Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
279 Cards in this Set
- Front
- Back
|
Reflexes in infants
|
grasping, rooting,swiming, smiling, babinksi, moro
|
|
|
what is rooting?
|
turning head when cheek is stroken
|
|
|
whaen does grasping become goal oriented?
|
5 months
|
|
|
when does similing become a response to external stimulation
|
2 months
|
|
|
what is the babinski reflex?
|
stroke bottom of foot, spread toes out
|
|
|
What is the moro reflex
|
throw into air, and goes spread eagle
|
|
|
What are some reflexes in adults?
|
salivation, withdrawl from pain, pupil action, startle, blink, knee flex, sneezing
|
|
|
Define learning
|
a relatively permanent change in performance potential that arises from experience
|
|
|
What is behavorism
|
a move from intrapsychic to science that focuses on astimulus ina n environemnt that leads to some response
|
|
|
Who is Ivan pavlov
|
russian psychologist that studied classical condition by studing how the dog prepares itself for food
|
|
|
In the Pavlov experiment, what is the unconditioned stimulus
|
food
|
|
|
In the Pavlov experiment, what is the uncodintioned response?
|
salivation
|
|
|
In the Pavlov experiment, what is the condition stimulus
|
tone/bell
|
|
|
In the Pavlov experiment, what is the conditioned response
|
salivated to the bell
|
|
|
In the Pavlov experiment, what is extinction
|
getting rid of the conditioned response if you stop pairing the conditioned stimulus with the uncondition stimulus
|
|
|
In classical conditioning, what is generalization
|
responding to a similar (but not exactly the same) conditioned stimulus with the conditioned response
|
|
|
In classical conditioning, what is discrimination
|
an organism conditioned to respond only to a specific/discreet stimulus
|
|
|
In classical conditioning, what is higher oder conditioning
|
when a chain of stimuli lead to the conditioned response
|
|
|
In classical conditioning, what is spontaneous recovery?
|
after extinction, the response is relearned very quickly
|
|
|
What is habituation
|
a decline in the tendency to respond to stimuli that have become familiar
|
|
|
what is classical conditioning?
|
a form of learning in which a previously neutral simulus (CS) is paired with an uncondition stimulus (UCS), regardless of what the animal does
|
|
|
what is counter conditioning?
|
something used to stop a response instead of starting one
|
|
|
What did Watson do>
|
he worked on conditioned emotinal reactions
|
|
|
What did Wolpe do?
|
he was watson's student that worked with systematic desensitation
|
|
|
What is the basic principle between systematic desensitization?
|
you can't feel 2 emotions at 1 time
|
|
|
What are the steps of systematic desensitization?
|
1. relaxation training
2. construct anxiety hiearchy 2. desensitization-relax then have them do the scary thing |
|
|
What is instrumental (operant) conditioning
|
a reinforcer (food) is given only if the animal performs the instrumental response (pushing a lever)
|
|
|
learning curve
|
an index of learning (number of drops of saliva) is plotted against trials or seasons
|
|
|
reconditioning
|
presentation of further reinforced conditioning trials after a conditioned response has been extinguished
|
|
|
second order conditioning
|
sitmulus is made meaninful through an inital step of learning, and then that stimulus is used as a bassis for learning about some new stimulus...(ie. firzt bell = food, then light=bell=food)
|
|
|
thorndikes law of effect
|
if a response is followed by a reward, that response will be strengthened. If a response is followed by a punishment/no reward, response will be weakened
|
|
|
shaping
|
an instrumental learning procedure in which an animal learns a difficult response through rewarding closer and closer versions of the desired response
|
|
|
intrinsic motivation
|
motivation that seems inherent in an activity itself (do i for its own sake or b/c its fun)
|
|
|
schedules of reinforcement
|
pattern on ocassions on which responses are to be inforved (time/interval)
|
|
|
fixed ratio scheduled
|
you have to respond a certain number of times to get rewarded
|
|
|
fixed interval schedule
|
rewards earned only after a centrain time period has elapsed
|
|
|
varialble-ratio scehdule
|
a pattern of rewards with the ratio varying from reward to reward. All around some average, but sometimes it is less and sometimes more
|
|
|
punishment
|
a way to supress a response by following it w/ some averse event
|
|
|
latent learning
|
learning that occurs w/ out manifestation of performance
|
|
|
learned helplessness.
|
When stuck in/unable to escape situations of aversion, the person fails to learn to escape subsequent situations in which escape is possible
|
|
|
presynaptic facillitation
|
learning resuts in the increased readiness of presynaptic neurons to fire
-study of Aplysia, underlies many kids of learning |
|
|
one-trial learning
|
establisment of a conditioned response after only 1 pairing of the conditioned stimulus and the unconditioned stimulus
|
|
|
long term potentiation
|
cellular plasticity in which a postsynaptic neuron becomes more sensitiv to the signal recieved by from the presynaptic neuron.
