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84 Cards in this Set
- Front
- Back
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Conservation |
Understanding the quantity length or number of items is unrelated to he arrangement or appearance of the object or items |
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Seriation |
The ability to sort objects in an order according to size shape or any other characteristic. For example if given different shaded objects they may make a color gradient |
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Classification |
The ability to name and identify sets of objects according to appearance size of other characteristic including the idea that one set of objects can include another |
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Reversibility |
The child understands that numbers or objects can be changed then returned to their original state |
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Numeration |
The child understand the concept of numbers that one of anything is still one |
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Lawrence Kohlberg's theory of morals |
A persons standards or beliefs concerning what is and is not acceptable for them to do |
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Three levels of moral development |
Preconventional Conventional Pastconvential |
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Postconventional |
Shared standards, rights and duties Avoiding punishment Selfinterest |
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Conventional |
Performing right roles Avoiding disapproval Tradition morality of authority |
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Preconventional |
Values in external events Social contract Self chosen ethical principles |
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Building friendships |
Friend provide emotional support Friends teach children how to manage and control their emotions Friends teach about communication with others Friends foster intellectual growth Friends allow children to practice relationship skills |
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Abraham maslows hierarchy of needs |
Some needs take priority over others and as those basic needs are satisfied, your desire to achieve other needs would energize and direct your behavior |
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1 physiological needs |
Hunger and thirst |
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2 safety needs |
World as organized and predictable to feel safe secure and stable |
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3 belongingness and love needs |
To love and be loved, belong and be accepted, avoid loneliness and isolation |
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4 esteem needs |
Self esteem, achievement competence, recognition and respect |
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5 self actualization needs |
Live up to ones fullest and unique potential |
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Adolesence |
Puberty, transition between childhood and adulthood Begins at about age 11-12 |
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Formal operational stage piaget |
Ability to think abstractly. Attributed to a combination of brain maturation and expanding environment Test hypotheses |
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25-50% |
Not everyone achieves formal operational skills______ college students do not |
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Adolescent egocentrism |
Reversions of the self centered thinking patterns of childhood. Involves two types of social thinking. Imaginary and personal fable |
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Imaginary audience |
Where adolescents think they are the focus of everyone else's attention |
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Personal fable |
The belief that the adolescent is unique and exceotional |
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Invincibility attitudes |
Likely to be associated with reckless behavior such as drug use, suicide, unprotected sex, etc. |
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Major psychosocial issues in adolesence |
Establishing: Identity Autonomy Intimacy |
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James Marcia identity status |
A crisis and some sort of commitment must occur in order to attain a mature identity |
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Identity achievement |
Understanding of who he or she is as an individual in accord with past experiences and future plans |
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Identity forclosure |
Adolescent adopts their parents or society's roles and values |
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Identity moratorium |
Individuals have not yet made commitments, are exploring, trying new things |
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Identity confusion, diffusion |
Are not actively trying to reach, attain values and goals. Haven't explored altrrnatives |
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Transition from adolescence to adulthood |
18-25 Emerging adulthood |
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Motor performance |
Athletic training peaks between 20-30 Endurance sports peak in late 20-30s |
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Max height |
Females 18 Males 20 |
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Weight gain |
Females 14+ Males 15+ |
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Healthiest between |
19-26 |
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Muscle tone declines |
Around age 30 |
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William perry |
Intellectual/ethical development |
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Intellectual/ethical development |
College students cognitive perspective changed as they were exposed to the complexities of university life and moved closer to adult roles |
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Stages of intellectual/ethical development (william Perry) |
Dualism Relativism Commitment |
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Relativism |
Anything can be right and wrong depending on the situation |
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Dualism |
Things are either absolutely right or absolutely wrong |
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Commitment |
Because of available evidence and my understanding of my own values, I have come to new beliefs |
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Intimacy component |
Encompasses feelings of closeness, affection, and connectedness |
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Passion conponent |
Comprises the motivational drives relating to sex, physical closeness, and romance |
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Decision/commitment component |
Embodies both the initial cognition that one loves another person and the longer-term determination to mantain that love |
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Sternberg's theory seven unique combinations of love |
Liking Infatuation Empty love Romantic love Fatuous love Companionate love Consummate love |
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Liking |
Develops when only intimacy is presnt |
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Infatuation |
Exists for those who only feel passion |
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Empty love |
Is when only decision/commitment is present |
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Romantic love |
Occurs when both intimacy and passion. Are present but no commitment |
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Fatuous love |
Exists when passion and decision/commitment are present, but no intimacy |
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Companionate love |
When intimacy and decision/commitment are present but no intimacy |
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Consummate love |
Is when all three components are present |
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Novice phase |
4major tasks to accomplished The dream. Mentor relationships. Occupational decision. Love relationships. |
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Prebyopia |
A nearly universal change in eyesight during middle adulthood that results in some loss of near vision |
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Prebycusis |
Loss of the ability to hear sounds of high frequency |
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Climacteric |
The period of relatively abrupt physical change brought about by changes in hormonal balances |
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Fluid intelligence |
Ability to think abstractly and deal witb novel situations |
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Chrystallized intelligence |
Involves using learned information collected throughout a life span |
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Stagnation |
Refers to the failure to find a way to contribute |
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Stagnation |
Selfish, self absorbed, lack concern for their own children, look to see what they can get out of situation s not what they can give |
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Highly generative people |
Low anxiety and depression Well-adjusted High in autonomy More open Treat r involvement in political activities |
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Masculinity/femininity |
Must reconcile the masculine and feminine parts of the self |
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Midlife crisis |
Period of heightened anxiety, introspection and transformation in middle adulthood |
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MIDUS STUDY |
Study of midlife crisis 1/4 of respondents said yes |
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Kinkeepers |
Mothers/grandmothers usually take the role of gathering the family for celebration an making sure everyone stays in touch |
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Skipped-generation |
Grandparents have become primary care givers due to serious family problems |
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Sand which generation |
Adults caught between the demand of I'll or frail parents and financially dependent childreb |
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Primary aging |
Gradual inevitable process of bodily deterioration that begins early in life |
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Secondary aging |
Results of disease, abuse and disuse avoidable factors |
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Functional age |
How well someone functions relative to others o the same chronological age |
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Ageism |
Prejudice that elderly are inferior to those who are younger |
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Crystalized intelligence |
Acquired knowledge over time |
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Fluid intelligence |
Mental processing, physiology based decreases after young adulthood |
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Generative love |
Most characteristic of parenthood, a time during which sacrifices are made for the sake of ones children |
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Existential love |
The capacity to cherish the present moment, creates the unique patience and tenderness often seen in grandparents who know how brief the period of childhood is |
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Activity theory |
Older adults are better adjusted when they are more active and involved in physical and social activites |
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Disengagement heory |
Period that marks gradual withdrawal from the world |
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Socio-emotiinal selective theory |
How ppl maintain their social networks although they decrease in size with age |
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Industry vs inferiority |
How can i be good Competent or incompetent |
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Identity vs confusion |
Who am I |
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Intimacy vs isolation |
Will I be lobed or will I be alone |
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Generativity vs stagnation |
How can I contribute to the world |
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Integrity vs despair |
Did I live a meaningful life |
