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34 Cards in this Set

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Preconventional morality
Toddler Obeys rules to avoid punishment
Early childhood: Seeks to avoid punishment
School age: Conforms to rules to gain recognition or reward.
FIRST level of Kohlberg's theory of moral reasoning in which control is external and rules are obeyed in order to gain REWARDS or avoid PUNISHMENT or out of SELF-INTEREST.
Conventional morality
SECOND level in Kohlberg's theory of moral reasoning in which standards of authority figures are INTERNALIZED
Postconventional morality
Adolescent and adult: Rules followedthat lead others to perceive one as "good." Develops a sense of responsibility.
Older adults: Develops own set of principles that may over rule social laws or customes. is independent.
THIRD level of Kohlberg's theory of moral reasoning, in which people follow internally held MORAL PRINCIPLES and can decide among CONFLICTING MORAL STANDARDS.
Stage 1: Adult is newly married, with no children(Coupling)
Duvall:The person assumes the spousal role
Stage 2: First child is born (Childbearing)
Duvall: Role of parent is added
Stage 3: Oldest child is between 2 and 6
Duvall:Role of parent changes
Stage 4: Oldest child is in school
Duvall:Parental role changes again
Stage 5: Oldest is an adolescent
Duvall:Parental role changes again
Stage 6: Oldest child leaves home(launching)
Duvall:Parental role involves helping child become independent
Stage 7: All children have left home(Contracting family)
Duvall:Sometimes called the post-parental stage
Stage 8: One or both spouses have retired(aging family)
Duvall:Worker role ends
Stage 1: Basic Trust vs Mistrust
Erikson:(Infancy)Birth to 12-13 mos. Baby delveops sense of whether world is a good and safe place. Virtue:hope
Stage 2: Autonomy vs Shame and Doubt
Erikson:(toddler)12-18 mos to 3 years. Child develops a balance of indepence and self-sufficency over shame and dobut. Virtue: will
Stage 3: Initiative vs Guilt
Erikson:(preshool)6-8 years. Child develops initiaive when trying out new activities and is not overwhelmed by guilt. virtue: purpose
stage 4: Industry vs Autonomy
Erikson: (school age)6 years to puberty. Child must learn skills of the culture or face feelings of incompotence. Virtue: skill
Stage 5: Identity vs Identity Confusion
Erikson: (adolescence)Puberty to young adulthood. Adolescent must determine own sense of self (Who am I?) or experience confusion about roles. Virtue: fidelity
Stage 6: Intimacy vs Isolation
Erikson:(young adult)Young adulthood. Person seeks to make commitments to others; if unsuccessful, may suffer from isolation and self absorption. Virtue:love
Stage 7: Generativity vs stagnation
Erikson: (middle adult)Middle adulthood. Mature adult is concerned with establishing and guiding the next generation or else feels perosnal impovrishment. Viture: care
Stage 8: Integrity vs Despair
Erikson: (older adult) Late adulthood. Older adult achieves acceptance of own life, allowing acceptance of death, or else despairs over inablity to relive life. Virtue: wisdom
Id
Freud:(the unconscious) is present at birth and generates impulses that seek immediate pleasure and satisfaction. primitive urges
Ego
Freud: is a viewof the self or image a person wants to convey to others. consideration of consequwnces
Superego
Freud: emerges between 3 and 5 years of age, delays immediate gratification for socially appropriate reasons, and represents recognition of good and bad. It is alos known as a moral guide or a conscience. self regard sonscience
Freud
Psychoanalytic
Erikson
Psychosocial
Piaget
Cognitive
Carl Rogers
Environmental Theory
Ivan Pavlov & B.F. Skinner
Behavorist
Sensorimotor
Piaget:0-2 years
cognitive development without language
Preoperational
Piaget: 2-6 or 7 years
child learns language what are they and how is it used egocentric = only understand the world from their point of view do not have internal morals
Concrete Operational
7-12 years concete egocentric irreversibility
centering states vs. transformation trasductive reasoning identity conservation tasks
Formal Operation
begins at age 12 and parallels the frontal lobe development can engage in: inductive and deductive reasoning, hypothetical reasoning, social relationships, socially appropriate, think about thinking not everybody reaches formal operations or stays there
Environmental Theory
Carl Rogers:Self concept comes from mastery of environment and destiny. Happiness comes from how congruent your actual self is to your ideal self. how view oneself from environment.
Pavlov
Classical Conditioning:learning an association between a reflex and a behaviour of an environmental stimulus (Pavlov)
Skinner
Operant conditioning:behaviour is learned and maintained by the result of the action (Skinner) Reward and punishment, behavioral consequences