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LifeSpan > Late Adulthood > Flashcards

Late Adulthood Flashcards

1
Q

Sense of smell declines after the age of (BLANK) in many people

A

70

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2
Q

Blank tasks are less affected by age.

A

Recognition

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3
Q

Blank memory and Blank memory are affected little by age.

A

Semantic and Implicit

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4
Q

Erik son proposed that older adults struggle between …

A

integrity vs. despair

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5
Q

Older adults who are committed to their BLANK have better physical and mental health.

A

faith

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6
Q

Kugler-Ross 5 stages of grief (and dealing with their own impending death)

A

anger, denial, bargaining, depression, acceptance.

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7
Q

Continuity Theory

A

Older adults cope with daily life by applying familiar strategies based on past experiences to maintain internal and external structures

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8
Q

Competence and Environmental Press Theory

A

Older adults’ optimal adaptation is when there is a balance between their ability to cope and the level of environmental demands on them.

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9
Q

oral stage

A

0-18 months

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10
Q

anal stage

A

18 months - 3 1/2 years

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11
Q

phallic stage

A

3 1/2 years - 6 years

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12
Q

latency stage

A

6 years to puberty

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13
Q

genital stage

A

puberty to adulthood

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14
Q

Each Psychosexual stage has three main parts

A
  1. a physical focus
  2. A psychological theme
  3. An adult charter type
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15
Q

A physical focus:

A

where the child’s energy is concentrated and their gratification obtained

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16
Q

A psychological theme:

A

this is related to both the physical focus and the demands being made on the child by the outside world as she develops. For each stage, there can be two extremes in psychological reaction - either doing too much or not enough of what is ideal.

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17
Q

An adult character:

A

in the first three stages this adult character is one that is related to being fixated or stuck at that stage. If a person doesn’t resolve the psychological issues that arise at that stage they will always have problems relating to those issues.

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18
Q

Physical focus of the Oral stage:

A

mouth, lips, tongue (sucking). Sucking is the primary source of pleasure for a newborn. Everything goes in the mouth. Sucking = food.

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19
Q

Psychological theme of the oral stage

A

dependency. A baby is very dependent and can do little for itself. If baby’s needs properly fulfilled can move onto the next stage. But if not fulfilled baby will be mistrustful or over-fulfilled baby will find it hard to cope with a world that doesn’t meet all of his demands.

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20
Q

Adult character for the oral stage

A

highly dependent/highly independent. If baby becomes fixated at this stage freud felt that he or she would grow to be an oral character. Mostly these people are extremely dependent and passive people who want everything done for them. However, Freud also suggests that another type of oral character is the person who is highly independent and that when under stress the orally fixated person may flip from one type to the other. This exemplifies Freud’s doctrine of opposites.

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21
Q

Physical Focus of the Anal stage:

A

anus (elimination). Until now the baby has had it pretty easy. Now baby is supposed to control it’s bowels. Freud believed baby’s sexual pleasure centered around the anus at this time.

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22
Q

Psychological theme of Anal stage:

A

self-control/obedience. These things are not just related to toilet training but also the baby must learn to control urges and behaviors (terrible twos). What goes wrong here is either parents being too controlling or not controlling enough. (Freud was a great believer in moderation).

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23
Q

Adult character for the anal stage:

A

anally retentive (rigid, overly organized, subservient to authority) vs. anally expulsive (little self-control, disorganized, defiant, hostile).

24
Q

Physical focus for the Phallic stage:

A

(3.5 - 6 years) penis. Freud believed that boys and girls both focused on the penis. Boys: why hasn’t she got one? Girls: why haven’t I got one? Children become particularly interested in playing with their genitals at this stage.

25
Q

Psychological theme of the phallic stage:

A

mortality and sexual identification and figuring out what it means to be a girl/boy. Children, according to Frued have sexual feelings for the opposite sexed parent at this stage (and deal with Oedipus/ Electra complexes - basically erotic attachment to a parent of the opposite sex, but since these feelings are not socially acceptable, it may become hostility) and feel some hostility to same sex parent. Boy experience castration anxiety and girls suffer penis envy. During this time emotional conflicts are resolved by eventually identifying with the same sex parent.

26
Q

Adult character of the phallic stage

A

promiscuous and amoral/asexual and puritanical (doctrine of opposites again)

27
Q

Latency stage:

A

6 years to puberty (approx.) - The latency stage is the period of relative calm. The sexual and aggressive drives are less active and there is little in the way of psychosexual conflict.

