Cd Chapter 2

Front 1

Freud's theory that states that maturation of the sex instinct underlies stages of personalit ydevelopment, and that how paretns manage children's instincutal impulses will determine the traits children come to display

Back 1

psychosexual theory

Front 2

an inborn biological force that motivates a particular response or class of responses

Back 2

instinct

Front 3

Freud's name for instincts such as respiration, hunger, and sex that help the individual (and the species) to survive

Back 3

Eros

Front 4

Freud's name for inoborn, self-destructive instincts that were said to characterize all human beings

Back 4

Thanatos

Front 5

Freud's term for feelings, experiences, and conflicts taht influence a person's thinking and behavior, but lie outside the person's awareness

Back 5

unconscious motives

Front 6

a type of motivated forgetting in which anxiety-provoking thoughts and conflicts are forced out of conscious awareness

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repression

Front 7

psychoanalytic term fro the inborn component of the personality that is driven by the instincts

Back 7

id

Front 8

psychoanalytic term for the rational component of the personality

Back 8

ego

Front 9

psychoanalytic term for the component of the personality that consists of one's internalized moral standards

Back 9

superego

Front 10

Freud's their stage of psychsexual development (from 3 to 6 years, of age), in which children gratify the sex instinct by fondling their genitals and developing an incestuous desire for the parent of the other sex

Back 10

phallic stage

Front 11

Freud's term for the conflict taht 3 to 6 year old boys experience when they develop an incenstuous desire for their mothers and at the same time a jelous and hostile rivalry with their fathers

Back 11

oedipus complex

Front 12

femal version of Oedipus complex, in which a 3 to 6 year old girl who believed to envy her father for possessing a penis, and to seek him as a sex object in the hope of sharing the organ that she lacks

Back 12

electra complex

Front 13

Freud's term for the child's tendency to emulate another person, usually the same-sex parent

Back 13

identification

Front 14

arrested development at a particular psychosexual stage, often as a means of coping with existing conflicts and preventing movement to the enxt stage, where stress may be even greater

Back 14

fixation

Front 15

Erikson's revision of Freud's theory that emphasizes sociocultural (rather than sexual) determinants of development and posits a serious of eight psychosocial conflicts that people must resovle successfully to display helather psychological adjustment

Back 15

psychosocial theory

Front 16

the first of Erikson's eight psychosocial stages, in which infants must learn to trust their closest companions or else run the risk of mistrusting other people later in life

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trust vs. mistrust

Front 17

a school of thinking in psychology that holds that conclusions about human development should be based on controlled observations of over behavior ratehr thatn speculation about unconscious motives or other unobservable pheonema; the philosophical underpinning for social-learing theories

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behaviorism

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well-learned associations between stimuli and responses that represent the stable aspects of oen's personality

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habits

Front 19

any consequence of an act taht increases the probability that the act will recur

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reinforcer

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any consequence of an act taht supresses that act and/or decreases the probability that it will recur

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punisher

Front 21

a form of learing in which voluntary acts (or operants) become either more or less probable, depending on the consequences they produce

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operant learning

Front 22

learning that results form observing the behavior of others

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observational learning

Front 23

the images and verbal labels that observers generate in order to retain the important aspects of a model's behavior

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symbolic representation

Front 24

reproduction of a modeled activity that has been witnessed at some point in the past

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deferred imitation

Front 25

in Bandura's theory, a verbal encoding of modeled behavior that the observer stores in memory

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verbal mediator

Front 26

the notion that children are passive creatures who are molded by their environments

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environmental determinism

Front 27

the notion that the flow of influence between children and their environmetns is a two-way street; the environment may affect the child, but the child's behavior will also influence the enviornment

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reciprocal determinism

Front 28

age-related changes that occur in mental activities such as attending, perceiving, learning, thinking, and remembering

Back 28

cognitive development

Front 29

an organized pattern of thought of action that a child constucts to make sense of some aspect of his or her experiences; Piaget sometimes uses the term cognitive structures as a synonym for schemes

Back 29

scheme

Front 30

organized patterms of behavior that are used to represent and respond to objects and experience

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behavioral schemes

Front 31

internal mental symbols (such as images or verbal codes) that one uses to represent aspects of experience