Caused by rapid/sustained firing of presynaptic neuron Potentiation spreads to others |
|
|
critical period
|
period when organism is particularly sensitive to certain environmental influences, while outside of this period the influences have little effect
|
|
|
concrete operational
|
6-11
able to abstract to attibutes of reality (nimber and substances) but only to concrete events (not the abstract) |
|
|
sensitive period
|
same as critical period
|
|
|
sensorimotor period
|
0-2
sensations and motor impulse very little internalized representations |
|
|
preoperational
|
2-6
represent actions/objects internally but can't systematically maipulate/relate them -no quantinty or ability to take other points of view |
|
|
formal operational
|
11-on
abstract mntal operations (hypothetics) can be taken on |
|
|
object permanence? age?
|
objects remains constant over time and exists when out of space
-8 months old or more |
|
|
schemas
|
general cognitive strucute in which information is organized/a mental pattern
|
|
|
accomodation
|
the way the child changes his chemas as he continues to interact w/ the environment
|
|
|
assimilation
|
the way the environment is interpreted interms of the shemas the child has at the time
|
|
|
egocentrism? what age/stage?
|
properational children
inability to see others points of view |
|
|
metacognition
|
knowledge about knowledge (ie knowing that we don't/do remember something)
|
|
|
theory of mind
|
interrelated concepts used to try to make sens of our own mental process and those of others (ie variation in beliefs/desires from one person to anoter)
|
|
|
zone of proximal development
|
range of accomplishments that are beyond what the child could do on his/her own, but are possible if given help or guidance
|
|
|
overreggulation
|
mistakes where a person treats irregular cases as though they follow the rules (goed and foots)
|
|
|
phonemes
|
smallest unit of sound, that in english, usually ocrresponds to a letter of the alphabet
|
|
|
critical period hypothesis
|
certain skills MUST be gained at a particualar age or development stage
|
|
|
morphemes
|
smallest unit of meaning in languge
|
|
|
motherese
|
singsong speech used towards infants
|
|
|
syntax
|
rules used to combine words/letters meaninfully
|
|
|
definitional tehory
|
the mental representation of the meaning of something is based on simplier/smaller concepts
|
|
|
prototype theory
|
concepts are formed baed on the average/typical, no single attirbutes
|
|
|
frequencey distribution
|
an arrangement in which scores are tabulated by how often they occur
|
|
|
mean
|
measure of central tendancy, arithmetic average
|
|
|
median
|
measure of central tendancy, the point that dividides the distribution into 2 equal halves
|
|
|
normal (bell) curve
|
symmetrical bell shaped curve that describes the probablility of obtaining various combinations of chance events. The normal frequency distribution of many attributes of humans and animals
|
|
|
correlation
|
tendency of 2 vaariables to vary together
|
|
|
correlation coefficient
|
r- number that expresses teh size and direction of a porrelatiion from-1 to 1, w/ 0 being no correlation at all
|
|
|
scatter plot
|
graph showing the relation ship between to interval or ratio scale cariables, w/ each axis representing one varibale
used to graph correlation data |
|
|
reliability
|
the degreee of consistency w/ wich a test measures a trait/attribute.
