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34 Cards in this Set
- Front
- Back
Preconventional morality
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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. |
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Conventional morality
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SECOND level in Kohlberg's theory of moral reasoning in which standards of authority figures are INTERNALIZED
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Postconventional morality
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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. |
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Stage 1: Adult is newly married, with no children(Coupling)
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Duvall:The person assumes the spousal role
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Stage 2: First child is born (Childbearing)
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Duvall: Role of parent is added
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Stage 3: Oldest child is between 2 and 6
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Duvall:Role of parent changes
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Stage 4: Oldest child is in school
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Duvall:Parental role changes again
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Stage 5: Oldest is an adolescent
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Duvall:Parental role changes again
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Stage 6: Oldest child leaves home(launching)
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Duvall:Parental role involves helping child become independent
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Stage 7: All children have left home(Contracting family)
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Duvall:Sometimes called the post-parental stage
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Stage 8: One or both spouses have retired(aging family)
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Duvall:Worker role ends
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Stage 1: Basic Trust vs Mistrust
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Erikson:(Infancy)Birth to 12-13 mos. Baby delveops sense of whether world is a good and safe place. Virtue:hope
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Stage 2: Autonomy vs Shame and Doubt
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Erikson:(toddler)12-18 mos to 3 years. Child develops a balance of indepence and self-sufficency over shame and dobut. Virtue: will
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Stage 3: Initiative vs Guilt
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Erikson:(preshool)6-8 years. Child develops initiaive when trying out new activities and is not overwhelmed by guilt. virtue: purpose
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stage 4: Industry vs Autonomy
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Erikson: (school age)6 years to puberty. Child must learn skills of the culture or face feelings of incompotence. Virtue: skill
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Stage 5: Identity vs Identity Confusion
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Erikson: (adolescence)Puberty to young adulthood. Adolescent must determine own sense of self (Who am I?) or experience confusion about roles. Virtue: fidelity
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Stage 6: Intimacy vs Isolation
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Erikson:(young adult)Young adulthood. Person seeks to make commitments to others; if unsuccessful, may suffer from isolation and self absorption. Virtue:love
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Stage 7: Generativity vs stagnation
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Erikson: (middle adult)Middle adulthood. Mature adult is concerned with establishing and guiding the next generation or else feels perosnal impovrishment. Viture: care
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Stage 8: Integrity vs Despair
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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
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Id
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Freud:(the unconscious) is present at birth and generates impulses that seek immediate pleasure and satisfaction. primitive urges
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Ego
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Freud: is a viewof the self or image a person wants to convey to others. consideration of consequwnces
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Superego
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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
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Freud
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Psychoanalytic
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Erikson
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Psychosocial
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Piaget
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Cognitive
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Carl Rogers
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Environmental Theory
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Ivan Pavlov & B.F. Skinner
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Behavorist
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Sensorimotor
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Piaget:0-2 years
cognitive development without language |
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Preoperational
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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 |
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Concrete Operational
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7-12 years concete egocentric irreversibility
centering states vs. transformation trasductive reasoning identity conservation tasks |
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Formal Operation
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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
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Environmental Theory
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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.
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Pavlov
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Classical Conditioning:learning an association between a reflex and a behaviour of an environmental stimulus (Pavlov)
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Skinner
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Operant conditioning:behaviour is learned and maintained by the result of the action (Skinner) Reward and punishment, behavioral consequences
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