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Psychiatry > LE 4 (2025) Part 2 > Flashcards

LE 4 (2025) Part 2 Flashcards

1
Q

Match each of the items with the appropriate answer.

  • The child happily explores his/her environment
  • The mother is sensitive and consistent

A. Disorganized attachment
B. Ambivalent attachment
C. Avoidant attachment
D. Secure attachment

A

D. Secure attachment

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2
Q

Match each of the items with the appropriate answer.

  • The child is emotionally distant
  • The mother is disengaged

A. Disorganized attachment
B. Ambivalent attachment
C. Avoidant attachment
D. Secure attachment

A

C. Avoidant attachment

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3
Q

Match each of the items with the appropriate answer.

  • The child is often anxious and angry
  • The mother is inconsistent

A. Disorganized attachment
B. Ambivalent attachment
C. Avoidant attachment
D. Secure attachment

A

B. Ambivalent attachment

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4
Q

Match each of the items with the appropriate answer.

  • The child is completely passive
  • The mother is erratic

A. Disorganized attachment
B. Ambivalent attachment
C. Avoidant attachment
D. Secure attachment

A

A. Disorganized attachment

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5
Q

Match the following types of adult attachment with their corresponding types of attachment in childhood.

  • Does not open up emotionally to one’s partner
  • Prefers to be alone in life

A. Avoidant attachment
B. Secure attachment
C. Ambivalent attachment

A

A. Avoidant attachment

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6
Q

Match the following types of adult attachment with their corresponding types of attachment in childhood.

  • Confident in one’s partner
  • Feels comfortable asking help from one’s partner

A. Avoidant attachment
B. Secure attachment
C. Ambivalent attachment

A

B. Secure attachment

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7
Q

Match the following types of adult attachment with their corresponding types of attachment in childhood.

  • Always fears rejection from one’s partner
  • Possessive towards one’s partner

A. Avoidant attachment
B. Secure attachment
C. Ambivalent attachment

A

C. Ambivalent attachment

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8
Q

Match the following stages of cognitive development to their appropriate timelines.

  • Formal operational stage

A. Birth to 2 years old
B. 7 to 11 years old
C. 2 to 7 years old
D. 11 to 12 years old and beyond

A

D. 11 to 12 years old and beyond

Birth to 2 years old : Sensorimotor Stage
2 to 7 years old : Pre-operational Stage
7 to 11 years old : Concrete operational stage
11 to 12 years old and beyond : Formal operational stage

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9
Q

Match the following stages of cognitive development to their appropriate timelines.

  • Sensorimotor stage

A. Birth to 2 years old
B. 7 to 11 years old
C. 2 to 7 years old
D. 11 to 12 years old and beyond

A

A. Birth to 2 years old

Birth to 2 years old : Sensorimotor Stage
2 to 7 years old : Pre-operational Stage
7 to 11 years old : Concrete operational stage
11 to 12 years old and beyond : Formal operational stage

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10
Q

Match the following stages of cognitive development to their appropriate timelines.

  • Preoperational stage

A. Birth to 2 years old
B. 7 to 11 years old
C. 2 to 7 years old
D. 11 to 12 years old and beyond

A

C. 2 to 7 years old

Birth to 2 years old : Sensorimotor Stage
2 to 7 years old : Pre-operational Stage
7 to 11 years old : Concrete operational stage
11 to 12 years old and beyond : Formal operational stage

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11
Q

Match the following stages of cognitive development to their appropriate timelines.

  • Concrete operational stage

A. Birth to 2 years old
B. 7 to 11 years old
C. 2 to 7 years old
D. 11 to 12 years old and beyond

A

B. 7 to 11 years old

Birth to 2 years old : Sensorimotor Stage
2 to 7 years old : Pre-operational Stage
7 to 11 years old : Concrete operational stage
11 to 12 years old and beyond : Formal operational stage

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12
Q

Match the following types of thinking with their appropriate timelines.

Symbolic thought

A. 11 years old to adolescence
B. 7 to 11 years old
C. 18 to 24 months
D. 9 to 12 months
E. 2 to 7 years old

A

E. 2 to 7 years old

9 to 12 months : Magical Thinking
18 to 24 months : Object permanence
2 to 7 years old : Symbolic though
7 to 11 years old : Thinking about thoughts
11 years old to adolescence : Cause and effect

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13
Q

Match the following types of thinking with their appropriate timelines.

Thinking about thoughts

A. 11 years old to adolescence
B. 7 to 11 years old
C. 18 to 24 months
D. 9 to 12 months
E. 2 to 7 years old

A

B. 7 to 11 years old

9 to 12 months : Magical Thinking
18 to 24 months : Object permanence
2 to 7 years old : Symbolic though
7 to 11 years old : Thinking about thoughts
11 years old to adolescence : Cause and effect

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14
Q

Match the following types of thinking with their appropriate timelines.

Obiect permanence

A. 11 years old to adolescence
B. 7 to 11 years old
C. 18 to 24 months
D. 9 to 12 months
E. 2 to 7 years old

A

C. 18 to 24 months

9 to 12 months : Magical Thinking
18 to 24 months : Object permanence
2 to 7 years old : Symbolic though
7 to 11 years old : Thinking about thoughts
11 years old to adolescence : Cause and effect

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15
Q

Match the following types of thinking with their appropriate timelines.

Magical thinking

A. 11 years old to adolescence
B. 7 to 11 years old
C. 18 to 24 months
D. 9 to 12 months
E. 2 to 7 years old

A

D. 9 to 12 months

9 to 12 months : Magical Thinking
18 to 24 months : Object permanence
2 to 7 years old : Symbolic though
7 to 11 years old : Thinking about thoughts
11 years old to adolescence : Cause and effect

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16
Q

Match the following types of thinking with their appropriate timelines.