|
|
|
validity
|
the extent to which a test mearures what it is supposed to measure
|
|
|
norms
|
in intelligence testing the scores taken from a large sample of the population against which an individual's test scores are evaluated
|
|
|
fluid intelligence
|
the ability to deal w/ essentially new problems
-declines w/ age |
|
|
crystallized intelligence
|
the repertoire of info, cognitive stkills and strategies acquired by the application of fluid intelligence to various fields
-increases w/ age |
|
|
multiple intelligences
|
Howard Gardner
8 essential, independent metnal capabilities liguistic, logical-mathematical, visospatial, musical, bodily-kinesthetic, interpersonal, intra personal,and naturalistic |
|
|
phenotype
|
the overall appeareance and behavior of an organism, regardless of its genes
|
|
|
genotype
|
the genetic blueprint of an organism wich may or may not be overtly expressed by its phenotype
|
|
|
stereotype threat
|
a hypothesized mechanim thru which a persons performance on a test is influenced by her perception that the test results may confirm stereotypes about her
|
|
|
analogical representation
|
a representation that shares some of the physical characteristics of an object (i.e. a picture of a mouse)
|
|
|
symbolic representation
|
a type of mental representation that doesn't ocrrespond to the physical characteristics that it represents (i.e. the word mouse)
|
|
|
mental maps
|
a mental representation of the spatial layout of a scene
|
|
|
concepts
|
a class/category that subsumes a number of individual instances. concepts are related thru propositions relating a subject (chicken) to a predicate (lay eggs)
|
|
|
associative links
|
connections in memory that tie one memory or concept to another
|
|
|
automaticity
|
the state that is achieved when an action has gone through the porcess of automatization
|
|
|
parallel distributed processing
|
models of cognitive processing in which the relevant symbolic representations don't correspond to any 1 unt of the network the state of the network as a whole
|
|
|
propositions
|
assertions made that relate a subject and a predicate
|
|
|
semantic priming
|
the enhanced performance on verbal tasks that occurs wen items being considered have similar meanings
|
|
|
conditional statements
|
if..then statements, where the if states the condition where the then is garunteed to be true
|
|
|
deductive reasoning
|
trying to determine wheter some statement flollows logically from certain premises, like analyzing syllogisms
|
|
|
inductive reasoning
|
obsevation of a number of partivular instaces and trying to determine a genearl rule that covers them al
|
|
|
stroop effect
|
a marked decreases in the speed of naming the collors in which various color names are printed w/ the colors and names different (example of automatization)
|
|
|
syllogisms
|
a logic problem containing 2 premises and a conclusion that may or may not follow from them
|
|
|
blindsight
|
the ability of a person w/ a lesion in the visual cortex to reach toward/guess at location of obects in a part of the visual field that corresponds to the lesion, although they can see nothing in that part of their visual field
|
|
|
confirmation bias
|
the tendency to seek evidence to support one's hypothesis
|
|
|
framing
|
a heuristic that affects the subjevtive desirability of an event by changing the stard of reference for judging the desirability (comparing to the worst posible result as opposed to the best possible result)
|
|
|
heuristics
|
explains how people make decisions. biases.
|
|
|
preservation
|
the tendecy to repeat the same response inappropriately, typically accompanying the defects in strategy formation observed w/ prefrontal lesions
|
|
|
mental set
|
the predisposition to percieve, remember, or think of one thing rather than another
|
|
|
imprinting
|
a learned attatchemt formed in a particualr period in lfe that is dificult to reverse
|
|
|
observational learning
|
a mechanism of socialization whereby a child obeserves another person who serves as a model and then proceeds to imitate what the model does
|
|
|
empathy
|
a direct emotional response to another person's emotions
|
|
|
socialization
|
the process by which the child acquires the patterns of behavior charactersitics of its society
|
|
|
gender roles
|
the set of external behvior patterns a given culture deems appropriate for each sex
|
|
|
gender identity
|
the inner sense of being male or female
|
|
|
gender constancy
|
the recognition that being male or female is to all intents and purposes irrevocable
|
|
|
sexual orientation
|
a person's predisposition to hose memebers of the same or opposite sex a romantic and sexual partners
|
|
|
What is thorndike's puzzle box?
|
an animal has to perform some physical action (pull a lever) to get out of a cage and be rewarded
|
|
|
What is thorndikes learning curve
|
A gradual decline in the time it takes to do the right thing. Not smooth (many cluctuations). Is smooth when averaging the results of many individuals
|
|
|
What is the skinner box?
|
box where intrusmental response could be performed repeatedly and rapidly, recieving some stimuli/reinforcement. MEasures the response rate
|
|
|
Who studied various methods of reinforcement?
|
Skinner
|
|
|
Who believed in radical behaviorism?
|
Skinner
|
|
|
What is the goal of a reinforcer?
|
to increase a behavior
|
|
|
What is a primary reinforce?
|
its value is biologically determined
|
|
|
What is a secondary reinforcer?
