exam 4 Flashcards
(360 cards)
1
Q
biological maturation causes social and personality development
A
psychoanalytic theories
2
Q
humans have biological
A
urges and drives
3
Q
psychoanalytic theories: development results from
A
satisfying or resolving biological urges
4
Q
freud: behaviors are motivated by
A
need to satisfy drive
5
Q
continuity of individual differences we have
A
psychoanalytic
6
Q
freud psychoanalytic
A
psychic energy
7
Q
psychic energy propelled by
A
id, ego, superego
8
Q
instintual, animalistic, pleasure principle
A
ID
9
Q
you walk by a store and see a jacket you really want, according to your id you will
A
steal it
10
Q
id ___ principle
A
pleasure
11
Q
sense of reality, reality principle, balances, needs, drives, reality around us
A
ego
12
Q
you walk by a store and see a jacket you really want, according to your ego you will not steal because
A
think through consequences
13
Q
conscious, society rules and norms
A
superego
14
Q
you walk by a store and see a jacket you really want, according to your ego you will not steal because
A
morally wrong, sense of guilt
15
Q
fixation
A
getting stuck
16
Q
when ____, we become fixated in a particular stage of development
A
needs are not met
17
Q
Erickson: development is driven by
A
8 life crises
18
Q
life crises are similar to
A
biological drive
19
Q
in each of eriksons stages, we have
A
a crisis we have to resolve
20
Q
crises arise from
A
interaction between biological maturation and socio-cultural demands
21
Q
must resolve each crisis
A
to prepare for next crises and move to next stage of development
22
Q
Erickson stage 1
A
trust vs mistrust
23
Q
trust vs mistrust development
A
infants learn to trust others to care for their basic needs
24
Q
trust vs mistrust social agents
A
caregivers
25
erikson stage 2
autonomy vs shame and doubt
26
autonomy vs shame and doubt development
children learn to feed, dress, wash themselves
27
autonomy vs shame and doubt social agents
parents
28
erikson stage 3
initiative vs guilt
29
initiative vs guilt development
children act grown up and accept responsibilities that are beyond their abilities
30
initiative vs gult social agents
family
31
autonomy vs shame and doubt is learning
self-control
self-esteem
trying new things
32
negative development of autonomy vs shame and doubt
develop dependence
33
initiative vs guilt is learning
conscious
developing what is expected of you
sense of responsibility
34
negative development of initiative vs guilt
having to be told many times to do chores
35
erikson stage 4
industry vs inferiority
36
industry vs inferiority development
children compare themselves with peers and master important social and academic skills for culture
37
industry vs inferiority social agents
peers, teachers
38
industry vs inferiority is developing
skills
sense of cooperation
39
comparing yourself is a benchmark to you
industry vs inferiority
40
erikson stage 5
identity vs role confusion
41
identity vs role confusion development
adolescents establish basic social and occupational identities
42
identity vs role confusion social agents
society, peers
43
identify vs role confusion is figuring out
who you are
groups, personality
44
erikson stage 6
intimacy vs isolation
45
intimacy vs isolation development
young adults form strong romantic and platonic relationships
46
intimacy vs isolation social agents
spouses, lovers, close friends
47
intimacy vs isolation is forming
attachments, healthy relationships
48
negative development of intimacy vs isolation
distant, isolated
49
erikson stage 7
Generativity vs stagnation
50
Generativity vs stagnation development
adults assume adult-like roles such as raising families and jobs
51
Generativity vs stagnation social agents
cultural norms, family
52
Generativity vs stagnation is when you
build out life
adult responsibilities
53
erikson stage 8
ego integrity vs dispair
54
ego integrity vs despair development
older adults reflect on life, decide whether it was meaningful
55
ego integrity vs despair social agents
culture, own life experiences
56
ego integrity vs despair is when you
look back on life, reflect whether it was worth it or not
57
contributions of eriksons stages
emphasis on social factors of development
views on development as a life-long process
58
eriksons stages criticisms
no explanation for why the crises are so important for development
no testable hypothesis
59
traditional vs contemporary learning
external vs socialization
60
traditional/external learning
traditional behaviorism
based on observable behavior
reinforced
not based on cognition
61
having learned something based on behavior is what type of learning
traditional/external
