Developmental Theories Flashcards
(363 cards)
1
Q
humans were born with a series of innate,
biologically based drives such as hunger, sex, and aggression early experiences shaped later
functioning
A
Psychosexual Theory by Freud
2
Q
people are driven by motives and emotional conflicts of which they are largely unaware that they are shaped by their earliest experiences with the family
A
Psychosexual Theory by Freud
3
Q
viewed newborn as “seething cauldron”, an
inherently selfish creature driven by Instincts
A
Psychosexual Theory by Freud
4
Q
inborn biological forces that motivate behavior
A
Instincts
5
Q
strongly believed in unconscious motivation – the power of instincts and other inner forces to influence our behavior without out awareness
A
Psychosexual Theory by Freud
6
Q
biological instincts provide unconscious motivation for actions
A
Psychosexual Theory by Freud
7
Q
selfish and aggressive = negative view of human
nature
A
Psychosexual Theory by Freud
8
Q
selfish and aggressive is equals to?
A
Negative view of human nature, according to Freud
9
Q
Levels of Mind, according to Freud
A
- Conscious
- Preconscious
- Unconscious
10
Q
Structures of the mind, according to Freud
A
- ID
- Ego
- Superego
11
Q
pleasure principle, impulsive, irrational, selfish,
seeks immediate gratification
A
ID
12
Q
reality principle, rational, finds realistic way
to gratify instincts
A
Ego
13
Q
Emerge during infancy when psychic energy is
diverted from the id to energize cognitive
processes
A
Ego
14
Q
morality principle, individual’s internalized moral standards
A
Superego
15
Q
develops from the ego as 3-6 years old internalize the moral standards and values of their parents
A
Superego
16
Q
Healthy Personality is equals to?
A
balance of the id, ego, superego
17
Q
arise when the individual’s supply of psychic energy is unevenly distributed among the id, ego, and superego
A
Psychological problems
18
Q
arrest in development that can show up in
adult personality; libido remains tied to an earlier
stage of development
A
Fixation
19
Q
may grow up to become nail-biters or smokers
A
Oral fixation
20
Q
may be obsessively clean, rigidly tied to schedules and routines, or defiantly messy
A
Anal fixation
21
Q
series of innate, biologically based drives such as __, __, __.
A
Hunger, sex, aggression
22
Q
people are driven by __ and __ of which they are largely unaware
A
motives and emotional conflicts
23
Q
the power of instincts and other inner forces to influence our behavior without out awareness
A
Unconscious Motivation
24
Q
____ provide unconscious motivation
for actions
A
Biological instincts
25
___ remains tied to an earlier
stage of development
Libido
26
Stages of Psychosexual Theory of Freud
Oral
Anal
Phallic
Latency
Genitals
OAPhaLaGe
27
Erogenous Zone is Mouth
Oral
28
experience anxiety and the need to defend against it, if denied oral gratification by not being fed on demand or being weaned too early
Oral
29
Oral Fixation manifested in adults:
alcoholic, smoking, overeating, Pica, nail biting, thumb sucking
30
Erogenous zone is Anus
Anal
31
Toilet Training Era
Anal
32
perfectionist, orderly, tidy
Anal-retentive
33
lack of self-control, messy, careless
Anal-Expulsive
34
Erogenous Zone is Genitals
Phallic
35
youngsters develop an incestuous desire for the
parent of the other sex and must defend against it
Phallic
36
loves his mother, fears that his
father will retaliate by castrating him, and resolves the conflicts through identification with his father
Oedipus Complex or Male Oedipus Complex
37
a girl having desire with her father, seeing her mother as a rival
Electra Complex (by Jung)
Female Oedipus Complex (by Freud)
38
son believes his father knows about his desire for his mother and fears that his father will castrate him
Castration Anxiety
39
a girl wants a penis as she desires her
father
Penis Envy
40
sexual urges sublimated into sports and hobbies
Latency
41
Erogenous zone is Genitals
Genitals stage
42
physical sexual urges reawaken repressed needs
Genitals stage
43
direct sexual feelings towards others lead to?
