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80 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Componential intelligence |
Analytical critical thinking |
Robert sternberg |
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Experiential skills |
Ability to problem solve with experience in the world |
Robert sternberg |
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Contextual intelligence |
Street smarts |
Robert sternberg |
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Crisis |
Actively considers identity options |
James Marcia |
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Commitment |
Personal investment in one option |
James Marcia |
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Identity diffusion |
No crisis no commitment |
James marcia |
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Identity foreclosure |
Commitment to an option they have not thought much about |
James Marcia |
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Moratorium |
In the crisis period but has not made a commitment |
James Marcia |
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Identity achieved |
Had the crisis made the choice |
James marcia |
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Egocentric |
3-6 years believes others have the same views |
Robert selman |
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Social informational perspective taking |
6-8 years aware of different views and takes sides |
Robert selman |
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Self-reflective perspective taking |
8-10 years begins to put self in others shoes |
Robert selman |
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Mutual perspective taking |
10-12years self and others can view each other mutually |
Robert selman |
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Social and conventional system perspective taking |
12-15 years mutual perspective taking but don't always agree |
Robert selman |
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Unoccupied play |
Random acts that do not seem to have any goal |
Mildred parten |
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Solitary play |
Plays alone and uninterested in others |
Mildred parten |
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Onlooker play |
Watches others play |
Mildred selman |
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Parallel play |
Child plays alone but with the same toys and same way as others in the room |
Mildred parten |
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Associative play |
Social interaction but little organization. Sharing crayons but talking more than coloring |
Mildred parten |
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Cooperative play |
Social interaction in a group with organized goals or rules |
Mildred parten |
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Authoritarian |
Cold hostile and punitive parents. Demand child obeys. Firm limits. No discussion of the rules. Children are socially incompetent and anxious with poor communication skills and are aggressive. |
Diana baurind |
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Permissive parenting |
Indulgent parents that are warm and caring but do not put any restrictions on children. Children lack self control and social incompetence. |
Diana baurind |
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Neglectful parenting |
Parents pay little attention to the child. Often know little about child rearing. Children end up lacking self control and are socially incompetent. |
Diana baurind |
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Authoritative parenting |
Parents set limits but negotiable. Warm and caring and encourage discussion. Children are socially competent, self reliant and responsible. |
Diana baurind |
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Anxious resistant type c attachment |
Infant seems ambivalent about mom. Running up and grabbing her leg then biting her. Mothers are less rejecting and cold than type a but are awkward in interactions with baby |
Mary ainsworth |
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Anxious avoidant type A attachment |
Baby avoids or ignores mother. Mothers tend to be cold, irritable and poor at reading baby's cues. |
Mary ainsworth |
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Secure attachment type B |
Most baby's use their mother as a base from which to explore new things. They get upset when mother leaves and happy upon return. |
Mary ainsworth |
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Integrity vs. despair |
Older adult years. If upon looking back, the elder is satisfied with what he or she has done, a sense of integrity develops. If not despair and regret ensue. |
Erikson's psychosocial theory |
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Generativity vs. stagnation |
Middle adult years Guiding the next generations, weather through helping ones own children or mentoring, provides life satisfaction. |
Erikson's psychosocial theory |
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Intimacy vs. isolation |
Early adult years Fusing ones identity with another and making a long term commitment is crucial for young adults. Those who are not ready for intimacy are often isolated. |
Erikson's psychosocial theory |
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Identity vs. identity confusion |
12-18 years Adolescents must "find themselves" and set goals or they will feel adrift. |
Erikson's psychosocial theory |
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Industry vs. inferiority |
6-12 years Child spends much of the day at school. Success at academics and other tasks makes the child feel productive. Inferiority affects self esteem. |
Erikson's psychosocial theory |
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Initiative vs. guilt |
3-5years Learning to carry out tasks from planning to completion. If not can feel irresponsible and guilty. |
Erikson's psychosocial theory |
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Autonomy vs. shame and doubt |
18month-3 years Starts to assert independence. If prevented from autonomy by over protective parents they will doubt their own skills. |
Erikson's psychosocial theory |
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Trust vs. mistrust |
0-18 months Infant learns that his or her needs will be met or not. |
Erikson's psychosocial theory |
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Oral stage |
0-18 months Mouth Infants explore the world with their mouth. Sucking, buying, chewing, and teething. |
Freud |
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Genital stage |
12-adult At puberty sexual desires reawaken. If all went well in previous stages the child will express normal heterosexual desires. |
Freud |
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Latency |
6-12 years Sexual traumas have been repressed. Child is socialized by parents and school. Learns about the world free of sexual desires. |
Freud |
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Anal |
18 moths-3 years Child learns to follow adult prescriptions about toileting and cleanliness. At first takes pleasure from expelling feces. Later learns to take pleasure in retaining feces until socially appropriate. |
Freud |
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Phallic |
3-5 years Penis Oedipal complex for boys and Electra complex for girls. Castration anxiety and penis envy |
Freud |
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Electra complex |
Girls desire mother but assume mother is inferior because of castration. Develop penis envy and sublimate desire for father who is more powerful into desire to have a baby |
Freud |
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Oedipal complex |
For boys the mother is the object of their sexual desire and father is a rival. Noticed that men and women look different and assumes women are castrated. Develops castration anxiety. Represses sexual desire for the mother and identifies with the father. |
Freud |
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Oral stage |
0-18 months Mouth Infants explore the world with their mouth. Sucking, buying, chewing, and teething. |
