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62 Cards in this Set
- Front
- Back
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Pleasure Principle
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The pursuit of gratification, which motivate the id in Freud's Personality theory
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Ego
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In Freud's personality theory, the second of three aspects of personality, which represents the rational, realistic self that seeks to meet bodily needs in sensible ways that take into account all aspects of a situation.
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Reality Principle |
A focus on understanding the world and behaviorial consequences that leads to sensible and self protective behavior. In Freuds personality theory, the ego operates on this principle.
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Super ego
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In Freud's personality theory, the last of three aspects of personality, which serves as an "internalized parent" that causes one to feel guilty if his behavior deviates from parental and societal restriction.
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Life Span Development
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The study of human development or behavioral change from conception to death |
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Reflective Practice
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A method used by counselors that emphasizes careful consideration of theoretical and empiracal sources of knowledges, as well as one's own beliefs and assumptions, as a precursor to practice. |
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Stage
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is a period of time, perhaps several years during a person's activities (at least in one broad domain) have certain charactieristics in common. |
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Psychoanalytic theory
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Both describes the complex functioning of the adult personality and offers an explanation of the the processes and progress of its development throughout childhood
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Id
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In Freud's personality theory, one of three aspects of personality. Represents the biological self and its function are to keep the individual alive. It is irrational, blindly pursuing the fulfillment of physical needs or "instincts" such as the hunger drive and the sex drive. "Babies are born with an id"
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Oral Stage
Birth to 1 yr |
The first of Freud's psychosexual stages, corresponding to the 1st year of life, when Freud believed that a disproportionate amount of id energy is invested in drives satisfied through the mouth.
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Critical Period |
A certain time frame in which some development, such as first language learning, must take place or the opportunity is missed.
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Oral Fixation |
In Freud's personality theory, an excessive need for oral pleasures (such as eating or talking) that results from extreme denial or excessive indulgence of them during the oral stage. |
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Anal Stage 1-3yr |
The second of psycho-sexual stage beginning in the 2nd year of life, when the anal area of the body becomes the focus of greatest pleasure. During this stage, parenting practices associated with toilet training that are either over-controlling or overindulgent could have long-lasting effects on personality development. |
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Phallic stage 3 to 5 or 6 yr |
The third of Freud's psycho-sexual stages, lasting from age 3 to about 5 or 6, in which id energy is focused primarily in the genital region. This stage draws the greatest parental discipline, leads to feelings of guilt and the development of the superego, and can have long-lasting effects on how a child copes with post-pubertal sexual needs. |
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Latency stage 6 yr to puberty |
The fourth of Freud's psycho-sexual stages, beginning around age 5 or 6 during which the id's energy is not especially linked to any particular pleasure or body part and the potential conflicts among the three aspects of personality are largely latent and unexpressed. |
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Genital stage puberty to adult |
The fifth and last of Freud's psycho-sexual stages, when the changes of puberty mean that id energy is especially invested in adult sexual impulses |
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Erikson's psychosocial stages |
The first 5 correspond to the age periods laid out in Freud's psychosexual stages, but the last three are adult life stages, reflecting Erikson's view that personal identity and interperson attitudes are continually evolving from birth to death. |
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trust vs. mistrust birth to 1 yr |
The crisis faced in the first of Erikson's "Eight stages of Man," in which the responsiveness of an infant's care-giver will determine whether the baby establishes basic trust and a sense of being valuable. |
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Autonomy versus shame and doubt 1 to 3 yrs |
The crisis faced in the second of Erikson's "Eight stages of Man" in which the 1-3 year old child may develop feelings of autonomy (I can do things myself" or of shame and self-doubt, depending on whether his caregiver strikes the right balance between exercising control and being sensitive to the child's new need for independence |
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Initiative vs. Guilt 3 to 5 or 6 yrs |
Child tries to behave in ways that involve more "grown-up responsibility and eperiments with grown-up roles. |
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Industry vs Inferiority 6 to 12 yrs |
(Erikson's Stages) Child needs to learn important academic skills and compare favorable with peers in school |
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Identity vs. Role Confusion 12-20 years |
(Erikson's Stages) Adolescent must move toward adulthood by making choices about values, vocational goals, etc. |
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Intimacy vs. Isolation Young adulthood |
(Erikson's Stages) Adult becomes willing to share identity with others and to commit to affiliations and partnerships |
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Generativity Vs. Stagnation Middle adulthood |
Adult wishes to make a contribution to the next generation, to produce, mentor, create something of lasting value as in the rearing of children or community services or expert work. |
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Ego Integrity vs. Despair Late Adulthood |
Adult comes to terms with life's successes, failures, and missed opportunities and realizes the dignity of own life |
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Sensorimotor stage Birth to 2 years |
In Piaget's theory of cognitive development, the period from birth to about age 2 when infants are not yet capable of representational thought so they are unable to form mental images or to plan their behavior. Babies have sensory experiences, organize them on the basis of inborn reflexes or patterns of motor responses, and make motor responses to them |
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decalages |
Within-stage variations in Piaget's cognitive stage theory. Children sometimes show more advanced or less advanced functioning in one or another cognitive domain than is typical of their overall stage of development |
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Hierarchical Integration |
The organization and integration of activities and skills from one stage of development into broader, more complex patterns at the next stage |
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Self-organizing |
Filtering incoming information through one's own existing mental constructs and influencing the environment's inputs with one's actions and reactions. |
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Constructivist |
An approach to explaining the acquisition of knowledge. Constructivist theories assume that individuals actively create their own knowledge by interpreting new information in light of prior knowledge , or by co-constructing knowledge in interactions with others. Individuals are not seen as passive receptors of information who acquire knowledge via external manipulations. |
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Preoperational 2 to 6 or 7 years |
(Piaget's Stage) Early representational thought tends to be slow. Thought is "centered," usually focused on one salient piece of information or aspect of an event at a time. As a result, thinking is usually not yet logical. |
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Concrete operational 7 to 11 or 12yrs |
(Piaget's Stage) Thinking has gradually become more rapid and efficient, allowing children to now "decenter," or think about more than one thing at a time. This also allows them to discover logical relationships between/among pieces of information. Their logical thinking is best about information that can be demonstrated in the concrete world. |
