Term
|
Definition
| unconscious mind governed by pleasure |
|
|
Term
|
Definition
| consious and unconsious governed by reality, works to make id happy |
|
|
Term
|
Definition
| goverend by morality principle (tells us right from wrong) CLASHES with the Id |
|
|
Term
| FRUEDS phsychosexual stages |
|
Definition
| oral, anal, phallic, latency, genital |
|
|
Term
|
Definition
1. not sexual but social personality based
2. personality development continues past age 6
3. more positive view of humans |
|
|
Term
|
Definition
| trust vs. mistrust ( 0-1.5) |
|
|
Term
| autonomy vs. shame/self-doubt |
|
Definition
| having independence from parents and being in control of actions |
|
|
Term
|
Definition
| autonomy vs. shame/self doubt (1.5-3) |
|
|
Term
|
Definition
| initiative vs. guilt (3-6) |
|
|
Term
|
Definition
| experimenting and starting new things (3-6) |
|
|
Term
|
Definition
| industry vs. identity diffusion (6-11) |
|
|
Term
|
Definition
| becoming productive and doing it well |
|
|
Term
|
Definition
| identity vs. identity diffusion (adol) |
|
|
Term
| identity vs. identity diffusion |
|
Definition
| "who am I" what i believe, who i want to be around...DIFFUSION- living only for the day |
|
|
Term
|
Definition
| intimacy vs. isolation (young adult) |
|
|
Term
|
Definition
| one really well developed relationship, they get me and i get them |
|
|
Term
|
Definition
| generativity vs. stagnation (middle adult) |
|
|
Term
| generatively vs. stagnation |
|
Definition
| whats the point of my life, and what do i leave behind thats significant (children) |
|
|
Term
|
Definition
| ego-integrity vs. despair (late adult) |
|
|
Term
|
Definition
|
|
Term
|
Definition
| ego-integrity vs. despair (late adult) |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| based on our thinking and our thoughts |
|
|
Term
|
Definition
| cognitive structure that help us interact with the world (SENSORY and MOTOR) |
|
|
Term
|
Definition
| building schemes thru the interaction of the environment |
|
|
Term
|
Definition
| interpreting the world based on schemes we currently have |
|
|
Term
|
Definition
| MODIFYING our schemes to make it make sense (child drinking out of straw) |
|
|
Term
|
Definition
| when schemes completely work |
|
|
Term
|
Definition
| schemes dont completely make sense (high school senior and college student) |
|
|
Term
|
Definition
| movement back and forth between equilibrium and disequilibrium- piaget believes this is how/why we work |
|
|
Term
| Piagets stages of development |
|
Definition
| sensorimotor(0-2), preoperational(2-7, symbolically thinking), concrete operational(7-11), formal operational(11 and up) |
|
|
Term
| Hypothetico-Deductive Method |
|
Definition
begins with theory->hypothesis->DATA
->conclusions |
|
|
Term
|
Definition
|
|
Term
|
Definition
| in-depth study of two people |
|
|
Term
|
Definition
| (up arrows, up arrows) (down arrows, down arrows) |
|
|
Term
|
Definition
|
|
Term
|
Definition
| manipulates one or two variables |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| depedably consistent (scale on weight is always the same) |
|
|
Term
|
Definition
| valid measurement on what it is supposed to be measuring |
|
|
Term
|
Definition
| to be valid it must be reliable |
|
|
Term
|
Definition
| a group of subjects measured at different ages/stages |
|
|
Term
| weaknesses in longitudinal design |
|
Definition
| difficult, attrition(mortality), cohort effect |
|
|
Term
|
Definition
| very similar in experiences, births, etc |
|
|
Term
|
Definition
| subjects of different ages are studied at once |
|
|
Term
| advantage (cross sectional) |
|
Definition
| do not have to wait for assessment |
|
|
Term
| weaknes (cross sectional) |
|
Definition
|
|
Term
| longitudinal-sequential design |
|
Definition
| cross between both and very hard to study and design |
|
|
Term
| weaknes (cross sectional) |
|
Definition
|
|
Term
|
Definition
| survival actions, rooting, sucking, palm grasping |
|
|
Term
|
Definition
| stroking of the forhead and then bottle, eventually the stroking will cause the bady to start sucking |
|
|
Term
|
Definition
| something happens and then stimulus happens, infant then decides if they want to do that again |
|
|
Term
|
Definition
| something happens and then stimulus happens, infant then decides if they want to do that again |
|
|
Term
|
Definition