|
its value is associated w/ a primary reinforcer
|
|
|
What is negative reinforcemt?
|
When you do something, a negative stimuli stops occuring, so you do that thing more often
|
|
|
What is positive punishment?
|
When you do something, then you recieve a punishment, you stop doing that thing
|
|
|
What is a negative punsihment?
|
When you do something GOOD, get punished, and stop doing that GOOD thing
|
|
|
What are the Pros of positive punsihment?
|
prevents injury, immediate, easy, generally reduces behvaoir, conveys info about innappropriate behavior
|
|
|
What are the cons of positive punishment?
|
makes punisher feared, temporary, no positive alternative, makes aggression seem appropriate, create emotional disturbance
|
|
|
successive approximations?
|
the process of shaping a response by rewarding closer and closer versions of the desired response
|
|
|
What is the response in classical conditioning? In intrumental conditioning?
|
elicted (involuntary); emited(voluntary)
|
|
|
what is learned in classical conditioning
|
the relationship between 1 stimulus and another
|
|
|
What is learned in instrumental conditioning?
|
the association between behavior and consequence
|
|
|
insight: define, who coined the term?
|
Wolfgang Kholer-Definition I don't know!
|
|
|
What did Tolman introduce?
|
cognitive maps and latent learning
|
|
|
What is observational learning? Who studied this?
|
learning from a model, Albert Bandura
|
|
|
What are 3 effects of observing violence?
|
-decreased concern about victim's suffering
-reduced sensitivity to the sight of violence -aggressive models increase tendency to act agressively |
|
|
What is nature vs. nuture
|
born w/ everything or influenced by the environment
|
|
|
what is a ciritical period?
|
something has to happen w/ in a critical time period, or it won't happen
|
|
|
What is a sensitive period?
|
something can happen in a broad window or beyond, and skill can still be developed
|
|
|
what is continuity vs. discontinuity?
|
is development gradual or are there some rapid periods of transformation?
|
|
|
Stability vs. change?
|
will people always be the same or are they capable of change?
|
|
|
What is corssenctional reserch?
Benefits/ cons |
look at people of different ages at the same time
Benefits: efficient Cons:Confounds-cohort effect |
|
|
What is the cohort effect?
|
different generations have different developmental paths
|
|
|
What is longitudinal research? Pros/cons
|
Follow the same group of people through out
Benefits: isolate developmental changes from group differences Cons: historical effects and practice effect |
|
|
What is the historical effects
|
differences in environments may cause changes
|
|
|
what is the practive effect?
|
one gets better at a test because they have more practice
|
|
|
When is prenatal development most vulnerable?
|
weeks 3-8
|
|
|
What are the sensory capabilities at birth
|
no systematic control of movements, no goal directed movements
|
|
|
What does motod development grow in tandem with?
|
cognitive development
|
|
|
What is cephalocaudal principle
|
moves from head to feet
|
|
|
what is the proximal distal principal
|
moves from midline to extremeties
|
|
|
motor development occurs through (which stages/process)?
|
gradual differentation
|
|
|
What are the growth patterns in the 1st 2 decades?
|
neural growth-raid development
physical growth-periods of development |
|
|
how do we know infants are capable of learning from birth?
|
-can be classically condition
-can be reinforced using opron principle -they hae a good meory |
|
|
What is the nativist theory about human knowlede?
|
born w/ everything you know
|
|
|
What is the empiricist theory about human knowledge
|
born w/ nothing-experiences make us
|
|
|
Who is an interactionis? What do they believe?
|
Piaget; that you take knowledge and expand it by interacting w/ the environment
|
|
|
What is the piaget stage theory of congitive development (pathway)
|
senorimotor to pre-operational to concrete operation to formal operational
|
|
|
what is the sensorimotor period
|
0-2 uses senes/motor development to learn about the object. Development object permanence, object constacny, and schemas. Learn throuh assimilation and accomodation
|
|
|
assimilation
|
take new experiences and fold them into a chema
|
|
|
accomodation
|
seperate schemas into different groups
|
|
|
What is object constancy?
|
an object is still an object even when you look at it from a different angle
|
|
|
What is the pre-operational period
|
(2-6) start mental representations (pretendings) and egocentrism
|
|
|
What is the concrete operational stage?