28
Q

Genital stage (post puberty) Physical focus:

A

genitals

29
Q

Psychological theme of the genital stage:

A

maturity and creation and enhancement of life. So this is not just about creating new life (reproduction) but also about intellectual and artistic creativity. The task is to learn how to add something constructive to life and society.

30
Q

Adult character:

A

The genital character is not fixed at an earlier stage. This is the person who has worked it all out. This person is psychologically well-adjusted and balanced. According to Freud to achieve this state you need to have a balance of both love and work.

31
Q

Trust vs. Mistrust:

A

to develop a sense that the world is safe good place
The infant’s initial ability to trust itself and the correlation of it’s inner beliefs with outer reality provide the infant with the first rudimentary sense of ego identity. * As sound relationship with the mother that combines sensitive care of the infant’s individual needs and a sense of personal trustworthiness is the essential ingredient in a lasting sense of trust.

32
Q

Autonomy vs. Shame and Doubt:

A

1-3 years : To realize that one is an independent person who can make decisions. Learning to control and modulate one’s self. Otherwise the child learns shame and doubt. Erikson believes that too much shaming may lead the child to rebel or leave him with a lasting sense of insecurity. The virtue of will develops out of the child’s earliest efforts at self-control and its observations of the superior will of others. The capacity to make free choices and to restrain and apply oneself increases gradually as the child gains in powers of attention and in the ability to manipulate things, to move about on its own, and to talk.

33
Q

Initiative vs. Guilt

A

(4-5 years): To develop the ability to try new things and to handle failure. * The ego quality of initiative enables the child to plan and set about tasks. The child is eager to learn and learns quickly. It begins to master skills and tries hard to perform well. Guilt - learning what is forbidden. Sexual fantasies may arouse guilt. As the child develops a “sense of moral responsibility” (the superego), it experiences severe conflict between the inner urges that propel its growth and the parental guidelines that it is now expected to make its own. *The virtue of purpose (the courage to pursue goal without fearing punishment or guilt) develops through play which is now the child’s major activity and important to development. *in play, the child learns to master reality by repeating difficult situations and tasks and by finding out what things are for and experimenting with how to make them work. by imitating adults in its play, the child learns to anticipate future roles.

34
Q

Industry vs. Inferiority:

A

6-11 years - To learn basic skills and work with others
*A sense of industry develops as the child learns to control its lively imagination and to apply itself to formal education. *At no time is the child more ready to learn quickly and avidly to become big in the sense of sharing obligation, discipline, and performance. * Gradually, its interest in play is surpassed by an interest in producing and learning how to use the tools of work. * If the child fails or is made to feel that he has failed to master the tasks of school and home, the child may develop a lasting sense of inferiority. * In this stage the virtue of competence is developed - the exercise of dexterity and intelligence in the completion of tasks.

35
Q

Identity vs. Identity Confusion:

A

12 to young adulthood: to develop a lasting integrated sense of self. *The young person is just beginning to form an identity. *Adolescents begin to sense their individuality. They become aware that they have the strength to control their own destinies and feel the need to define themselves and their goals. they want to take their place in society. Whether in more or less conventional roles or in roles that challenge established ways. * This is time for making plans. A difficult choice is about one’s occupation. Decisions made have long-term consequences. *Adolescents often experience identity confusion. (About sexual urges, about important decisions that they may feel unprepared to make; want to participate in society but are afraid of making mistakes, or being misled.) *Teens can develop a negative identity - a sense of being potentially bad or unworthy. May project it onto others. *Adolescents often over identify with heroes - such as rock stars - or form cliques that confer a kind of collective identity on them and in which they stereotype themselves, their ideals, and to formulate values. *Some young people are unable or not ready (developmentally) to resolved their identity crises and need a period of delay which Erikson calls a period of “psychosocial moratorium (a time during which adult commitments are postponed). * The virtue is fidelity. Erik son says to be faithful to one’s values, one needs to be developing a pretty firm sense of identity.

36
Q

Intimacy vs. Isolation

A

Young Adulthood: to commit to another in a loving relationship. * people are ready and eager to unite their identities with those of others. Young adults seek relationships of intimacy - friendships and working relationships as well as loving sexual relationships. *They are ready to develop the strengths they will need to fulfill commitments to others, even though commitment may call for sacrifice and compromise. *Isolation - is the inability to take chances with one’s identity by sharing true intimacy. This may combined with fear of commitment. *The virtue developed is love. According to Erikson, love is a “mutuality of devotion” that overcomes the inevitable antagonisms between people who differ in personality, experience, and roles.

