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2ND SEM MIDTERM > PSYCHOLOGY MIDTERM > Flashcards

PSYCHOLOGY MIDTERM Flashcards

1
Q

Reflects a person’s subjective uniqueness. This representation comprises characteristics such as traits and behaviors, hobbies and interests, aspirations and goals

A

The individual Self

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2
Q

A. Mesosystem B. Mesosystem C. Exosystem D. Macrosystem E. Chronosystem F. None of the above

One example is the relationship between child and a school counselor

A

Microsystem

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3
Q

A. Mesosystem B. Mesosystem C. Exosystem D. Macrosystem E. Chronosystem F. None of the above

Being born to a poor family makes a person work harder everyday

A

D

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4
Q

A. Mesosystem B. Mesosystem C. Exosystem D. Macrosystem E. Chronosystem F. None of the above

Adjustments and experiences of students in online classes during this pandemic are involved in which ecological system

A

Chronosystem

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5
Q

A. Mesosystem B. Mesosystem C. Exosystem D. Macrosystem E. Chronosystem F. None of the above

In biological theory, activities and interaction patterns in the child’s immediate surroundings known as the

A

Microsystem

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6
Q

Cultural beliefs and values are included in which system

A

Macrosystem

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7
Q

A. Mesosystem B. Mesosystem C. Exosystem D. Macrosystem E. Chronosystem F. None of the above

Eli’s father lost his job due to the rules applied during those pandemic, and because of what happened, the allowance given to Eli is not enough

A

Exosystem

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8
Q

A. Mesosystem B. Mesosystem C. Exosystem D. Macrosystem E. Chronosystem F. None of the above

It is the largest and most distant collection of people and places to the children that still have significant influences on them

A

Macrosystem

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9
Q

A. Mesosystem B. Mesosystem C. Exosystem D. Macrosystem E. Chronosystem F. None of the above

Sibling and best friends relationship is an example of

A

Mesosystem

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10
Q

A. Mesosystem B. Mesosystem C. Exosystem D. Macrosystem E. Chronosystem F. None of the above

Social settings that do not contain children but that affect their experiences in immediate settings

A

Macrosystem

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11
Q

A. Mesosystem B. Mesosystem C. Exosystem D. Macrosystem E. Chronosystem F. None of the above

Which is not one of the five categories of Bronfenbrenner context

A

None of the above

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12
Q

A. Mesosystem B. Mesosystem C. Exosystem D. Macrosystem E. Chronosystem F. None of the above

The level that includes the interactions between the different Microsystem in a person’s life is the

A

Mesosystem

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13
Q

A family to move from one community to another is not reflected in any of the systems

TRUE OR FALSE

A

False

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14
Q

I’ve of Bronfenbrenner theories is that nothing in child’s life is static; things are constantly changing

TRUE OR FALSE

A

True

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15
Q

I’ll be okay

Thought, feeling, Behavior

A

Thought

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16
Q

Hiding under the table

Thought, feeling, Behavior

A

Behavior

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17
Q

Praying

Thought, feeling, Behavior

A

Behavior

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18
Q

Kalm

Thought, feeling, Behavior

A

Feeling

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19
Q

I can do it

Thought, feeling, Behavior

A

Thought

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20
Q

A. Thought B. Feeling C. Behavior

I’m good at this

A

Thought

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21
Q

A. Thought B. Feeling C. Behavior

Eating cake

A

Behavior

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22
Q

A. Thought B. Feeling C. Behavior

Taking a deep breath

A

Behavior

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23
Q

A. Thought B. Feeling C. Behavior

Lonely

A

Feeling

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24
Q

A. Thought B. Feeling C. Behavior

It’s my fault

A

Thought

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25
Q

A. Thought B. Feeling C. Behavior

She’s mad at me

A

Thought

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26
Q

A. Thought B. Feeling C. Behavior

Sad

A

Feeling

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27
Q

A. Thought B. Feeling C. Behavior

Anxious

A

Feeling

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28
Q

Reflects a person’s subjective uniqueness

A. Individual Self
B. Relational Self
C. Collective Self

A

Collective self

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29
Q

Who developed the enological systems theory

A

Bronfenbrenner

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30
Q

Often include words but sometimes they can include pictures, speech, or even smells

A

Thoughts

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31
Q

He classified our thoughts on to tell systems

A

Daniel Kahn Mann

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32
Q

System 1 is characterized by

A. Emotional
B. Reflective
C. Complex

A

Emotional

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33
Q

Covering your ears after you saw the lightning is an example of

A. System 1
B. System 2

A

System 1

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34
Q

True or False

They Mesosystem is the latest in which the child is embedded

A

False

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35
Q

System 1 or 2

Choosing which car to buy is an example of

A

System 2

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36
Q

True or false

In Bronfenbrenner ecological systems theory, levels are categorized from the most intimate level to the broadcast

