Psychology 3 Flashcards

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1
Q

Bronfenbrenners Ecological Theory

A

Focuses on the social contexts in which people live
The interactions among 5 environmental systems are key to development

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2
Q

Microsystem

A

Immediate settings in which we live and with whom we Directly interact with :
parents, family, teachers, peers, neighborhoods

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3
Q

Mesosystem

A

Connections/links
between Microsystems: connections between family experiences and school experiences, and relationships between students and peers.

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4
Q

Exosystem

A

Experiences in one setting (where student does not have an active role) influence what students and teachers experience in the
immediate context. Indirect
influences on the child

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5
Q

Macrosystem

A

Macrosystem: Culture in which students and teachers live:
- behavior patterns
- beliefs
- dress
- music
- ceremonies/holidays

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6
Q

Chronosystem

A

The socio-historical conditions of a studentā€™s development.
The pattern of events and transitions over your life span

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7
Q

Bronfenbrenners Theory in the classroom

A

Think about children embedded in several environmental systems and Influences
Attend to connections between school and families

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8
Q

Eriksons Life-Span Development Theory

A

-Presents a developmental view of peopleā€™s lives in 8 stages
-Personality develops primarily as a result of resolving conflicts in each stage.

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9
Q

Trust vs. Mistrust 0-1 years

A

Task is to gain a sense of trust in themselves and in the world around them. Developed through consistent love and support.

+outcome: feeling of comfort, minimal fear/anxiety, needs are met, secure attachment

  • outcome: fear, discomfort, anxiety, discomfort, insecure attachment
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10
Q

Autonomy vs. Shame and Doubt 1-3years

A

Discover that their behavior is their own ā€“ they can be independent and have self- control. Self-control fostered by support and encouragement.

+outcome: Independence, will, self- control

  • outcome: poor self-esteem, inappropriate control
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11
Q

Initiative vs. Guilt 3-5years

A

to engage in active, purposeful, responsible behavior and assert themselves through directing play and social interactions. Developed by exploring and accepting challenges.

+Outcome: sense of responsibility

-Outcome: Increased anxiety and feelings of guilt.

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12
Q

Industry vs. Inferiority 6yrs-puberty

A

Direct energy toward mastering knowledge. Mastery comes from success and recognition.

+Outcome: productivity, good
self-efficacy, development of intellectual skills

  • Outcome: Feeling
    unproductive, incompetent. Poor level of self efficacy
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13
Q

Identity vs. Role Confusion 10-20yrs

A

to find out who they are, what they are all about, where they are going in life

+ Outcome: exploration of paths to healthy identity

-Outcome: remain confused about their their identity

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14
Q

Identity Diffusion

A

Inability to commit themselves to choices. Show little interest

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15
Q

Identity Moratorium

A

Desire to make a choice at some time in the future but unable to do so in the present. Commitments are absent or vague.

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16
Q

Indenting Foreclosure

A

Making a choice/ commitment because someone else prescribes to a particular choice.

17
Q

Identity Achievement

A

Committing to a choice and maintaining that choice under all conditions

18
Q

Intimacy vs. Isolation early adult years

A

To form positive, close relationships with others

+outcome: Finding oneself and caring about another without losing who you are.

  • outcome: Failure to form an intimate relationship becomes socially isolated.
19
Q

Generativity vs. Stagnation middle adulthood

A

Transmitting something positive to the next generation

20
Q

Integrity vs. Despair late adulthood

A

Life review and retrospective evaluation of oneā€™s past. Does
your life have meaning?

21
Q

Baumrinds Parenting styles: Neglectful

A

Parents are uninvolved. Parents are uninvolved.
Children have poor self-
Children have poor self-
control, donā€™t handle
control, donā€™t handle
independence well, and low
independence well, and low
achievement motivation.

22
Q

Baumrinds Parenting styles: Authoritarian

A

Parents are restrictive and
punitive. Children tend to punitive. Children tend to
be socially incompetent,
be socially incompetent,
anxious, and exhibit poor
anxious, and exhibit poor
communication skills. communication skills.

23
Q

Baumrinds Parenting styles: Indulgent

A

Parents are highly Parents are highly
involved but set few
involved but set few
restrictions. Children have restrictions. Children have
poor self-control.
poor self-control.

24
Q

Baumrinds Parenting styles: Authoritative

A

Parents are nurturing and
supportive, yet set limits. supportive, yet set limits.
Children are self-reliant, get
Children are self-reliant, get
along with peers, and have
along with peers, and have
high self-esteem.
high self-esteem.

25
Q

Ethnic and Socioeconomic variations in families

A

Minorities: Families tend to be larger; stronger connection with extended family for support
Higher percentage of single parent homes
Less formal education; lower income
Lower rates of psychiatric disorders
Low income: Tend to value external characteristics such as obedience and neatness
See education as the teacherā€™s job
Middle-class: Often place high value on internal characteristics such as self-control and delayed gratification
See education as a mutual responsibility

26
Q

Self concept

A

a cognitive appraisal of our social, physical, and academic competence.

27
Q

Kohlbergs levels of moral development

A

Preconventional: Moral reasoning is controlled by external rewards and punishments

Conventional: Internal standards are imposed by others

Postconventional: Morality is internal, not based on external standards.

28
Q

Care vs. Justice Perspective

A

Justice perspective focuses perspective focuses
on rights of individuals

Care perspective emphasizes relationships and concern for others