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PSYC 203 > LESSON 4: Theoretical Perspectives > Flashcards

LESSON 4: Theoretical Perspectives Flashcards

1
Q

emphasized the role of the conscious mind and the importance of self-awareness

A

neo-freudian perspective

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2
Q

best known for his theory of psychosocial development

A

erik erikson

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3
Q

_____ theory states that individuals go through 8 stages of development, each with unique crisis that must be resolved to move forward

A

eight stages of psychosocial development

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4
Q

erikson’s perspective emphasized the role of _____ and _____ factors in shaping personality as he believed that personal identity is formed through experiences and relationships with others

A
  • social
  • cultural
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5
Q

8 stages of psychosocial development

A
  • trust vs mistrust
  • autonomy vs shame and doubt
  • initiative vs guilt
  • industry vs inferiority
  • identity vs role confusion
  • intimacy vs isolation
  • generativity vs stagnation
  • ego integrity vs despair
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6
Q

middle adulthood stage

A

generativity vs stagnation

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7
Q

preschool stage

A

initiative vs guilt

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8
Q

adolescence stage

A

identity vs role confusion

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9
Q

infancy stage

A

trust vs mistrust

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10
Q

late adulthood stage

A

ego integrity vs despair

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11
Q

toddler stage

A

autonomy vs shame and doubt

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12
Q

school age stage

A

industry vs inferiority

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13
Q

young/early adulthood stage

A

intimacy vs isolation

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14
Q

personal characteristics of the first stage

A

hope

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15
Q

personal characteristic of the 5th stage

A

fidelity

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16
Q

personal characteristic of the 8th stage

A

wisdom

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17
Q

personal characteristic of the 3rd stage

A

purpose

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18
Q

personal characteristic of the 6th stage

A

love

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19
Q

personal characteristic of the 2nd stage

A

will

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20
Q

personal characteristic of the 7th stage

A

care

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21
Q

personal characteristic of the 4th stage

A

competence

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22
Q

best known for forming Individual Psychology

A

alfred adler

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23
Q

adler was one of the first to break away from _____

A

Freud’s psychoanalytic approach

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24
Q

______ with family members, peers, and adults help to determine the role of inferiority and superiority in life

A

early interaction

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25
Q

had a significant and predictable impact on a child’s personality, and their feeling of inferiority

A

birth order

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26
Q

“All behavior is ______”

A

goal-directed

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27
Q

natural and healthy reaction to inferiority

A

compensation

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28
Q

developed when a person is unable to compensate for normal feelings of inferiority

A

inferiority complex

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29
Q

overarching goal of Adlerian psychotherapy:

A

help the patient overcome feelings of inferiority

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30
Q

based on holistic understanding of human behavior

A

individual psychology

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31
Q

personality theories

A
  • inferiority & superiority complex
  • style of life
  • family constellation
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32
Q

natural-born psychological state of all people and begins in infancy and continues throughout everyone’s life

A

inferiority complex

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33
Q

people with inferiority complex believe that _______

A

they are not as good as others

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34
Q

inferiority complex is the _______ behind a person’s behaviors, thoughts, feelings, and actions

A

innermost motivator

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35
Q

types of inferiority

A
  • primary inferiority
  • secondary inferiority
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36
Q

inferiority feeling in adult that results of the child developing an exaggerated feeling of inferiority

A

secondary inferiority

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37
Q

original and normal feeling of inferiority by an infant

A

primary inferiority

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38
Q

primary inferiority is _____ while secondary inferiority is ____

A
  • productive
  • harmful
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39
Q

why is primary inferiority productive?

