theories of human development: stage theories
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| who developed the psychoanalytic theory | show 🗑
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| describe the basis of the psychoanalytic theory | show 🗑
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| show | conscious
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| these are info/thoughts that are available if we draw attention to them | show 🗑
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| these are thoughts of which we are not aware | show 🗑
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| show | levels of consciousness (preconscious, conscious, unconscious)
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| show | parts of our personality (id, ego, superego)
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| show | superego
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| show | id
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| show | ego
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| show | selfish and aggressive
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| according to freud, what makes us behave in civilized ways, and ignore our selfish and aggressive behaviors? | show 🗑
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| how do people block their inappropriate innate desires? | show 🗑
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| list the mature defense mechanisms | show 🗑
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| list the immature defense mechanisms | show 🗑
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| show | altruism
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| show | humor
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| show | sublimation
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| in this defense mechanism, you deliberately put aside unwanted feelings without becoming totally unaware of them. Ex: when loved a loved one dies, after months of bereavement, you write thoughts down in journal, then try to put it away rest of week. | show 🗑
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| this defense mehcanism is seen especially in kids. they avoid feelings by attention getting, inappropriate behavior. ex: a kid's dad travels all the time and he doesn't get to see him and acts out in school | show 🗑
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| in this defense mechanism, there is transfer of emotions form an unacceptable to an acceptable person or object. ex: you have a crush on your best friends gf, which is not ok, so you jump into another relationship prematurely to redirect your feelings | show 🗑
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| show | dissociation
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| imitating someone who is powerful Ex: identifying with someone else | show 🗑
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| show | intellectualization
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| fail to experience a powerful feelings even though understanding the event | show 🗑
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| show | projection
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| show | rationalization
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| dneying unacceptable feelings and adopting opposite attitudes. ex: saying you hate someone when you really love them | show 🗑
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| appearance of childlike patterns of behavior during stressful situations. ex: college student taking a teddy bear to a hospital, and wanting her mom to be with her | show 🗑
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| turning an unaccpetable impulse or feeling into a physical symptom (ex: you are upset and your arm becomes paralyzed) | show 🗑
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| show | splitting
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| erasing unacceptable event in the past by adopting acceptable behavior in the present (superstitious behavior). ex: you walked into a pile of mud yesterday, but today you're ok because you threw salt over your shoulders ahead of time | show 🗑
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| a hospitalized 28 year ol dstudent asked to have a night light on during the night and holds a teddy bear during blood draws. what denfense mechanism is it? | show 🗑
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| show | splitting
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| who developed the stage theory of identity across the life span | show 🗑
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| eriksons stages | show 🗑
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| what crisis is going on in the first year of life | show 🗑
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| what crisis is going on in the second year of life | show 🗑
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| what crisis is going on in years 3-5 | show 🗑
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| what crisis is going on in years 6-puberty | show 🗑
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| show | identity vs. confusion (seeing oneself as a unique and integrated person vs. confusion over who and what one really is
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| what crisis is going on during early adulthood | show 🗑
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| what crisis is going on in middle age years | show 🗑
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| what crisis is going in the aging years | show 🗑
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| a 27 year old man recently finishes his MBA and is employed on wallstreet. He spends his free time mostly with fantasy football. he has had a series of brief relationships with women. which of eriksons stages might he be in? | show 🗑
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| show | piaget
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| show | sensorimotor stage
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| show | preoperational
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| this piaget stage occurs form 7 years through adolescence. child has a mature aspect on cause and effect | show 🗑
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| this piaget stage occurs from adolescence through adult. person understands concepts of love, justice, peace, etc. | show 🗑
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| give the piaget stage: intelligence in action: child interacts with environment by manipulating objects | show 🗑
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| give the piaget stage: thinking dominated by perception, but child becomes more and more capable of symbolic functioning; language development occurs; child still unduly influenced by own perception of environment | show 🗑
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| give the piaget stage: logical reasoning can only be applied to objects that are real or can be seen | show 🗑