| no longer focusing on a stimulus but loss attention |
|
|
Term
|
Definition
| focus on something thats new and interesting |
|
|
Term
|
Definition
promotes child/parent bonding
starts very young
building blocks in learning |
|
|
Term
| depth perception (infants) |
|
Definition
| not developed until after crawling |
|
|
Term
|
Definition
as the person walks towards us we know they are the same size and not getting bigger
6-months they understand
4-months only understand if they watch you move the large heads |
|
|
Term
| piagets sensorimotor stage |
|
Definition
| relflexive schemes, primary circular reactions, secondary circular reactions, coordination of secondary circular reactions, tertiary circular reactions, mental representations |
|
|
Term
| primarly circular reactions |
|
Definition
| 1-4 months, begin to change responses based on the environment...voluntary movement begins |
|
|
Term
| secondary circular reactions |
|
Definition
| 4-8 months. awareness of the environment and surroundings |
|
|
Term
| coordination of secondary circular reactions |
|
Definition
| goal-directed behaviors (sees, reaches, swats, pulls) |
|
|
Term
|
Definition
| idea that objects still exist even when NOT seen |
|
|
Term
| tertiary circular reactions |
|
Definition
kids are experiments "what happens if I do this"
REPEATED but with variation |
|
|
Term
|
Definition
| can picture mental images (remembering mothers face) |
|
|
Term
|
Definition
| see something, remembering it, and use it later (temper tantrum) |
|
|
Term
|
Definition
| prior to this was functional play |
|
|
Term
|
Definition
objects are one piece even if its half covered up (bar hidden by block)
piaget=developed at 18 months
johnson&Aslin=2 months
Kellman & Spelke= 4 months |
|
|
Term
|
Definition
| each part has its time of special ascendancy... there is an order in which arms, legs, and vision develops |
|
|
Term
|
Definition
| process underlying successful resolution of a given stage of ericksons development |
|
|
Term
|
Definition
| understand what child needs and stiumlate their needs and child satisfies the parent by responding appropriately |
|
|
Term
|
Definition
| affective bond we have with another person |
|
|
Term
|
Definition
|
|
Term
|
Definition
| holding/caring for something (cuddling w/blanket) MONKEY experiment |
|
|
Term
|
Definition
| attachment as evolved behavior, exploration, attachment as bond...NOT personal trait, internal working method, |
|
|
Term
| attachment as an evolved behavioral system |
|
Definition
|
|
Term
|
Definition
| studied animals, DUCKLINGS imprinted |
|
|
Term
|
Definition
behavior caused by actions (crying) or the environment
When there is a threat |
|
|
Term
|
Definition
same place and people but something is triggered-
THUNDERSTORMS
not thermostats |
|
|
Term
| attachment as a bond, NOT personal trait |
|
Definition
| describes a relationship with a parent (positive/negative and is different with every person) |
|
|
Term
|
Definition
| asks the questions... will my needs be met? schema about the relationships with your parents dealing with relationships |
|
|
Term
| consequences of attachment |
|
Definition
| dependency, self-reliance, anxiety, anger, empathy, social competence |
|
|
Term
|
Definition
| extreme relience on another person at the expense of peer relationship |
|
|
Term
|
Definition
secure attachment=work harder
avoident=gives up easier |
|
|
Term
|
Definition
| secure/avoidant=less anxiety |
|
|
Term
|
Definition
| secure attachment shows less |
|
|
Term
|
Definition
| secure shows more than avoidant |
|
|
Term
|
Definition
| securely attached as toddlers are more socially competent |
|
|
Term
|
Definition
| securely attached as toddlers are more socially competent |
|
|
Term
|
Definition
| securely attached as toddlers are more socially competent |
|
|
Term
|
Definition
| securely attached as toddlers are more socially competent |
|
|
Term
|
Definition
| securely attached as toddlers are more socially competent |
|
|
Term
|
Definition
| securely attached as toddlers are more socially competent |
|
|
Term
| multiple attachment figure |
|
Definition
have an attachment with more than one person
normally a heirarchy |
|
|
Term
|
Definition
| time zone where children need to develop a relationship |
|
|
Term
|
Definition
personality qualities that we are born with
active compared to quiet |
|
|
