Term
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Definition
| When the child adapts to reality by incorporating new experiences into existing cognitive schemas. The schema doesn't change. |
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Term
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Definition
| We adapt to reality by changing our schema in response to what's presented. |
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Term
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Definition
| This is the first stage of Piaget's theory. Goes from Birth - 2. The infant learns about objects by sensory and motor information. Over this stage, object permeance occurse. The stage ends when langauge is achieved. |
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Term
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Definition
| Second stage of Piaget's theory. Goes from age 2 - 7. There is a huge increase in language skills and other symbolic activities (e.g. pretend play). Symbolic function is big accomplishment. Can not conserve due to centration. |
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Term
| Concrete Operational Stage |
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Definition
| Piaget's third stage. Goes from age 7 - 11. Thinking is more organized and logical. Conservation is achieved, and lying in common. Develops concepts of reversability- something is the same when it changes because I can change it back. |
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Term
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Definition
| This is the 4th stage in Piaget's theory. Goes from age 12 +. Adolescents can deal with abstraction and child constantly asks "Why". Not achieved by everyone. Includes the personal fable and imaginary audience. |
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Term
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Definition
| Occurs during the formal operations stage. This is adolescent egocentrism belief that she is unique and indestructable. |
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Term
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Definition
| Occurs during the formal operations stage. Adolescents have a lot of egocentric throughts and a belief that other's are as concerned with and as critical about the adolescents behaviors as the adolescent is himself. |
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Term
| Zone of Proximal Development |
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Definition
| According to Vygotsky, this is a child's range of abilities with the range being their ability without assistance to their ability with assistance. |
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Term
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Definition
| According to Piaget, kids between 4 - 7 maintain heteronemous morality which is where rules are viewes as absolute and unchangeable. |
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Term
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Definition
| According to Piaget, by age 7 - 8 (concrete operation), the children begin to realized that rules are man made by humans, so they can be changed by humans. |
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Term
| Kohlberg's Levels of Moral Judgement |
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Definition
| The transition from one stange to another involves congnitive reorgination at new and higher levels. Theory focuses on moral judgement --> Knowing the right thing to do and moral action --> doing the right thing. |
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Term
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Definition
| Thomas and Chess said that differences in temperament are biologically based and if it doesn't match parent's care giving style it can lead to maladjustment. Goodness of fit --> temperament matches envionment. |
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Term
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Definition
| Children who are spanked show more aggressive behavior towards peers. Most aggression are children who are hit and whose parents show hostility towards each other. Whether or not parents spank is more predictive of aggression that frequency or severity. |
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Term
| Research on Step-Parenting |
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Definition
| Families tend to be more authoritarian, have more problems with step-parents than biological parents. Daughter's have more difficulty adjusting. You boys and stepfathers do ok. |
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Term
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Definition
| Generatic sydrome that causes XXY. Only affects males. They develop a normal male identiry but have incomplete secondary sex characteristics and are usually sterile. |
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Term
| Patterson's Coercive Family Interaction |
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Definition
| Children learn to be aggressive through a coercive family interaction pattern. Parent's teach their kids to be aggressive by modeling aggressive behavior (e.g. hitting) and positive reinforcement of aggressive behavior. |
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Term
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Definition
| Undemanding and indifferent. Children are indifferent and undemanding, lack self control, and prone to antisocial behavior. |
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Term
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Definition
| Nurturing and accepting, but do not assert much authority. Kids have trouble controlling their impulses and ignore rules and regulations. |
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Term
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Definition
| Parents who set high standards for their kids and expect them to follow the rules. They tell kids exactly why they are punished. Warm and nurturing. Best outcome- Children are friendly, independent, resilient. |
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Term
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Definition
| Parent's assume they are the supreme authority and expect kids to obey without question. Discipline is punative. Kids are often insecure, timid, unhappy, and dependent on others. |
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Term
| Disorganized/ Disoriented Attachment |
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Definition
| Babies show conflicting responses. They sometimes avoid the mother and other times want to be closer. Seen in babies who were abused/ neglected. |
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Term
| Anxious/ Resistent Attachment |
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Definition
| Babies get extremely distressed when the mom leaves, but are highly ambivalent when the mother returns. Seeks contact, but not soothed. Mother's are inconsistent. |
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Term
| Anxious/ Avoidant Attachment |
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Definition
| This child shows little overt distress when the mother leaves, and is indifferent when she returns. The mother is consistently rejecting. |
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Term
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Definition
| The child shows distress when the mother leaves the room, but is soothes when she returns. Mothers are warm and consistent. |
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Term