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| give the piaget stage: individual can think logically about potential events or abstract ideas | show 🗑
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| part 2: behaviorism, temperament, attachment | show 🗑
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| increase in number and size of cells and size of organism | show 🗑
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| show | maturation
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| show | development
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| this thoery states that you learn form your environmnet- not because you are rewarded for any particular behavior but because of habituation | show 🗑
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| show | sensitization
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| imitative or observational learning | show 🗑
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| in this type of learning, you relate one thing to another | show 🗑
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| show | classical conditioning, operant conditioning
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| pavlog's dog experiment is an example of what kind of conditioning | show 🗑
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| after a while, the association will diminish if it is not reinforced. for example, if the dog hears the bell at random times, not associated with the appearance of food, it will no long erassociate the two. it will no longer salivate to the bell | show 🗑
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| show | vomitous stimuli and response, certain patterns of reinforcement create associations which are more or less resistant to extinction
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| a behavior is emitted in anticipation of an event (reinforcer) | show 🗑
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| give examples of reinforcement | show 🗑
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| in operant conditioning, a stimulus is applied, and increases the likelihood of the behavior occurs, is called what? | show 🗑
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| show | positive punisment (ex: spanking)
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| in this operant conditioning, a stimulus is taken away and it increases the likelihood of the behavior | show 🗑
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| show | negative punishment punishment (no allowance)
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| in this reinforcement ratio, reinforcement is seen after a certain number of behaviors | show 🗑
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| in this reinforcement schedule, reinforcement is seen after a certain amount of time | show 🗑
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| in this type of reinforcement, reinforcement is seen after a variable number of behaviors | show 🗑
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| in this reinforcement schedule, reinforcement is seen after a variable amount of time | show 🗑
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| which reinforcement schedule is most resistant to extinction? | show 🗑
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| show | token economies. also used in elementary schools and prisons.
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| younger children need reinforcement which is (more/less) immediate, and (more/less) concrete | show 🗑
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| show | yes. grades, allowance, check mark on a chores list
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| show | about half.
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| a person who actually has the trait being studied is called what | show 🗑
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| show | concordance rates compare similarity for a trait between a person who has the trait and another person of some determined relationship to the "proband". the other person could be random, parent, sibling, DZ twin, MZ twin.
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| what are the monozygotic concordance rates of schizophrenia | show 🗑
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| show | ten percent
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| what is the schizophrenia rate for the general population | show 🗑
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| show | identical twins raised in different environments are studied.
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| show | twins, generally, are raised in the same home and therefore, have the same environments in addition to having the same (in the case of MZ twins) genes
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| show | temperament
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| what are temperament behavior styles that are positive for a child to have | show 🗑
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| what percent of children are considered "easy", aka regular and pleased | show 🗑
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| what percent of children are considered difficult: aka react intensely, irregular, tends to withdraw, adapts poorly | show 🗑
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| describe a child with a slow to warm up temperament | show 🗑
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| show | household makeup, SES, income level, culture/subculture, etc
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| show | children are attached to their caregiver. (called phylogenic pattern). young children in every culture try to maintain proximity to their attachment figure
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| prximity seeking/maintaing increases when child has these feelings... | show 🗑
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| proximity seeking/maintaining increases when child has these feelings | show 🗑
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| show | yes
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| describe the ainsworth test to determine human child attachment | show 🗑
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| show | secure
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| show | insecure avoidant
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| in this attachment style, a child references parent and seeks proximity when stranger enters, upset upon parental departure, difficult to console upon return | show 🗑
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| this style is ahealthy style, present in about sixty percent of children. correlated with good long term outcomes (educaitonal, psychological, social, economic) | show 🗑
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| show | insecure avoidant
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| this style is found in about twenty percent of kids, they are overly dependent, cry and are inconsolable. correlated with emotional problems | show 🗑
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| show | insecure ambivalent
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