unit 1 test Flashcards

Question

freud-what is eros

Answer 1

life insticts- that promote survival through activities such as breathing, eating, sex, and fulfilment of bodily needs

Answer 2

death insticts- destructive forces that are expressed through behaviours such as arson, fistfights, sadistic aggression, murder and masochism (hurting oneself)

Answer 3

``` at birth, the personality is all ID demands immediate gratification does not care who it hurts as long as you are satisfied seek objects that will satisfy - pleasure principle - ```

Answer 4

takes learning, logic and perception into account | realistic way to compromise between ID and SUPEREGO -

Answer 5

angel on your shoulder, do good, internalized moral standards acts like a internal censor and insit that ego finds socially acceptable outlets for id's desires. can be unbalanced

Answer 6

seeks pleasure through the mouth (spitting, chewing, sucking, sucking, biting) feeding a rich source of oral gratification later psychological development could be effected by a mother's feeding practices if weaned too early from breast feeding or on a rigid schedule deprives oral gratification that could later become over-dependant or craves close contact

Answer 7

learning how to toilet train acquire the ability to withhold or expel fecal material at will how parents teach a child to use the toilet can impact personality punished for accidents: anxious no punishment or care: sloppy, careless

Answer 8

genitals become interesting and sensitive derives pleasure from fondling genitals develop a strong incestuous desire for the parent of the other sex oedipus complex: boys are in love with their mothers and jealous of their fathers electra complex: girls are in love with their fathers and jealous of their mothers

Answer 9

sex instincts are mostly quiet channels energy into socially acceptable activities school, work, friends, play what is the genital stage (12+) in sigmund freud’s psychosexual theory? reactivation of genital zone as area of sensual pleasure underlying goal becomes biological reproduction through sexual intercourse face conflicts in how to manage sexual urges establishing career, friends, marriage, children people remain in this stage for the rest of their lives

Answer 10

``` oral stage (1-2) anal stage (1-3) phallic (3-6) latency (6-12) genital (12+) ```

Answer 11

development occurs in stages, you cannot move to the next stage if you have not met the one prior.

Answer 12

a child must resolve conflicts at each stage to prepare for crisis later in life children seek active, adaptive and explorers that seek control of their environment humans are rational creatures humans face 8 major crises/conflicts during life - starting from infancy to old age each conflict emerges through biological maturation and social demands problems with this theory very vague, objective, and does not explain how to successfully resolve conflicts or how personality is influenced by early stages

Answer 13

trust vs mistrust (0-1) autonomy vs shame and doubt (1-3) initiative vs guilt (3-6) industry vs inferiority (6-12) identity vs role confusion (12 to 20 years old) intimacy vs isolation (20 to 40 years old) generativity vs stagnation (40 to 65 years old) ego integrity vs despair (65+ years)

Answer 14

learn to trust others for basic needs if rejected or inconsistent care by caregiver, they may view the world as a dangerous place filled with untrustworthy people mother (caregiver) is key social agent

Answer 15

learn to be "autonomous" - feed, dress themselves, look after hygiene failure to achieve independence could result in doubting own abilities or feel shameful parents are key social agents

Answer 16

attempt to act grown up and accept duties that are beyond their abilities may undertake goals that conflict with family members; feel guilty need to balance both family is key social agent

Answer 17

mastering important social and academic skills comparing yourself to peers tests, sports etc. acquire skills to be self-assured, otherwise feel inferior teachers and peers are key social agents

Answer 18

asks "who am i?" must establish basic social and occupational identities or will remain confused about roles they will play as adults finding a job, having a few close friends vs large groups, starting to figure out what you want to be when you grow up teachers and peers are key social agents

Answer 19

form strong friendships and trying to achieve a sense of love and companionship with another person (mate) loneliness and isolation are a result of inability to form friends or intimate relationships lovers, spouse, and close friends are key social agents both is ideal since intimacy found in a lover or friend is different

