Term
|
Definition
| Freud's term for the collection of biologically based instinctual drives that he believed fuel behavior, thoughts, and feelings |
|
|
Term
|
Definition
| In Freud's theory, areas of the body that become erotically sensitive in successive stages of development |
|
|
Term
|
Definition
In psychoanalytic theory, the earliest and most primitive personality structure.
It is unconscious and operates with the goal of seeking pleasure |
|
|
Term
|
Definition
In psychoanalytic theory, the second personality structure to develop.
It is rational, logical, problem-solving component of personality |
|
|
Term
|
Definition
| In psychoanalytic theory, the third personality structure, consisting of internalized moral standards |
|
|
Term
|
Definition
| the first stage in Freud's theory, occuring in the first year in which the primary source of satisfaction and pleasure is oral activity |
|
|
Term
|
Definition
| the second stage in Freud's theory, lasting rouhly from 1-3 years of age, in which the primary source of pleasure comes from defecation |
|
|
Term
|
Definition
| The third stage in Freud's theory, lasting from age 3-6 in which sexual pleasure is focused on the genetalia |
|
|
Term
|
Definition
| The fourth stage in Freud's theory, lasting from age 6-12, in which sexual energy gets channeled into socially acceptable activities |
|
|
Term
|
Definition
| The fifth and final stage in Freud's theory, beginning in adolescence, in which sexual maturation is complete and sexual intercourse becomes a major goal. |
|
|
Term
|
Definition
| The process of adopting as one's own the attributes, beliefs, and standards of another person |
|
|
Term
|
Definition
Freud's term for the conflict experienced by boys in the phallic period because of their sexual desire for their mother and their fear of retaliation by their father.
(the complex is named for the king of Greek mythology who unknowingly murdered his father and married his mother) |
|
|
Term
|
Definition
Freud's term for the conflict experienced by girls in the phallic stage when they develop unacceptable romantic feelings for their father and see their mother as their rival.
(the complex is named after a figure in Greek mythology who arranged for the murder of her mother) |
|
|
Term
| Systematic desensitization |
|
Definition
A form of therapy based on classical conditioning, in which positive responses are gradually conditioned to stimuli that initially elicited a highly negative response.
This approach is especially useful in the treatment of fears and phobias. |
|
|
Term
| Intermittent reinforcement |
|
Definition
| Inconsistent response to the behavior of another person, for example, sometimes punishing an unacceptable behavior and sometimes ignoring it. |
|
|
Term
|
Definition
| A form of therapy based on principles of perant conditioning in which reinforcement contingencies are changed to encourage more adaptive behavior. |
|
|
Term
|
Definition
| observing someone else receive a reward or punishment |
|
|
Term
|
Definition
| Bandura's concept that child-environment influences operate in both directions; children are affected by aspects of their environment, but that they also influence the environment. |
|
|
Term
|
Definition
| an individual's beliefs about how effectively he or she can control his or her own behavior, thoughts, and emotions in order to achieve a desired goal. |
|
|
Term
|
Definition
| the idea that children play a very active role in their own socialization through their activity preferences, friendship choices and so on |
|
|
Term
|
Definition
being aware of the perspective of another person, thereby better understanding that person's behavior, thoughts, and feelings.
(Selman's Stage theory of role taking) |
|
|
Term
| hostile attributional bias |
|
Definition
| In Dodge's information-processing theory of social problem solving theory, the tendency to assume that the other person's ambiguous actions stem from a hostile intent |
|
|
Term
| Carol Dweck's Social cognition perspective (name the 2 theories) |
|
Definition
| Entity theory and Incremental theory |
|
|
Term
| Entity/helpless orientation |
|
Definition
| a general tendency to attribute success and failure to enduring aspects of the self and to give up in the face of failure |
|
|
Term
| Incremental/mastery orientation |
|
Definition
| a general tendency to attribute success and failure to the amount of effort expended and to persist in the face of failure |
|
|
Term
|
Definition
| a theory that a person's level of intelligence is fixed and unchangeable |
|
|
Term
|
Definition
| a theory that a person's intelligence can grow as a function of experience |
|
|
Term
|
Definition
| the study of the evolutionary bases of behavior |
|
|
Term
|
Definition
| a form of learning in which the young of some species of newborn birds and mammals become attached to and follow adult members of the species (usually the mother) |
|
|
Term
| parental-investment theory |
|
Definition
| a theory that stresses the evolutionary basis of many aspects of parental behavior, including the extensive investment parents make in their offspring |
|
|
Term
|
Definition
in the bioecological model (Bronfenbrenner), the immediate environment that an individual personally experiences.