Sexual gratification
44
may have difficulty accepting their new sexuality,
therefore, reexperiencing conflict towards their
parents and distance themselves to defend against anxiety-producing feelings
Genitals stage
45
direct sexual feelings towards others lead to sexual gratification
Genital stage
46
____ formed from unconscious childhood
conflicts between the inborn urges of the id and the requirements of civilized life
Personality
47
ego adapts unconscious coping devices
Defense mechanisms
48
unacceptable or unpleasant impulses are
pushed back into the unconscious
Repression
49
a woman who experienced sexual harassment cannot recall what happened to her
Repression
50
behaving as if they were at an earlier
stage of development
Regression
51
your father throws a tantrum when he was left alone at home
Regression
52
the expression of an unwanted feeling
or mere thought is redirected from a more threatening, powerful person to a weaker one
Displacement
53
an employee shouted at his child after being scolded by his boss
Displacement
54
people distort reality in order to
justify something that has happened
Rationalization
55
a swimming athlete who lost her competition took her
loss as something she expected anyways, and she did
not want the trophy
Rationalization
56
people refuse to accept or acknowledge an anxiety-producing piece of information
Denial
57
a widow never accepted that her husband died in an accident
Denial
58
people attribute unwanted impulses and feelings to someone else
Projection
59
A woman fat-shamed another woman because she is insecure about her body
Projection
60
people divert unwanted impulses into socially approved thoughts, feelings, or behaviors
Sublimation
61
An angry man jogged instead to cool down his anger
Sublimation
62
unconscious impulses are
expressed as their opposite in consciousness
Reaction-Formation
63
A mother who unconsciously resent her child, acts lovingly consciously
Reaction-Formation
64
Crisis: Trust Vs. Mistrust
Period: ?
Virtue: ?
Period: Infancy
Virtue: Hope
65
Crisis: Autonomy vs. Shame and
Doubt
Period:?
Virtue:?
Period:Toddlerhood
(Early Childhood)
Virtue:Will
66
Crisis:Initiative vs. Guilt
Period:?
Virtue:?
Period:Early Childhood(Play Age)
Virtue:Purpose
67
Crisis:Industry vs. Inferiority
Period:?
Virtue:?
Period:Middle and late
Childhood (School Age)
Virtue:Competence
68
Crisis:Identity vs.
Identity Confusion
Period:?
Virtue:?
Period:Adolescence
Virtue:Fidelity
69
Crisis:Intimacy vs. Isolation
Period:?
Virtue:?
Period:Young Adulthood
Virtue:Love
70
Crisis:Generativity vs. Stagnation
Period:?
Virtue:?
Period:Middle Adulthood
Virtue:Care
71
Crisis:Integrity vs. Despair
Period:?
Virtue:?
Period:Late Adulthood
Virtue:Wisdom
72
emphasized the influence of society on the
developing personality
Psychosocial theory by Erikson
73
major psychosocial challenge that is
particularly important at that time and will remain an issue to some degree throughout the rest of life
Crisis
74
each stage requires balancing positive and negative tendency
Psychosocial theory by Erikson
75
successful resolution of each crisis puts the person in
a particularly good position to address the next crisis,
a process that occurs iteratively across the life span
Psychosocial Theory by Erikson
76
social and cultural influences mattered
Psychosocial Theory by Erikson
77
conventional, culturally preferred
timing of important life events
Social Clock
78
development is a lifelong process
Psychosocial Theory by Erikson
79
stage-oriented
Psychosocial Theory by Erikson
80
tendency to create categories
Organization
81
ways of organizing information about the world that govern the way the child thinks and behaves
in a particular situation
Schemes
82
how children handle new information in light of what they already know
Adaptation
83
incorporating it into existing cognitive structures
Assimilation
84
adjusting one’s cognitive structures
to fit the new info
Accommodation
85
children want what they understand of the world to match what they observe around them
Equilibration
86
The first stage of Jean Piaget’s cognitive development is
Sensorimotor Stage
87
from birth to 2 years old
Approx
88
an infant learns to reproduce
events originally discovered by chance
Circular Reactions
89
actions or mental representations that can be performed on objects
Schemes
90
occurs when children use their
existing schemes to deal with new information
Assimilation
91
occurs when children adjust their
schemes to take new information and experiences
into account
Accomodation
92
grouping of isolated behaviors and
thoughts into higher-order system
Organization
93
cognitive conflict
o Children constantly assimilate and accommodate as they seek equilibrium
Disequilibrium
94
children shift from one stage of
thought to the next
Equilibration
95
Exercise their inborn reflexes and gain some control over them
Use of Reflexes (Birth to 1 Month)
[ reflexes ]
96
Practice their reflexes and control them (e.g., sucking whenever they want to)
Use of Reflexes (Birth to 1 Month)
[ reflexes ]
97
Repeat pleasurable behaviors that first occur by chance
Primary Circular Reactions (1-4 months) [ pleasure ]
98
Begin to coordinate sensory information and grasp objects
Primary Circular Reactions (1-4 months) [ pleasure ]
99
They turn towards the sounds
Primary Circular Reactions (1-4 months) [ pleasure ]
100
Repeat actions that brings interesting results
Secondary Circular Reactions (4-8 months)
[ interesting results ]
101
Learns about causality
Secondary Circular Reactions (4-8 months) [ interesting results ]
102
Coordinate previously learned schemes and use previously learned behaviors to attain their goals
