Test 3 Chapters 9-12

Question 1

Psychosexual Development

Answer 1

Posits a series of universal developmental stages in which psychic energy becomes focused in different erogenous zones

Question 2

Psychic energy

Answer 2

the biologically based, instinctual drives that energize behavior, thoughts and feelings

Question 3

erogenous zones

Answer 3

areas of the body that become erotically sensitive in successive stages of development

Question 4

Behaviorism

Answer 4

emphasize the role of external factors in shaping personality and behavior
Emphasize continuity in development, proposing that the same principles operate throughout life and there are not stages
Focus on mechanisms of change and argue that individual differences arise because of different histories of reinforcement and observation

Question 5

Classical Conditioning

Answer 5

“Little Albert” experiment

Teaching a child to fear a rat leads the child to fear all white fluffy creatures

Question 6

systematic desensitization

Answer 6

a form of therapy based on classical conditioning in which initially debilitating responses (Such as unreasonable fear) to a given stimulus are gradually deconditioned

Question 7

Operant conditioning

Answer 7

behaviors followed by reinforces tend to increase

Behaviors followed by punishment tend to be suppressed

Question 8

Social Learning Theories

Answer 8

emphasize observation and imitation, rather than reinforcement as the primary mechanisms of development

Question 9

Bandura’s Research

Answer 9

Bobo doll experiment
Observing someone else receive a reward or punishment for the behavior affects the subsequent reproduction of the behavior
Boys were initially more aggressive than girls but the girls increased their level of imitation when offered rewards

Question 10

Social Cognitive theories

Answer 10

focus on children’s ability to think and reason about their own and other people’s thoughts, feelings, motives and behaviors
Emphasize the process of self-socialization

Question 11

Self-socialization

Answer 11

children’s active shaping of their own development through their activity preferences, friendship choices and other behaviors

Question 12

Information-Processing Approach

Answer 12

Dodge
emphasize the crucial role of cognitive processes in social behavior
Proposes that children go through six steps in solving social problems

Question 13

Six steps in solving social problems

Answer 13

1. encode a problematic event
2. interpret the social cues involved in it
3. formulate a goal to resolve the incident
4. Generate strategies to achieve the goal
5. evaluate the potential strategies
6. Enact the behavior

Question 14

Ecological Perspectives

Answer 14

take a broad view of the environment

Emphasize nature and nurture, the role of sociocultural context and continuity in development

Question 15

Ecological Systems Theory

Answer 15

Bronfenbrenner
The child develops within a complex system of relationships which are affected by multiple levels of the surrounding environment
Bidirectional relationship between the child and the environment

Question 16

Emotion

Answer 16

motivational force or action tendency

Question 17

Discrete emotions theory

Answer 17

emotions are viewed as innate and discrete from one another from very early in life and each emotion is believed to be packaged wit ha specific and distinctive set of bodily and facial reactions

Question 18

Functionalist

Answer 18

the basic function of emotions is to promote action toward achieving a goal
Emotions are not discrete from one another and vary somewhat based on the social environment

Question 19

Positive/negative emotions

Answer 19

Social smiles (6 weeks)
Distress
Anger (2 months)

Question 20

Fear in Infants

Answer 20

Fear of strangers (6/7 months- 24 months)
Separation anxiety (8 months- 15 months)

Question 21

Self-conscious emotions

Answer 21

Guilt
shame
embarrassment
Pride/joy

Question 22

social competence

Answer 22

the ability to achieve personal goals in social interactions while simultaneously maintaining positive relationships with others

Question 23

Children’s understanding of emotions

Answer 23

distinguish emotional expressions (4-7 months)
Perceive others’ emotional expression as meaningful (7 months)
Social referencing (8-12 months)
Label some emotions (3 years)
Causes of emotions (3-5 years)
Display rules (Preschool and elementary)

Question 24

Social referencing

Answer 24

8-12 months old
use of a parent’s facial, gestural or vocal cues to decide how to deal with novel, ambiguous or possibly threatening situations

Question 25

Display rules

Answer 25

social group's informal norms about when, where and how much one should show emotions and when and where displays of emotions should be suppressed or masked

Question 26

Attachment

Answer 26

an emotional bond with a specific person that is enduring across space and time

Question 27

John Bowlby

Answer 27

biological predisposition to develop attachments with caregivers Increases survival

Question 28

Secure base

Answer 28

refers to the idea that the presence of a trusted caregiver provides an infant or toddler with a sense of security that makes it possible for the child to explore the environment

