Psychology Final

Front 1

1.)the psychology study of growth, change, and consistency through the lifespan.The branch of psychology that studies the patterns of growth and change occuring throughout life.
2.)influences based on the genetic makeup of an individual that influence growth and development throughout life.

Back 1

developmental psychology
hereditary influences (Nature)

Front 2

1.)the influence of parents, siblings, family, friends, schooling, nutrition, and all other experiences in which a child is exposed
2.)the positive emotional bond that develops b/w a child and a particular individual.The emotional bond b/w an infant and the primary car giver

Back 2

environmental influence(nurture)
attachment

Front 3

1.)consist of exposing an infant to a series of leave-takings and returns of the mother and a stranger
2.)4 attachment styles
3.)willing to explore, uses mother as a "home bases." Upset when mother departs but easily soothed upon her return.

Back 3

mary ainsworth's "strange situation"
secure, avoidant, ambivalent, disorganized-disoriented
secure

Front 4

1.)unattached , very unaffected by the departure of return of mother, explore without "touching base" very indifferent
2.)insecurely attached, suffers from anxiety and is upset when mother leaves. displays mixed reactions with mother upon her return, seeking close contact while simultaneously hitting and kicking her.

Back 4

avoidant
ambivalent

Front 5

1.)insecurely attached and sometimes abused or neglected, seemed fearful, dazed, and depressed; show consistent, often contradictory behavior. These infants are unable to decide how he should react to the mothers return.

Back 5

disorganized-disoriented

Front 6

1.)early attachment is likely to predict adult ____ styles.
2.)a basic, innate disposition. the behavior characteristics that are fairly well established at birth.
3.)Temperament tends to be ___ throughout early childhood and to adulthood

Back 6

relationship
temperament
consistent

Front 7

1.)basic temperament styles
2.)regular, adaptable, and happy
3.)irregular, nonadaptable, irritable
4.)need to adjust gradually to change

Back 7

easy, difficult, slow to warm up
easy
difficult
slow to warm up

Front 8

1.)Belief children are expected to follow the strict rules established by the parents; demand obedience. Failure to follow such rules usually result in punishment. who said it
2.)obediant and proficient but rank lower in happiness, social competence and self esteem.

Back 8

authoritarian parenting style; diana baumnol
kids of authoritarin parents

Front 9

1.)making few demands low in responsiveness and provision of little opportunities for communication. Detachment from child's life.
2.)lack of self control, low self esteem, less competence than their peers.
3.)good social skills, likeable, self reliant, high achieves

Back 9

uninvolved parenting style
children of uninvolved parents
kids of authorative parents

Front 10

1.)Making of few demands of the children, few episodes of disiplince, nontraditional and leniency.
2.)rank low in happiness and in self regulation.More likely to experience problems with authority and in school.
3.)est of rules and guidelines that their children are expected to follow.Much more democracy, responsiveness and willing to listen.

Back 10

permissive parenting style
kids of permissive parents.
authoritative parenting style

Front 11

1.)who collected cross sectional data by asking subjects of various ages to respond to stories that depicted moral dilemmas.
2.)who said women's morality is centered on action that are nonviolent and hurt the fewest people. their morality is centered an individual well-being and social relationships known as morality of caring

Back 11

Lawrence Kohlberg
Coral Gilligan

Front 12

Lawernce Kohlbers Moral Development
1.)level one when moral reasoning is guided by consequences
2.)level two when moral reasoning is guided by social norms and laws
3.)level three when moral reasoning is guided by moral principles determined by the individual

Back 12

preconvental morality
conventional morality
postconventional morality

Front 13

1.)good social skills, likeable, self-reliant, high achieves, assertive, mature
2.)making few demands, low in responsiveness and provision of little opportunites for communication.detachment from chlds life
3.)lack of self control,

Back 13

kids og authorative parents
uninvolved parenting style

Front 14

1.)the belief that adult personality reflects how an individual meets and resolves the challenges and crisis that occur in 8 developmental stages
2.)theinfants basic sense of trust or mistrust develops as a result of consisent or inconsistent care