62
contemporary/socialization learning
cognitive thought, most behaviors are a mix go observable things as well as cognition
63
Watson learning
classical/nuture
64
who says children develop based on entirely nuture
Watson
65
according to Watson, ___ does not matter
biology
66
skinner learning
operant/reinforcement
67
skinner: some ___ involved, but more ___
nature, reinforcement
68
skinner operant conditioning
more importantly, the consistency
69
___ reinforcement is harder to distinguish
intermittent
70
bandura learning
social/imitation
71
vicarious reinforcements
sister watches brother push someone, and he gets yelled at
72
learning by seeing punishment of others
bandura
73
reciprocal determinism
child has an equal role n their own development
74
bandoras cognitive social learning theory
mot human learning is inherently social and based on observational learning
75
vicarious positive punishment
saw sibling get in trouble, you won't do what they did
76
bandura theory: not necessarily
to emit behaviors or receive reinforcement directly
77
observational learning relies on
cognitive processes
78
attend to the models behavior
attention
79
to learn through observational learning, you need to br
paying attention to the scenario
80
decide which behaviors to learn
selection and encoding
81
you may be paying attention, but if you decide you are not going to learn
emulate those behaviors or not
82
store information in memory so can reproduce the behavior later
memory
83
your turn to put the behavior into effect
memory
84
3 conditions of bobo doll study
reward, punishment, no consequence
85
after the bobo doll video, initially measured
acts of aggression toward bobo with no incentive
86
later, in the bobo doll study they added
incentive, reward
87
those who saw the adult get rewarded for aggression
acted aggressively
88
those who saw the adult get no consequence for acing aggressively
acted aggressively
89
if they were given a positive incentive they are more likely to act
violently, regardless of video/condition
90
bobo doll IV
reward, punishment, no consequence, positive and negative incentive
91
bobo doll DV
average # of imitative behaviors
92
contributions to banduras cognitive social learning theory
theory is derived from data, leading to clear predictions about findings
93
bandura social learning theory show emphasis on
behaviors that have real-life applications
94
criticisms of bandura social learning theory
lack of attention to biological factors
are the findings ecologically valid
learning does not bring about biological factors
95
ethological and evolutionary theories: social development we have is based on
evolutionary behavior
96
97
ethological and evolutionary theories: we have developed certain abilities that
help us survive
98
study of evolutionary basis of behavior and contributions of evolved behaviors to survival and development of a species
ethology
99
Ethological and evolutionary theories emphasizes the importance of
socio-economic development for survival
100
classic ethological view
animals are born with biologically programmed behaviors that promote survivali
101
imprinting
baby born, latch onto who they see as a mother
102
classic ethological" behaviors evolve through
natural selection
103
human ethological view
human infants display programmed behaviors
104
human ethnological view: they promote ____ that will ensure survival and development
social experience
105
example of programmed behaviors
crying
106
baby crying signals __, results in ____, baby learns that ____
infants distress
caregivers response
crying gets them what they want
107
modern evolutionary theories
survival of the individual's genes, not just the survival of the individual
108
we evolve for the
survival of genes
109
contributions for ethological and evolutionary theories
focus on biological influences of development
comparative studies of behavior in natural settings
110
criticisms of ethological and evolutionary theories
theories are hard to test
what about the role oof learning in development
111
active child
children are a large part of the human species, and they play an active role in their own development
112
big way in which we develop socially
play
113
each game we play as children (like hide and seek, or hungry hippos)
teaches us different things
114
when certain behaviors are more likely to appear
critical periods
115
childrens characteristics and behaviors lead them to particular environments
reciprocal determinism
116
bidirectionally of nature and nature
bioecological
117
bioecological: we exist in these systems
microsystem, mesosystem, exosystem, macrosystem, chronosystem
