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Winter '15 > Psy 256 Second Midterm > Flashcards

Psy 256 Second Midterm Flashcards

1
Q

CH. 6

Piaget’s preoperational period of cognitive development

A

preoperational intelligence- piaget’s cognitive development between the ages of about 2 and 6 (include language and imagination, which involves symbolic thought) biological operational thinking is not it possible

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2
Q

Developmental changes in children’s emotional development

A

Around ages 2-6

Emotion regulation

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3
Q

Emotion regulation

A

The ability to control when and how emotions are expressed

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4
Q

How does emotion regulation differ by gender

A

b

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5
Q

How care givers influence children’s emotional regulation

A

parents encourage and confirm their children’s self esteem by reminding them of their positive accomplishments

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6
Q

Development of child’s sense of pride guilt and shame

A

Guilt- refers to the self blame the people experience when they do something wrong
Shame- refers to peoples feelings of others blame them, disapproves of them, or are disappointed in them

As children become more self-aware they feel guilt when they realized their own mistakes guilt is more mature than shame because it comes from within the person

-pride is the foundation for the child’s ongoing practice of skills

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7
Q

three types of parenting styles

A

Authoritarian, authoritative and permissive

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8
Q

Authoritarian

A

Parents word is law, not to be questioned

Characterized by high behavioral standards strict punishment of misconduct and little communication

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9
Q

Authoritative

A

Parents of the limits and enforce rules but are flexible and listen to their children

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10
Q

Permissive

A

Parents make a few demands hiding any frustration they may feel discipline is lax partly because I have low expectations
-supportive, but do not feel responsible for shaping their children

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11
Q

Define empathy and antipathy

A

Empathy- ability ability to understand The emotions and concerns of another person especially when they differ from one’s own
Antipathy- Feelings of dislike or even hatred for another person

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12
Q

How do empathy and antipathy relate to pro social behavior and antisocial behavior

A

Empathy leads to pro social behavior

antipathy can lead to antisocial behavior

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13
Q

Child Maltreatment

A

All intentional harm to, or avoidable engagement of, someone under the age of 18

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14
Q

Attachment styles

A

Secure-infant derives comfort and confidence from caregiver
insecure- infant exhibits fear or may seem indifferent to caregiver
disorganized- infant act oddly- may freeze, scream, hit self, throw things

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15
Q

Four forms of aggression

A

Instrumental, reactive, relational, bullying

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16
Q

Form 1: Instrumental

A

Hurtful behavior that’s intended to get something that another person has into keep it

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17
Q

Form 2: reactive

A

an impulsive retaliation for another person’s intentional or accidental action, verbal or physical

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18
Q

Form 3: relational

A

Non-physical acts, such as pencils or social projection, aimed at harming the social connection between victim and other people

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19
Q

Form 4: bullying

A

Unprovoked, repeated physical or verbal attack, especially on victims were unlikely to defend themselves

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20
Q

Gender identity

A

(2 yrs. old)

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21
Q

Gender stability

A

(4 yrs. old)

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22
Q

Gender constancy

A

(5 or 7 yrs. old)

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23
Q

Gender roles

A

Expressive Role = passive, nurturing, warm, sensitive, “people person”
Instrumental Role = dominant, independent, assertive, competitive

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24
Q

Gender roles stereotypes versus gender differences

A

People’s beliefs about the differences between males and females
vs
Actual (“research says”) differences between males and females

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25
Q

Androgyny

A

The balance within one person of traditionally masculine and feminine psychological characteristics

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26
Q

Theories of gender difference

A

-Biological Theory
hormones & brain structure matter!

-Psychoanalytic Theory
identification with same sex parent!
Discredited
Freud

-Social Cognitive Theory
imitation, reinforcements matter!

27
Q

CH. 8

Significance of peers during childhood

A

We’re forced to be around them

28
Q

How children’s perception of friends changes from preschool to adolescents

A 
Early Childhood (2-6 yrs) 
	less reciprocal support & less shared intimacy 
        defined as “someone I like to play with” 
Middle Childhood (6-11yrs.) 
	mutual understanding & shared outlooks

Adolescence (11+ yrs.)
mutual self disclosure & understanding
Desire for trust, loyalty and commitment

29
Q

Understand social awareness

A

Development of self understanding

-Self awareness allows for feelings of pride, guilt and shame.

30
Q

Define social cognition

A

A person’s awareness and understanding of human personality, motives, emotions, intentions, and interactions of others.

