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| Behaviorist B.F. Skinner identified the term ________________ to describe the changing of behavior through the use of reinforcement which is used to encourage the desired response |
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| Harry Harlow worked with monkeys and focused his research on what? |
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| the status in which the adolescent does not have a sense of having choices; he or she has not yet made (nor is attempting/willing to make) a commitment |
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| the status in which the adolescent seems willing to commit to some relevant roles, values, or goals for the future. Adolescents in this stage have not experienced an identity crisis. They tend to conform to the expectations of others regarding their future (e. g. allowing a parent to determine a career direction) As such, these individuals have not explored a range of options. |
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| the status in which the adolescent is currently in a crisis, exploring various commitments and is ready to make choices, but has not made a commitment to these choices yet. |
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| the status in which adolescent has gone through a identity crisis and has made a commitment to a sense of identity (i.e. certain role or value) that he or she has chosen |
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| a type of learning in which the individual has a gradually reduced response to familiar or repeated stimuli |
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| a type of learning in which the individual has an increased response to familiar and repeated stimuli |
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| Mary Ainsworth's _______ examined the role of attachment between mothers and their children |
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| Mary Ainsworth's Strange Situation examined the role of what between mothers and their children |
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| this laboratory-based study used 8 vignette scenarios to determine how children interacted with their mother alone and when a stranger was present |
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| Erikson identified 4 types of _________: biological, parental, technical, and cultural. |
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| Parten described 6 types of _______ in her 1932 research |
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| this type of parent sets limits and boundaries but has some flexibility with parenting |
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| this type of parent sets many rules in a military-style environment |
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| a form of seriation and involves the ability to place things in logical order mentally. |
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| From careful observation of his own children (Jacqueline, Lucienne and Laurent) ________ (1952) concluded that thought developed through 6 sub stages during the sensorimotor period. |
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| Piaget's first substage: Example, if you brush a baby’s mouth or cheek with your finger it will suck reflexively. |
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| Primary circular reactions |
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| Piaget's second substage: The baby will repeat pleasurable actions centered on its own body. |
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| Secondary circular reactions |
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| Piaget's third substage: babies repeat pleasurable actions that involve objects as well as actions involving their own bodies. An example of this is the infant who shakes the rattle for the pleasure of hearing the sound that it produces. |
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| Coordinating secondary schemes |
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Piaget's fourth substage: Instead of simply prolonging interesting events, babies now show signs of an ability to use their acquired knowledge to reach a goal.
For example the infant will not just shake the rattle, but will reach out and knock to one side an object that stands in the way of it getting hold of the rattle. |
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| Tertiary circular reactions |
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| Piaget's fifth substage: intentional adaptations to specific situations. The infant who once explored an object by taking it apart now tries to put it back together. For example, it stacks the bricks it took out of its wooden truck back again or it puts back the nesting cups – one inside the other. |
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| Piaget's sixth substage: This is transitional to the pre operational stage of cognitive development. Babies can now form mental representations of objects.This means that they have developed the ability to visualise things that are not physically present. This is crucial to the acquisition of object permanence – the most fundamental achievement of the whole sensorimotor stage of development. |
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| Children around _______ have object permanence because they are able to form a mental representation of the object in their minds. |
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| pushing the buttons on the remote door opener to hear the horn is a tertiary circular reaction because why? |
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| building blocks of knowledge according to Piaget |
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| using an existing schema to deal with a new object or situation |
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| This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation. |
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| Example of what?: A 2 year old child sees a man who is bald on top of his head and has long frizzy hair on the sides. To his father’s horror, the toddler shouts “Clown, clown” |
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| Object permanence is developed during what stage of Piaget's stages of cognitive development? |
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| During this stage of Piaget's stages of cognitive development, young children are able to think about things symbolically. This is the ability to make one thing - a word or an object - stand for something other than itself. Thinking is still egocentric, and the infant has difficulty taking the viewpoint of others. |
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| Piaget considered the ______ stage a major turning point in the child's cognitive development, because it marks the beginning of logical or operational thought. This means the child can work things out internally in their head (rather than physically try things out in the real world). |
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| During this stage of Piaget's stages of cognitive development, children can conserve number (age 6), mass (age 7), and weight (age 9). Conservation is the understanding that something stays the same in quantity even though its appearance changes |
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| During this time, people develop the ability to think about abstract concepts, and logically test hypotheses. |
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| an adolescent belief that they are new and unique and that no other human has ever felt as they are feeling |
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| an adolescent's inability to distinguish their own thoughts and thinking from that of others |
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| the belief that others are paying attention to the adolescent's appearance and behavior |
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| a primative reflec designed to assist an infant in locating nourishment. when presented with a stimuli on the face or cheek, an infant will reflexively turn it's hear so that the source of the stimuli is in its mouth |
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| Hispanics have a (higher or lower) life expectancy, as a group, than their ethnic counterparts |
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| Laura Carstensen's Socioemotional Selectivity Theory states that as adults age, they become more __________ with time, friends, activites, etc. |
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| the attempts of a dying person to barter with a higher power for more time is a classic example of Kubler-Ross' third stage, _________. |
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| it is in this stage that a person often tries to make a deal in order to reach either a particular event, like a child's graduation or wedding |
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| Denial, Anger, Bargaining, Depression, and Acceptance |
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| correct order of Kubler-Ross' Stages of Dying |
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| Denial, Anger, Bargaining, Depression, and Acceptance |
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| the acronym for Kubler-Ross' Stages of Dying is DABDA and stands for. |
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| the enhancement or improvement of performance by the presence of others |
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| the worsening of performance in the presence of others |
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| the concept that the individual should change themselves in order to promote adjusting or "fitting in" with the host environment |
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| the process of the environment changing to promote adjusting to those who are culturally different |
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| Alloplasty: the process of the _________ changing to promote adjusting |
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| Autoplasty: the process of the ________ changing to promote adjusting |
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| in the first stage of the Minority Identity Development Model, the client experiences a self-depreciations and struggles with negative self-image and feelings of shame. |
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| communications that exclude, negate, or nullify the psychological thoughts, feelings, or experiential realities of a person of color |
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| brief and commonplace daily verbal, behavioral or environmental indignities, whether intentional or unintentional, that communicates hostile, derogatory, or negative racial slights and insults toward people of color |
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| form of oppression where the dominant group takes economical advantage of a minority for their skills and expertise |
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| form of oppression where a group is denied access to resources that would allow them to exist equitably among other groups or cultures |
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