Developmental Psychology Final

Front 1

Moral emotions

Back 1

psychoanalytic theories involving the superego

Front 2

Conscience

Back 2

the list of don'ts in the super ego; violation leads to guilt

Front 3

Ego ideal

Back 3

the list of do's in the super ego; violation leads to shame

Front 4

Moral behaviour

Back 4

consequences teach children to obey moral rules (operant conditioning)

Front 5

Moral reasoning

Back 5

the process of making judgments about the rightness or wrongness of specific acts

Front 6

Piaget's moral reasoning

Back 6

1. Moral realis stage
2. Moral relativism stage

Front 7

Moral realism stage

Back 7

rules are unchangeable & set by authorities

Front 8

Moral relativism stage

Back 8

rules can be changed if parties agree

Front 9

Kohlbergs Moral reasoning

Back 9

1. Preconventional
2. Conventional
3. Post conventional

Front 10

Preconventional morality

Back 10

child's judgment of right/wrong are based on sources of authority

Front 11

punishment/obedience orientation (stage 1)

Back 11

relies on physical consequences to determine what's right/wrong

Front 12

individuality, instrumental purpose & exchange (stage 2)

Back 12

child's does things that are rewarded & avoids things that are punished

Front 13

Conventional morality

Back 13

judgments are based on rules/norms of a group to which they belong

Front 14

Mutual interpersonal expectations (stage 3)

Back 14

good behaviour is what pleases others

Front 15

Social system & conscience (stage 4)

Back 15

focus on doing their duty, respecting authority, following rules and laws

Front 16

Post conventional morality

Back 16

allows a person to make individual judgments & choices based on self chosen principles

Front 17

Social contract orientation (stage 5)

Back 17

recognize that rules, laws, and regulations sometimes need to be ignored or changed

Front 18

Ethical principles orientation

Back 18

individual is searching for the highest moral principles possible & trying to live in a way that's consistent with them

Front 19

Family systems theory

Back 19

the family is an integrated network of factors that work together to influence the child's development

Front 20

Key properties of family system

Back 20

wholeness/order & adaptability

Front 21

Bronfenbrenner

Back 21

family is a filter through which larger society influences child's development

Front 22

Microsystem

Back 22

all systems child has direct personal experience with

Front 23

Exosystems

Back 23

child is not directly affect but it affects microsystem

Front 24

Macrosystems

Back 24

larger cultural or subcultural settings

Front 25

Authoritarian

Back 25

highly demanding but at the same time quite unresponsive

Front 26

Permissive type

Back 26

tolerant & warm but show little authority

Front 27

Authoritative

Back 27

high levels of control, maturity demands, nurturance & communication

Front 28

Neglecting type

Back 28

psychologically unavailable mothers that have no deep emotional connection with child

Front 29

Non parental care

Back 29

being cared for by relatives or care centres

Front 30

Developmental approaches

Back 30

support children through development of naturally occurring milestones

Front 31

Academic approaches

Back 31

focuses on teaching children skills they need to succeed in elementary school

Front 32

Task goal

Back 32

personal standards & a desire to become more competent

Front 33

Ability goals

Back 33

success is defined in competitive terms & is influenced by the group in which they identify

Front 34

Externalizing problems

Back 34

deviant behaviours are directed externally toward other people

Front 35

Conduct disorder

Back 35

a repetitive, persisten pattern of deviant behaviour; aggression, argumentativeness, bullying, disobedience, threatening behaviour

Front 36

Internalizing problems

Back 36

deviant behaviour is diected inwardly, against the self

Front 37

Major depressive disorder

Back 37

a depressed mood lasting 6 + months that's accompanied by other symptoms

Front 38

Atypical development

Back 38

an enduring pattern of behaviour that's unusual compared to the behaviour of others of the child's age & interferes with development

Front 39

Biological perspective

Back 39

atypical development is a symptoms of an underlying physical cause

Front 40

Psychodynamic perspective

Back 40

atypical development stems from early childhood experiences & unresolved unconscious emotional conflicts

Front 41

Learning perspective

Back 41

atypical behaviour is learned & sustains like other behaviours; failure to learn adaptive behaviour

Front 42

Cognitive perspective

Back 42

faulty thinking or distorted perceptions

Front 43

ADHD

Back 43

involves persistent patterns of inattention & hyperactivity/impulsivity

Front 44

Hyperactive ADHD

Back 44

hyperactivity is the main problem & involves disruptive & innappropriate behaviour in structured settings

Front 45

Impulsive ADHD

Back 45

tendency to talk without thinking

Front 46

Inattention ADHD

Back 46

difficulty remaining focused on a task that's persistent throughout development

Front 47

Behavioural therapy

Back 47

based on reinforcement techniques that target specific behaviours

Front 48

Aspergers

Back 48

social difficulties as seen in autism but without language and cognitive deficits

Front 49

Autism

Back 49

child has much more limited language skills than others of same age, an inability to engage in reciprocal social relationships, & a severely limited range of interests

Front 50

Joint attention

Back 50

difficulty producing joint attention gestures & following eye gaze

Front 51

Theory of mind

Back 51

ability to understand other people's ideas, beliefs, desires & behaviour