37
Q

Generativity vs. Stagnation:

A

(30-65 years): to contribute to younger people through child rearing, child care, or other productive work.

38
Q

Generativity -

A

the concern for establishing and guiding the next generation.

39
Q

Integrity vs. Despair: (65 years)

A

to view one’s life as satisfactory and worth living * Life has order and meaning within a larger context. In assessing their lives, an individual is prepared to defend the dignity of the lifestyle they choose. The integrity of one’s life-style becomes one’s inheritance rom oneself. We inherit our integrity from ourselves; our integrity reflects all that we have been and done and achieved. In contemplating the ups and downs of one’s life and the nearness of death, one may feel despair. One may experience the feeling that one’s life has been without meaning and there is no time to go back and begin again. * If integrity outweighs despair, the virtue acquired is wisdom - the accumulation of knowledge.

40
Q

Thorndike’s Law of Effect

A

Instrumental conditioning is seen as more active than the passive classical conditioning. People are seen to ACT UPON their environment and behavior is then shaped by the response the behavior receives. Responses leading to an increased state of satisfaction are repeated versus responses leading to a state of dissatisfaction will decrease the response

41
Q

Generalization

A

allows for continuity in behavior. It allows you to respond automatically in new settings and with new people because of the SIMILARITIES with prior situations.

42
Q

Extinction

A

occurs when a behavior that once led to a reinforcer doesn’t any longer. So over time the behavior drops off.

43
Q

Schedules of reinforcement:

A

Of course reinforcements in real life don’t occur every time a behavior occurs. “Different schedules of reinforcement lead to different behavioral tendencies across time”. Reinforcement can of course be CONTINUOUS i.e. the behavior is followed by a reinforcer every single time. Or PARTIAL: the behavior is not reinforced EVERY time; it can be at a variable ratio, a fixed ratio, a variable interval, or a fixed interval.

44
Q

Ratio

A

reinforcer after number of OCCURRENCES of the behavior

45
Q

Interval

A

reinforcer after period of time that the behavior has occurred.

46
Q

counter conditioning

A

systematic desensitization (Wolpe) in this form of treatment the person learns that previously anxiety provoking stimuli now are associated with relaxation (so a DIFFERENT emotion is conditioned) e.g. phobias (the idea being that the phobia for say dogs occurred because the person felt intense fear in the presence of a dog one time and this previously neutral stimulus became linked with anxiety via classical conditioning). The individual is first taught how to relax and then taken through an anxiety hierarchy from the least threatening (picture of a dog) to most threatening (petting a dog).

47
Q

Behavior modification through contingency management

A

desired behaviors are reinforced and undesired behaviors are punished e.g. token economies (instrumental conditioning used in institutions). People given tokens for socially desirable behavior.

48
Q

Aversion therapy

A

pairing an unpleasant stimulus with undesirable responses e.g. electric shock.

49
Q

Social Learning and Social Cognitive Theories

A

accept and expand on conditioning principles. Social Learning emphasizes the particularly power of learning through social rewards and punishments, including vicarious reinforcements and modeling. Social cognitive theories build on behavioral theories and show that peoples cognitive processes influence and are influenced by behavioral associations. Conditioning theories assume allow for the learning process to be modified by cognitions.

50
Q

Social Reinforcement

A

A particularly powerful form of reinforcement which shapes human personality and behavior is social e.g.approval, touch, smiling, encouragement, etc.

51
Q

Self Reinforcement

A

Refers to both act of giving one’s self actual real life rewards for certain acts (e.g. If I study for one hour, I can have that piece of cake.), as well as giving oneself internal positive self-talk and feelings, etc. in response to a desired behavior (or likewise negative self-talk in response to non-desired behavior)

52
Q

Vicarious Emotional Arousal

A

The experience of empathy when observing someone else’s situation creates an opportunity for emotional conditioning based on actual behavioral conditioning of the person being observed.

53
Q

Vicarious Reinforcement

A

Observing other people’s behaviors being rewarded or punished leads to vicarious reinforcement of those behaviors in an observer, e.g. seeing people who train hard to win gold medals at the Olympics reinforces physical exercise in observers.

54
Q

Semantic Generalization

A

Learning is not restricted to specific situations where semantic links or generalizations can be made to similar situations. e.g. having an unpleasant experience going to football match may also make someone less likely to attend a cricket match

55
Q

rule-based learning:

A

people learn sets of principles or rules which can be applied across situations ( e.g. over-regularization or overgeneralization).

LifeSpan (7 decks)

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