Final Exam Review Flashcards

Question

How is Freud's perspective differed from Darwin?

Answer 1

Unconscious mind is primitive and has evolved like our physical traits have evolved. (Infants are born with instinctual/psychic energy (the libido) which energizes and directs all human activity 1) Eros: Positive life energy, includes hope and sexual desire 2) Thanatos: Negative death energy; includes aggression

Answer 2

Freud taught Erikson: Erikson embraced Freud's concepts of structural systems, maturational stages, and unconscious motivatoin--erogenous zones Erikson's work emphasized development as a series of crises, which occurs between an invdividual society

Answer 3

Shift from stage theory to quantitative change/observable behavior People do not pass through a series of stages People are affected by environment influences Behaviorism=learning Learning occurs by noticing changes in behavior

Answer 4

We learn to behave appropriately based on modeling 1) The transmission values, attitudes, thoughts, and behavior 2) We learn from exemplars Modeling can imitation but it is not just imitation 1) Modeled activites convey rules/structures displayed in the exemplars (e.g. includes "how to" behaviors)

Answer 5

``` Parents & siblings Peers Teachers Same-sex genders People we have things in common with People with respect People in power Media ``` You are more likely to model when… you can pay an appropriate amount of attention. you remember what you see. you have the ability to reproduce the behavior. you are influenced by a models characteristics. ALSO… the quality of the relationship matters. the value of the behavior matters. you are likely to model if you receive a desirable reward.

Answer 6

Schemas: Mental structures of how we understand the world (we organize information, concepts, and knowledge and represent behaviors and actions) Earliest schemas include our innate reflexes and actions (sucking, grasping, hitting) Then, schemes become more advanced from infancy to adulthood (getting a job) All signal advanced cognitive development.

Answer 7

Children can learn difficult tasks through the assistance of other/experience people; learn best when they work with a more knowledgeable other (parents, teachers, mentors)

Answer 8

5 contextual systems: Microsystem: relation between the developing person and the immediate environment that contains that person. (influences: family, caregivers, friends, teachers) Mesosystem: interrelatons among 2 or more settings that contain the developing person (interaction between microsystems like home and school, school and work, etc.) Exosystem: Embraces social structures. Theses structures do not contain "developing person" but they do impact the settings of where the person is (societal instituions--local government, the community, parent's workplace, places of worship, local media) Macrosystem: includes the first 3 systems does not "specific contexts" that affect one's life, but rather to societal "blueprints" for one's culture/subculture (society in general--types of governments, religious/political value systems) Chronosystem: Underlies all previous systems. Encompases change (or consistency) over time in the characteristics and environment within which an individual lives (events such as historical changes/transitions)

Answer 9

Teratogens are factors that potentially affect fetal development and produce birth defects (disease, drugs, environmental toxins)

Answer 10

Sensitive Periods: Irregularities in development in non-normative but non-life threatening issues in development. 1) Exposure to teratogens Vision/language development Critical Periods: Irregularities in development results in major defects or death. 1) Example: Exposure to teratogens Thalidomide exposure

Answer 11

Her method of assessing attachment was the strange situation. (Secure, Insecure-Avoidant, Insecure-Resistant) Secure attached child: more exploration in environment, trust mother to be there, they can play and mom will be there; she observes that securely attach mom will walk with child and play with them versus just sitting around Avoidant-insecure child: Mother leaves the room & child cries, but when she’s come back the child praise her Resistant-insecure child: Mother comes back but baby is super distress; baby and mother struggle with care and support until they can get comfortable once again

Answer 12

Lafuente et al. (1997) demonstrated babies exposed to 70+ hours of classical music in utero were more advanced developmentally (motor and cognitive skills) at 6 months old

Answer 13

For example in the video, there was a part where her tutor was helping Genie to tie her shoes that she began to repeat certain words after her. This would be a good example of a behaviorist perspective, where Genie was able to babble out accidental words and when she did her tutor used positive reinforcement when she spoke the words. Another interesting example that took place was the Nativist Perspective where Genie was able to learn words with the help of her tutor and began to develop questions on her own, the grammar may not be right, but the capability she had to produce a question was an improvement. The last and final example portrayed in the video was Interactionist where Genie was able to develop angry emotions and at the beginning of time she did not know how to express in words, however she began to understand her emotion and finding words for the way she was feeling.

Answer 14

Evolutionary Psychology Perspectives: 1) Play serves a purpose in regards to our survival and reproduction Behaviorist Perspectives: 1) Play is a response-oriented activity (i.e. we are just responding to stimuli) Psychoanalytic/Psychosocial Perspectives: 1) Play relieves psychological tension 2) Freud: Pretend play develops the Ego by balancing Id (socially unacceptable urges) with Superego (socially acceptable activities) 3) Erikson: Play helps us overcome anxieties from crises Cognitive Perspectives: 1) Play experiences influence how we think about/understand the world 2) Piaget: Play experiences allow us to assimilate/add knowledge into our schemes 3) Vygotsky: Pretend play allows children to practice the language and tools of their cultural

Answer 15

a. Children are so rigid about gender norms because they believe norms because they believe sex differences are not biological (If a boy puts on a dress, he is a girl) b. Gender constancy: children become aware that people are permanently male or female (child realizes that if a guy carries a purse he still a boy, just holding a purse) i. Stage 1: Gender Identity (9 months-3 years of age)—children label themselves and others as “girls and boys” ii. Stage 2: Gender Stability (3 years-4 years of age)—Children begin to understand sex/gender are fixed iii. Stage 3: Gender Consistency (5 years-7 years of age)—Children understand that gender is invariant, despite one’s changes in appearance

Answer 16

a. Freud’s Phallic Stage (Gender begins here, ages 3-6 years) i. Oedipal complex, Electra complex ii. Identification with same sex parent and incorporations of their values, attitudes and gender roles b. Erikson’s Initiative vs. Guilt Stage (ages 3-6 years) i. Children are learning social boundaries and roles, “What I’m allowed to do?” ii. This includes gender roles and social norms related to gender iii. Identification with appropriate gender role is important to healthy psychosocial development—what I’m allowed to do in society, how should I act

Answer 17

Biological perspectives focus on characteristics associated with one’s sex contributes to gender differences Research has found (Knickmeyer & Baron-Cohen, 2006): 1) Girls exposed to male hormones were likely to display more masculine behaviors 2) Boys exposed to female hormones were likely to display more feminine behaviors Evolutionary perspectives view gender differences in terms of: mate preferences, survival and reproduction, and parental investment Research has found (Browne, 2006): 1) Males who show very masculine behaviors are likely to attract females 2) Females who show very feminine behaviors are likely to attract males

Answer 18

Social learning perspectives emphasize rewards, punishments, observational learning/modeling regarding how we learn gender roles through a social environment. Cognitive perspectives focus on the child’s mental understanding of how they learn/understand gender concepts. 1) Children establish gender identity through the development of gender schemas Together, social-cognitive perspectives place an emphasis on learning and organizing information from our environment that heavily influences our early understandings of gender. Gender development happens throughout the course of one’s life

Answer 19

a. In preschool years, children develop self-concept, which includes the beliefs one holds about themselves i. Beliefs include physical attributes (I’m a good runner); Optimistic outlooks of themselves may be accurate; preschoolers self-concept is reflected by the culture in which they live b. Children develop understandings of their worth: Self esteem i. Emotional belief about the self/children develop their own standards of success and compare themselves to others c. Recall self-efficacy (Bandura): Belief that the self can master a situation and produce positive outcomes (similar to feelings of competence by Erikson)

Answer 20

Theory of mind: Beliefs about how the mind works and influences our behavior and ideas that explain other people’s beliefs and behavior

Answer 21

Preconventional (middle childhood): Children avoid punishment and desire awards Stage 1: Obey rules to avoid punishment Stage 2: Obey rules to earn rewards Conventional (13-16 years old): Children behave in ways that people will like Stage 3: Want to be respected by others Stage 4: Obeying society’s rules is the right thing to do Postconventional (16+ years old): Adolescents have created their own principles of morality—these are more important that societal rules Stage 5: Socially-contracted actions Stage 6: Reliance on one’s own moral judgment

Answer 22

Fact: Friendships are healthy. As children grow, friendships become the focus Friendships offer children a number of positive benefits: Companionship, stimulation, physical support, ego support, social comparison, and sources/outlets for affection and intimacy (Gottman & Parker, 1987)

Answer 23

Raw part of the personality and is the source of all psychic energy (present from birth) 1) Libido: Operates on the pleasure principle 2) Seeks instant gratification 3) Includes primitive instincts 4) Remains entirely unconscious

Answer 24

Rational and reasonable part of the personality (develops around 2-3 years of age-toddler years) 1) Operates on the reality principle - -Seeks delayed gratification 2) Requires being psychologically healthy and having ego strength 3) Can operate in the unconscious, preconscious, and the conscious

Answer 25

You need to behave according to parental/cultural expectations (develops around 5-6 years of age) 1) Operates on internalization of caregivers’ rules 2) Includes the ego ideal and the conscience, resulting in morality 3) Remains in the preconscious

Final Exam Review Flashcards

(49 cards)