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Exam 3 - development
Intro to Psychology
| Question | Answer |
|---|---|
| what is attachment? | a significant emotional bond between young children and caretakers where children want to be close to the caretaker and experiences stress when separated. |
| how is body contact important with a child? | it it possibly the strongest influence for attachment (harlow experiment) - not just need for nourishment |
| how is familiarity important with a child? | children become fonder or people and things that they are exposed to (like their parents) |
| what is the importance of Harlow's Theory of attachment? | the monkeys prefered the cloth mom as opposed to the wire mom who provided nourishment |
| what are Mary Ainsworth attachment styles? | 1. secure attachment : happy baby 2. avoidant attachment : independent infant 3. ambivalent attachment : mixed feelings 4. disorganized-disoriented attachment : fearful & confused |
| how does a securely attached infant react to baseline? | the infant explores |
| how does a securely attached infant react to stranger anxiety? | they move close to the caregiver and show distress (stranger anxiety) |
| how does a securely attached infant react to stranger distress? | the infant is distressed when caregiver leaves and cannot be comforted by the stranger |
| how does a securely attached infant react to the reunion with caregiver? | the infant has a brief and joyful reunion with caregiver, then confidently go back to playing |
| how does a ambivalent insecure attached infant react to baseline? | the infant is fearful, staying close and perhaps clinging, ignoring more distant toys |
| how does a ambivalent insecure attached infant react to stranger anxiety? | the infant is wary of the stranger even when the mother is present |
| how does a ambivalent insecure attached infant react to stranger distress? | the infant is extremely distressed when the mother leaves |
| how does a ambivalent insecure attached infant react to the reaction with their caregiver? | the infant is ambivalent when the mother returns, may resist attention and will push her away |
| how does an avoidant insecure attached infant react to baseline? | the infant will avoid or ignore the mother but does not explore very much |
| how does an avoidant insecure attached infant react to stranger anxiety? | the infant will have no change when the stranger arrives |
| how does an avoidant insecure attached infant react to stranger distress? | the infant will show little emotion when their mother leaves |
| how does an avoidant insecure attached infant react to the reunion with their caregiver | the infant will show little emotion upon her return, does not cling to her when picked up |
| what is an authoritarian parent? | - parents impose rules and expect obedience - "don't interrupt" - " dont question what i say" |
| what is an authoritative parent? | - both demanding and responsive - set rules, encourage discussion |
| what is a permissive parent? | - parents make few demands of their children - submit to their children's desires - have trouble saying "no" |
| what is Piaget's theory of cognitive development? | Piaget saw thinking (the ability to reason, connect ideas and solve problems) as the result of cognitive structures that are gradually built within the brain as a result of direct exposure to and interaction with the environment |
| what are schemas? | category of knowledge, or mental template, that a child develops to understand the world. it is a product of the child's experiences |
| what is assimilation? | interpreting experiences in terms of our current understanding. applying old schemes to new information |
| what are accommodations? | adjusting schemas to incorporate information from new experiences. changing old schemes to fit new information |
| what is equilibrium? | when existing schemas match the circumstances, and we are able to understand everything in our environment (a state of mental balance) |
| what is disequilibrium? | when we encounter an object or situation that is new or perplexes us, this creates a state of imbalance |
| what is the sensorimotor stage? (birth - 2yrs) | infants acquire information about the world by sensing it and moving around within it and from this, develop schema, and act intentionally. - objects permanence - symbolic thought- ability to represent ones thoughts with words |
| what is object permanence? | the idea that objects continue to exist even when they are not visible |
| what is preoperational stage? (2 - 7yrs) | children have preliminary understanding of the physical world and acquire motor skills - lack of conservation - egocentrism - theory of mind |
| what are sensorimotor stage markers? | - cause-effect - object permanence |
| what are preoperational stage markers? | - imitation - symbolic play & imagination - drawing - mental imagery - language use |
| what are concrete operational? (7-11 yrs) | children learn how various actions or "operations" can affect or transform "concrete" objects Child can think logically about physical objects and events and understands conservation of physical properties - conservation |
| what are concrete stage markers? | - become less egocentric - apply logical, concrete rules to physical objects - conservation - reversibility - classification of objects intro groups and subgroups especially seriation (group objects based on heigh, weight, or importance) |
| what is the formal operational stage? (12 yrs - adulthood) | people can solve nonphysical problems; they can think logically about abstract concepts, propositions and hypotheticals - by about age 12, children can ponder hypothetical problems and deduce consequences |
| what are formal operational stage markers? | - ability to think abstractly and hypothetically about constructs as justice, happiness, love, freedom, and tradition - reason scientifically - emergence of logical and abstract mathematical thinking - evaluate multiple perspectives |
| what is conservation? | the notion that properties such as a mass, volume, and number remain the same despite changes in the forms of objects |
| what is theory of mind? | people's ideas about their own and others' mental states ( about their feelings, perceptions) |
Created by:
anaelc
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