Answer 20

face task of being productive in their work and raising their families or looking after the needs of young people if unable or unwilling to assume responsibilities will become stagnant and/or self-centered spouse, children and cultural norms are key social agents

Answer 21

look back at life and see if it was meaningful, productive, and happy or a major disappointment full of unfulfilled promises and goals social experience important in outcome of this crisis no key agent because you are the key agent

Answer 22

many of the truly important “discoveries” children make are socially mediated (products of collaboration)

Answer 23

``` there are differences in the way we think due to: cultural differences goals experiences learning is a social activity "zone of proximal development" ```

Answer 24

tasks within a child's zone of proximal development are those that can't be mastered on their own, but with the guidance of someone more skillful example: an adult or older sibling the associate can provide hints, suggestions or instruction to encourage child conceptual scaffolding - active support that child needs a "ladder" to stand back and watch children make new discoveries on their own is to "let them flounder" (struggle and learn very slowly)

Answer 25

human development largely a matter of biological maturation

Answer 26

human development is largely a matter of biological maturation → Found common norms, behaviours and abilities at certain ages children are like plants → Simply “bloomed”, following a pattern and timetable laid out in their genes believed that parent’s influence was of little importance

Answer 27

the role of external stimuli and its ability to control human behaviour

Answer 28

learn a behaviour and produce a particular response

Answer 29

a stimulus that increases the likelihood of repeating a behaviour behaviourists prefer reinforcers to punishments because it is more likely to produce lasting behaviour

Answer 30

reinforcer - a stimulus that increases the likelihood of repeating a behaviour positive reinforcer - something pleasant reward, good feeling, getting an a+ on a text negative reinforcer - removal of unpleasant stimulus as a result of a behaviour anxiety about a test is reduced by extra studying punishment - events that suppress response didn't get an a+ = getting hit

Answer 31

as children mature and develope they acquire these complex "cognitive structures" that aid them in adapting to the environment cognitive-developmental viewpoint determined how children progress from one mode of thinking to another intelligence = basic life process that helps organisms adapt to its environment infants have no knowledge of reality they actively construct new understandings of the world based on their own experiences by being curious and active explores

Answer 32

cognitive structures - organized pattern of thought or action that is used to cope with or explain some aspect of experience when we are older we encounter new situation and we use our schemas (cognitive structures) to better fit our reality as we grow, old schemas are replaced with new schemas because we learn and experience new things

Answer 33

acquire a primitive sense of self and other objects continue to exist even when out of sight begin to produce images or mental schemes use sensory and motor capabilities to explore and gain basic understanding of environment

Answer 34

you become imaginative in play activities gradually recognize that other people may not perceive the world the way they do use symbolism to represent and understand various aspects of the environment

Answer 35

no longer fooled by appearances rely on cognitive operations to understand the rule begins to think logically better infer the motives of others

Answer 36

logical thinking no longer limited to the concrete and observable understand hypothetical issues and questions that may become idealistic capable of reasoning which allows them to consider many possible solutions thought is systematic and abstract; able to to both

Answer 37

Validity, Reliability, Social Variation and Ethical Research

Answer 38

When the findings can be generalized to all social behaviour

Answer 39

When the independent variable has the effect observed on the dependent variable without any intervening variables

Answer 40

results are consistent when measured in different contexts and over different times

Answer 41

That they are not stable and change over time

Answer 42

It is the obligation of the researcher to consider the rights and feelings of human subjects during the research process

Answer 43

Ethical misconduct

Answer 44

Group behaviours and group conduct

Answer 45

Men and women should be paid equally (it is unfair for male doctors to be paid more than female doctors)

Answer 46

distribution of resources and its access

Answer 47

Withhold work, go on strike until equality is achieved | Premier of summerville provides more funding to hospitals so they can increase the pay of female doctors

Answer 48

differences attributed to power and its access

Answer 49

By bringing awareness to the the issue of inequity, women are temporarily il given higher status in summerville

Answer 50

When a belief becomes reality because certain social, economic and political conditions are set up to fulfill this perception.

unit 1 test Flashcards

(74 cards)