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symbolic schemes

Front 32

Piaget's therm for schemes that utilize cogntive operations, or mental "actions of the head," which enable one to transform objects of thought and to reason logically

Back 32

operational schemes

Front 33

one who gains knoledge by acting or otherwise operating an objects or events to discover their properites

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constructivist

Front 34

an inborn tendency to combine and integrate available shcmes into coherent systems or bodies of knowledge

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organization

Front 35

inborn tendency to adjust to the demands of the environment

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adaption

Front 36

Piaget's term for the process by which children interpret new experiences by incorporating them into their existing schemes

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assimilation

Front 37

imbalances of contradictions between one's thought processes and environmental events; by contrast, equilibrium refers to a blanced, harmonious relationship between one's cognitive structers and the enviornment

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disequilibriums

Front 38

Pieaget's ter mfor the process by which children modify their existing schemes in order to incorporate or adapt to new experiences

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accomodation

Front 39

a serious of developments that ocur in one particular order because each development in the sequence is a prerequisite for the next

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invariant developmental sequence

Front 40

Pieget's first stage of cognitive development, from birth to 2 years, when infants are relying on behavioral schemes to adapt to the environment

Back 40

sensorimotor stage

Front 41

a newborn infant from birth to approximately one month of age

Back 41

neonate

Front 42

a pleasurable response, centered on the infant's own body, that is discovered by chance and performed over and over

Back 42

primary circular reaction

Front 43

a pleasurable response, centred on an object external to the self, that is discovered by chance and performed over and over

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secondary cicular reaction

Front 44

an exploratory scheme in which infatns devise new methods of acting on objects to reproduce interesting results

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tertiary circular reaction

Front 45

the ability to solve simple problems on a mental, or symbolic, level without having to rely on trial-and-error experiementation

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inner experiementation

Front 46

the realization that objects continues to exist when they are no longer visible or detectable through the other senses

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object permanence

Front 47

Piaget's second stage of cognititve development, lasting from about age 2 to age 7, when children are thinking at a symbolic level byut are not yet using cogititve operations

Back 47

preoperational stage

Front 48

an internal mental activity that one performs on objects of thought

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cognitive operation

Front 49

the ability to use symbols (for example, images and words) to represent objects and experiences

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symbolic function

Front 50

the tendency to view the world from oen's own perspective while failing to recognize that other may have different points of view

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egocentrism

Front 51

Piaget's term of reasonsing that is dominated by appearances (or perceptual characteristics of objects and events) rather than by rational thought processes

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intuitive thought

Front 52

the tendecy to focus on only one aspect of a problem when two or more aspects are relevant

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centered thinking (centration)

Front 53

the recognition that the properties of an object or substance do not change when its appearance is altered in some superfical way

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conservation

Front 54

the ability to reverse, or negate, an action by mentally performing the opposite action

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reversibility

Front 55

the ability to consider more than one aspect of a problem at a time (also called decentration)

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compensation

Front 56

Piaget's third stage of cognitive development, lasting from about age 7 to 11, when children are acquiring cognitive operations and thinking more logically about tangible objects and experiences

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concrete-operational stage

Front 57

a cognitive operation that allows one to order a set of stimuli along a quanifiable dimension such as height or weight

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seriation

Front 58

the ability to infer relations among elements in a serial order (for example, if A>B and B>C, then A>C

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transtivity

Front 59

Piaget's fourth and final stage of cognitive development, from age 11 or 12 and beyoung, when the individual begins to think more rationally and systematically about abstract concepts and hypothetical events

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formal-operational stage

Front 60

a style of problem solving in which all possible solutions to a problem are generated and then sytematically evaluated to determine the correct answer(s).

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hypothetico-deductive reasoning

Front 61

allegedly a form of adolescent egocentrism that involves confusing one's own thoughts with those of a hypothesize audience and concluding that others share your preoccupations

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imaginary audience

Front 62

allegedly a form of adolescent egocentrism in which the individual thinks that he and his thoughts andfeelings are special or unique

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personal fable

Front 63

the thinking that people display about the thoughts, feelings, motives, and behaviors of themselves and other people

Back 63

social cognition