Coordination of Secondary Schemes (8-12 months) [ usage of previously learned info ]
103
Can anticipate events
Coordination of Secondary Schemes (8-12 months) [ usage of previously learned info ]
104
Purposefully vary their actions to see results
Tertiary Circular Reactions (12-18 months) [ exploration ]
105
Actively explore the world
Tertiary Circular Reactions (12-18 months) [ exploration ]
106
Trial and error in solving problems
Tertiary Circular Reactions (12-18 months)[ exploration ]
107
Can think about events and anticipate consequences
without always resorting action
Mental Combinations
108
Can use symbols such as gestures and words, and can pretend
Mental Combinations
109
Transition to Pre-operational stage
Mental combination
110
Learns about numbers
Mental combinations
111
the ability to mentally
represent objects and actions in memory, largely through symbols such as words, numbers, and mental picture
Representational Ability
112
Infants develop the abilities
think and remember
113
uses body parts that babies can see develops first
Visible Imitation
114
involves with parts of the body that babies cannot see
Invisible Imitation
115
Piaget believed that children under 18 months could not engage
Deferred Imitation
116
Reproduction of an observed behavior after the passage of time
Deferred Imitation
117
Children lacked the ability to retain mental representations
Deferred Imitation
118
Infants under the age of about ____ act as if an object no longer exists once it is out other line of
sight
8 months
119
Piaget believed that children under ______ could not engage in Deferred Imitation
18 months
120
the realization that something
continues to exist when out of sight
Object Permanence
121
Until about _________, infants use their hands to explore pictures as if they were objects
15 months
122
By ________, children are able to point at a picture of an object while saying its name, demonstrating an
understanding that a picture is a symbol of something
else
19 months
123
proposal that
children under age of 3 have difficulty grasping
spatial relationships because of the need to keep more than one mental representation in mind at the same time
Pre-operational
Dual Representation Hypothesis
124
Jean Piaget’s second stage of cognitive development
Pre-operational
125
Lasting from ages 2 to 7, characterized by the expansion in the use of symbolic thought
Pre-operational
126
Children begin to represent the world with words, images, and drawings
Pre-operational
127
Dominated by egocentrism and magical beliefs
Pre-operational
128
Does not yet perform Operations
Pre-operational
129
which are reversible mental actions that allow children to do mentally what before they could do only physically
Operations
130
beginning of the ability to reconstruct in thought what has been established in behavior
Preoperational Thought
131
Divided into Symbolic Function and Intuitive Thought
Pre-operational
132
being able to think about something in the absence of sensory or motor cues
Symbolic Function
133
Can use symbols, or mental representations such as words, numbers, or images to which a person has attached meaning
Symbolic Function
134
Deferred Imitation: children imitate an action at some point after observing it
Symbolic Function
135
Pretend Play: fantasy play, dramatic play, or imaginary play; children use an object to represent something else
Symbolic Function
136
The most extensive use of ______ is
language
Symbolic Function
137
begin to use primitive reasoning
and want to know the answers to all sorts of questions
Intuitive Thought
138
Occurs approx. 4-7 yrs of age
Intuitive Thought
139
Children also begin to able to understand the symbols that describe physical spaces
Intuitive Thought
140
Piaget believed that children cannot yet reason logically about causality
Intuitive Thought
141
they mentally link two events, especially events close in time, whether or not here is logically a causal relationship
Transduction
142
the concept that people and many things
are basically the same even if they change in outward form, size, or appearance
Identities
143
tendency to attribute life to objects that
are not alive
Animism
144
the tendency to focus on one aspect of
a situation and neglect others
Centration
145
Children cannot Decenter
Centration
146
think about several aspects of a situation at one time
Decenter
147
Involves on focusing on one dimension while
ignoring the other
Centration
148
failure to understand that an action
can go in two or more directions
Irreversibility
149
young children center so much on their own point of view that they cannot take in another’s
Egocentrism
150
the fact that two things are equal
remain so if their appearance is altered, as long as nothing is added or taken away
Conservation
151
the awareness of the broad range
of human mental states – beliefs, intents, desires, dreams, and so forth – and the understanding that others have their own
Theory of Mind
152
Allows us to understand and predict the behavior of others and makes the social world
understandable
Theory of Mind
153
At about 7 years of age, children enter the stage of _________ according to Jean Piaget
Concrete Operational
154
Children can now think logically because they can take multiple aspects of situations into account
Concrete Operational
155
However, their thinking is still limited to real
situations in the here and now
Concrete Operational
156
Better understanding of:
-Spatial concepts
-Causality
-Categorization
-Inductive and Deductive reasoning
-Conservation
-Numbers
Concrete Operational
157
allows to interpret maps and navigate environment
Spatial concepts
158
Seriation, Transitive Inferences/Transivity, and Class Inclusion are under of?