(face to face relationships, such as family, peers, schools) |
|
|
Term
|
Definition
| in the bioecological model (Bronfenbrenner), the interconnections among immediate, or microsystem, settings/locations (families + schools) |
|
|
Term
|
Definition
| in the bioecological model (Bronfenbrenner), the environmental settings that a person does not directly experience but that can affect the person indirectly. (parent's workplace demands and flexibility can affect child's experiences in family or school) |
|
|
Term
|
Definition
| in the bioecological model (Bronfenbrenner), the larger cultural and social context, within which the other systems are embedded (cultural beliefs, laws, etc) |
|
|
Term
|
Definition
| in the bioecological model (Bronfenbrenner), historical changes that influence the other systems (digital age - invention of computers - influenced schools, families etc) |
|
|
Term
|
Definition
| intentional abuse or neglect that endangers the well-being of anyone under the age of 18 |
|
|
Term
|
Definition
| a syndrom that involves difficulty in sustaining attention etc |
|
|
Term
|
Definition
Psychosexual development:
1) oral stage
2) anal stage
3) phallic stage
4) latency period
5) genital stage |
|
|
Term
|
Definition
Psychosocial Development:
1) basic trust vs. mistrust (first year)
2) autonomy vs. shame and doubt (1yr-3.5)
3) initiative vs. guilt (4-6)
4) industry vs. inferiority (6-puberty)
5) identity vs. role confusion (adolescence-early adulthood |
|
|
Term
| Erikson's trust vs. mistrust |
|
Definition
(corresponds to Freud's oral stage)
learns to trust themselves and their caregiver |
|
|
Term
| Erikson's autonomy vs. shame and doubt |
|
Definition
(corresponds to Freud's anal stage)
children begin to be able to do more things on their own: if atmosphere is supportive then children gain sense of autonomy but if atmosphere subjects child to punishment/ridicule then the child may doubt their abilities and feel shame |
|
|
Term
| Erikson's initiative vs. guilt |
|
Definition
| child wants to be like parents |
|
|
Term
| Erikson's industry vs. inferiority |
|
Definition
(Freud's latency period)
crucial for ego development.
children master cognitive and social skills that are important in their culture.
if they succeed the child has a sense of competence but if they fail they can feel inadequate or inferior |
|
|
Term
| Erikson's identity vs. role confusion |
|
Definition
| figuring out who they were, are, and are becoming |
|
|
Term
|
Definition
| children's development is determined by their social environment and learning through conditioning is the primary mechanism of development. (little albert experiment) |
|
|
Term
| Skinner's Operant Conditioning |
|
Definition
| everything we do in life is an operant response influenced by the outcomes of past behavior |
|
|
Term
| Bandura's Social Learning Theory |
|
Definition
most human learning is inherently social in nature and is based on observation of the behavior of other people
(Bobo experiment) |
|
|
Term
|
Definition
| children shown video of adult hitting a Bobo doll and were either rewarded, punished or had no consequences. children who saw the model rewarded were the most likely to imitate the behavior they saw. however, if the child was offered a reward for imitating the behavior they saw they would do it then. this shows that children quickly acquire new behaviors as a result of observing others and their tendency to reproduce what they've learned depends on if they observed reward or punishment. |
|
|
Term
|
Definition
| a set of abilities that contribute to competence in the social and emotional domains |
|
|
Term
|
Definition
| emotion is characterized by physiological responses, subjective feelings, cognitions related to those feelings, and the desire to take action |
|
|
Term
|
Definition
| a theory about emotions, held by Tomkins, Izard, and others, in which emotions are viewed as innate and discrete from one another from very early in life, and each emotion is believed to be packaged with a specific and distinct set of bodily and facial reactions |
|
|
Term
|
Definition
| a theory of emotion, proposed by Campos and others, that argues that the basic function of emotions is to promote action toward achieving a goal. in this view, emotions are not discrete (separate) from one another and vary somewhat based on the social environment |
|
|
Term
|
Definition
| smiles that are directed at people. they first emerge as early as 6-7 weeks of age |
|
|
Term
|
Definition
| feelings of distress that children, especially infants and toddlers, experience when they are separated, or expect to be separated, from individuals to whom they are emotionally attached |
|
|
Term
|
Definition
| emotions such as guilt, shame, embarrassment, and pride that relate to our sense of self and our consciousness of others' reactions to us |
|
|
Term
| emotional self-regulation |
|
Definition
| the process of initiating, inhibiting, or modulating internal feeling states and related physiological processes, cognitions, and behaviors |
|
|
Term
|
Definition
| the ability to achieve personal goals in social interactions while simultaneously sustaining positive relationships with others |
