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PSYCH TEST 3 - sec 6
PSYCH TEST 3 OF
| Question | Answer |
|---|---|
| What are the three major debates | nature vs. nurture, stages vs. continuity, stability vs. change |
| nature vs. nurture comparisons is | Nature (nativism) = maturation, critical periods ex genetics, physical, biological. Nurture (empiricism) = Tabula rasa ex environment, upbringing, social influence |
| stages vs. continuity comparisons are | Continuity = Development is continuous, uniform pace, gradual and cumulative. Stages = Development is "step wise", occurs at different undermined rates ex can be abrupt and rapid or little slow change |
| stability vs. change comparisons are | Stability = Personality traits remain stable over a person’s lifetime Change: Personality can shift over time due to life experiences, family interactions, school experiences, and acculturation |
| Maturation Definition? | Maturation is the process of learning to cope and react in an emotionally appropriate way. Natural process of growth and development. |
| Brain changes in development: early childhood vs. adulthood, focusing on the gain and loss of neurons and synaptic connections? | Early Childhood = Increase in number of neurons and connections, Pruning away of unused synapses, Myelination of nerve cells. Adulthood = Some new neurons created but very few, Neurons slowly die off, more connections formed throughout life |
| Typical measures used as dependent variables in research with babies? | Weight, height, motor skills, social interactions, language development |
| Schemas with assimilation described? | You encounter something that doesn't fit your Schema and you just make it fit with the incoming data “Looks weird but yeah it's a dog.” You alter your schema to fit the thing. Ex. a kid sees a dog. Next day sees a cat and goes “oh thats a dog” |
| Schemas with accommodation described | Fit theory to practice. You have to change the ideas in your head to fit the relation of external objects, change the schema to fit for the new Schema. Amending existing knowledge of something thanks to new information that contradicts previous thinking |
| Piagetian Concepts = Schema described? | Preexisting cognitive framework/concept that helps organize and interpret information Help determines what something is so you can make a judgment/identify it. |
| Piaget’s stages of cognitive development = Sensorimotor stage (birth to age 2) | Limit: stage lacks objects permanence (understanding that things continue to exist even when not seen heard, or felt) Abilities: uses senses and motor skills to explore and develop cognitively Ex : Children at this stage like to play with their food |
| Piaget’s stages of cognitive development = Preoperational Stage (ages 2 to 7) | Limit: -Cannot perform “operations” (lacks reversibility) -Intuitive thinking -Egocentric thinking -Animistic thinking Ablities -significant language + thinks symbolically Ex: Kids at this stage believe the moon follows them |
| Concrete Operational Stage (age 7 to 11)? | . Limits: No think abstractly and hypothetically. Thinking=concrete, tangible. Abilities: Can perform “operations”. Understands conversation. Less egocentric. Can think logically about concrete objects and events. Ex kids question Santa |
| Formal Operational Stage (age 11 and over) | Limits: Adolescent egocentrism at the beginning of this stage with related problems of the personal fable and imaginary audience Abilities: think abstractly and hypothetically Example: Children at this stage show great concern for physical appearance |
| Basics of Vygotsky’s zone of proximal development (ZPD)? | Theory of cognitive development - help learners grow and develop new skills by... -Learning with help -Importance of support -Gradual Independence |
| Compare Lorenz’s, Harlow’s, and Ainsworth’s approaches to studying attachment and compare them with regard to how much they emphasize nature vs. nurture in attachment. | Lorenz: imprinting Harlow: contact comfort Ainsworth: Stage situation procedure |
| Basic procedures and findings from Harlow’s studies? | -Monkey Scientist -Found: preference for confront or cloth mother. Contact confront importance with mother was more important than basic need for food. Effects on development - social and emotional deficits, anxiety and aggression |
| Attachment styles based on findings with the strange situation procedure. | -Secure attachment -Insecure-avoidant attachment -Insecure Ambivalent or restraint attachment -Disorganized attachment |
| Parenting styles: how the 4 compare on control and warmth and on effects for children | -Authoritative Parenting. Control high and warmth high -Authoritarian Parenting. Control high and warmth low -Permissive Parenting. Control low and warmth high -Neglectful Parenting. Control Low and warmth low |
| Erikson’s theory of psychosocial development | Eriksons 8 Stages of Psychosocial - Theory isn't just about child development, full lifespan theory -Core conflict at each stage of life (8) and the outcome shapes you as a social being. “What is going on at each stage” |
| Sex vs. gender and concept of androgyny | Androgyny = masc AND fem traits high Gender is socially construct VS sex is biological = Psychology POV Sex influences gender |
| Key elements of social learning theory vs. cognitive development theory for gender roles. | Social learning theory = Reinforcement and punishment, observational learning Cognitive development theory = gender schemas (predetermined perception) |
| The 3 major aging theories | Disengagement theory Activity theory Socioemotinal selectivity theory |
| The 2 major aging myths. | Mid-life crisis Empty nest syndrome |
Created by:
Brenna21
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