118
microsystem
as an individual, what you are surrounded by
119
family, friends, school, neighborhood are part of ___system
micro
120
mesosystem
connections between Microsystems
121
your family hangs out with the family of your friends is ___ system,
meso
122
exosystem
things that affect you indirectly
123
macrosystem
cultural beliefs, customs, laws, society has
124
chronosystem
how society has changed overtime
how you have changed overtime
125
psycho-analytic: what drives develop
biological drive
126
psycho-analytic: theorists
freud, erikson
127
psycho-analytic: dev. shape
discontinuous
128
psycho-analytic: nature
yes
129
psycho-analytic: nurture
maybe
130
psycho-analytic: data
no
131
learning: what drives develop
external factors
132
learning: theorists
Watson, skinner, bandura
133
learning: dev. shape
continuous
134
learning: nature
no
135
learning: nurture
yes
136
learning: data
yes
137
ethological/evolutionary: what drives develop
survival
138
ethological/evolutionary: theorists
Lorenz, bowlby
139
ethological/evolutionary: development shape
continuous
140
ethological/evolutionary: nature
yes
141
ethological/evolutionary: nurture
no
142
ethological/evolutionary: data
maybe
143
social cognition focus on
thinking
144
self-socialization
how do we think, feel, motivate ourselves
145
social cognition continuous vs discontinuous
both
146
dodge studied
aggression
147
children use aggression as a strategy to
learn social interactions
148
social cognition shortcomings
does not address biology
does not adress myelin, brain
we know that it has an impact but these theories do not address
149
attachment: psychoanalytic theory
freud: breast-feeding satisfies drive for oral fixation
erikson: getting fed builds trust
150
attachment: learning theories
operant condioning; reinforcement from milk/attention
151
attachment: ethological and evolutionary theories
Lorenz: attachment= innate imprinting mechanism
bowlby: attachment= innate survival mechanism
152
innate survival mechanism
we are going to attach to parents because of genes
153
if attachment results from hunger then infants should
only need food to attach to mothers
154
according to major theories, the monkey should attach to the
wire monkey for food
155
baby monkeys spent most of their time with
cloth mom
156
___ mom was important when baby monkeys felt threatened
cloth
157
baby monkeys raised in isolated cage, after isolation measured social behaviors
very disturbed, odd social behaviors
158
monkeys were ____ during isolation
unhappy and depressed
159
after prolonged isolation, monkeys could not
interact normally with other monkeys, withdrew and self harmed
160
isolation effects were short or long term
long
161
rehab for isolates
previously isolated monkeys paired with therapist monkey
162
pairing with therapist monkey results
showed fear but improved slowly
163
isolates were good or bad first time mothers, good or bad second time
bad, bettle
164
Harlow: attachment does not equal
associating food with comfort, drive reduction, oral fixation, imprinting
165
harlow: attachment does equal
feeling love, comfort, security
166
harlow attachment is necessary for survival and development especially in times of
stress and uncertainty
167
secure attachment
level of trust/dependency
feeling safe
168
insecure attachment
anxious, avoidant, disorganized
169
anxious attachment
want closeness/distrust
170
ally's boyfriend wants to go out, she has an anxious attachment she will say
even though you aren't with me you are still going to love me right
171
avoidant attachment
needy/withdrawal
172
disorganized attachment
confused/emotionally vary
173
you trust your partner, they go off on a trip with friends: if you have a secure attachment style
you are okay with it, go have fun
174
you trust your partner, they go off on a trip with friends: if you have an anxious attachment
you will freak out, not anger
175
you trust your partner, they go off on a trip with friends: if you have an avoidant attachment
fine, go have fun. I had fun without you, I dont need you right now
176
you trust your partner, they go off on a trip with friends: if you have a disorganized attachment
confused on your end and varying emotionally
177
attachment is something similar to
love, comfort, security
178
attachment is necessary for typical _____ development in infants
physical, cognitive, social
179
social interactions promote
long living, healthy behaviors
180
gender-related differences in young infants
besides anatomy, not much
181
later in life, boys are better in
visual-spatial tasks of mental rotation and high-stake math tests
182
only sense that is similar