A

True

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37
Q

Developed a new form of psychotherapy for depression

A

Aaron beck

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38
Q

Reflects a person’s subjective uniqueness

A

The individual Self

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39
Q

Dyadic bonds or attachments

This representation comprises characteristics that are shared with close others and may define Rogers within the relationship

A

Relational self

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40
Q

Reflects membership in, as well as similarity and identification with, valued social groups

This representation comprises characteristics that are shared with in group members and may define roles within the group

A

Collective self

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41
Q

Referring to a lot of different mental activities, including wishes, hopes, plans, predictions, judgements and memories

A

Thoughts

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42
Q

Seven basic emotions

A

Anger, Fear, Joy, Disgust, Sadness, Surprise, Neutral

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43
Q

He proposed that the relationship between thoughts, feelings and behaviours were inter-linked-changing one of the parts would have an effect on any of the others

A

Dr. Aaron T. Beck

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44
Q

He formulated the Ecological Systems Theory

A

Dr. Urie Bronfenbrenner

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45
Q

Age, Sex, Special Needs

A

Individual

46
Q

the smallest and most immediate environment in which children live

Interactions within the microsystem typically involve personal relationships with family members, classmates, teachers and caregivers.

A

Microsystem

47
Q

It is, in essence, a system of microsystems and as such, involves linkages between home and school, between peer group and family, and between family and community.

A

Mesosystem

48
Q

pertains to the linkages that may exist between two or more settings, one of which may not contain the developing children but affect them indirectly, nonetheless.

A

Exosystem

49
Q

is the largest and most distant collection of people and places to the children that still have significant influences on them.

A

Macrosystem

50
Q

Is made up of the environmental events and transitions that occur throughout a child’s life,

A

Chronosystem

51
Q

The interactive process through which people learn

A

Socialization

52
Q

Within socialization, a person develops a sense of

A

Self

53
Q

Is the sum total of beliefs we each have about ourselves

A

Self-Concept

54
Q

Human infants begin to recognize themselves in the mirror when they are about two years old

A

Recognizing oneself

55
Q

parents, siblings, play groups, elders —are the FOREMOST FORCE IN DEVELOPING A PERSON’S CHARACTER.

A

Primary groups

56
Q

Who is the one who created Socio Anthropological perspectives?

A

Charles Horton Cooley(1902)

57
Q

The part of an individual’s personality composed of self-awareness and self-image.

Mead claimed that the self is not there at birth, rather, it is developed with social experience

A

George Mead

58
Q

Children mimic or imitate those around them.

They start to learn language

Incapable of taking in the perspective of others.

A

Stage 1: The Preparatory Stage (birth-about age 2)

59
Q

During this stage, children play pretend as the specific other.

They do not adhere to the rules in organized games.

A

Stage 2: The Play Stage (from about age 2 to six)

60
Q

In this stage, children begin to understand and adhere to the rules of games.

They start to understand the attitudes, beliefs and behaviors of generalized others/the society

They start to be concerned about the opinions of others that is why they start to act based on the expectations of society.

A

Stage 3: The Game Stage (from about age seven onwards.)

61
Q

Sigmund Freud’s Psychoanalytic Theory

Alfred Adler’s Individual Psychology

A

PSYCHODYNAMIC PERSPECTIVE

62
Q

Contend that the majority of psychological processes take place outside conscious awareness The activities of the mind (or psyche) are presumed to be largely unconscious

A

Primacy of the Unconscious

63
Q

posits that early childhood events play a role in shaping personality

early experiences— including those occurring during the first weeks or months of life set in motion personality processes that affect us years, even decades, later

A

Critical Importance of Early Experiences

64
Q

psychodynamic theory points that nothing in mental life happens by chance— that there is no such thing as a
random thought, feeling, motive, or behavior

A

Psychic Causality

65
Q

the founder of psychoanalysis

A

SIGMUND FREUD

66
Q

The unconscious includes drives and instincts that are beyond awareness but that motivate most human behaviors.

A

UNCONSCIOUS

67
Q

mental representation of an inner bodily source of excitement

A

DRIVE

68
Q

The preconscious contains images that are not in awareness but that can become conscious either quite easily or with some level of difficulty.

A

PRECONSCIOUS

69
Q

Consciousness plays a relatively minor role in Freudian theory.

Conscious ideas stem from either the perception of external stimuli (our perceptual conscious system) or from the unconscious and preconscious after they have evaded censorship.