|
7-12
-ordering and relational terms -reversability (conservation of #, length, volume, and mass) |
|
|
How has the piaget theory changed?
|
same order across cultures
-stagies occur earlier -inconsistency w/ in stages (not purely linear) -information processing theory |
|
|
what is the information processing theory?
|
not discreet stages: more gradual/continuous- at the end you know how to think about thinking
|
|
|
which type of reasoning is more suspectible to error?
|
inductive (bottom up)
|
|
|
What are some of the biases in inductive reasoning?
|
mental set, distraction, framing, represenative, conformation
|
|
|
In inductive reasoning bias, what is mental set?
|
clues to make you give a certain answer
|
|
|
In inductive reasoning bias, what is distraction?
|
unnecesarry information
|
|
|
In inductive reasoning bias, what is framing?
|
setting people up to think a certain way by using positive or negative descriptions (ie in terms of success or failure)
|
|
|
In inductive reasoning bias, what is represenative bias
|
the over use of prototypical characteristics and under-use of base-rate/statistical information
|
|
|
In inductive reasoning bias, what is availability biasis?
|
bias in what you can easily call to mind
|
|
|
In inductive reasoning bias, what is conformation bias?
|
tend to seek out info that confirms what we know about people
|
|
|
What happens to IQ scores as you get older?
|
steady decrease from age 25 and on
|
|
|
What happens to fluid intelligence as we get older
|
steady decrease from age 25 and on
|
|
|
What happens to crystall intelligence as we get older?
|
steady increase from age 25 and on
|
|
|
What are some general trends in cognitive development?
|
-greater interindividual variability
-gain control over thinking -more thorough information processing -comprehend increasingly complex ideas -cognitive flexibility |
|
|
How can you forestall cognitive decline?
|
-more formal education
-spouse that's smarter than you -cognitively stimulating activities/job |
|
|
What is the cognitive developmental perspective of moral development?
|
???
|
|
|
What is the fruedian perspective of moral development?
|
???
|
|
|
What is the social learning perspective of moral development?
|
???
|
|
|
What did Lawrence Kohlberg do w/ Heins?
|
???
|
|
|
What are Kohlberg's stages of moral development?
|
precoventional, convetnional, and postconventional
|
|
|
Preconventional moral development?
|
(7-10)
-obedience -self-interest |
|
|
Conventional moral development
|
(10-16+)
-good boy/girl -autorhity |
|
|
Post convetional moral development?
|
(16+)
-human rights -social welfare |
|
|
Descripe the timeline of language
|
brain developed (50,000 ya)
paintings on walls (35,00 ya) writing appeared (12,00 ya) language is relatively new and continues to evlve |
|
|
What are the key factors of leanguage?
|
symbolic, structural, and generative
|
|
|
What is sthe surface structure of langauge?
|
what it looks like-syntax rules used to combine words/letters in a meaningful way
|
|
|
what is the deep structure of langauge?
|
the fact that the symbols make an idea-semantics: the meaning behid the way we put things to gether to make them fluid
|
|
|
Which is more complex syntax or semantics
|
semantics
|
|
|
describe the elements of language from simpliest to most complex?
|
phomenes to morphenese to words to phrases to discorse
|
|
|
What is a precursor to language acquisiton?
|
understanding that abstract things can represent other things
|
|
|
What are the biological foundations of langauge acquisition?
|
brain area, the sensitive period from birth through pubert, universal phnemes
|
|
|
What does the broca's area of language represent?
|
production of language
|
|
|
What does the wernicke's area of language do?
|
comprehension of language
|
|
|
What is Noam Chomsky's Language Acquisition Device
|
-born w/ knowledge about language and how it functions
-primed to use language w/ universal phomenes -learn about 5 new words a day when approximately 5/6 yo |
|
|
How is langauge a social learning process?
|
motherese, operant conditioning (rewarded for using language correctly), modeling
|
|
|
When do babies begin to narrow phomenes and imitate?
|
7-11 months
|
|
|
When do babies begin to use morphenes and speak 1 word sentences?
|
12-18 months
|
|
|
When do people start to develop telgraphic speech and sloppy sentences?
|
18-24 months
|
|
|
What is the very imprtant age w/ rapid vocab gain and basic syntax?
|
ages 2-4
|
|
|
what are scripts?
|
-know conventions about how certain conversations should go
-turn taking |
|
|
What are pragmatics?