vision
183
men are more
physically aggressive, take more risks, independent
184
men are more prone to developmental problems related to
cognition
185
later in life girls are better in
language-related tasks and expressing and being sensitive to emotions
186
girls are more
compliment and likely to ask and receive help
187
girls are more prone to
social-emotional disorders
188
contribution to gender development
biological, cognitive, socio-cultural
189
development = interaction of
biological, cognitive, socio-cultural
190
caveat
most gender differences show small effect sizes, there is significant variability within each gender
191
much greater variability ____ genders
within
192
Kohlberg understanding gender constancy
knowledge of gender must be constructed by the child, stage by stage
193
kohlberg stage 1
gender identity
194
koglberg stage 1 age
0-3 years
195
kohlberg stage 1: gender identity example
I am a girl
196
kohlberg stage 1: gender identity achievement
learn about own gender (superficial chars)
197
kohlberg stage 1: gender identity do not know
gender is permanent
198
kohlberg stage 1: gender identity defining characteristics
defining characteristics is long hair= girl, short hair=boy
199
kohlberg stage 2 and age
gender stability
3-7 years
200
kohlberg stage 2: gender stability example
girls become moms
201
kohlberg stage 2: gender stability achievement
learn the gender is stable over time
202
kohlberg stage 2: gender stability do not know
gender is independent of appearance
203
kohlberg stage 2: gender stability stable=
characteristics can change, but what was one gender will continue to be that gender
204
kohlberg stage 3 and age
gender constancy, 7+
205
kohlberg stage 3: gender constancy example
once a girl, always a girl
206
kohlberg stage 3: gender constancy achievement
learn that gender is consistent across situations
207
end state goal of kohl bergs stages
gender constancy
208
understand that superficial changes do not alter the actual essence of the gender
gender constancy
209
kohlberg similar to freud; when they achieve gender constancy = when they achieve ___ (freud)
conservation
210
sometimes ___ persist even after achieving gender constancy
stereotypes
211
social learning theory (gender, bandura)
learn appropriate gender behavior by observing others
212
learn about gender from
family, teachers, friends, TV, media
213
self-report questionnaire for parents, adjectives used
firm/soft
strong/weak
large/small
noisy/quiet
214
parents of boys in questionnaire describe them as
strong, noisy, hardy
215
parents of girls in questionnaire described them as
soft, small, quiet
216
parents fall into gender stereotypes
without realizing before birth
217
mothers ___ girls ability to crawl and ____ boys ability
underestimate, overestimate
218
pushing matches/aggression, stop if ___ let go if ___
girl, boy
219
running, jumping, playing with objects, noise negative feedback for
girls
220
asking for help, negative reaction for
boys
221
children wore snowsuits so you could not see gender, if one was aggressive observers assume it was a
boy
222
if the observers thought that the girls were aggressive, they would more likely say
you need to calm down
223
if the observers thought that the boys were aggressive, they would more likely say
they are playing
224
initially, gender differences are
minor
225
overtime, measurable differences between gender arise due to
biological, cognitive, social influences
226
gender development is influenced by
child and others
227
is intelligence
a. fixed at birth, or modifiable
b. singular or multi-component
c. fluid or crystalized
all ov the above
228
intelligence is fixed and modifiable
both nature and nurture
229
nature says intelligence is ___, nurture says ____
fixed, modifiable
230
singular intelligence
g, s,
231
singular intelligence: g
general, everybody has a general level of intelligence, but the levels are different
232
specific intelligence: g does not specify
what those particular skills are
233
intelligence is crystalized
facts, information, knowledge
234
if you know the first president, or what you had for breakfast, you are showing ___ intelligence
crystalized
235
intelligence is fluid
ability to learn
236
if you are problem solving, you are showing ____ intelligence
fluid
237
fluid intelligence is the process of
gaining knowledge, adapt, incorporate new information
238
gardner/thurstone intelligence categories
linguistic, logical/mathematical, bodily/kinesthetic, spatial, musical, interpersonal, intrapersonal, nature, religious
239
linguistic intelligence
language, reading comprehension, writing
240
logical/mathematical intelligence