31
Q

Types of peer relationships

A

Friendships
Stable, dyadic relationships marked by reciprocity and intimacy

Peer Acceptance
How much one is liked by peers

Bullying
Involves repeated and systematic efforts to inflict harm

32
Q

Myth of bullying and victimization

A

Bullies have Low Self-Esteem MYTH
Bullies are Socially Incompetent MYTH
Bullies Select their Targets FACT
Mobilizing Bystanders Reduces Bullying FACT

33
Q

CH. 9

Early theorists’ notion of adolescent storm and stress

A

More stressed- sooner you’ll hit puberty

34
Q

Does current research support notion of storm and stress

A

It proves it

35
Q

Pubertal changes in adolescence

A

Body fat vs muscle
Hair
Testosterone vs Estrogen

36
Q

Early maturer

A

Early Girls
- Depression, eating disorders, delinquency & substance abuse, school problems, conflicts with parents

Early Boys
- More favorable body image, higher popularity, early onset of delinquency, sex and drug use

37
Q

Late maturer

A

Late girls
- Few problems, some teasing then they catch up

Late Boys
- Higher rates of alcohol use and delinquency than on timers, lower school grades

38
Q

Changes in primary and secondary sex characteristics that occurred during puberty

A
  • primary: parts of the body that are directly involved in reproduction, including the vagina, uterus, ovaries, testicles, and penis
  • secondary: Physical traits that are not directly involved in reproduction but that indicate sexual maturity, such as a man’s beard and a woman’s breasts
39
Q

3 forms of adolescent egocentrism

A

leads young people to focus on themselves to the exclusion

40
Q

Form 1: personal

A

b

41
Q

Form 2: invincibility

A

b

42
Q

Form 3: imaginary audiences

A

b

43
Q

piaget’s formal operations stage

A

systematic logic so you can think of abstract things

44
Q

Examples of cognitive changes that occur during this stage

A

Preoperational thinking
-Symbolic function (2-4) **playing pretend

-Intuitive thought (4-7) ** why questions, theory theory: they know everything

-children lack conservation
the concept that the quantity or amount of something stays the same regardless of changes in shape or position

45
Q

CH. 5

describe children’s thinking during Piaget’s preoperational period of cognitive development

A

Preoperational thinking
-Symbolic function (2-4) **playing pretend
-Intuitive thought (4-7) ** why questions, theory theory: they know everything
-children lack conservation
the concept that the quantity or amount of something stays the same regardless of changes in shape or position

46
Q

Limitations on children’s thinking during Piaget’s preoperational period of cognitive development

A

b

47
Q

Concept of Conservation and why children can’t solve conservation problems

A

b

48
Q

egocentrism

A

lack of awareness of other perspectives

ex: Monologues -> talking about her dolly Tina, the color yellow

49
Q

animism

A

the belief that everything in this world alive

Ex: the constipation youtube video

50
Q

transductive reasoning

A

perception that if two things happen at the same time, one must cause the other

51
Q

children’s theories`

A

Theory Theory-children attempt to explain everything they see and hear
Theory of Mind- enables a person to comprehend the emotions of other people as well as to realize what other people may or may not know, A person’s theory of what other people might be thinking.

In order to have a theory of mind, children must realize that other people are not necessarily thinking the same thoughts that they themselves are. That realization is seldom achieved before age 4.

52
Q

children’s understanding of false beliefs

A

Crayoms

53
Q

CH 7

Describe and define the cognitive abilities that are present during Piaget’s Concrete Operational stage

A

Concrete operation period (7 to 11)

  • the onset of logical thought
  • Conserve
  • Class inclusion, categorization (tigers are cats)
  • Seriation (line up by size and color)
  • Transitivity (logic)
  • Metacognition (aware of mental mind, thinking about thinking)
54
Q

CH 10

What is meant by identity

A

A consistent definition of one’s self as a unique individual, in terms of roles, attitudes, beliefs, and aspirations

55
Q

define and give examples of James Marcia’s four identity statuses
Identity status 1:

A

b

56
Q

Identity status 2: Moratoriun

A

socially acceptable waiting to make a decision

ex. going to college

57
Q

Identity status 3:

A

b

58
Q

Identity status 4:

A

b

59
Q

Describe the four areas of identity achievement.

A

Religious identity
Gender identity : A person’s acceptance of the roles and behaviors that society associates with the biological categories of male and female.
Political/cultural identity
Vocational identity

60
Q

Describe the relationship between adolescents and their parents and how it changes during this time.

A

b

61
Q

Describe the significance of peer support.

A

b

62
Q

Describe issues related to sexuality and romantic activity during adolescence.

A

b

63
Q

Know about depression and suicide during this time

A

common in middle adulthood, suicide more in males

64
Q

Describe the current trends in adolescent drug use.

A

mostly psychoactive drugs

like being rebellious

Winter '15 (4 decks)

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