Categorization
159
arranging objects in a series according
to one or more dimensions
Seriation
160
Being able to understand how objects are related to one another
Eg. A < B < C
Transitive Inferences/Transivity
161
ability to see the relationship between a whole and its parts, and to understand categories within a whole
Class Inclusion
162
Pre-operational is divided into two:
Symbolic Function and Intuitive Thought
163
Deferred Imitation and Pretend Play is under?
Symbolic Function
164
Transduction, Identities, Animism, Centration, Egocentrism, Conservation, and Theory of Mind are under?
Intuitive Thought
165
involves making observations about particular members of a class of people, animals, objects, or events, and then drawing conclusions about the class as a whole
{specific > general conclusion)
Inductive Reasoning
166
starts with a general statement about a class and applies it to particular members of the class {general conclusions application}
Deductive Reasoning
167
Piaget believed that children in the concrete
operations stage only used _______?
inductive reasoning
168
Principle of Identity, Principle of Reversibility, and Decenter are under?
Conservation
169
still same object even tho it has different appearance
Principle of Identity
170
can picture what would happen if he tried to roll back the clay of snake
Principle of Reversibility
171
ability to look at more than one aspect
of the two objects at once
Decenter
172
Adolescents enter what Piaget called the highest
level of cognitive development
Formal Operational
173
Adolescents move away from their reliance on
concrete, real-world stimuli, and develop the
capacity for abstract thought
Formal Operational
174
Usually around 11 yrs old (Cognitive Development Theory by Piaget)
Formal Operational
175
They can now use symbols to represent other
symbols, hidden messages, imagine possibilities,
create hypotheses
Formal Operational
176
methodical, scientific approach to problem solving, and it characterizes formal operations thinking
Hypothetical-Deductive Reasoning
177
Involves ability to develop, consider, and test
hypotheses
Hypothetical-Deductive Reasoning
178
Piaget attributed it to a combination of brain
maturation and expanding environmental
opportunities
Hypothetical-Deductive Reasoning
179
According to ____, the new way of thinking of adolescents, the way they look at themselves and their world, is as unfamiliar to them as their reshaped bodies, and they sometimes feel just awkward in its use
David Elkind (Formal Operational)
180
Adolescents can keep many alternatives in mind at the same time yet may lack effective strategies for choosing them
Formal Operational
181
adolescents can think about thinking – their own and the other people’s thoughts
Self-Consciousness
182
a conceptualized “observer” who is concerned with a young person’s thoughts and behavior as he or she is
Imaginary Audience
183
Adolescents often assume everyone is thinking
about the same thing they are thinking about:
themselves
Imaginary Audience
184
belief that they are special, their experience is unique, and they are not subject to the rules that govern the rest of the world
Personal Fable
185
-Underlies much risky, self-destructive behavior
-Brain immaturity biases adolescent toward risky
decision making
Personal Fable
186
Adolescents also become more skilled in social
perspective-taking, the ability to tailor their speech to another person’s POV
Formal Operational
187
decision making is influenced by two cognitive
systems: verbatim analytical and gist-intuitional,
which operate in parallel
Fuzzy-Trace Theory Dual-Process Model
188
Stages of Moral Development by Kohlberg
Stage 1: Obedience and Punishment Orientation
Stage 2: Individualism and Exchange
Stage 3: Good Interpersonal Relationship
Stage 4: Maintaining Social Order
Stage 5: Social Contract and Individual Rights
Stage 6: Universal Principles
189
Levels of Moral Development by Kohlberg
Level I: Preconventional Morality (3-7 yrs old)
Level II: Conventional Morality (Morality of
Conventional Role Conformity) (8-13 yrs old)
Level III: Postconventional Morality (Morality of
Autonomous Moral Principles) (14-older yrs old)
190
What stage and level is Obedience and Punishment Orientation
Stage 1 - Level I: Preconventional Morality (3-7 yrs old)
191
What level and stage is Individualism and Exchange
Stage 2 - Level I: Preconventional Morality (3-7 yrs old)
192
What level and stage is Good Interpersonal Relationship
Stage 3 - Level II: Conventional Morality (Morality of Conventional Role Conformity) (8-13 yrs old)
193
What level and stage is Maintaining Social Order
Stage 4 - Level II: Conventional Morality (Morality of Conventional Role Conformity) (8-13 yrs old)
194
What level and stage is Social Contract and Individual Rights
Stage 5 - Level III: Postconventional Morality (Morality of Autonomous Moral Principles) (14-older yrs old)
195
What level and stage is Universal Principles
Stage 6 - Level III: Postconventional Morality (Morality of Autonomous Moral Principles) (14-older yrs old)
196
What stages are under the Level I: Preconventional Morality (3-7 yrs old)
Stage 1: Obedience and Punishment Orientation
Stage 2: Individualism and Exchange
197
What stages are under Level II: Conventional Morality (Morality of Conventional Role Conformity) (8-13 yrs old)
Stage 3: Good Interpersonal Relationship
Stage 4: Maintaining Social Order
198
What stages are under the Level III: Postconventional Morality (Morality of
Autonomous Moral Principles) (14-older yrs old)
Stage 5: Social Contract and Individual Rights
Stage 6: Universal Principles
199
What stage and level is this
The child/individual is good to AVOID
PUNISHMENT because punishment equates, they
must have done something wrong
“What will happen to me if I do this?”