|
vocalizations, nonverbals, proxemics, gestures
|
|
|
What are vocalizations?
|
using certain tones to put across a certain message
|
|
|
Who studied laughter as language?
|
Robert Provine
|
|
|
How do we know laughter is a social phenomena?
|
it occurs 30x more w/ others than alone
|
|
|
Women and laughter?
|
laugh more and w/ more people
|
|
|
What did Galton use to determine the "efficiency of the nervous system"?
|
reaction time, grip stength, and sensory acuity
|
|
|
what is a eugenics movement?
|
mate only w/ inteligent people, believed in sumplusary sterilization
|
|
|
What did Binet study?
|
the mental age w/ a set of test that kids at a certain age should be able to do
|
|
|
What is William Stern's Intelligence quotient?
|
mental age/chronological age x100
|
|
|
What is the IQ now?
|
a performance compared to other people similar to them
|
|
|
How did Goddar Efffect the Immigration Restriction Act?
|
He was a hereditarian who translated Binet's test and let people who "looked smart" in
|
|
|
What is the psychometric approach to intelligent?
|
assume that many little skills represent the big the thing-intelligence
|
|
|
Spearman's g
|
psychometric approach
-many tests and then correlated them w/ each other to find g = general ablilit/intelligence |
|
|
What is a factor analysis?
|
separate test them combinind them statistically to find g
|
|
|
What is the systems models approach to intelligence?
|
nothing bigger, discrete skills that operate independently
|
|
|
# of Louis Thrustone intelligences
|
7 of them
|
|
|
What intelligences does Raymond Cattel believe in?
|
Crystallized and fluid intelligence
|
|
|
# of gardner intelligences?
|
8, that are not all mental
|
|
|
What is Robert Sternberg's triarchich teheory?
|
humans are tested on analytical, practical and creative demands w/ metacomponents (plan), knowledge/acquisition components, and performance components
|
|
|
What is the difference between an achievement and an aptitude test?
|
???
|
|
|
What does it mean to test similarities?
|
to test abstract thinking
|
|
|
What does it mean to test digit span?
|
to test attention and memory
|
|
|
What is construct validity?
|
does it measure what we think it measures
|
|
|
what is criterion validity?
|
does it measure future performance
|
|
|
What is the range of IQs for the retarted?
|
0-70
|
|
|
What is the range of gifted people in terms of IQ?
|
110-130
|
|
|
Name some facts about gifted people?
|
-mental competence often in 1 area
-educational challenges -rates of social/pyschological problems -Terrman's study |
|
|
What is terman's study?
|
???
|
|
|
What pair of people have most similar IQs?
|
identical twins, especially when reared together
|
|
|
Which pairs come after identical twins in IQ similarities?
|
fraternal twins and parent child relationships
|
|
|
What is the reaction range?
|
???
|
|
|
What are men the best at w/ intelligence?
|
visual/spatial
-targeted motor skills -math reasoning |
|
|
What are women the best at w/ intelligence?
|
-verbal fluency
-math calculations -fine motor skills -perceptual speed |
|
|
What are John Ogbu's minority classes?
|
autonomus minorities:amish
immigrant minorities:Japanese apericans involuntary minorities:Harijans/untouchables |
|
|
Basics about social development
|
desire to establish relationship based on biological predispositions
-depends on cognitive development -influenced by society/culture |
|
|
How much is extraversion dependent of heredity?
|
53%
|
|
|
What is Brumfenbrenners social ecology?
|
different layers that impact the child:
cultural context to social context to interrelating among immediate environments to immediate envrionemnts to the child |
|
|
Social development is continuous, when is its range big and when is it small?
|
big during childhood and adolescence, smaller during infancy and adulthood
|
|
|
What did Harry Harlow do to show the importance of attachment
|
He showed contact comfort (like warm things) w/ the terry cloth and wire reeses mokeys
|
|
|
What are the stages Bolby describe w/ attachement
|
2-3 mths: indiscriminate attatchment
6 mths: unique attachment to caregiver 9-12 monts: fear stranger 1-2 yrs: really fear strangers and love primary 3 yrs: stranger anxiety dissipates |
|
|
What do Ethologist study? What dif Freud's daughter find?
|
animals, including humans
kids need methods of attracting a caregiver when the feel threatened and care giver needs to respond |
|
|
What did Mary ainsworth do?