Cause and effect

A. 11 years old to adolescence
B. 7 to 11 years old
C. 18 to 24 months
D. 9 to 12 months
E. 2 to 7 years old

A

A. 11 years old to adolescence

9 to 12 months : Magical Thinking
18 to 24 months : Object permanence
2 to 7 years old : Symbolic though
7 to 11 years old : Thinking about thoughts
11 years old to adolescence : Cause and effect

17
Q

Match the following expressions of culture with their appropriate dimensions.

*Values
*Attitude
*Beliefs
*Personality styles

A .External representation
B. Internal representation

A

B. Internal representation
B-PAV

18
Q

Match the following expressions of culture with their appropriate dimensions.

*Institutions
*Artifacts
*Roles

A. External representation
B. Internal representation

A

A .External representation
RIA

19
Q

Match the following self-constructs with their appropriate definitions.

*Cognitions concerning the generalized other’s view of the self
*Assessment of the self by the generalized other

A. Public self
B. Private self
C. Collective self

A

A. Public self

20
Q

Match the following self-constructs with their appropriate definitions.

*Cognitions that involve traits, states, or behaviors of the person
*Assessment of the self by the self

A. Public self
B. Private self
C. Collective self

A

B. Private self

21
Q

Match the following self-constructs with their appropriate definitions.

*Assessment of the self by a specific reference group

A. Public self
B. Private self
C. Collective self

A

C. Collective self

22
Q

Match the following descriptors with the appropriate type of self-construal.

  • The primary task is to fit in
  • Task is to occupy one’s proper place
  • External features are more important than internal ones
  • Connected with the social context
  • Relationships with others define the self
  • Flexible, Variable self-structure

A. Interdependent self-construal
B. Independent self-construal

A

A. Interdependent self-construal

23
Q

Match the following descriptors with the appropriate type of self-construal.

  • The primary task is to be unique
  • Internal features are more important than external ones
  • Separate from the social context
  • Other people are important for social comparison
  • Bounded, unitary, stable self-structure

A. Interdependent self-construal
B. Independent self-construal

A

B. Independent self-construal

24
Q
  1. Match the models of mental health with their appropriate descriptions or examples.

Mental health as positive psychology

A. Accurate recognition of and response to emotions in others
B. Consciously seeking strategies to cope with stresses
C. Raises global assessment of functioning from a score of 75 to 90
D. The Nun Study
E. Erik Erikson’s 8 stages of life

A

C. Raises global assessment of functioning from a score of 75 to 90

25
Q
  1. Match the models of mental health with their appropriate descriptions or examples.

Mental health as subjective well-being

A. Accurate recognition of and response to emotions in others
B. Consciously seeking strategies to cope with stresses
C. Raises global assessment of functioning from a score of 75 to 90
D. The Nun Study
E. Erik Erikson’s 8 stages of life

A

D. The Nun Study

26
Q
  1. Match the models of mental health with their appropriate descriptions or examples.

Mental health as maturity

A. Accurate recognition of and response to emotions in others
B. Consciously seeking strategies to cope with stresses
C. Raises global assessment of functioning from a score of 75 to 90
D. The Nun Study
E. Erik Erikson’s 8 stages of life

A

E. Erik Erikson’s 8 stages of life

27
Q
  1. Match the models of mental health with their appropriate descriptions or examples.

Mental health as resilience

A. Accurate recognition of and response to emotions in others
B. Consciously seeking strategies to cope with stresses
C. Raises global assessment of functioning from a score of 75 to 90
D. The Nun Study
E. Erik Erikson’s 8 stages of life

A

B. Consciously seeking strategies to cope with stresses

28
Q
  1. Match the models of mental health with their appropriate descriptions or examples.

Mental health as socio-emotional intelligence

A. Accurate recognition of and response to emotions in others
B. Consciously seeking strategies to cope with stresses
C. Raises global assessment of functioning from a score of 75 to 90
D. The Nun Study
E. Erik Erikson’s 8 stages of life

A

A. Accurate recognition of and response to emotions in others

29
Q

Match the following items with their appropriate descriptions.

  • A stimulus is placed BEFORE a response.
  • Works with involuntary behavior
  • Also known as Pavlovian/Respondent conditioning

A. Classical conditioning
B. Operant conditioning

A

A. Classical conditioning

  • A stimulus is placed BEFORE a response.
  • Works with involuntary behavior
  • Also known as Pavlovian/Respondent conditioning
  • Behavior is elicited.
  • Typified by Pavlov’s dog
30
Q

Match the following items with their appropriate descriptions.

  • Behavior is elicited.
  • Typified by Pavlov’s dog

A. Classical conditioning
B. Operant conditioning

A

A. Classical conditioning

31
Q

Match the following items with their appropriate descriptions.

  • A stimulus is given after a behavior.
  • Works with voluntary behavior
  • Also known as instrumental conditioning

A. Classical conditioning
B. Operant conditioning

A

B. Operant conditioning

  • A stimulus is given after a behavior.
  • Works with voluntary behavior
  • Also known as instrumental conditioning
  • Behavior is emitted.
  • Typified by the Skinner box
32
Q

Match the following items with their appropriate descriptions.

  • Behavior is emitted.
  • Typified by the Skinner box

A. Classical conditioning
B. Operant conditioning

A

B. Operant conditioning

  • A stimulus is given after a behavior.
  • Works with voluntary behavior
  • Also known as instrumental conditioning
  • Behavior is emitted.
  • Typified by the Skinner box

Psychiatry (12 decks)

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