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71 Cards in this Set
- Front
- Back
- 3rd side (hint)
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What are the three stages of development? |
cognitive, moral, and psychosocial |
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what does cognition refer to? |
Cognition refers to the mental activities that help us function,
e.g. problem-solving. figuring out how the world works. developing models and concepts. storing and retrieving knowledge. understanding and using language. using self-talk and inner thoughts. |
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Cognitive Development:Jean Piaget (1896-1980) What did Jean Piaget study? |
the errors in cognition made by children in order to understand in what ways they think differently than adults. |
We don’t start out being able to think like adults. A baby trying to slide down a miniature slide or miniature car The error is an inability to understand scale (relative size). |
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Jean Piaget and Cognitive Development: Schemas What is a schema? |
An early tool to organize those experiences is a schema, a mental container we build to hold our experiences. Schemas can take the form of images, models, and/or concepts. |
A child forms a schema called “COW” which he uses to think about animals of a certain shape and size. e.g. Calling a moose a cow |
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accommodation |
refers to adjusting our schema to better fit our experiences. |
A little girl can accommodate her animal schema by separating the cat, and even different types of dogs, into separate schemas. |
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assimilation |
refers to incorporating new experiences into our existing |
How can a little girl use her “dog” schema when encountering a cat? She can assimilate the experience into her schema by referring to the cat as a “dog” |
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what did Jean Piaget believe cognitive development:is a combination of? |
Jean Piaget believed that cognitive development:is a combination of nature and nurture. Children make leaps in cognitive abilities from one stage of development to the next. |
Children grow by maturation as well as by learning through interacting/playing with the environment.is not one continuous progression of change. Children make leaps in cognitive abilities from one stage of development to the next. |
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remeber this |
sensorimotor,preoperational,concrete operational,formal operational. http://i.gyazo.com/563fc5dd37544b5417de7a2cae0d8d89.png |
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Sensorimotor Stage (From Birth to Age 2) |
in the sensorimotor stage, children explore by looking, hearing, touching, mouthing, and grasping. |
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Object Permanence |
the idea that objects exist even when they can’t be seen. |
Through games like “peekaboo,” kids learn object permanence |
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What can kids do in the preoperational stage? |
Represent their schema, and even some feelings, with words and images .Use visual models to represent other places, and perform pretend play. Picture other points of view, replacing egocentrism with theory of mind. Use intuition, but not logic and abstraction yet. |
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egocentrism |
being unable to see another person’s perspective, or even to imagine that other people have a perspective that might be different from your own. |
egocentrism:“I am the World.” |
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what does the Theory of mind refer to? |
Theory of mind refers to the ability to understand that others have their own thoughts and perspective. |
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Conservation |
refers to the ability to understand that a quantity is conserved (does not change) even when it is arranged in a different shape. |
This child could “conserve” the amount of fluid by mentally reversing the operation of pouring it into a different container, but this is difficult for a child at the start of the preoperational phase. |
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The Concrete Operational Stage |
begins at ages 6-7 (first grade) to age 11 children now grasp conservation and other concrete transformations they also understand simple mathematical transformations the reversibility of operations (reversing 3 + 7 = 10 to figure out that 10 - 7 = 3). |
Just as toddlers enjoy practicing their newfound understanding of object permanence by playing peekaboo, kids in the concrete operational stage might like playing around with their understanding of conservation with jokes like the one in the book: “don’t cut the pizza into eight pieces, I can only eat six.” Back to the glass of milk example, a kid at this age might laugh at hearing or saying, “could you pour that milk into a taller glass, I’m really thirsty.” |
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Formal Operational Stage (Age 11 +) |
With formal operations thought comes the skill of imagining the realities that might exist rather than the concrete here and now. |
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Concrete operations include analogies such as |
“My brain is like a computer.” includes arithmetic transformations: if 4 + 8 = 12, 12 – 4 = ? |
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Formal operations includes allegorical thinking such as |
“People who live in glass houses shouldn’t throw stones” (understanding that this is a comment on hypocrisy). Includes algebra: if x = 3y and x – 2y = 4, what is x? |
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Attachment refers to? |
to an emotional tie to another person. In children, attachment can appear as a desire for physical closeness to a caregiver. |
Experiments with monkeys suggest that attachment is based on physical affection and comfortable body contact, and not based on being rewarded with food. |
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Outcomes with Parenting Styles |
Authoritative parenting, more than the other two styles, seems to be associated with:high self-reliance. high social competence. high self-esteem. low aggression. |