Freud |
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Formal operational |
12-15 years The adolescent improves on logical reasoning and can now solve abstract problems. Reasoning is more systemic but also idealistic. |
Piaget cognitive perspective |
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Voluntary control |
Sensorimotor intelligence stage one Infants begin learning about the world using reflexes which turns into voluntary control. Deciding which object to suck on |
Piaget cognitive sensorimotor development |
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Primary circular reactions |
Sensorimotor intelligence stage two Activities that center on the infants own body and create some pleasurable sensation. Sucking thumb |
Piaget cognitive sensorimotor development |
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Secondary circular reactions |
Sensorimotor motor intelligence stage three The activities extend outside of the infants body. Bring fist to mouth forgetting they are holding a rattle and sucking on the rattle. |
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Coordinations of schemes |
Sensorimotor intelligence stage four Infant learns to coordinate several activities to achieve some goal. Infant looks for rattle reaches for it brings it closer to look at it then sucks on it. |
Piaget cognitive sensorimotor development |
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Experimenting and modifying previous schemes |
Sensorimotor intelligence stage five Infant experiments with previous schemes and modifies them. Shaking the rattle and banging it on things. |
Piaget cognitive sensorimotor development |
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Internalization of schemes |
Sensorimotor intelligence stage six Final sub stage when a child learns to use symbols Initiation of first word. |
Piaget cognitive sensorimotor development |
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Heteronomous morality |
Children ages 4-10 Consider rules as fixed and final and focus on the consequences of their actions rather than intentions. Immanent justice. |
Piaget cognitive perspective |
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Autonomous maralitt |
Children age 10 and above Realize rules can be broke. Or changed and a persons intentions are important. |
Piaget cognitive perspective |
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Normative crisis model |
1 of 2 major theories to explain personality development. Suggests there are predictable changes that nearly everyone experiences thus changes can be described in stages of development. |
Erikson, vaillant, and levinson |
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Genital stage |
12-adult At puberty sexual desires reawaken. If all went well in previous stages the child will express normal heterosexual desires. |
Freud |
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Typical sequence of emotional development in infants |
Startle, disgut, distress....birth Social smile................4-6 weeks Shock, sad, anger....3-4 months Fear...........................5-7 months Shyness....................6-8 months Guilt.............................2 years |
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Algae scale |
Administered at 1-5 min after birth. Each of the five variables are rated on a scaled of 0-2. HR, muscle tone, breathing rate, O2, reflex irritability Most babies have a total score of 7-10. Below 5 is a serious issue |
Apgar |
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Telegraphic speech |
Two and three word combinations that concert a precise message. |
Language development |
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Two-word combinations |
Combining words with gestures, tone of voice and immediate context |
Language development |
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Holophrase |
Infants use single words to convey meanings of sentences. |
Language development |
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Pragmatics |
The study of the use of socially acceptable conversation skills.
Taking turns when talking and sticking to the topic |
Rule system |
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Semantics |
The study of the meaning of words or phrases
Learning the difference between car and dog |
Rule system |
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Syntax |
The study of grammatical structures.
How do children learn to form questions. |
Rule system |
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Morphology |
The study of the way meaningful strings of words are combined or altered.
Adding ed or ing |
Rule system |
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Phonology |
The study of how people acquire the particular sounds that make up a particular language. |
Rule system |
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Latency |
6-12 years Sexual traumas have been repressed. Child is socialized by parents and school. Learns about the world free of sexual desires. |
Freud |
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Anal |
18 moths-3 years Child learns to follow adult prescriptions about toileting and cleanliness. At first takes pleasure from expelling feces. Later learns to take pleasure in retaining feces until socially appropriate. |
Freud |
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Phallic |
3-5 years Penis Oedipal complex for boys and Electra complex for girls. Castration anxiety and penis envy |
Freud |
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Electra complex |
Girls desire mother but assume mother is inferior because of castration. Develop penis envy and sublimate desire for father who is more powerful into desire to have a baby |
Freud |
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Oedipal complex |
For boys the mother is the object of their sexual desire and father is a rival. Noticed that men and women look different and assumes women are castrated. Develops castration anxiety. Represses sexual desire for the mother and identifies with the father. |
Freud |
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Sensorimotor |
0-2 years Infants learn by using their senses and motor skills. Learning is largely trial and error. Infants enter the world with reflex behaviors and learn more sensorimotor patterns over time. |
Piaget cognitive perspective |
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Preoperational |
2-7 years Child uses symbols (language) to represent the world. They begin to develop logic, although it differs from adult logic. The child is egocentric and unable to take the perspective of others. Child lacks conservation or the ability to recognize that an object remains the same even if altered in presentation. |
Piaget cognitive perspective |
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Concrete operational |
7-12 years Logical reasoning develops as long as the problem is in the here and now (concrete) rather than abstract. |
Piaget cognitive perspective |
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Novice phase of early adulthood |
17-33 transition for moving out new relationships and evaluating life |
Levinson |
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Early adulthood transition |
17-22 moving out of family home |
Levinson |
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Entry life structure |
22-28 occupation and relationship |
Levinson |
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Age 30 transition |
28-33 evaluate life and make changes |
Levinson |
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Culminating phase of early adulthood |
33-45 settling down goals and becoming ones own |
Levinson |
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Culminating life structure |
33-40 settling down. Deeper commitments to work and family. Work in goals and becoming ones own |
Levinson |
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Midlife transition |
40-45 ending young adulthood |
Levinson |
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Levinson |
Studied male adulthood contributing to the midlife crisis. Described two major stages to adult life with sub stages. |
Psychodynamic |