think logically, mathematically, critical thinking
241
critical thinking is the process of
"if and" statements
242
bodily/kinesthetic intelligence
chew gum and walk
athletic
understand how to be efficient
243
spatial intelligence
draw, computer graphics, visual spatial skills, dimensions
244
musical intelligence
music, sing, instrument, understand lyrics and rhythms
245
interpersonal intelligence
interactions with other people, ability to work with people, read people, empathetic
246
what jobs have good interpersonal employees
psychologist, social work
247
intrapersonal intelligence
understanding yourself, recognizing emotions, self-reflective
248
nature intelligence
understanding the world, how nature and the environment works
keeping a plant alive
249
varied influencing factors of intelligence
child, parents, SES, education, culture, race
250
average IQ score
100
251
IQ score SD
16
252
70% of the population lands with an IQ score of
84-116
253
the top 2% IQ scores
132
254
bottom 2% IQ score
68
255
is there consistency in IQ tests
relatively high, strong correlation
256
the closer in time the tests are administered, the ___ reliable they are
more
257
IQ test scores are more stable at
older ages
258
classical thinking of IQ
higher IQ, better job you have, so more money you make
259
IQ does not measure ___ we know, it measures ____ we know
what, ability to
260
generally, higher IQ more pay applies
across education
261
with classical thinking, if IQ scores are your ability, then it should or should not matter what education is
should not
262
validity of IQ
questionable
263
children of low SES core 10-15 points ___ than middle class
lower
264
SES differences are observed as early as
first year of life
265
caveat about IQ tests
they measure performance, not ability
266
IQ we infer __ based on ___
performance, ability
267
incremental theory: beliefs
malleable, flexible ability
268
incremental theory: goals
learning goals- mastering material
269
incremental theory: behavior
stress mastery
270
entity theory: beliefs
fixed, inflexible ability
271
entity theory: goals
performance goals
272
entity theory: behavior
learned helplessness
273
incremental focus is not to ____ but to ____
get the best score, learn the material
274
entity focus is you have
a certain intellectual ability that is it
275
which implicit theory of intelligence is focused on getting the best score
entity
276
learned helplessness
learning actions dont make a difference
no matter what you do it will not change
277
learning that your actions will not make a difference with the current problem
learned helplessness
278
10 year olds presented with possible and impossible math problems; the learning goals ____, while the performance goals ___
tried harder, tried something new
devastated and threatened by failure, give up
279
incremental theory ___ competence, while the entity theory avoids ____
increase, bad evaluation
280
incremental theory enjoys ___ while entity theory prefers ___
challenges, easy work
281
incremental theory ___ skills while entity theory ___ skills
improve, prove
282
incremental theory evaluation = ___, entity theory evaluation=____
helpful, anxiety
283
incremental theory is persistence or helplessness
persistence
284
when you are being observed your behavior changes
Rosenthal effect
285
____ influence subjects' performance
experimenters' expectations
286
Rosenthal effect in rats: initially
no difference
287
Rosenthal in rates, after a while the bright rats ____, and the dull rates ___
performed better, performed worse
288
why did the bright rats perform better
more support from researchers
289
children were given a test, teachers told "bloomers" vs "non-bloomers", at the end of the school year
bloomers IQ increased by 15 pts, no change in non-bloomers score
290
teachers expectations led to
real progress and differences
291
math scores: US from K to 5th
went down consistently
292
math scores: Taiwan
increased from K to 1st, slightly down at 5th
293
math scores: Japan
started high, went down at 1st, back up at 5th
294
difference in math scores due not to
general cognitive differences
295
US children did better in
reading
296
__ and ___ children started with same math score
US, Taiwan
297
why are there differences in math scores
school life, homework, mothers' evaluations
298
___ spend more time in school and on homework
aisan
299
US children spend ____ time in math class than language and reading
less
300
US students spend ___ time in classroom
less
301
US students spend __ time listening to the teacher
less
302
___ students report liking school more
aisan
303
