Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

P/S > Theories > Flashcards

Theories Flashcards

1
Q

Eric Erikson’s Psychosocial Development

A
  • Assumed a crisis can occur at each stage of development, between needs of individual and society.
  • Has a total of 8 stages.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Eric Erikson’s Psychosocial Development:

Stage 1: Trust vs. Mistrust

A
  • 0 - 1 years old.
  • Acronym: BUN IS RUSTed
  • If an infant’s physical and emotional needs are not met, as an adult he or she may mistrust everyone.
  • Virtue: HOPE
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Eric Erikson’s Psychosocial Development:

Stage 2: Autonomy vs. Shame

A
  • 1 - 3 Years Old.
  • Acronym: Shoe Shaped Car Driven by doubtful SHA[N]E
  • Children develop independence by walking away from mother, what they eat, etc. Critical that parents allow children to do that.
  • Virtue: WILL (independence)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Eric Erikson’s Psychosocial Development:

Stage 3: Iniciative vs. Guilt

A
  • 3 - 6 Years Old.
  • Children feel more secure in their ability to lead others and play, so ask questions.
  • Virtue: PURPOSE
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Eric Erikson’s Psychosocial Development:

Stage 4: Industry vs. Inferiority

A
  • 6 - 12 Years Old.
  • Child will gain greater significance and greater self-esteem, and try to win approval from others. Competence.
  • Virtue: COMPETENCE
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Eric Erikson’s Psychosocial Development:

Stage 5: Identity vs. Role Confusion

A
  • 12 - 20 Years Old.
  • Transition from childhood to adulthood, so one of most important crisis. Want to start feeling they belong in society.
  • Virtue: FIDELITY
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Eric Erikson’s Psychosocial Development:

Stage 6: Intimacy vs. Isolation

A
  • 20 - 40 Years Old.
  • Try to find love and relationship.
  • Virtue: LOVE
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Eric Erikson’s Psychosocial Development:

Stage 7: Generativity vs. Stagnation

A
  • 40 - 65 Years Old.
  • established career, so settle down, make families the center of their lives, and sense of being part of bigger picture.
  • Virtue: CARE
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Eric Erikson’s Psychosocial Development:

Stage 8: Integrity vs Despair

A
  • 65+ Yeas Old.
  • Stage where people contemplate on lives, reminisce. May feel guilty about past or unaccomplished, dissatisfied.
  • Virtue: WISDOM
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Operant Conditioning

A
  • ALSO CALLED Instrumental Conditioning
  • focuses on the relationship between behavior and their consequences, and how those in turn influence the behaviour (vs. classical conditioning no change in behaviour)
  • In operant conditioning, behaviours have consequences – two types:
    1. reinforcement (increase a behavior).
    2. punishment (decrease a behavior).
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Operant Conditioning: Positive Reinforcement

A
  • +,+
  • something is being added to increase tendency of behavior
  • Example: a gas gift card for safe driving
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Operant Conditioning: Negative Reinforcement

A
  • -,+
  • taking something away to increase tendency behavior will occur again.
  • Example: taking a loud buzzing noise away only once you put your seatbelt on.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Operant Conditioning: Positive Punishment

A
  • +,-
  • means something is added to decrease tendency something will occur again.
  • Example: giving a speeding ticket (adding) to decrease behavior of speeding (behavior).
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Operant Conditioning: Negative Punishment

A
  • -,-
  • something taken away in effort to decrease tendency it’ll occur again.
  • Example: taking away your license.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Operant Conditioning: Primary Reinforcers

A
  • are innately satisfying/desirable things like food, water, sexual activity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Operant Conditioning: Secondary Reinforcers

A
  • are those learned to be reinforcers, such as previously neutral stimuli.
  • Requires a pairing or association with a primary reinforcer for it to have value.
  • Ex. money
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Token Economy

A
  • system of behaviour modification based on systematic reinforcement of target behaviour, reinforcers are “tokens” that can be exchanged for other reinforcers
  • Example: Prizes.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Operant Extinction

A
  • In operant conditioning it results from some response by the organism no longer being reinforced
  • Example: you keep getting your dog to sit on command, but you stop giving it a treat or any other type of reinforcement. Over time, the dog may not sit every time you give the command.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Instinctual Drift

A
  • it is the phenomenon whereby established habits, learned using operant techniques, eventually are replaced by innate food-related behaviors. So the learned behavior “drifts” to the organism’s species-specific (instinctual) behavior.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Schedules of Reinforcement: Fixed-Ratio

A
  • Acronym: Ration = AMOUNT (of responses)
  • FIXED = Consistent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Schedules of Reinforcement: Fixed-Interval

A
  • Acronym: Interval = TIME
  • FIXED: Consistent
22
Q

Schedules of Reinforcement: Variable-Ratio

A
  • acronym: Variable = VARIATION
  • Reinforcement is delivered after average # of right responses has occurred.
23
Q