Back 14

psychosocial development
trust vs. mistrust (infant)

Front 15

1.)currently in a crisis, exploring various commitments. Is ready to make choices but has not made a commitment to any choices yet
2.)has gone through an idenity crisis. has made a commitment to a sense of idenity that he or she has chosen

Back 15

idenity moratonium
idenity achievement

Front 16

1.)who collected cross sectioned data by asking subjects of various of various ages to respond to stories that deplicted moral dilemma.
2.)

Back 16

lawrence kohlberg

Front 17

1.)the toddler as a growing self awareness and strives for physical independence.
2.)the preschool-aged child strives for emotional and psychological independence and attempts to satisfy curiosity about the world
3.)the child strives for a competence, mastery and self esteem

Back 17

autonomy vs. shame(toddler)
initiative vs guilt(preschool)
industry vs inferiority(elementary)

Front 18

1.)time of major testing, as adolecents try to determine what is unique and special about themselves.
2.)who argued that two distinct parts form an adolescents idenity
3.)a time when ones values and choices are being reevaluated. a time to uheaval where old values or choices are being reexamined.

Back 18

idenity vs role confusion(adolesence)
james marcia
crisis/exploration

Front 19

1.)No sense of having choices and has not yet made a commitment, characterized by no crisis/exploration and no commitment.
2.)the end outcome of a crisis with a pledge made to a certain role or value

Back 19

identity diffusion
commitment

Front 20

1.)developing close relationships
2.)contributions to ones family, community, work and society, assisting the development of the younger generation
3.)reviewing lifes successes and failures

Back 20

intimacy vs isolation(young adulthood)
gernerativity vs stagnation(middle adulthod)
ego integrity vs dispair(late adulthood)

Front 21

1.)the process by which mental abilities change overtime. the process by which a childs understanding of the world changes as a function of experience.
2.)mental concepts formed through the experiences with objects and events, mental representations of ones world. Mental structures that guide your interpretation of concepts and events

Back 21

cognitive development
schemas

Front 22

Piagets mental processes
1.)arraning info and experiences into categories
2.)adjustment of schemas
3.)fitting new info into existing schemas
4.)Altering existing schemas or creating new schemas in response to new information.

Back 22

organization
adaptation
assimilation
accomodation

Front 23

1.)Search for a mental balance between schemas and information from the environment.
2.)Child relies heavily on innate motor responses to stimuli
3.)Marked by well-developed mental representation and the use of language

Back 23

Equilibration
Sensorimotor
Preoperational

Front 24

1.)The inability to see the world through anyone else’s eyes; exclusion of others’ point of view due to the belief that everyone thinks alike.
2.)The tendency of a young child to focus only on one feature of an object while ignoring other relevant features

Back 24

Preoperational Egocentrism
Centration

Front 25

1.)The belief that all things are living
2.)Form of speech in which children in a group talk at each other; there is no real interaction.
3.)Stage characterized by logical thought processes & by hands on thinking

Back 25

Animism
Collective Monologue
Concrete Operational

Front 26

1.)The ability to understand that simply changing the outward appearance of an object does not change the object’s nature or physical characteristics.
2.)The ability of the child to mentally reverse an action.
3.)Stage characterized by hypo deductive reasoning & abstract thinking
4.)A state of self-absorption in which the world is
viewed from one’s own point of view

Back 26

conservation
reversible thinking
Formal Operational
Adolescent egocentrism

Front 27

1.)The view that what happens to them is unique,
exceptional, and shared by no one else.
The view they are protected from harm.
2.)The belief that other people are just as concerned
about their thoughts and characteristics as they
are.

Back 27

personal fables
Imaginary Audience

Front 28

1.)no identity crisis, conformity to the expectations of others regarding ones future but no exploration of the range of options

Back 28

indentity foreclosure