A

it provides motivation for the child to develop

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40
Q

inferior feeling in the adult that results when the child develops an exaggerated feeling of inferiority

A

superiority complex

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41
Q

each person develops a unique pattern of thinking, feeling, and behaving based on their subjective experiences of the world

A

style of life

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42
Q

style of life is shaped by _____ and the individual’s attempt to ____ perceived inadequacies and ______

A
  • early childhood experiences
  • overcome
  • strive for superiority
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43
Q

child position in the family, along with the perception of that position, can influence personality development and self-worth

A

family constellation

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44
Q

family constellation is a structure to describe each member’s ____ within the family system

A

niche

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45
Q

family constellation consists of:

A
  • oldest child
  • middle child
  • youngest child
  • only child
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46
Q
  • perfectionist
  • act like mini-adults
  • wanting to excel at everything they do
  • leader-overachiever
  • posses intense fear of failure
  • hesitant to step out of their comfort zone
  • quick to take charge
  • bossy
A

oldest child

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47
Q
  • fun-loving
  • uncomplicated
  • manipulative
  • outgoing
  • attention-seeking
  • self-centered
A

youngest child

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48
Q
  • matured for their age
  • perfectionists
  • conscientious
  • diligent
  • leaders
A

only child

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49
Q
  • people pleasers
  • somewhat rebellious
  • thrives on friendships
  • has a large social circle
  • peacemaker
A

middle child

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50
Q

mental action or process of acquiring knowledge and understanding through thought, experience, and the senses

A

cognition

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51
Q

unobservable cognitive processes:

A
  • problem solving
  • remembering
  • imagining
  • creating
  • fantasizing
  • using symbols
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52
Q

study of the origins of knowledge

A

genetic epistemology

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53
Q

known for his epistemological studies with children

A

jean piaget

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54
Q

genetic epistemology consist of piaget’s:

A
  • theory of cognitive development
  • epistemological view
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55
Q

comprehensive theory about the nature and development of human intelligence

A

cognitive development theory

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56
Q

other term for cognitive development theory

A

developmental stage theory

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57
Q

cognitive development suggests that

A

intelligence changes as children grow

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58
Q

children (humans) have the ability to adjust to the demands of the immediate environment through _____

A

understanding

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59
Q

“reality is a dynamic system of continuous change”

A

nature of intelligence

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60
Q

series of states and transformations:

A
  • transformation
  • states
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61
Q

all manners of changes that a thing or person can experience

A

transformation

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62
Q

conditions or the appearances in which things or persons can be found between transformations

A

states

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63
Q

human intelligence is ______

A

adaptive

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64
Q

2 types of intelligence

A
  • operative intelligence
  • figurative intelligence
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65
Q

active aspect of intelligence

A

operative intelligence

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66
Q

more or less static aspect of intelligence

A

figurative intelligence

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67
Q

operative intelligence involves _____, ____ or ___ in order to follow, recover, or anticipate the transformation of the objects or persons of interest

A
  • all actions
  • overt
  • covert
68
Q

notion that reality is a construction based on the information from our environment and in our heads

A

constructivism

69
Q

cognitive structures that represent a certain aspect of the world, and can be seen as categories which have certain pre-conceived ideas in them

A

schema

70
Q

schema is an ____ representation of the world

A

internal

71
Q

each person constructs the same understanding of the world

true or false

A

false - different understanding

72
Q

reversible mental actions

A

operations

73
Q

_____ combine to form quantitatively different stages of cognitive development

A

operation

74
Q

_____ combine to form quantitatively different stages of cognitive development

A

operations

75
Q

process whereby children combine existing schemes or ways of understanding, into new and more complex intellectual structures

A

organization

76
Q

ability to adjust to the demands of the environment

A

adaptation

77
Q

process of transforming new information so that it fits within existing ways of thinking

A

assimilation

78
Q

process of taking one’s environment and new information, and altering one’s preexisting schemas in order to fit in the new information

A

accomodation

79
Q

basic process of human adaptation

A

equilibrium

80
Q

4 stages of cognitive development

A
  • sensorimotor stage
  • pre-operational stage
  • concrete operational stage
  • formal operational stage
81
Q

specific form of adaptation in infancy, in which the infant accidentally performs some action, perceives it, and then repeats the action

