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39 Cards in this Set
- Front
- Back
Sensorimotor
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Piaget;
Infants and toddlers "think" with their eyes, eawrs, hands, and other sensorimotor equipment; Spans the first two years of life |
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Preoperational
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Piaget;
Rapid growth in respresentation takes place; Thought is not yet logical; Spans years 2-7 |
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Concrete operational
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Piaget;
Thought is logical, flexible, and organized in its application to concrete information; Capacity for abstract thinking is not yet present; Spans the years 7 to 11 |
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Formal operational
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Piaget;
Adolescents develop the capacity for abstract, systematic, scientific thinking; Begins around 11 years of age |
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Basic trust vs mistrust
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Erikson;
birth-1 year; From warm, responsive care, infants gain a sense of trust, or confidence that the world is good. Mistruts occurs when infants have to wiat too long for comfort and are handled harshly |
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Autonomy vs sham and doubt
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Erkison;
1-3 years; Using new mental and motor skills, children want to choos and decide for themselvs. Autonomy is fostered whe parets permit reasonale fee chioces and do not force or shame the child. |
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Initiative vs guilt
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Erikson;
3-6 years; Through make-believe play, children explore the kind of person they can become. Initiative--a sense of ambition and responsibility--devleops when parents support thier child's new sense of purpose. When parents demand too much self-control, they induce excessive guilt. |
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Industry vs inferiority
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Erikson;
6-11 years; At school, children develop the capacity to work and cooperate with others. Inferiority develops when negative experiences at home, at school, or with peers lead to feelings of imcompetence. |
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Identity vs role confusion
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Erikson;
Adolecence; At school, children develop the capacity to work and cooperate with others. Inferiority develops when negative experiences at home, at school, or with peers lead to feelings of imcompetence. |
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Intimacy vs isolation
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Erikson;
Early adulthood; Young adutls work on establishing intimate ties to others. Because of earlier disappointments, some individuals cannot from clost relationshipsand remain isolated. |
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Generativity vs stagnation
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Erikson;
Middle adulthood; Middle-aged adults contribute to the next generation through child rearing, caring for other people, or productive work. The person who fails in these ways feels an absence of meaningful accomplishment. |
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Ego integrity vs despair
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Erikson;
Late adulthood; Elders relflect on the kind of person they have been. Integrity resutls from feeling that life was worth living as it happended. Those who are disatisfied with their lives fear death. |
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Age-graded influences
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events that are strongly related to age and therefore fairly predictable in when they occur and how long they last
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History-graded influences
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expalin why people born around the same time--called a cohort--tend to be alike in ways that sent them apart from people born at other times
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Three components of Freud theory of personality
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ID
Ego Super Ego |
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ID
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Freud;
basic biological needs; opperates on pleasure principle; impulsive gratification; present at birth |
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Ego
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Freud;
opperates off of reality principle; moderates between ID and super ego |
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Super Ego
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Freud;
moral principle; rigid; judgemental; |
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Classical conditioning
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a form of learning that inolves associating a neutral stimulus with a stimulus that leads to a reflexive response. Once a person's nervous system makes the connection between the two stimuli, the neutral stimulus will produce the behavior by itself.
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Operant conditioning
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Skinner;
learning through reinforcement |
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Social learning
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Bandure;
learning through observation; someone can be reinforced by watching others |
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Naturalistic observation
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a method in which the researcher goes into the natural environment to record the behavior of interest
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Clinical observations
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evokes a certain type of behavior
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Structured interviews
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each person is asked the same set of questions in the same way
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Case study
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an intense look at a person
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Correlational study
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a relationship between two variables; does not establish cause and effect
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Experimental design
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does establish cause and effect
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Longitudinal study
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a research design in which participants are studied repeatedly, and changes are noted as they get older
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Cross-sectional study
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people of different ages studied at the same time
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Authoritative parenting
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high levels of control;
high levels of accceptance, nurturing, and involvement |
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Authoritarian parenting
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high levels of control;
low levels of acceptatnce, involvement; low autonomy granting; not much room for discussion and compromise |
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Permissive parenting
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low levels of control, high levels of acceptance; low levels of autonomy granting; child is given adult-like responsibilities way before necessary
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Uninvolved parenting
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low control;
low acceptance; low autonomy granting |
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Step 1 of distributive justice: Strict equality
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each person gets the same amount of a treasured resource
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Step 2 of distributive justice: Merit
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rewards should go to someone who has worked especially hard or otherwise performed in an exceptional way
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Step 3 of distributive justice: Equity and benenovalance
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special consideration should be given to those at an advantage
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Preconventional level
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Kohlberg;
external control; punishment vs reward |
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Conventional level
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Kolhberg;
conforming to social rules |
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Postconvetional
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Kohlberg;
rules don't apply if a greater good is to be had |