Question 29

4 phases of development of attachment

Answer 29

preattachment (Birth-6 weeks) Attachment-in-the-making (6 weeks-6/8 months) Clear-cut attachment (6/8months- 1.5years) Reciprocal Relationships (1.5 years +)

Question 30

Preattachment

Answer 30

birth-6 weeks in this phase the infant produces innate signals, most notably crying that summon caregivers and the infant is comforted by the ensuing interaction

Question 31

Attachment in the making

Answer 31

6 weeks- 6/8 months Infants begin to respond preferentially to familiar people. they smile, laugh or babble in the presence of their primary caregiver and are more easily soothed by that person

Question 32

clear-cut attachment

Answer 32

6/8months- 1.5 years infants actively seek contact with their regular caregivers. They happily greet their mother when she appears. May experience separation anxiety or distress

Question 33

Reciprocal Relationships

Answer 33

1.5 years+ toddlers' rapidly increasing cognitive/language abilities enable them to understand their parents' feelings, goals and motives and use this understanding to organize their efforts to be near their parents. More mutually regulated relationship gradually emerges ads the child takes an increasingly active role in developing a working partnerships with his or her parents

Question 34

Secure attachment

Answer 34

62% of typical American children caregiver is a secure base child may show some distress when the caregiver leaves

Question 35

Insecure resistant or ambivalent attachment

Answer 35

10% of typical American children child is clingy in the strange situation child is upset when the caregiver leaves child reestablishes contact but resists caregiver's efforts at comfort

Question 36

Insecure/avoidant attachement

Answer 36

15% of typical American Children Child is indifferent towards caregiver Child does not greet caregiver upon return Child may be easily comforted by stranger

Question 37

Disorganized/Disoriented attachment

Answer 37

``` 15% of typical American children not part of Bowlby's original categories child shows no consistent way of coping child has a dazed expression child demonstrates variable behaviors ```

Question 38

Cultural Variations in attachment

Answer 38

Similarities in strange situation behavior are seen in infants in China, western Europe and parts of Africa Japanese infants are much less likely to be avoidant and infants and mothers are physically closer than in the US

Question 39

Self

Answer 39

conceptual system made up of one's thoughts and attitudes about oneself Can include thoughts about one's own physical being, social roles and relationships and "Spiritual" or internal characteristics

Question 40

2-4 month old developing sense of self

Answer 40

rudimentary sense of self in the first month of life | Evidence: They can control objects outside of themselves. They understand their own bodily movements

Question 41

8 month old developing sense of self

Answer 41

sense of self becomes more distant | Evidence: Respond to separation from primary caregivers with distress

Question 42

18-24 months old developing sense of self

Answer 42

Many children can look into a mirror and realize that the image they see there is themselves By 30 months of age, almost all children recognize their own photograph Evidence: Rouge test

Question 43

2 year old developing sense of self

Answer 43

Exhibit embarrassment and shame, self-assertive behavior (terrible two's), and a use of language that includes self awareness (me, mine)

Question 44

3-4 year old developing sense of self

Answer 44

understand themselves in terms of concrete observable characteristics related to physical attributes, physical activities and abilities and psychological traits Their self-evaluations during the preschool years are unrealistically positive

Question 45

Elementary school years developing sense of self

Answer 45

social comparison leads to refinement of sense of self

Question 46

Middle to late elementary school years developing sense of self

Answer 46

conception of self begins to become integrated and more broadly encompassing, reflecting cognitive advances in the ability to use higher-order concepts

Question 47

Adolescents developing sense of self

Answer 47

think of themselves in terms of abstract characteristics that encompass a variety of concrete characteristics and behaviors Variety of selves, depending on the context

Question 48

identity confusion

Answer 48

an incomplete and sometimes incoherent sense of self that may cause the adolescent to feel lost, isolated or depressed

Question 49

negative identity

Answer 49

when the adolescent takes on an identity that is the opposite of what is valued by the people around the adolescent

Question 50

Foreclosure

Answer 50

when the adolescent commits themselves prematurely to an identity

Question 51

identity diffusion status

Answer 51

James Marcia unresolved identity issues. Not making any progress in choosing an identity Not a healthy status to be in

Question 52

Foreclosure status

Answer 52

James Marcia When you take on an identity that you think is expected of you and prematurely come to a conclusion that this is what your identity is You haven't done any exploration of what your identity should be Not a healthy status to be in

Question 53

Moratorium status

Answer 53

James Marcia You are actively exploring what your identity should be Is a healthy status to be in

Question 54

Identity-achievement status

Answer 54

James Marcia When you settle on an identity after healthy exploration Is a healthy status to be in