A

circular responses

82
Q

6 substages of sensorimotor stage

A
  • use of reflex
  • primary circular reaction
  • secondary circular reaction
  • coordinated secondary reaction
  • tertiary circular reaction
  • invention of new means through mental combination
83
Q

most important development of the sensorimotor stage

A

object permanence

84
Q

imitation of behavior a child has seen before

A

deferred animation

85
Q

awareness that objects continue to exist even when they are no longer visible

A

object permanence

86
Q

sensorimotor stage begins at ____ and ends at ____

A
  • birth
  • 2 years of age
87
Q

stage that begins when the child starts to use symbols and language

A

pre-operational stage

88
Q

cognitive development characterized by increased abstract thinking and the use of metacognitive skills

A

formal operational stage

89
Q

children can theorize about the world but this ability is limited to concrete objects that they can see

A

concrete operational stage

90
Q

2 substages of pre-operational stage

A
  • preconceptual stage
  • intuitative or transitional stage
91
Q

the child becomes less egocentric and much better at classifying objects on the basis of perceptual categories such as size, shape, and color

A

intuitative or transitional stage

92
Q

characterized by the increasing use of symbols, including language and symbolic play

A

preconceptual stage

93
Q

belief that all moving objects are alive

A

animism

94
Q

process of concentrating on one limited aspect of a stimulus and ignoring other aspects

A

centration

95
Q

view of the world that is centered on one’s own perspective

A

egocentricity

96
Q

when any two events co-vary, the child assumes that one has caused the other

A

transuctive reasoning

97
Q

knowledge that quantity is unrelated to the arrangements and physical appearance of objects

A

conservation

98
Q

ability to mentally classify objects by placing them in order according to one or more dimensions

A

seration

99
Q

ability to recognize logical relationships among elements in serial order

A

transitivity

100
Q

ability to group objects together on the basis of common features

A

classification

101
Q

ability to take multiple aspects of a situation into account

A

decentring

102
Q

the child understands that numbers or objects can be changed, then returned to their original state

A

reversibility

103
Q

understanding that the quantity, length or number of items is understand to the arrangement or appearance of the object or item

A

conservation

104
Q

ability to view things from another perspective

A

elimination of egocentrism

105
Q

combining, separating, multiplying, repeating and dividing

A

performs operations

106
Q

thinking entails discovering and examining relationships between objects

A

first order process

107
Q

involve thinking about your own thoughts, looking for connections between relationships, and moving between reality and possibility

A

second order process

108
Q

governs the way that adolescents think about social matters and is the heightened self-consciousness in them as they are which is reflected in their sense of personal uniqueness and invincibility

A

adolescent egocentrism

109
Q

2 types of social thinking

A
  • imaginary audience
  • personal fable
110
Q

involves attention-getting behavior

A

imaginary audience

111
Q

involves adolescent’s sense of personal uniqueness and invincibility

A

personal fable

112
Q

believes that development results from learning

A

learning perspective

113
Q

2 important learning theories

A
  • behaviorism
  • social learning theory
114
Q

theories that explain how people learn:

A
  • behavioral learning theory
  • social learning theory
  • cognitive learning theory
  • constructivism learning theory
  • experiential learning theory
115
Q

founder of behaviorism

A

john watson

116
Q

john watson was influenced by the work of ____

A

ivan pavlov

117
Q

development is observable behavior that can be learned through experience with our environment

A

behaviorism

118
Q

2 kinds of associative learning that is the focus of behaviorism

A
  • classical conditioning
  • operant conditioning
119
Q

learning through association

A

classical conditioning

120
Q

best known for his work: operant conditioning

A

skinner

121
Q

device used to study animal behavior

A

skinner box

122
Q

learning through reinforcement

A

operant conditioning

123
Q

principles of operant conditioning

A
  • reinforcement
  • punishment
124
Q

process by which behavior is strengthened, increasing the chance that it will be repeated

