CHF201 Chapter 2 notes
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| show | o Infantile sexuality occurs in three stages and results in an essentially fixed personality by age five.
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| show | Oral
Anal
Phallic
Sexual Latency
Genital Stage (through adulthood
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| show | source of unconscious impulses toward fulfillment of our needs.
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| show | mediator between unbridled demands of the id and limits imposed by real world. Operates according to reality principle.
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| SUPEREGO | show 🗑
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| Erickson | show 🗑
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| show | (0-1)=Babies learn either to trust or mistrust that others will care for their basic needs
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| show | (1-3)=Children learn to be self-sufficient in many activities (toileting, feeding, walking, talking) or to doubt their own abilities.
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| show | Children want to do adult like activities, sometimes overstepping the limits set by parents and feeling guilty
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| show | (7-11)=Children learn to be competent and productive or feel inferior and unable to do anything well
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| Identity vs. Role Diffusion | show 🗑
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| Intimacy vs. Isolation | show 🗑
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| Generativity vs. Stagnation | show 🗑
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| show | Try to make sense out of life or despair at goals never reached.
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| Stage Theorists | show 🗑
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| show | Unconditioned Stimulus --->Unconditioned Response
Neutral Stimulus ----> No Response
Unconditioned Stim + Neutral Stim --->Unconditioned Resp.
Conditioned Stimulus --->Conditioned Response.
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| show | Antecedents--->Give instruction in Spanish, then English.
Instruction does not automatically result in response. Have to learn
/ Consequences--->Reinforcers are stimuli that increase probability of future responses.
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| show | self explanatory
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| show | Time Based - Fixed or Variable
Response Based - Fixed or Variable
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| show | Self explanatory
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| Immediacy vs. Delay | show 🗑
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| show | Self explanatory
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| show | (reward based on accomplishment)
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| Contingent vs. Non contingent | show 🗑
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| show | operant conditioning in which the increasingly accurate approximations of a desired response are reinforced
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| Modeling | show 🗑
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| show | one's feelings of competency, capability,
and effectiveness
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| show | Infant uses senses and motor abilities. Begins with reflexes and ends with complex coordination of sensory-motor skills.
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| show | Child uses symbolic thinking including language to understand the world
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| show | Understands and applies logical principles to help interpret specific experiences or perceptions
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| show | Able to think about abstractions and hypothetical concepts.
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| cognitive equilibrium (Piaget) | show 🗑
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| show | People organize thoughts to make sense of them, separating important from unimportant and establishing links between thoughts
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| Cognitive equilibrium - Adaptation | show 🗑
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| show | Cognitive competencies result from the interaction between children and more mature members of society in what has been called apprenticeship in thinking
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| show | tutors work directly with learners
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| show | skills, knowledge, and understanding that an individual cannot yet perform on his or her own but could learn with guidance
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| EPIGENETIC SYSTEMS THEORY | show 🗑
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| show | what we inherit genetically
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| show | what is expressed
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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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