Schedules of Reinforcement: Variable-Interval

A
  • Responses are reinforced after a variable amount of time has passed, regardless on amount
28
Q

Insight Learning

A
  • solve a problem using past skills, the “aha” moment is insight learning.
  • Example: Use math skills previously learned to solve a problem
29
Q

Latent Learning

A
  • learned behaviour is not expressed until required
30
Q

Innate Learning

A
  • fixed action patterns that are “hard wired”
31
Q

Associative Learning

A
  • occurs when you learn something based on a new stimulus.
  • Example: classical and operant conditioning.
32
Q

Classical Conditioning

A
  • Learning to associate between two stimuli, leading to a change in response to a neutral stimulus (one that normally would not elicit a response).
  • Conditioning occurs when a neutral stimulus is able to elicit the same response as an unconditioned stimulus (one that causes a behavior that doesn’t need to be learned).
33
Q

Unconditioned Stimulus (UCS)

A
  • is one that unconditionally, naturally, and automatically triggers a response.
  • In other words, the response takes place without any prior learning.
34
Q

Classical Conditioning: Generalization

A
  • Stimulus that is similar to a conditioned stimulus produces a conditioned response
  • Example: Your dog hears you opening a jar of cookies for yourself and gets excited because thinks you opened a jar of dog food and it’s feeding time.
35
Q

Classical Conditioning: Discrimination

A
  • Learning to distinguish between two similar stimuli (responding a certain way to one stimulus and not the other).
36
Q

Classical Conditioning: Extinction

A
  • When a behavior to a stimulus is no longer reinforced, the learned behavior can gradually disappear.
37
Q

Classical Conditioning: Extinctive Burst

A
  • When an animal no longer receives regular reinforcement, its original behavior will sometimes spike (meaning increase dramatically).
38
Q

Classical Conditioning: Sensitization

A
  • The opposite of habituation. Increased response to a stimulus as it keeps being presented.
39
Q

Classical Conditioning: Spontaneous Recovery

A
  • when old conditioned stimulus elicits response.
40
Q

Classical Conditioning: Habituation

A
  • Decreased response to a stimulus as it keeps being presented
  • Example: Over time, one’s reaction to jump-scare in a horror movie is decreased.
41
Q

Vygotsky Sociocultural Development

A
  • Studied the role social interaction plays in development of cognition.
  • Focussed on social interactions between growing children and interactions with those around them in development of cognition-higher order learning.
42
Q

Freud’s Psychosexual Development: Oral Stage

A
  • age 0-1 yrs
  • libido/sense of interaction is centered around baby’s mouth vital for sucking/eating.
43
Q

Freud’s Psychosexual Development: Anal Stage

A
  • age 1 to 3
  • centered around anus
44
Q

Freud’s Psychosexual Development: Phallic Stage

A
  • age 3 to 6
  • children discover difference between males and females.
  • boys view fathers as rivals for mother’s affection.
  • Describes feeling of wanting to possess the mother and replace the father.
45
Q

Freud’s Psychosexual Development: Latent Period

A
  • age 6 to 12
  • no focus of libido.
  • A period of exploration, libido present but directed into other areas such as intellectual pursuits and social interactions.
  • Important in development of social and communication skills.
46
Q

Freud’s Psychosexual Development: Genital Stage

A
  • ago 12 +
  • back on libido, because individual develops strong sexual interests.
47
Q

Social Behaviourism: The I and the Me

A
  • theory of learning which states all behaviors are learned through interaction with the environment through a process called conditioning.
  • It has 3 Stages
48
Q

Social Behaviourism: The Preparatory Stage

A
  • 1-2 years old
  • Children copy, or imitate, the behaviors of others around them without sophisticated understanding of what they are imitating.
49
Q

Social Behaviourism: Play Stage

A
  • 2-6 years old
  • Children start role-playing and taking on the role of significant people in their lives.
50
Q

Social Behaviourism: Game Stage

A
  • children are involved in organized team activities. Children have to learn and follow established game rules, learn about what their roles are in the game, and learn what their teammates’ roles are as well.
51
Q

Social Behaviourism: The I

A
  • is the response of an individual to the attitudes of others
52
Q

Social Behaviourism: The Me

A
  • what we learn through interactions with others. How individual believes the generalized other perceives us, the social self, and learned through interactions with others.
53
Q

Social Behaviourism: The Actual Self

A
  • The balance between the I and the Me.
54
Q

Just World Hypothesis

A
  • is the belief that, in general, the social environment is fair, such that people get what they deserve.
55
Q

Empathy-Altruism Hypothesis

A
  • suggests some people are altruistic due to empathy.
  • High empathy = high in altruistic behaviors.
56
Q

Impression Management Theory

A
  • is the effort to control or influence other people’s perceptions. This could be their perception of a certain person (including you), a material possession or an event.

P/S (22 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions