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PSYCH 102 > Module 2 > Flashcards

Module 2 Flashcards

(94 cards)

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1
Q

Theory

A

a well developed idea that explains behavior/events to make a prediction about future observations

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2
Q

Hypothesis

A

a testable prediction from theory(often worded as a statement)

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3
Q

passive versus active

A

the role of early experiences on later development versus current behavior reflecting present experiences

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4
Q

continuity verses discontinuity

A

whether or not development is best viewed as occurring in stages or as a gradual and cumulative process of change

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5
Q

the nature vs nurture debate

A

the role of heredity and the environment in shaping human development

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6
Q

John Locke

A

proposed that the mind of the newborn as “tabula rasa” (blank slate) on which knowledge is written through experience and learning

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7
Q

Jean-Jacques Rousseau

A

propose that development occurs according to innate processes and progresses through three stages: infancy, childhood, and adolescence

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8
Q

Charles Darwin

A

known for his theory of evolution( all life on earth developed gradually over millions of years from the few common ancestors)

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9
Q

G. Stanley Hall

A

establishes scientific journals for publishing child development research, first president of the American psycholgical association

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10
Q

James Mark Baldwin

A

conducted quantitative and experimental research on infant development

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11
Q

John B. Watson

A

founder of the field of behaviorism(human and animal behavior. an be explained in terms of conditioning

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12
Q

Sigmund Freud

A

psychoanalytic approach and model of psychosexual development

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13
Q

Arnold Gesell

A

conducted the first large-scale study of children’s behavior that revealed consistent patterns of development focused on biological “maturation”

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14
Q

Jean Piaget

A

stage theory of cognitive development

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15
Q

Freud’s theory of personality(3)

A

1)Id.2)ego.3)super ego

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16
Q

Stages of Psychosexual Development(5)

A

1)oral .2)anal .3)phallic .4)latency .5)genital

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17
Q

Oral stage of psychosexual development

A

Id.
infant need for comfort, warmth, food stimulation through oral gratifcation

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18
Q

Side effects of failed oral stage(4)

A

fixated on eating, drinking, smoking, nail-biting, compulsive talking

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19
Q

anal stage of psychosexual development

A

Ego.
toddlerhood/potty training
self-control

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20
Q

side effects of anal stage neglect

A

over caregiving results- fear of letting go, clean, organized, reliable, controlling of others

neglectful caregiving results- messy, irresponsible, disorganized

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21
Q

phallic stage of psychosexual development(4)

A

Super Ego.
preschool years(3-5)
guilty sexual desire
1)oedipus complex. 2)castration. 3)electra complex. 4)penis envy

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22
Q

Phallic Stage: Oedipus Complex

A

a child’s unconscious sexual desire for the opposite-sex parent and hatred for the same-sex parent

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23
Q

Phallic Stage: Castration Anxiety

A

Belief that the boy fears that if he purses his other, his father may castrate him

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24
Q

Phallic Stage: Penis Envy

A

Belief that the girl feels inferior because she doesn’t have a penis

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25
Latency Stage of PsychosexualDevelopment
middle childhood(6-11) attention focused on family and friendships
26
Genital Stage of Psychosexual Development
adolescence through adulthood preoccupied with sex and reproduction
27
Defense Mechanisms(8)
1)denial. 2)displacement. 3)projection. 4)rationalization. 5)reaction formation. 6) regression. 7)repression. 8)sublimation
28
Denial
not accepting the truth or lying to oneself
29
Displacement
taking out frustrations on a safer target
30
Projection
attributing unacceptable thoughts to others
31
rationalization
distortion of the facts to make an event or impulse less threatening
32
reaction formation
outwardly opposing something you inwardly desire, but that you find unacceptable
33
regression
going back to a tie when the world felt like a safer place, perhaps reverting to one’s childhood behaviors
34
repression
pushing painful thoughts out of consciousness
35
sublimation
transforming unacceptable urges into more socially acceptable behaviors
36
Erickson’s Psychosocial stages of development(8)
1)trust vs mistrust{hope}. 2)autonomy vs shame{will}. 3)initiative vs guilt(purpose). 4)industry vs inferiority[competence}. 5)identity vs role confusion{fidelity}. 6) intimacy vs isolation {love}. 7)generatively vs stagnation {care}. 8) integrity vs despair {wisdom}.
37
Trust vs Mistrust (Hope)
birth to 12 months infants must learn that adults can be trusted
38
Autonomy vs Shame (Will)
toddlers 1-3 years of age exploring the world, learning they can control their actions and act on their environment to get results
39
Initiative vs Guilt ( purpose)
preschoolers 3-6 years of age capable of initiating activities and asserting control over their world through social interactions and play
40
Industry vs Inferiority (competence)
elementary school children 7-12 years of age either develop a sense of pride/accomplishment or a sense of inferiority/inadequate
41
identity vs role confusion (fidelity)
adolescents 12-18 developing a sense of self. exploring various roles and ideas, setting goals, and attempting to discover their adult selves
42
intimacy vs isolation (love)
early adulthood 20s-40s developing and maintaining successful relationships with others
43
Generatively vs Stagnation (care)
middle adulthood 40s-60s finding their life’s work and contributing to the development of others
44
integrity vs despair (wisdom)
late adulthood 60s-death reflecting on their lives and feeling a sense of pride and satifacation
45
Classical conditioning. founded?definition?
ivan pavlov helps understand how our responses to one situation become attached or connected to new situations
46
classical conditioning: before
unconditioned stimulus(food) produces an unconditional response (salivation) doesn’t need pairing
47
classical conditioning: during
neutral stimulus(bell) is presented just before the unconditioned stimulus(food)
48
classical conditioning: after
the neutral stimulus becomes conditional stimulus(bell) when presented alone and now produces a conditioned response(salivation)
49
Law of Effect
Behaviors followed by consequences that are satisfying are more likely to be repeated. Behaviors followed by unpleasant consequences are less likely to be repeated
50
Reinforcer
anything following a behavior that makes it more likely to be repeated
51
intrinsic or primary reinforcers
food or praise
52
secondary reinforcers
money, that can be exchanged for what one really wants
53
social learning theory
learning occurs in a social context through a dynamic and reciprocal interaction of the person, their own behavior, and the environment
54
reciprocal determinism
the interplay between our personality and the way we interpret events and how they influence us
55
observational learning
individuals can learn novel responses by watching the key behavior of others, referred to as social models
56
social models
are typically of higher status or authority compared to the observer such as parents and teachers
57
observational learning proses parts(4)
1)attention.2)retention. 3)initiation. 4)motivation
58
Vicarious reinforcement
occurs when peoples behavior is influenced by observing social models receive reinforcement or punishment
59
observational learning: attention
one must pay attention to what they are observing
60
observational learning: retention
to learn one must be able to retain the behavior they are observing in memory
61
observational learning:initiation
the learner must be able to execute/initiate the learned behavior
62
observational learning: motivation
needed to engage in observation learning
63
piaget’s stages of cognitive development(4)
1)sensorimotor. 2)preoperational. 3)concrete operational. 4)formal operational
64
Sensorimotor
0-2 learn through senses and motor behavior object permanence stranger anxiety
65
object permanence
the understanding that even if something is out of sight it still exists(5-8months)
66
stranger anxiety
a fear of unfamiliar people
67
preoperational
2-7 - use symbols, words, images, ideas, and engage in pretend play - begin to use language but can’t understand adult logic egocentrism theory of mind
68
egocentrism
the child is not able to take the perspective of others
69
theory of mind
3-5 understanding people have thoughts, feelings, and beliefs that differ from one’s own
70
concrete operational
7-11 can think logically about real events can master the concept of conservation and reversibility
71
formal operational
11-adulthood can deal with abstract ideas and hypothetical situations
72
cognitive neuroscience
the scientific field that studies the biological processes that underlie cognition
73
developmental cognitive neuroscience
examines interrelations between brain changes and changes in cognitive ability as children grow up
74
humanism
humans are constantly reacting to stimuli with their subjective reality self actualizing self concept ideal self real self
75
self concept
our thoughts and feelings about ourselves
76
ideal self
the person that you would like to be
77
real self
the person you actually are
78
congruity
how closely one’s real self matches up with the ideal self
79
high congruence
leads to greater sense of self-worth, healthy and productive life
80
incongruence
great discrepancy between our ideal and actual selves
81
the good life
when a fully functional person continually aims to fulfill his/her potential and demonstrate the following traits/tendencies
82
contextual perspective
vygotsky considers the relationship between individuals and the physical, cognitive, personality, social, cultural, and environmental influences on development
83
guided participation
learning new skills through collaboration with a more experienced person
84
scaffolding
teachers model or demonstrate how to solve a problem, then step back and offer support if needed
85
zone of proximal development
the difference between what a learner can do without help and what they cannot do
86
ecological systems theory
bronfenbrenner the qualities of a child and their environment interact to influence how they will grow and develop
87
ecological
a natural environment
88
evolutionary perspective
seeks to identify behavior that is the result of our genetic inheritance from our ancestors
89
evolutionary psychology
examines psychological structure from a modern evolutionary perspective
90
evolved adaptation
functional products of natural selection or sexual selection in human evolution
91
behavioral genetics
a field of scientific research that uses genetic methods to investigate the nature and origins of individual differences in behavior and studies the effects of heredity on behavior
92
eclectic approach
drawing on several perspectives simultaneously
93
unconditioned stimulus
doesn’t need pairing, it already brings upon a response by itself
94
conditioned stimulus
needs paring to cause a reaction

PSYCH 102 (12 decks)

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