Authoritarian ParentingIn this style of parenting, children are expected to follow the strict rules established by the parents. Failure to follow such rules usually results in punishment. Authoritarian parents fail to explain the reasoning behind these rules. If asked to explain, the parent might simply reply, "Because I said so." These parents have high demands, but are not responsive to their children. According to Baumrind, these parents "are obedience- and status-oriented, and expect their orders to be obeyed without explanation" (1991).Authoritative ParentingLike authoritarian parents, those with an authoritative parenting style establish rules and guidelines that their children are expected to follow. However, this parenting style is much more democratic. Authoritative parents are responsive to their children and willing to listen to questions. When children fail to meet the expectations, these parents are more nurturing and forgiving rather than punishing. Baumrind suggests that these parents "monitor and impart clear standards for their children’s conduct. They are assertive, but not intrusive and restrictive. Their disciplinary methods are supportive, rather than punitive. They want their children to be assertive as well as socially responsible, and self-regulated as well as cooperative" (1991).Permissive ParentingPermissive parents, sometimes referred to as indulgent parents, have very few demands to make of their children. These parents rarely discipline their children because they have relatively low expectations of maturity and self-control. According to Baumrind, permissive parents "are more responsive than they are demanding. They are nontraditional and lenient, do not require mature behavior, allow considerable self-regulation, and avoid confrontation" (1991). Permissive parents are generally nurturing and communicative with their children, often taking on the status of a friend more than that of a parent. |
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which is most effective? |
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self-concept: |
a stable and positive understanding of identity. |
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Social Development: Erik Erikson (1902-1994) |
Erik Erikson’s model of lifelong psychosocial development sees adolescence as a struggle to form an identity, For Erikson, the challenge in adolescence was to test and integrate the roles in order to prevent role confusion (which of those selves, or what combination, is really me?). |
breakfeast club |
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How many weeks for a fetus to develop? |
At nine weeks, hands and face have developed; the embryo is now called a fetus (“offspring”). |
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Teratogens |
Teratogens (“monster makers”) are substances such as viruses and chemicals that can damage the developing embryo or fetus. |
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Fetal Alcohol Syndrome (FAS) r |
Fetal Alcohol Syndrome (FAS) refers to cognitive, behavioral, and body/brain structure abnormalities caused by exposure to alcohol in the fetal stage. |
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The rooting reflex |
The rooting reflex--when something touches a newborn’s cheek, the infant turns toward that side with an open mouth. |
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The sucking reflex |
The sucking reflex can be triggered by a fingertip |
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Crying when hungry is the newborn talent |
.Crying when hungry is the newborn talent of using just the right sounds to motivate parents to end the noise and feed the baby |
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Personality |
Personality: An individual’s characteristicpatterns of thoughts, feelings, and behaviors |
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Who came up with psychoanalysis? |
Sigmund Freud (1856-1939)
He became aware that many powerful mentalprocesses operate in the unconscious, withoutour awareness. |
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Psychoanalysis: Techniques |
Techniques for revealing theunconscious mind: He used creative techniquessuch as free association: heencouraged the patient to speakwhatever comes to mind, thenthe therapist verbally traces aflow of thoughts into the pastand into the unconscious. He also suggested meanings forslips of the tongue (as in thiscartoon) and for the “latent”content of dreams. |
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where does Personality develop from ? |
Personality develops from the efforts of our ego, our rational self, to resolve tension between our id, based in biological drives, and the superego, society’s rules and constraints. The Unconscious, in Freud’s view: A reservoir of thoughts,wishes, feelings, memories, thatare hidden from awarenessbecause they feel unacceptable. |
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what does the id do? |
is focused on theneeds of erogenous zones,sensitive areas of the body the mediator |
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What does the James-Lange theory state? |
Arousal comes before emotion first comes conscious awareness then the feeling. we feel sorry because we cry and angry because we strike |
I noticed my racing heart then shaking with fright felt the whoosh of emotions. my feeling of fear followed my body's response |
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Cannon-Bard theory what does it state? |
Disagreed with the james lange theory our bodily responses and experienced emotions occur separately but simultaneously my heart began pounding as I experienced fear |
my heart began pounding as I experienced fear |
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two factor theory by schacter and singer |
emotinal experience requires conscious interpretation of arousal emotions have two ingredients physical arousal and cognitive appraisal |
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spillover effect |
you catch emotions from other people. You become happy if the accomplice is acting euporic and test if the accomplice is acting irritated |
arousal from a soccer match can fuel anger which can descend into rioting and violence |