Stage 1: Obedience and Punishment Orientation
Level I: Preconventional Morality (3-7 yrs old)
200
What stage and level is this
Children recognize that there is not just one right view that is handed down by authorities. They conform to rules out of self-interest and consideration what others can do for them.
“You scratch my back, I’ll scratch yours.”
Stage 2: Individualism and Exchange
Level I: Preconventional Morality (3-7 yrs old)
201
What stage and level is this
The child is good in order to be seen as a good person by others. Approval of others is important.
e.g., Donating to the victims of the recent typhoon and posting it on social media so everyone knows they did something good.
Stage 3: Good Interpersonal Relationship
Level II: Conventional Morality (Morality of
Conventional Role Conformity) (8-13 yrs old)
202
What stage and level is this
The child becomes aware of the rules of the society, so judgement concern obeying the rules to uphold the law and avoid guilt. Law is law.
e.g., Crossing the pedestrian crossing or going on a full stop when the traffic light turned red.
Stage 4: Maintaining Social Order
Level II: Conventional Morality (Morality of
Conventional Role Conformity) (8-13 yrs old)
203
What stage and level is this
Child becomes aware that while rules might exist for the betterment of everyone, there are times you have to bend the law for self-interests. Goodness of all.
e.g., Some lawyers study the law so in case they need it, they can find a loophole and they won’t be convicted. Some laws are unfair and unjust.
Stage 5: Social Contract and Individual Rights
Level III: Postconventional Morality (Morality of
Autonomous Moral Principles) (14-older yrs old)
204
What stage and level is this
People developed their own set of moral guidelines, which may or may not fit the law. The principles apply to everyone. They do what they think is right regardless of legal restrictions or opinion of others. Whatever other people would say.
e.g., LGBTQIA++ community are still being
discriminated and just tolerated by the society, but certain someone thinks that they deserve better. Thus, they do everything to recognize the rights of the people of the minority.
Stage 6: Universal Principles
Level III: Postconventional Morality (Morality of
Autonomous Moral Principles) (14-older yrs old)
205
It is placed too much emphasis on moral
thought and not enough for moral behaviors
Moral Development by Kohlberg
206
people consider the effect of their actions not only on other people but on the universe as a whole
Cosmic Stage
207
Just because a person is capable of moral reasoning does not necessarily mean the person actually engages in moral reasoning
Moral Development by Kohlberg
208
______ is biased against non-western
cultures
Kohlberg’s System
209
Only 20% or 1/5 of adults reach this level of morality
Level 3
210
according to ____, Very sexist and biased against women (males tend to focus on logic and rules)
Gilligan
211
Believes that women prioritize an “ethics of care” as their sense of morality evolves along with their sense of self ; care and empathy
Carol Gilligan
212
the application of principles of logic to moral issues in order to decide which actions are right or wrong, just or unfair
Moral Reasoning
213
Two kinds of Morality according to Piaget
1. Heteronomous Morality (Moral Realism)
2. Autonomous Morality (Moral Relativism)
214
-children think of justice and rules as unchangeable properties of the world, removed from the control of people
- 4-7 years old
- consider the consequences, not the intentions
- “law is law”
- Immanent Justice: concept that if a rule is broken, punishment will happen immediately
Heteronomous Morality (Moral Realism)
215
concept that if a rule is broken, punishment will happen immediately
Immanent Justice
216
from ______, children are in transition showing
some features of the first stage of moral reasoning and some stages of the second
7-10 years old
217
-becomes aware with the rules and laws created by people, and in judging an action, they consider the intentions as well as the consequences
- 10 years and older
- products of cooperative agreements
Autonomous Morality (Moral Relativism)
218
child is not seen as just an outcome of development; the child is an active shaper of development
Ecological Model by Bronfenbrenner
219
to understand development, we must see the child within the context of multiple environments
surrounding
Ecological Model by Bronfenbrenner
220
everyday environment; interactions
with family, friends, etc.
