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PSYCH 102 > Module 2 > Flashcards

Module 2 Flashcards

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1
Q

Theory

A

a well developed idea that explains behavior/events to make a prediction about future observations

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2
Q

Hypothesis

A

a testable prediction from theory(often worded as a statement)

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3
Q

passive versus active

A

the role of early experiences on later development versus current behavior reflecting present experiences

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4
Q

continuity verses discontinuity

A

whether or not development is best viewed as occurring in stages or as a gradual and cumulative process of change

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5
Q

the nature vs nurture debate

A

the role of heredity and the environment in shaping human development

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6
Q

John Locke

A

proposed that the mind of the newborn as “tabula rasa” (blank slate) on which knowledge is written through experience and learning

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7
Q

Jean-Jacques Rousseau

A

propose that development occurs according to innate processes and progresses through three stages: infancy, childhood, and adolescence

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8
Q

Charles Darwin

A

known for his theory of evolution( all life on earth developed gradually over millions of years from the few common ancestors)

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9
Q

G. Stanley Hall

A

establishes scientific journals for publishing child development research, first president of the American psycholgical association

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10
Q

James Mark Baldwin

A

conducted quantitative and experimental research on infant development

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11
Q

John B. Watson

A

founder of the field of behaviorism(human and animal behavior. an be explained in terms of conditioning

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12
Q

Sigmund Freud

A

psychoanalytic approach and model of psychosexual development

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13
Q

Arnold Gesell

A

conducted the first large-scale study of children’s behavior that revealed consistent patterns of development focused on biological “maturation”

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14
Q

Jean Piaget

A

stage theory of cognitive development

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15
Q

Freud’s theory of personality(3)

A

1)Id.2)ego.3)super ego

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16
Q

Stages of Psychosexual Development(5)

A

1)oral .2)anal .3)phallic .4)latency .5)genital

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17
Q

Oral stage of psychosexual development

A

Id.
infant need for comfort, warmth, food stimulation through oral gratifcation

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18
Q

Side effects of failed oral stage(4)

A

fixated on eating, drinking, smoking, nail-biting, compulsive talking

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19
Q

anal stage of psychosexual development

A

Ego.
toddlerhood/potty training
self-control

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20
Q

side effects of anal stage neglect

A

over caregiving results- fear of letting go, clean, organized, reliable, controlling of others

neglectful caregiving results- messy, irresponsible, disorganized

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21
Q

phallic stage of psychosexual development(4)

A

Super Ego.
preschool years(3-5)
guilty sexual desire
1)oedipus complex. 2)castration. 3)electra complex. 4)penis envy

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22
Q

Phallic Stage: Oedipus Complex

A

a child’s unconscious sexual desire for the opposite-sex parent and hatred for the same-sex parent

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23
Q

Phallic Stage: Castration Anxiety

A

Belief that the boy fears that if he purses his other, his father may castrate him

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24
Q

Phallic Stage: Penis Envy

A

Belief that the girl feels inferior because she doesn’t have a penis

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25
Q

Latency Stage of PsychosexualDevelopment

A

middle childhood(6-11)
attention focused on family and friendships

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26
Q

Genital Stage of Psychosexual Development

A

adolescence through adulthood
preoccupied with sex and reproduction

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27
Q

Defense Mechanisms(8)

A

1)denial. 2)displacement. 3)projection. 4)rationalization. 5)reaction formation. 6) regression. 7)repression. 8)sublimation

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28
Q

Denial

A

not accepting the truth or lying to oneself

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29
Q

Displacement

A

taking out frustrations on a safer target

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30
Q

Projection

A

attributing unacceptable thoughts to others

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31
Q

rationalization

A

distortion of the facts to make an event or impulse less threatening

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32
Q

reaction formation

A

outwardly opposing something you inwardly desire, but that you find unacceptable

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33
Q

regression

A

going back to a tie when the world felt like a safer place, perhaps reverting to one’s childhood behaviors

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34
Q

repression

A

pushing painful thoughts out of consciousness

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35
Q

sublimation

A

transforming unacceptable urges into more socially acceptable behaviors

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36
Q

Erickson’s Psychosocial stages of development(8)

A

1)trust vs mistrust{hope}. 2)autonomy vs shame{will}. 3)initiative vs guilt(purpose). 4)industry vs inferiority[competence}. 5)identity vs role confusion{fidelity}. 6) intimacy vs isolation {love}. 7)generatively vs stagnation {care}. 8) integrity vs despair {wisdom}.

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37
Q

Trust vs Mistrust (Hope)

A

birth to 12 months
infants must learn that adults can be trusted

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38
Q

Autonomy vs Shame (Will)

A

toddlers 1-3 years of age
exploring the world, learning they can control their actions and act on their environment to get results

39
Q

Initiative vs Guilt ( purpose)

A

preschoolers 3-6 years of age
capable of initiating activities and asserting control over their world through social interactions and play

40
Q

Industry vs Inferiority (competence)

A

elementary school children 7-12 years of age
either develop a sense of pride/accomplishment or a sense of inferiority/inadequate

41
Q

identity vs role confusion (fidelity)

A

adolescents 12-18
developing a sense of self. exploring various roles and ideas, setting goals, and attempting to discover their adult selves

42
Q

intimacy vs isolation (love)

A

early adulthood 20s-40s
developing and maintaining successful relationships with others

43
Q

Generatively vs Stagnation (care)

A

middle adulthood 40s-60s
finding their life’s work and contributing to the development of others

44
Q

integrity vs despair (wisdom)

A

late adulthood 60s-death
reflecting on their lives and feeling a sense of pride and satifacation

45
Q

Classical conditioning. founded?definition?