A

reinforcement

125
Q

adding something to increase the chance of repetition

A

positive reinforcement

126
Q

removing something to increase the chance of repetition

A

negative reinforcement

127
Q

process by which behavior is weakened, decreasing the likelihood of repetition

A

punishment

128
Q

adding something to decrease the chance of repetition

A

positive punishment

129
Q

removing something to decrease the chance of repetition

A

negative punishment

130
Q

theory of learning that explains how people acquire new behaviors, attitudes, and knowledge through observing and imitating others

A

social learning theory

131
Q

leading proponent of social learning theory

A

albert bandura

132
Q

“learning is _____: we learn from the environment, and the environment learns and is modified thanks to our actions”

A

bidirectional

133
Q

functioning in two different directions

A

bidirectional

134
Q

bidirectional is a concept called _____

A

reciprocal determinism

135
Q

interplay between our personality and the way we interpret events and how they influence us

A

reciprocal determinism

136
Q

3 factors that shapes human behavior

A
  • environment
  • person
  • behavior
137
Q

each factor influences and is influenced by the other two

A

triadic reciprocal causation

138
Q

external social context; influences how a person may act and the frequency of their behavior

A

environment

139
Q

responses to stimuli to achieve goals; what a person does and says can affect both the environment and individual characteristics, both in the self and in others

A

behavior

140
Q

can influence what environment a person will choose, and how they may behave in the environment

A

person

141
Q

learning that occurs through observing what others do

A

observational learning

142
Q

observational learning is also called

A

imitation or modeling

143
Q

bandura proposes that people cognitively represent the ______ and then sometimes adopt this _______ themselves

A
  • behavior of others
  • behavior
144
Q

observational learning is centered on the concept of _____

A

modeling

145
Q

encompasses the act of both adding and subtracting from the behavior being observed while also generalizing from one observation to another

A

modeling

146
Q

when individuals witness successful demonstrations of certain behaviors, they are more likely to be able to ____ them with success

A

replicate

147
Q

became interested in dev psych, specifically in piaget’s work, on the moral development of children

A

lawrence kohlberg

148
Q

kohlberg was widely recognized for his theory on the ______

A

stages of moral development

149
Q

process by which people develop the distinction between right and wrong and engage in reasoning between the two

A

moral development

150
Q

moral development is a ____ process that occurs throughout the lifespan and at the same time creates a new field within psychology

A

continual

151
Q

number of stages and levels of moral development

A
  • 6
  • 3
152
Q

3 levels of moral development

A
  • pre-conventional morality (pre-moral)
  • conventional morality
  • post-conventional morality
153
Q

individuals at this level apply certain standards, but they are the standards set by others (parents or government)

A

conventional morality

154
Q

individual recognizes alternative moral courses, explores the options, and then decides on a personal moral code

A

post conventional morality

155
Q

children’s decisions are primarily shaped by the expectations of adults and the consequences of breaking the rules

A

pre-conventional morality

156
Q

obedience and punishment are especially common in young children, but adults are also capable of expressing this type of reasoning

A

heteronomous morality

157
Q

people at the stage of heteronomous morality see rules as _____ and ______

A

fixed and absolute

158
Q

children account for individual points of view and judge actions based on how they serve individual needs

A

naively egoistic

159
Q

in the naively egoictic stage, children begin to make their own moral decisions which are normally based on what _____ their own needs and what is ____ in line with their understanding of the social rules

A
  • serves
  • negotiated
160
Q

focused on living up to social expectations and roles; begins to put themself in another’s shoes and think from another perspective

A

good girl or good boy

161
Q

good girl or good girl stage finds ____ very important

A

peer approval

162
Q

people begin to consider society as a whole when making judgements

A

law and social order

163
Q

people begin to account for the differing values, opinions, and beliefs of other people

A

legalistic social contract

164
Q

people follow these internalized principles of justice, even if they conflict with laws and rules

A

universal ethical principle

165
Q

6 stages of moral development

A
  • heteronomous morality
  • naively egoistic
  • good girl or good boy
  • law and social order
  • legalistic social contract
  • universal ethical principle

PSYC 203 (11 decks)

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