|
she studied the assesment of attatchments and the strange situation
|
|
|
What do Ethologist study? What dif Freud's daughter find?
|
animals, including humans
kids need methods of attracting a caregiver when the feel threatened and care giver needs to respond |
|
|
secure atatchment?
|
mother resolves anxiety
|
|
|
insecure attatchemnt
|
kids couldn't be cosoled (avoidant or anxious/ambivalent)
|
|
|
avoidant insecure attatchemnt?
|
ignored mother when she returned
|
|
|
anxious/ambivalent insecure attatchment?
|
continued to be upset when mother returned
|
|
|
Describe the internal working model (adult types) of SECURE?
|
positive model of self capabilities and of others respondance
|
|
|
Describe the internal working model (adult types) of DISMISSIVE?
|
positive workking model of self but negative of others respondeance
|
|
|
Describe the internal working model (adult types) of PREOCCUPIED
|
Neegative model of self capabilities but positive modle of others respondance
|
|
|
Describe the internal working model (adult types) of FEARFUL
|
Negative models of self capablilites and negative models of others respondance
|
|
|
What are some inborn prosocial behaviors?
|
-natural giving behavior
-empathy (cry when others cry) |
|
|
2 methods of learning right from wrong
|
social referencing (models): but its not enough b/c @ 2 begin testing their "power"
Internalizing what's right: learned through guilt arund age 3 |
|
|
empathy-based guit
|
realization of hurting others, want to be a good person
|
|
|
anxiety based guilt
|
realize they can get into trouble (not thinking about others)
|
|
|
Categories of discipinarly techinques
|
power assertion (spank), love withdrawl ( good for nothing), induction (you aren't the kind of person who does that thing)
|
|
|
Authoritave Parenting style?
|
Warm and Restrictive: clear rules, good communication
-high self-esteem, social |
|
|
Authoritarian Parenting style
|
Hostile and Restrictive: cold and recenting
-low self-esteem, low achievement |
|
|
Permissive Parenting Style?
|
Warm and Permissive: caring w/ little guidance
-immature, self-centered, impatient |
|
|
Neglecting Parenting Style
|
Hostile and PEmisive: no affection or quidance
-disturbed realtionships, impuslive, aggresive |
|
|
What is wrong w/ chronic spanking?
|
-doesn't facilitate internalize morality
-create ill-will |
|
|
What are the purposes of play?
|
evolutionary
learningr rules/roles |
|
|
How is play paradoxical
|
there is freedom but also rules/roles to be folowed
|
|
|
How does play change as we get older?
|
becomes organized and less free
|
|
|
What are the features of age-mixed play
|
-less competive
-younger learn -older consolidate knowledge -better than age-matched play |
|
|
What are the features of boys' play?
|
-larger groups
-more active/competitive -heiracry/dominance |
|
|
What are the features of girl's play
|
-small groups
-more cooperation -less interuption -think about others |
|
|
What 3 things make up genderal acquisition?
|
bilogical factors (different hormones/and behaviors)
interaction w/ parental relations -psychodynamic freudian perspective (oedipus/electra complex) |
|
|
What is gender schema?
|
???
|
|
|
When is gender identity developed?
|
age 4
|
|
|
when is gender contancy developed?
|
age 7
|
|
|
What happens during psychosocial development of adolecents?
|
separation from parents increased closeness of w/ peers
|
|
|
What happens to cliques as adolescenes ge older?
|
The crowd gets broken up and cliques become co-ed
|
|
|
What is identity solidification in adolesces?
|
begin to confirm beliefs, self, goals, ideas, and values
|
|
|
The onset of puberty is happening much ___ compared to the 1900s?
|
sooner
|
|
|
What regulates social behavior
|
-internal sitmuli
-external stimuli -culture -hormones |
|
|
sexual attraction?
|
attraction toward, desire to have sex, desire to be in a loving relationship
|
|
|
what is sexual behavior?
|
mutual voluntary behvaior that involves genital contact and arousal
|
|
|
What is sexual identy?
|
personally chosen; due to social/historical labels that people have acquired about the meaning of their sexuality
|
|
|
What effects the development of sexual values?
|
-what kid of sexual person do you want to be
-standards differ across gender |
|
|
What fraction of adolescents use contraceptives? What fraction of adolecent girls become pregnant?
|
1/3; 1/3
|