Microsystem
221
have direct contact with the child
Microsystem
222
other people can influence the child and their
environment and can also change the beliefs and
actions of other people
Microsystem
223
very personal and crucial for fostering and
supporting the child’s development
Microsystem
224
linkages between home and school or
between the family or peer groups (events that links the microsystems)
Mesosystem
225
Interaction between child microsystems
Mesosystem
226
family composition, place of residence,
or parents’ employment, and larger events
Exosystem
227
Incorporates other formal and informal social
structures, which do not themselves contain the
child but indirectly influence them as these social
structures affect one of the microsystem
Exosystem
228
Child is not involved and are external to their
experience but nonetheless affect them anyway
Exosystem
229
overarching cultural patterns such as
dominants beliefs, ideologies, and economic and
political systems
Macrosystem
230
How cultural elements affect a child’s development
Macrosystem
231
dimension of time
Chronosystem
232
Consists of all environmental changes that occur
over the lifetime that influence development
Chronosystem
233
-Including major life transitions and historical
events
-Non-normative events
Chronosystem
234
cognitive development is shaped by the sociocultural context in which it occurs and grows out of children’s interactions with the member of the culture
Sociocultural Theory by Vygotsky
235
-cognitive growth as collaborative process
-people learn through social interaction
-placed emphasis on Language
-adults or more advanced peers must help direct and organize a child’s learning before the child can master and internalize it
Sociocultural Theory by Vygotsky
236
the gap between what they are already able to do by themselves and what they can accomplish with assistance
Zone of Proximal Development (ZPD)
237
supportive assistance with a task that
parents, teachers, or others give a child
Scaffolding
238
Allow testers to offer hints to children who were
having trouble answering a question, thereby
focusing on that child’s potential learning
Scaffolding
239
reciprocal, enduring emotional tie between an infant and a caregiver, each of whom contributes to the quality of the relationship
Attachment
240
by Mary Ainsworth; designed to assess attachment patterns between infant and adult
Strange Situation
241
4 kinds of Attachment by Ainsworth and Mahler
1. Secure Attachment
2. Avoidant (Insecure) Attachment
3. Ambivalent (Resistant) Attachment
4. Disorganized-Disoriented Attachment
242
-flexible, resilient
- ________ in early development becomes a
foundation for psychological development later
Secure Attachment
243
- grow up as secured adults, can speak about
attachment relationships with feeling but will also be thoughtful and reflective
- balances dependency and exploration,
balances emotion and thought
Secure attachment
244
Parenting Style: Sensitive and Responsive
Secure Attachment
245
If you have this attachement, low avoidance, low anxiety
Secure Attachment
246
outwardly unaffected by a caregiver leaving or returning
Avoidant (Insecure) Attachment
247
Not distressed if caregiver leaves, do not reestablish contact when they return
Avoidant (Insecure) Attachment
248
grow up as dismissing adults, attachment is devalued and dismissed by these adults with concomitant emphasis on though separated from emotions
Avoidant (Insecure) Attachment
249
Parenting Style: Inconsistent, often unresponsive
Avoidant (Insecure) Attachment
250
If you have Avoidant (Insecure) Attachment, what will be your Parenting style?
Inconsistent, often unresponsive
251
If you have this attachement, low anxiety, high avoidance
Avoidant (Insecure) Attachment
252
If you have Secure Attachment, what will be your Parenting Style?
Sensitive and Responsive
253
generally anxious even before the caregiver leaves
Ambivalent (Resistant) Attachment
254
Cling to the caregiver then push them away when comforted
Ambivalent (Resistant) Attachment
255
grow up as enmeshed adults (pre-occupied), cannot turn their attention away from attachment, provide contradictory, rapidly alternating views of their attachment relationships accompanied by a gush of vivid memories
Ambivalent (Resistant) Attachment
256
Parenting Style: rejecting-unresponsive or intrusive-overly stimulating (inconsistent)
Ambivalent (Resistant) Attachment
257
If you have Ambivalent (Resistant) Attachment, what will be your Parenting Style?
rejecting-unresponsive or intrusive-
overly stimulating (inconsistent)
258
If you have this attachment, low avoidance, high anxiety
Ambivalent (Resistant) Attachment
259
lack a cohesive strategy to deal with the stress of the strange situation; they show contradictory, repetitive, or misdirected behaviors; confused and afraid
Disorganized-Disoriented Attachment
260
Strong patterns of avoidance and resistance or
display certain specified behaviors such as extreme fearfulness
Disorganized-Disoriented Attachment
261
have psychopathological tendencies
Disorganized-Disoriented Attachment
262
Parenting Style: frightened and frightening
Disorganized-Disoriented Attachment
263
If you have Disorganized-Disoriented Attachment, your Parenting Style will be?