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are polygraphs full proof ? |
No |
they measure emotions and emotion linked changes in breathing and perspirations |
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facial feedback effect |
when you force yourself to smile you become a bit happier |
we can control emotions by going through the outward movements of the emotion we want to experience |
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whats the feel good do good penomenon |
peoples tendency to be more helpful when they are already in a good mood |
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subjective well being |
self perceived happniess or satisfaction with life used along with measures of objective well being to evaluate peoples qualities of life |
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adaptation level phenomenon |
our tendency to form judgements of sounds lights of income relative to a neutral level defined by our prior experience |
yesterdays marvelous become todays mundane you adjust your new neutral level to include new experiences |
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relative deprivation |
the perception that one is worse off relative to those whom one compares oneselfd |
we are always comparing ourselves to others and whether we feel good or bad depends on who those others are. we are only slow witted or clumsy when compares to others smarter or more agile |
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what does health psychology provide? |
a subfeild of psychology that provides contribution to behavioral medicine |
studies how stress and healthy and unhealathy behaviors influence health and illness |
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what are the 4 types of stressors |
catastrophes significant life changes and daily hassles |
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What are the concepts of general adaptation syndrome ? |
3 phase process alarm reaction - sympathetic nervous system is activated resistance - cope with stressor exhaustion reserves deleted |
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what is general adaptation syndrome |
selyes concept of the bodys adaptive response to stress in 3 phases |
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there are two types of personalities A and B which is more agressive and has heart attacks |
Type a the most reactive,competitive hard driving impatient time conscious supermotivated verbally aggressive and easily angered type B is the roughly equal but were more easygoing |
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problem-focused coping |
attempting to alleviate stress directly - by changing the stressor or the way we interact with that stressor |
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emotion-focused coping |
attempting to alleviate stress by avoding or ignoring a stresssor and attending to emotioncal needs related to ones stress reaction |
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how is stress good |
moblize the immune system for fending off infection infections and arouses and motivates us to conquer problems oxytocin a stress moderating homrmone |
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Do reflection techniques help with stress |
yes like mediation,laughing with friends, and exercising |
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free association |
in psychoanalysis a method of exporing the unconscious in which the person relaxes and says whatever comes to mind no matter how trivial or embarrassing |
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what are the psychosexual stages |
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There are 5 |
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what are the 5 defense mechanisms |
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Who are the 3 psychodynamic analysts |
Alfred Adler Karen Horney Carl Jung |
add young to horny |
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is the roche test used today ? |
no fool |
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Who developed the hierarchy of needs ? |
Maslow humanstic theory |
mass low |
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what are the 3 conditions that facillitate growth |
Genuineness open with your own feelings acceptance unconditional positive regard empathy |
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what is involved in nacassim |
excessive self love and self absorption |
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What are the 5 big personality factors? |
C.A.N.O.E Conscientiousness agreeableness neuroticism openness extraversion |
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external locus of control |
the perception that chance or outside forces beyond our personal control determine our fate |
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internal locus of control |
the perception that you control your own fate |
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social cognitive perspective |
views behavior as influcnced by interaction between peoples trais and their social context |
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self control |
the ablility to control impluses and delay gratification |
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learned helplessness |
the hoplessness and passive resignation an animal or human learns when unable to aviod a repeated or aversive events |
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spotlight effect |
our self focused perpective may mottivate us but can also lead us to presume too readily that others are noticing and evlatuating us |
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self |
an organizer of our thoughts feelings and actions |
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self-serving bias |
our readiness to perceieve ourseleves favorably |
people accept more responsibility for good deeds then for bad and for successes then failiure |
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postive psychology |
martin spligman a psychology concerned not only with weakness and damage but also with strength and viture it has 3 pillars 1)positive emotions happniness 2) positive character 3) postive groups |
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