__ mothers rate their children's progress better than ___ mothers
US, asian
304
___ mothers are more satisfied with their childrens school and progress
US
305
US mothers focus more on
reading
306
US mothers believe that success is due to
ability
307
Asian mothers believe that success is due to
effort
308
parents beliefs and expectations --> different
learning environments
309
achievement depends on
own theories of intelligence
310
development =
nature + nurture
311
piaget defined __ stages in childrens moral reasoning
2
312
piaget 2 stages moral reasoning
heteronomous, transitional, autonomous
313
stage of rigid rules, cannot be modified
heteronomous morality
314
heteronomous morality outcome is more important than
intention
315
in the heteronomous morality stage, you dont steal from your parents because
there is a consequence
316
go from everything is rigid to more flexible
transitional period
317
in the transitional period ___ is more important
intention
318
stage of autonomous morality
what is the intention behind something
319
in the autonomous morality stage, you dont steal from parents because
it is a bad thing
320
critique of Piaget's theory: supported by
research
321
critique Piaget: little support that ___ stimulates moral judgement
peer interaction
322
concrete operations, they are not aware of ___, in ____ morality stage
intention, heteronomous
323
concrete operation, ____ morality stage
transitional
324
formal operation ____ morality stage
autonomous
325
__ used to assess moral reasoning
heinz dilemma
326
kohlbergs 2 levels
pre conventional, conventional
327
self-centered, focusing on getting rewards and avoiding punishment
pre conventional
328
stages of pre-conventional
punishment and obedience orientation
instrumental and exchange orientation
329
punishment and obedience orientation
goal is you want to do the right thing but it is more important to avoid punishment
330
instrumental and exchange orientation
self-interest
goal is to be happy
331
centered on social relationships, focusing on compliance with social duties and laws
conventional level
332
stages of conventional level
a. mutual interpersonal expectations, relationships, and interpersonal conformity
b. social system and conscience orientation
333
centered on ideals, focusing on moral principles
post conventional
334
postconventional stages
- social contract or individual rights orientation
- universal ethical principles
335
kohlberg moral theory useful in understanding
contribution of cognitive processes to moral behavior
336
kohlberg morality: not sufficient distinction between
moral issues and social convention
337
kohlberg morality: reasoning not
continuous
338
kohlberg morality: gender
not indicated
339
growth in moral reasoning occurs through gradual changes based on
child's social interaction with peers and adults
340
growth in moral reasoning occurs through direct
socialization from parents
341
influence and relationships are
bidirectional
342
by age 3 children believe that violation of ____ are more wrong than violation of ____
moral rules
social conventions
343
by age 4, children believe that ____ are wrong
moral transgressions
344
successful negotiation of social worlds requires
understanding of principles in three domains of knowledge
345
3 domains of social knowledge
moral, societal, personal
346
moral domain
right and wrong, fairness and justice, individual rights
347
moral domain applies to
all contexts, supersede rules and authority
348
societal domain
concepts regarding rules and conventions through which society maintains order
349
personal domain
pertains to actions in which individual preferences are the main consideration
350
I take out a knife and stab someone:
moral domain ___
societal domain ___
personal domain ___
wrong, wrong, depends on person
351
when I am done drinking a plastic water bottle, I throw it onto the grass:
moral domain ___
societal domain ___
personal domain ___
wrong, wrong, depends
352
social judgement is determined by
culture
353
addressing others' needs is a
moral obligation vs matter or personal choice
354
children of ___ SES are less likely than those who are ____ children to differentiate moral and social-convention actions
lower, middle-class
355
an integral regulatory mechanism that increases the individuals ability to conform to standards of conduct accepted in his or her culture
conscience
356
the one thing that the bioecological system does not address
biology
357
conscience promotes childrens
compliance with adults rules and standards and adherence to cultural standards
358
conscience is
innate
359
by age ___ children recognize moral standards and exhibit guilt
2
360