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Formal Operational
12 yr to adulthood |
(Piaget's stage) Logical thinking extends now to "formal" or abstract material. Young adolescents can think logically about hypothetical situations, for example. |
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Incremental models |
Theoretical models in which change is considered steady and specific to particular behaviors or mental activities, rather than being marked by major, sweeping reorganization that affect many behaviors at once, as in stage theories |
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Behavorist Tradition
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Approaches to explaining learning in which behavioral change is seen as a function of chains of specific environmental events, such as those that occur in classical and operant conditioning
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Classicial (respondent) conditioning
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A process by which a change in behavior takes place when a neutral event or stimulus is associated with a stimulus that causes an automatic response. As a result the neutral stimulus causes the person to make the same automatic response in the future |
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Operant conditioning
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The process by which a person learns to produce a formerly random behavior (for operant) in response to a cue because the behavior was previously reinforced in that situation
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respondent
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An automatic response to a stimulus. For example, a rapidly approaching visual stimulus can automatically elicit an eye blink, which is a respondent
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Conditioned stimulus
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A formerly neutral stimulus that has become associated with a stimulus that causes an automatic response, thus causing the same automatic response in the future
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Conditioned response
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A formerly neutral stimulus that has become associated with a stimulus that causes an automatic response, thus causing the same automatic response in the future
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operant
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An accidental or random action
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reinforcement
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An event that an individual experiences as pleasurable or rewarding, which increases the frequency of a behavior that occured immediately before the pleasurable event |
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Positive reinforcement
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A rewarding consequence of a behavior in the presence of a cue. Rewarding consequences increase the likelihood of that behavior in the future when the proper cue is provided. For example, if you give a food treat to your dog when she sits on command, the food treat is a positive reinforcement, and she is likely to repeat the sit in the future when she hears the command
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Negative reinforcement |
Withdrawal of an aversive experience, which serves as a rewarding consequence of a behavior. For example, rewarding your dog for sitting on command by removing a restraining muzzle.
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Social learning theories
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Theories that focus specifically on how children acquire personality characteristics and social skills |
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modeling (observational learning)
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Learning by imitation, Occurs when an individual repeats an act or sequence of actions that she has observed another individual (the model) performing
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generalization
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The process by which learned behaviors may be extended to new events that are very similar to events in the original learning context
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information processing theories
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Theories that tend to liken human cognitive funtioning to computer processing of information
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Multidimensional (systems) theories
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A class of theoretical models in which theorist consider development to be the result of the relationships among many causal components. They generally apply to all domains of development from the cognitive to the social and suggest that there are layers, or levels, of interacting causes for behavioral change: physical/molecular, biological, psychological, social, and cultural. These models may als be called transactional, relational, systems, or bioecological models.
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bidirectional processes
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Reciprical relationships between causal mechanisms. Factors that result in developmental change often moderate each other influence. For example, genetic influences are moderated by environmental processes and vice versa.
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Bronfenbrenner's bioecological theory
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A comprehensive developmental model proposed by Bronfenbrenner that takes into account the many levels of influence the environment can have on an individual. The interacting systems in this model are the microsystem, the mesosystem, the exosystem, and the macrosystem.
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Proximal processes
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Reciprocal interactions between a person and her immediate external environment, including other people, the physical environment, or informational sources such as books or movies. In bronfenbrenner's biological model, all developments are a function of these processes.
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distal processes
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Factors outside the immediate external environment, including internal forces (genes) and external forces (features of the educational system or of the broader culture). which modify the proximal processes in Bronfenbrenner's bioecological model and other multidimensional theories
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demand characteristics
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Behavioral tendencies that often either encourage or discourage certain kinds of reaction from others.
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Survey |
A survey is a method for collecting information or data as reported by individuals. This is a type of data collection known as self-report data, which means that individuals complete the survey (or provide the information) themselves. For example, if I wanted to collect information about what classes students enjoy the most, I might create a survey (has different types of questions on it pertaining to enjoyment of classes), pass it out to lots of students and ask them to complete it. The students respond to the questions themselves and then give the data back to me.
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naturalistic observation
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A study method involves covertly or overtly watching subjects behaviors in their natural environment without intervention
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case studies
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A process or record of research in which detailed consideration is given to the development of a particular person, group, or situation over a period of time
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correlational studies
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Determines whether changes in the causal variable are matched by predicted changes in the outcome variables.
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Cross sectional designs
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A study design in which differant groups of people as opposed to one group of people over time. |
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Longitudenal designs
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A study design in which differant groups of people as opposed to one group of people over time
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Sequential Designs
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Describes a kind of study that is like a cross-sectional study in that each cohort is measured at more than one age |
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Cross cultural research
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Sometimes holocultural studies or comparative studies, is a specialization in anthropology and sister sciences (sociology, psychology, economics, political science) that uses field data from many societies to examine the scope of human behavior and test hypothesis about human behavior and culture.
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