| Answorth's Patterns of Attachment |
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Definition
| Different attachment patterns are the direct result of how responsive the caregiver is to the child's needs. |
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Term
| Bowlby's Ethological Theory |
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Definition
| Infants and mother's are biologically programmed for attachment. There are sensitive time periods for attachment to occur where the infant is biologically ready. |
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Term
| Development of an Ethnic Identity |
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Definition
| Children between 3 - 4 can begin to describe differences in ethnicity such as physical characteristics. At age 5 - 9 they accurately apply ethnic labels to themselves and others. |
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Term
| Identity Achievement (Marcia) |
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Definition
| According to Macia's theory, this is the 4th stage in choosing a career. The person resolves their identity crisis and decides what they want to be. |
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Term
| Identity Foreclosure (Marcia) |
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Definition
| According to Marcia this is the 2nd stage in choosing a career. The youngster may commit to an occupation choice suggested by a parent. |
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Term
| Identity Moratorium (Marcia) |
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Definition
| According to Marcia, this is the 3rd stage an adolescent goes through when choosing a career. The youngster is exploring various options and may feel confused about what to do. |
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Term
| Identity Diffusion (Marcia) |
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Definition
| According to Marcia, this is the 1st stage in choosing a career. The adolescent has no thought as to what they want to be. |
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Term
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Definition
| He extended Erikson's stages into adolescence and applied it to how a young person goes about choosing a career. Diffusion --> Foreclosure --> Moratorium --> Achievement |
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Term
| Preconventional Stage (Kohlberg) |
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Definition
| First stage of Kohlberg's theory or moral development. Age 10 and younger. Children think in terms of punishment and reward to guide behavior and conforms. |
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Term
| Conventional Stage (Kohlberg) |
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Definition
| The 2nd stage of Kohlberg's theory of moral development. Ages 10 - 13. Kids think in terms of social remards. Moral judgements are made and based on our needs to be liked or for respect for authority. |
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Term
| Post-Conventional Stage (Kohlberg) |
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Definition
| The 3rd stage of Kohlberg's theory of moral development. Age 13 +. Formal operational thinking needed. People conform and behave morally because of our conscience rather than social/ physical rewards. Less than 10 % achieve this. |
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Term
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Definition
| 1st stage of Freud's psychosexual theory. Ages 0 - 12 months. Fixation results in dependence, passivity, and oral habits (smoking, eating, etc) |
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Term
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Definition
| 2nd stage of Freud's theory. Ages 1 - 3. Fixation results in anal-retentive (stingy, selfish, OCD) or anal-expulsive (cruel, destructive, messy) personality. |
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Term
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Definition
| The 3rd stage in Freud's theory. Ages 3 - 6. Successful resolution of Oedipal conflict results in identification with same sex parent. Fixation = phallic character (sexual exploitation) |
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Term
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Definition
| The 4th stage of Freud's theory. Ages 6 - 12. Emphasis on social skills rather than sexuality. |
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Term
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Definition
| 5th stage of Freud's theory. Ages 12 +. If this stage is reached successfully, without fixation at an earlier stage, the person mature sexuality is the outcome. |
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Term
| Freud's Psychosexual Theory of Personality |
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Definition
| There are 5 stages (oral, anal, phallic, latency, genital) and during each stage the child focuses on different parts of the body. Personality results from conflicts resolved or fixations at each stage. |
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Term
| Erikson's Theory of Psychosocial development |
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Definition
| 8 stages associated with a crisis and successful resolution which is associated with a favorable outcome. |
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Term
| Trust vs. Mistrust (Erikson) |
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Definition
| This is the 1st stage. Birth - 1. Favorable outcome is trust and optimism. |
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Term
| Autonomy vs. Shame (Erikson) |
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Definition
| This is Erikson's 2nd stage. Ages 1 -3 . Favorable outcome is self assertion and feelings of adequacy. |
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Term
| Initiative vs. Guilt (Erikson) |
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Definition
| This is the 3rd stage in Erikson's theory. Ages 3 - 6. Successful outcome is a sense of initiative and purpose. |
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Term
| Industry vs. Inferiority (Erikson) |
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Definition
| This is the 4th stage in Erikson's theory. Age 6 = Puberty. Successful outcome is productivity and competance in physical, social and intellectual skills. |
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Term
| Identity vs. Role Confusion |
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Definition
| This is the 5th stage in Erikson's theory. Occurs during adolescence. The successful outcome in an integrated image of oneself as a unique person. |
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Term
| Intimacy vs. Isolation (Erikson) |
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Definition
| This is Erikson's 6th stage. Occurs during early adulthood. Success = the ability to make relationships and career committments. |
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Term
| Generativity vs. Stagnation (Erikson) |
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Definition
| This is the 7th stage in Erikson's theory. Occurs during middle adulthood. Concern for future generations. |
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Term
| Integrity vs. Despair (Erikson) |
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Definition
| This is the 8th stage of Erikson's theory. Occurs in late adulthood. Gives a sense of satisfaction with life (sucess). |
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