frightened and frightening
264
If you have this attachment, you are high avoidance, high anxiety
Disorganized-Disoriented Attachment
265
Children who were classified as ___________ were more likely to have better relationships with peers and teachers in later childhood than those classified as insecure
Securely attached
266
According to ______, attachment styles resulted
from repeated interactions with a caregiver
Bowlby
267
wariness of a person she does not know
Stranger Anxiety
268
crying when caregiver leaves
Separation Protest
269
Babies react negatively to strangers by ______
8 or 9 months
270
the ability of both infant and caregiver to respond appropriately and sensitively to each other’s mental and emotional states
Mutual Regulation
271
seeking emotional information to guide behavior
Social Referencing
272
Five Stages of Attachment Development
Stage 1 (birth to 3 months)
Stage 2 (3 to 6 months)
Stage 3 (6 to 9 months)
Stage 4 (9 to 12 months)
Stage 5 (12 months and older)
273
Infants uses sucking, rooting, grasping, smiling, etc. to maintain closeness with caregivers
Stage 1 (birth to 3 months)
274
more responsive to familiar figures than to strangers (responsive to mama only)
Stage 2 (3 to 6 months)
275
infants seeks physical proximity and contact with objects of attachment (finding mama)
Stage 3 (6 to 9 months)
276
Infants form internal mental representation of object of attachment, including expectations about caregiver’s typical responses to signals of distress (forming mental rep of objects of attachment)
Stage 4 (9 to 12 months)
277
child uses variety of behaviors to influence the behavior of the objects of attachment in ways that will satisfy needs for safety and closeness (papansin era)
Stage 5 (12 months and older)
278
– a complex set of reflexes and signaling behaviors that bring about caregiving responses from adults
Attachment Behavior System
279
When the child is frightened or separated from the mother, the ________ is activated and the child will seek proximity or physical closeness to
the mother
Attachment system
280
The child is motivated to attain a___________, a subjective experience of safety and
well-being
sense of security
281
When the child feels secure, the _________is deactivated and the ________ is turned on
Attachment system : Exploratory System
282
According to Bowlby, ______ is a primary drive
Attachment
283
need to form attachment to one significant person
Principle of Monotropy
284
through repeated attachment experiences, the child develops expectations about the availability and responsiveness of the mother
Internal Working Model of Attachment
285
distress when a familiar caregiver leaves her
Separation Anxiety
286
upon the disappearance of the caregiver, the infant will cry, and will resist soothing from others
Protest
287
when the separation is prolonged, the infant becomes quiet, sad, passive, and apathetic
Despair
288
infants become emotionally detached from other people
Detachment
289
focused on independence,
how the child grows entirely dependent being to one who is relatively independent, both physically and
psychologically
Psychological Birth
290
1-3 years old Successful completion of the developmental stages in first few years of life results in separation and individuation
Mahler – Separation-Individuation Theory
291
internal process of mental separation from the mother
Separation
292
developing self-concept
Individuation
293
Children exist in a symbiotic phase until they reach
about _____ of age: They are unaware of their surroundings and others and only are cognizant of themselves as one with their mothers
6 months
294
As the child ____, perception of his or her mother begins to evolve and the child internalizes the images of her
Matures
295
Disruptions in normal developmental trajectory
could lead to _____
Maladaptive behavior
296
first weeks of life and shows little social engagement
Normal Autistic Phase (0-1 month)
297
infant is focused on himself/herself
Normal Autistic Phase (0-1 month)
298
uninterested in external stimuli
Normal Autistic Phase (0-1 month)
299
Primary Goal: achieve a state of equilibrium, while lacking the understanding that the satisfaction needs may come from an external source
Normal Autistic Phase (0-1 month)
300
as if they are inside their own egg shell
Normal Autistic Phase (0-1 month)
301
first 6 months of life, occurs when the child gains awareness of caregivers but has no sense of individuality
Normal Symbiotic Phase (1-5 month)
302
acknowledges the mother’s existence as the main source of need-satisfaction
Normal Symbiotic Phase (1-5 month)
303
egg extends to include the mother
Normal Symbiotic Phase (1-5 month)
304
4 or 5 months
Separation-Individuation (5-24 months)
305
child develop a sense of self, separated from the mother
Separation-Individuation (5-24 months)
306
In separation, the infant develops an _______
Understanding of boundaries of the self
307
_______ marks the development of a sense of
self
Individuation
308
occurs when the child first gains
awareness that he or she is separate from the mother (5-10 months)
Differentiation
309
occurs when child becomes toddler,
gaining motor skills that enable the child to explore the world independently from his or her caregivers
(10-16/18 months)
Practicing
310
backing off” from separation, the