A

ivan pavlov
helps understand how our responses to one situation become attached or connected to new situations

46
Q

classical conditioning: before

A

unconditioned stimulus(food) produces an unconditional response (salivation)
doesn’t need pairing

47
Q

classical conditioning: during

A

neutral stimulus(bell) is presented just before the unconditioned stimulus(food)

48
Q

classical conditioning: after

A

the neutral stimulus becomes conditional stimulus(bell) when presented alone and now produces a conditioned response(salivation)

49
Q

Law of Effect

A

Behaviors followed by consequences that are satisfying are more likely to be repeated. Behaviors followed by unpleasant consequences are less likely to be repeated

50
Q

Reinforcer

A

anything following a behavior that makes it more likely to be repeated

51
Q

intrinsic or primary reinforcers

A

food or praise

52
Q

secondary reinforcers

A

money, that can be exchanged for what one really wants

53
Q

social learning theory

A

learning occurs in a social context through a dynamic and reciprocal interaction of the person, their own behavior, and the environment

54
Q

reciprocal determinism

A

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

55
Q

observational learning

A

individuals can learn novel responses by watching the key behavior of others, referred to as social models

56
Q

social models

A

are typically of higher status or authority compared to the observer such as parents and teachers

57
Q

observational learning proses parts(4)

A

1)attention.2)retention. 3)initiation. 4)motivation

58
Q

Vicarious reinforcement

A

occurs when peoples behavior is influenced by observing social models receive reinforcement or punishment

59
Q

observational learning: attention

A

one must pay attention to what they are observing

60
Q

observational learning: retention

A

to learn one must be able to retain the behavior they are observing in memory

61
Q

observational learning:initiation

A

the learner must be able to execute/initiate the learned behavior

62
Q

observational learning: motivation

A

needed to engage in observation learning

63
Q

piaget’s stages of cognitive development(4)

A

1)sensorimotor. 2)preoperational. 3)concrete operational. 4)formal operational

64
Q

Sensorimotor

A

0-2
learn through senses and motor behavior

object permanence

stranger anxiety

65
Q

object permanence

A

the understanding that even if something is out of sight it still exists(5-8months)

66
Q

stranger anxiety

A

a fear of unfamiliar people

67
Q

preoperational

A

2-7
- use symbols, words, images, ideas, and engage in pretend play

  • begin to use language but can’t understand adult logic

egocentrism

theory of mind

68
Q

egocentrism

A

the child is not able to take the perspective of others

69
Q

theory of mind

A

3-5
understanding people have thoughts, feelings, and beliefs that differ from one’s own

70
Q

concrete operational

A

7-11
can think logically about real events

can master the concept of conservation and reversibility

71
Q

formal operational

A

11-adulthood
can deal with abstract ideas and hypothetical situations

72
Q

cognitive neuroscience

A

the scientific field that studies the biological processes that underlie cognition

73
Q

developmental cognitive neuroscience

A

examines interrelations between brain changes and changes in cognitive ability as children grow up

74
Q

humanism

A

humans are constantly reacting to stimuli with their subjective reality

self actualizing
self concept
ideal self
real self

75
Q

self concept

A

our thoughts and feelings about ourselves

76
Q

ideal self

A

the person that you would like to be

77
Q

real self

A

the person you actually are

78
Q

congruity

A

how closely one’s real self matches up with the ideal self

79
Q

high congruence

A

leads to greater sense of self-worth, healthy and productive life

80
Q

incongruence

A

great discrepancy between our ideal and actual selves

81
Q

the good life

A

when a fully functional person continually aims to fulfill his/her potential and demonstrate the following traits/tendencies

82
Q

contextual perspective

A

vygotsky

considers the relationship between individuals and the physical, cognitive, personality, social, cultural, and environmental influences on development

83
Q

guided participation

A

learning new skills through collaboration with a more experienced person

84
Q

scaffolding

A

teachers model or demonstrate how to solve a problem, then step back and offer support if needed

85
Q

zone of proximal development

A

the difference between what a learner can do without help and what they cannot do

86
Q

ecological systems theory

A

bronfenbrenner
the qualities of a child and their environment interact to influence how they will grow and develop

87
Q

ecological

A

a natural environment

88
Q

evolutionary perspective

A

seeks to identify behavior that is the result of our genetic inheritance from our ancestors

89
Q

evolutionary psychology

A

examines psychological structure from a modern evolutionary perspective

90
Q

evolved adaptation

A

functional products of natural selection or sexual selection in human evolution

91
Q

behavioral genetics

A

a field of scientific research that uses genetic methods to investigate the nature and origins of individual differences in behavior and studies the effects of heredity on behavior

92
Q

eclectic approach

A

drawing on several perspectives simultaneously

93
Q

unconditioned stimulus

A

doesn’t need pairing, it already brings upon a response by itself

94
Q

conditioned stimulus

A

needs paring to cause a reaction

PSYCH 102 (12 decks)

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