|
|
Term
|
Definition
| constitutionally-based (biologically-based) individual differences in emotional, motor, and attentional reactivity and self-regulation that demonstrate consistency across situations, as well as relative stability over time |
|
|
Term
|
Definition
| a tempermentally-based style of responding characterized by the tendency to be particularly fearful and restrained when dealing with novel or stressful situations |
|
|
Term
|
Definition
| the degree to which an individual's temperament is compatible with the demands and expectations of his or her social environment |
|
|
Term
|
Definition
| the pattern of behavioral and emotional propensities, beliefs, and interest, and intellectual capacities that characterize an individual. personality has its roots in temperament but is shaped by interactions with the social and physical world. |
|
|
Term
|
Definition
| the process through which children acquire the values, standards, skills, knowledge, and behaviors that are regarded as appropriate for their present and future role in their particular culture |
|
|
Term
|
Definition
| the use of a parent's or other adult's facial expression or vocal cues to decide how to deal with novel, ambiguous, or possibly threatening situations |
|
|
Term
|
Definition
| a social group's informal norms about when, where and how much one should show emotions and when and where displays of emotion should be suppressed or masked by displays of other emotions (ex: funeral vs. wake) |
|
|
Term
| Erikson's stages are characterized by |
|
Definition
| a crisis the individual must resolve |
|
|
Term
|
Definition
| an emotional bond with a specific person that is enduring across space and time. usually, attachments are discussed in regard to the relation between infants and specific caregivers, although they can also occur in adulthood |
|
|
Term
|
Definition
| theory based on Bolby's work that posits that children are biologically predisposed to develop attachments with caregivers as a means of increasing the chances of their own survival |
|
|
Term
|
Definition
| refers to the idea that the presence of a trusted caregiver provides and infant or toddler with a sense of security that makes it possible for the child to explore the environment |
|
|
Term
| internal working model of attachment |
|
Definition
| the child's mental representation of the self, of attachment figures and of relationships in general that is constructed as a result of experiences with caregivers. the working model guides children's interactions with caregivers and other people in infancy and at older ages |
|
|
Term
|
Definition
a procedure developed by Mary Ainsworth to assess infants' attachment to their primary caregiver.
child was left alone in room and testers observed their reaction upon reunion with their primary caregiver (usually mother) |
|
|
Term
|
Definition
| a pattern of attachment in which infants or young children have a high-quality, relatively unambivalent relationship with their attachment figure. in the strange situation, a securely attached infant may be upset when the caregiver leaves but may be happy to see caregiver return, recover quickly from distress. when children are securely attached, they can use caregivers as a secure base for exploration |
|
|
Term
|
Definition
| a pattern of attachment in which infants or young children has a less positive attachment to their caregiver than do securely attached children. insecurely attached children can be classified as insecure/resistant (ambivalent), insecure/avoidant, or disorganized/disoriented |
|
|
Term
| insecure/resistant (ambivalent) attachment |
|
Definition
| a type of insecure attachment in which infants are clingy and stay close to caregiver rather than explore environment. in the strange situation, insecure/resistant infants tend to get very upset when the careiver leaves them alone in the room, and not comforted by strangers. when caregiver returns, not easily comforted and both seek comfort and resist efforts by the caregiver to comfort them |
|
|
Term
| insecure/avoidant attachment |
|
Definition
| a type of insecure attachment in which infants or young children seem somewhat indifferent toward their caregiver and may even avoid the caregiver. in the strange situation, they seem indifferent toward their caregiver before the caregiver leaves the room and indifferent or avoidant when the carevier returns. if they get upset when left alone, they are as easily comforted by a stranger as by a parent. |
|
|
Term
| disorganized/disoriented attachment |
|
Definition
| a type of insecure attachment in which infants or young children have no consistent way of coping with the stress of the strange situation. their behavior is often confused or even contradictory, and they often appear dazed or disoriented. |
|
|
Term
| adult attachment models (and the 4 major groups) |
|
Definition
working models of attachment in adulthood that are believed to be based upon adults' perceptions of their own childhood experiences - especially their relationships with their parents - and of the influence of these experiences on them as adults.
