong, but an answer can exist relative to a specific situation

144
Q

Robert Kegan (Keagan?)

A

associated with adult cognitive development
- interpersonal development!
- a constructive model of development - individuals construct reality throughout the lifespan
- emphasizes meaning making

Holding environment: client can make meaning in the face of a crisis and can find new direction

145
Q

Idiographic approaches

A

examine individuals (not groups of people) in depth
ex. Freud; Piaget

146
Q

Nomothetic approaches

A

large numbers of people are studied to create general principles that apply to the population
ex. DSM, behaviorism

147
Q

Epigenetic

A

Two definitions:
1. each stage emerges from the one before it
2. environmental factors can influence genetic expression

148
Q

Menninger Clinic

A

a traditional psychoanalytic foothold and the site of landmark work in the area of biofeedback (which helps clients learn to control bodily processes more effectively using electronic devices)

149
Q

Maslow

Positive Psychology

A

the study of human strengths such as joy, wisdom, altruism, ability to love, happiness, wisdom

popularized by Seligman (learned helplessness syndrome pioneer)

150
Q

John Bowlby

A

Bonding and attachment have survival value (adaptive significance)
- in order to lead a normal social life, the child must bond with an adult before age 3
- if bond is severed at early age, known as object loss. This causes abnormal behavior (psychopathology)
- Object = target of one’s love. if the child was unable to bond with an adult by age 3, they would be incapable of having normal social reltaionships as an adult

Bowlby and Bonding

151
Q

Harry Harlow

A

maternal deprivation and isolation in rhesus monkeys
- believes attachment is innate and not learned
- the monkeys that were placed in isolation during first few months of life displayed traits similar to individuals with autism (trouble communicating with others and forming social bonds)

152
Q

Eleanor Maccoby and Carol Jacklin

A

found few differences that could be attributed to genetics and biological factors in relation to males outperforming females in mathemathical calculations
- found that males did not outperform females until high school/college, so these differences may come from child-rearing patterns rather than bodily chemistry

153
Q

Approx. overall suicide rate in US

A

12/100,000

154
Q

Stage theorists assume

A

qualitative changes between stages occur

155
Q

Eleanor Gibson

A

researched depth perception in children by using the visual cliff
- seems to develop around 6 mo

156
Q

An expert who has reviewed the literature on videos and violence would conclude that

A

watching violence tends to make children more aggressive
- even nursery school age children display more violent behavior after observing violence. The more we withness violence, the less it bothers us (we behave in more violent behavior)

157
Q

Ethology

A

the study of animals’ behavior in their natural environment
- coined by Konrad Lorenz (work on inprinting in animals)
- Lorenz compared us to wolf/baboon and said we are naturally aggressive (aggressiveness is part of our evolution and was necessary for survival)
- catharsis is the only way to get anger out (using methods like competitive sports)

158
Q

Comparative psychology

A

labratory research using animals and attempts to generalize the findings to humans

159
Q

Reasons why elementary school counseling did not begin until 1960s

A
  1. common belief that school teachers could double as counselors
  2. counseling was conceptualized as focusing on vocational issues (not a concern for elementary school children)
  3. secondary schools utilized social workers and psychologists who would intervene if emotional problems were still an issue as the child got older
160
Q

Ritualistic behaviors, which are common to all members of a species, are known as:

A

fixed-action patterns (FAP) elicited by sign stimuli
- FAP will result whenever a releaser in the environment is present
- the programmed action, or sequence of behavior, will not vary

161
Q

Equilibration (equilibrium)

A

the balance between what one takes in (assimilation) and what is changed (accommodation)
- occurs when a child achieves a balance
- when new info is presented which the child’s current cognitive structures (schemas) cannot process, disequilibrium sets in - the child is forced to change schemas to accommodate the novel info, and equilibrium is mastered

162
Q

G. Stanley Hall

A

founder of psychology in the US and the first president in the American Psychological Association
popularized study of the child and child guidance
- wrote seminal works on adolescence

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