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PSY 310 > PSY 310 Exam 1 (Chapter 3) > Flashcards

PSY 310 Exam 1 (Chapter 3) Flashcards

1
Q

What happens during Erikson’s stage of basic trust vs basic mistrust?

A
  1. feeding
  2. infant must form a first loving, trusting relationship with the caregiver
  3. infant must develop a sense of mistrust
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2
Q

What happens during Erikson’s stage autonomy vs shame?

A
  1. toilet training
  2. children develop physical skills (walking and grasping)
  3. child learns control
  4. child may develop shame and doubt if not handled well
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3
Q

What happens during Erikson’s stage initiative vs guilt?

A
  1. independence
  2. more assertive
  3. more initiative
  4. may be too forceful, which can lead to guilt feelings
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4
Q

What happens during Erikson’s stage industry vs inferiority?

A
  1. school
  2. must deal with demands to learn new skills
  3. must risk a sense of inferiority, failure, and incompetence
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5
Q

What happens during Erikson’s stage identity vs role confusion?

A
  1. peer relationships

2. must achieve identity in occupation, gender roles, politics, and religion

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6
Q

What happens during Erikson’s stage intimacy vs isolation?

A
  1. love relationships
  2. must develop intimate relationships
  3. must suffer feelings of isolation
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7
Q

What happens during Erikson’s stage generativity vs stagnation?

A
  1. parenting/mentoring

2. must find some way to satisfy and support next generation

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8
Q

What happens during Erikson’s stage ego integrity vs despair?

A
  1. reflection on and acceptance of one’s life

2. culmination is a sense of acceptance of oneself and a sense of fulfillment

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9
Q

Kohlberg’s Preconventional Level (Stage 1)

A

Punishment and Obedience

  • morality is external to self
  • obey authority = avoid punishment
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10
Q

Kohlberg’s Preconventional Level (Stage 2)

A

Instrumental Relativist

  • satisfaction of own needs determines what is right
  • doing something beneficial can ultimately benefit oneself
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11
Q

Kohlberg’s Conventional Level (Stage 3)

A

Good Boy-Good Girl

  • morality: cooperation with peers
  • children want to be thought of as nice
  • concrete operations ability:
    1. decrease in egocentrism
    2. consider feelings of others when reasoning
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12
Q

Kohlberg’s Conventional Level (Stage 4)

A

Law and Order

  • shift from motivation by desire for peer approval to following laws
  • doing one’s duty
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13
Q

Kohlberg’s Postconventional Level (Stage 5)

A

Social Contract

  • Laws are:
    1. seen as social contracts
    2. not seen as unchangeable rules
    3. necessary to preserve individual rights
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14
Q

Kohlberg’s Postconventional Level (Stage 6)

A

Universal Ethical Principle

  • defines principles that result in justice
  • right and wrong determined by one’s conscience
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15
Q

How many people reach stage 5 in Kohlberg’s postconventional level?

A

25 percent

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16
Q

Socioemotional Development

Ages 3 to 5

A
  • peer conflicts help children grow out of egocentrism
  • prosocial behavior
  • play to practice language skills and cooperation
  • exploring more advanced ways of thinking and acting through play
17
Q

Socioemotional Development

Ages 6 to 12

A
  • decreasing egocentrism
  • concentration increases
  • abstract thinking= increase in attention to self-concept
  • social comparison begins
18
Q

Socioemotional Development

Ages 13 to 18

A
  • relationships with adults and peers become more complex
  • friends become more important
  • conflict with parents arise
  • peer acceptance is very important to emotional health
  • middle schoolers may see teachers as role models
19
Q

Authoritative Parenting Style

A
  • high warmth
  • high control
  • high expectations
  • support for authority
20
Q

Authoritarian Parenting Style

A
  • low warmth
  • high control
  • high expectations
  • low autonomy
21
Q

Permissive Parenting Style

A
  • high warmth
  • low control
  • low expectations
  • high autonomy
22
Q

Rejecting/Uninvolving Parenting Style

A
  • low warmth
  • low control
  • indifferent about expectations and autonomy
23
Q

What makes cheating in the classroom more likely?

A
  • performance goals
  • impulsivity
  • low self- efficacy
  • competition in classroom
  • teacher is not credible and uncaring
24
Q

How can cheating be prevented by teachers?

A
  • avoid high-pressure situations
  • instill sense of mastery
  • encourage collaboration
  • make test content non-mysterious
  • make it clear you do not tolerate cheating
  • monitor

PSY 310 (1 decks)

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