A

CONSCIOUS

70
Q

Raw, unorganized, inborn part of personality
Satisfaction is the ultimate goal
Primitive desires of hunger, sex, and aggression

A

ID (“it”)

71
Q

Due to constant battle between an id demanding instant gratification and a superego demanding constant restraint
Rational and reasonable
Reality Principle

A

EGO (“me”)

72
Q

Right and wrong
Develops at age 5 or 6
Learned from others

A

SUPEREGO (“over-me”)

73
Q

Guides us toward socially acceptable behavior through the use of guilt and anxiety

A

Moral Ideals and Conscience

74
Q

Stages of Pychosexual Development

A

Oral, Anal, Phallic, Latency, Genital

75
Q

BIRTH TO 1 Y/O
Erogenous zone: mouth
Satisfaction comes from putting all sorts of things in the mouth
Activities are sucking, biting, swallowing

A

Oral Stage

76
Q

1 Y/O to 3 Y/O
Erogenous zone: anus
Derives great pleasure in bowel or bladder control

A

ANAL STAGE

77
Q

3 Y/O to 6 Y/O
Erogenous zone: Genitals
Child becomes aware of anatomical sex differences
Conflict comes from erotic attraction, resentment, rivalry, jealousy and fear
Boys experience Oedipus complex, while girls experience the Electra complex

A

PHALLIC STAGE

78
Q

6 Y/O to Puberty
Latent means “hidden”
Focused on school works, hobbies and friendships

A

LATENCY STAGE

79
Q

Puberty to Adulthood
Restricted by social rules

A

GENITAL STAGE

80
Q

founder of the school of individual psychology.

A

ALFRED ADLER

81
Q

Middle child
Hates being associated with Sigmund Freud
Competitive with his older sibling, Sigmund(not Freud)

A

ALFRED ADLER

82
Q

is an expression of the fictional goal of the personality, which is an image of success

A

SELF-IDEAL

83
Q

People’s ability to freely shape their behavior and create their own personality.
By the time children reach 4 or 5 years of age, their creative power has developed to the point that they can set their final goal.

A

CREATIVE POWER

84
Q

socially non productive attempt to gain personal superiority

A

UPERIORITY COMPLEX/STRIVING FOR SUPERIORITY

85
Q

Capable of helping others without demanding or expecting a personal pay off, and are able to see others not as opponents but as people with whom they can cooperate for social benefit

A

STRIVING FOR SUCCESS

86
Q

social feeling” or “community feeling,”; it means a feeling of oneness with all humanity

A

SOCIAL INTEREST

87
Q

The term Adler used to refer to the flavor of a person’s life. It includes a person’s goal, self- concept, feelings for others, and attitude toward the world

A

STYLES OF LIFE

88
Q

Aggressive, dominating
People who don’t have much social interest or cultural perception

A

RULING TYPE

89
Q

Dependent people who take rather than give

A

GETTING TYPE

90
Q

They expect others to look after them, over protect them, and satisfy their needs.

A

PAMPERED STYLE OF LIFE (weak social interest)

91
Q

people who try to escape life’s problems and take little part in socially constructive activity

A

AVOIDING TYPE

92
Q

Children who feel unloved and unwanted are likely to borrow heavily from these feelings in creating a neglected style of life.

A

NEGLECTED STYLE OF LIFE

93
Q

people with a great deal of social interest and activity

A

SOCIALLY-USEFUL TYPE

94
Q

Consisted of parents, children, and any extended family members

A

FAMILY CONSTELLATION

95
Q

position among siblings in the family

A

BIRTH ORDER

96
Q

A perspective that emphasizes looking at the whole individual and stresses concepts such as free will, self-efficacy, and self-actualization.

A

HUMANISTIC PERSPECTIVE

97
Q

The fundamental belief of humanistic psychology is that people are innately good It focuses on helping people live well, achieve personal growth, and make the world a better place.

A

HUMANISM

98
Q

He is considered to be one of the founding fathers of Psychotherapy Research
Person Centered Approach to Psychotherapy

A

CARL RANSOM ROGERS

99
Q

the person must be in contact(either positively or negatively)to another person, which is the caregiver

A

Infancy

100
Q

At a simple level, we might perceive ourselves as a good or bad person and beautiful or ugly. Self-image affects how a person thinks, feels and behaves in the world.

A

Real self

101
Q

It consists of our goals and ambitions in life, and is dynamic–i.e., forever changing.

A

Idealself

102
Q

means to emerge or to become; essence implies a static immutable Substance

A

Existence

103
Q

Founded the school of LOGOTHERAPY

A

VIKTOR FRANKL

104
Q

From the Greek word Logos, which means

A

”meaning”

105
Q

Author of several books book:

The Meaning of Anxiety Love and Will
Power and Innocence

A

ROLLO REECE MAY

106
Q

A phenomenological approach to understanding humanity.

A

Dasein

107
Q

3 MODES OF DASEIN

A

UMWELT, MITWELT, EIGENWELT

108
Q

Father of Operant Conditioning

A

BURRHUS FREDERICKSKINNER

109
Q

strengthens a behavior by providing a consequence an individual finds rewarding

A

Positive Reinforcement

110
Q

strengthens behavior because it stops or remove an unpleasant experience

A

Negative Reinforcement

111
Q
A

2ND SEM MIDTERM (8 decks)

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