1) autonomous: descriptions are coherent, consistent, and relevant to the question = secure attachment.
2) dismissing: insist that they cannot remember attachment-related interactions with their parents, may contradict themselves.
3) preoccupied: intensely focus on their parents and tend to give confused and angry accounts of attachment related experiences.
4) unresolved/disorganized: appear to be suffering the aftermath of past traumatic experiences of loss or abuse. |
|
|
Term
|
Definition
| an important factor contributing to the security of an infant's attachment. parental sensitivity can be exhibited in a variety of ways, including responsive caregiving when an infant is distressed or upset and engaging in coordinated play with the infant |
|
|
Term
|
Definition
| a conseptual system made up of one's thoughts and attitudes about oneself |
|
|
Term
|
Definition
| the process of comparing aspects of one's own psychological, behavioral, or physical functioning to that of others in order to evaluate oneself |
|
|
Term
|
Definition
| a form of adolescent egocentrism that involved beliefs in the uniqueness of one's own feelings and thoughts |
|
|
Term
|
Definition
| the belief, stemming from adolescent egocentrism, that everyone else is focused on the adolescent's appearance and behavior |
|
|
Term
| identity vs. identity confusion |
|
Definition
| erikson's psychological stage of development that occurs during adolescence. during this stage, the adolescent or young adult either develops identity or experiences an incomplete and sometimes incoherent sense of self |
|
|
Term
|
Definition
| an integration of various aspects of the self into a coherent whole that is stable over time and across events |
|
|
Term
|
Definition
| an incomplete and sometimes incoherent sense of self that often occurs in erikson's stage of identity versus identity confusion |
|
|
Term
|
Definition
| premature commitment to an identity without adequate consideration of other options |
|
|
Term
|
Definition
| identity that stands in opposition to what is valued by people around the adolescent |
|
|
Term
|
Definition
| a time-out during which the adolescent is not expected to take on adult roles and can pursue activities that lead to self-discovery |
|
|
Term
| identity diffusion status |
|
Definition
| a category of identity status in which the individual does not have firm commitments and is not making progress toward them |
|
|
Term
|
Definition
| a category of identity status in which the individual is not engaged in any identity experimentation and has established a vocational or ideological identity based on the choices or values of others |
|
|
Term
|
Definition
| a category of identity status in which the individual is in the phase of experimentation with regard to occupational and ideological choices and has not yet made a clear commitment to them |
|
|
Term
| identity-acheivement status |
|
Definition
| a category of identity status in which, after a period of exploration, the individual has achieved a coherent and consolidated identity based on personal decisions regarding occupation, ideology, and the like. the individual believes that these decisions were made autonomously and is committed to them |
|
|
Term
|
Definition
| individual's sense of belonging to an ethnic or racial group, including the degree to which they associate their thinking, perceptions, feelings, and behavior with membership in that group |
|
|
Term
|
Definition
| a person's preference in regard to males or females as objects of erotic feelings |
|
|
Term
|
Definition
| young people who experience same-sex attractions and for whom the question of personal sexual identity is often confusing and painful |
|
|
Term
|
Definition
| one's overall evaluation of the worth of the self and the feelings that this evaluation engenders |
|
|