child becomes anxious about separation from his mother and regains closeness (18-24 months)
Rapprochement
311
development of an internalized
mental model of the mother, which unconsciously accompanies and supports the child even when they
are physically separated (24+ months)
Object Constancy
312
James Marcia distinguished four categories that differ according to the presence or absence or crisis
and commitment
Identity Formation by Marcia
313
period of conscious decision making
Crisis
314
personal investment in an occupation or ideology
Commitment
315
Represent the status of identity development at a particular time, and they may change in any direction as young people continue to develop
Identity Formation by Marcia
316
crisis leading to commitment
Identity Achievement
317
commitment without crisis
Foreclosure
318
crisis with no commitment yet
Moratorium
319
no commitment, no crisis
Identity Diffusion
320
observed behavior as a predictable
response to experience
Behaviorism
321
response to a stimulus is
evoked after repeated association with a stimulus that normally elicits response
Classical Conditioning
322
Watson’s “Little Albert Experiment”
Classical Conditioning by Pavlov
323
consequences
of
“operating” on the environment; reinforcements and
punishments
Operant Conditioning
324
increasing the likelihood that the
behavior will be repeated
Reinforcement
325
decreasing the likelihood of repetition
o reinforcement is most effective when it immediately
follows a behavior
Punishment
326
behavior returns to its original level
when a response is no longer reinforced
Extinguished
327
reacting to conditions or aspects of their environment that find pleasing, painful, or threatening
Behaviorism
328
behaviorist sees the
environment as the chief impetus for development and Bandura suggested that the impetus for development is bidirectional
Reciprocal Determinism
329
stimulus > response
Behaviorism
330
stimulus > response >
stimulus
Social Cognitive Theory
331
people learn appropriate social behavior chiefly by observing and imitating models – that is, by watching other people (usually whose behavior is perceived as valued in their culture)
Observational Learning
332
cognitive processes are at work as people observe models, learn chunks of behavior, and mentally put the chunks together into complex new behavior patterns
Social Cognitive Theory
333
confidence in one’s ability
Self-Efficacy
334
Sources of Self-Efficacy
Mastery of Tasks
Social Modeling
Social Persuasion
Physical and Emotional States
335
learning by doing
Experiential Learning Theory
336
Focuses on the best way to learn things is by actually having experiences
Experiential Learning Theory by Kolb
337
Learning is the process whereby knowledge is created through the transformation of experience
Experiential Learning Theory by Kolb
338
new experience or situation, or
a reinterpretation of existing experience in the light of
new concepts
Concrete Experience
339
emphasizes personal involvement with people in everyday situations
Concrete Experience
340
learner has a new experience and interpret a previous experience in a new way
Concrete Experience
341
reflects on the new experience in the light of their existing knowledge of particular importance are any inconsistencies between experience and understanding
Reflective Observation
342
people understand ideas and situations from different points of view
Reflective Observation
343
rely on patience, objectivity, and careful judgment but would not necessarily take any action
Reflective Observation
344
reflects on the new experience
Reflective Observation
345
reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience)
Abstract Conceptualization
346
using theories, logic and ideas, rather than feelings, to understand problems or situations
Abstract Conceptualization
347
adapts their thinking or constructs new ideas based on experience and reflection
Abstract Conceptualization
348
newly created or modified concepts give rise to experimentation; applying their ideas to the world around them
Active Experimentation
349
learner would take a practical approach and be concerned with what really works, as opposed to simply watch the situation
Active Experimentation
350
Concrete experience and Reflective
observation
Diverging
351
tend to perform better in situations that call for generation of ideas
Diverging
352
prefer groups, listening with an open mind and receiving personalized feedback
Diverging
353
Abstract Conceptualization and
Reflective Observation
Assimilation
354
best at understanding wide range of information and putting it into concise, logical form
Assimilation
355
interested in ideas and abstract concepts
Assimilation
356
prefer reading, lectures, and exploring analytical models
Assimilation
357
Abstract Conceptualization and Active Experimentation
Converging
358
best at finding practical uses for ideas and theories
Converging
359
prefer to deal with technical tasks and problems rather than with social issues
Converging
360
prefer to experiment with new ideas, simulations, and lab experiments
Converging
361
Active Experimentation and
Concrete Experience
Accommodating
362
enjoy carrying out plans and involving themselves in new and challenging experiences
Accommodating
363
prefers to do field work, and test out different
approaches to completing a project
Accommodating
