dep psych u1
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| adolescence | show 🗑
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| puberty | show 🗑
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| show | true
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| critical period | show 🗑
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| what happens when necessary experiences during critical periods are unfulfilled | show 🗑
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| If cross-cultural research reveals that certain aspects of childhood physical development are the same and happen at the same ages in different countries, this would most likely be evidence for | show 🗑
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| show | psychosocial
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| main goal of studying adolescent psychology | show 🗑
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| show | most widely accepted developmental approaches. development is lifelong, multidimensional, multidirectional, plastic, contextual, multidisciplinary
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| show | multidirectional
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| Normative age-graded influences | show 🗑
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| show | identity and development influenced by experiencing historical events like the great depression, world war 2 or advancements in technology
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| show | normative history-graded influence
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| show | her hypothesis is that more psychotherapy sessions will be directly associated with increasingly lower ratings on a 10-point scale when the client self-reports feelings of anxiety
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| Proponents of the early school of ________ psychology argue that our thoughts, feelings, and motive are unimportant in understanding human behavior and that only observable actions should be studied. | show 🗑
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| show | understanding a person's unconscious or early childhood memories could help a person experiencing anxiety or depression
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| which perspective sought to identify behavior as the result of our genetic inheritance from our ancestors and suggests that children developed over their lifetime much in the same way that a species evolved throughout time? | show 🗑
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| psychodynamic approach | show 🗑
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| id | show 🗑
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| ego | show 🗑
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| superego | show 🗑
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| Erikson proposed a ________ theory, which emphasized that society and culture influence and shape us. | show 🗑
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| show | continues throughout the lifespan
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| show | development is observable behavior and outside stimuli in the environment
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| show | behavioral perspective
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| show | operant conditioning
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| show | classical conditioning
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| social learning theory | show 🗑
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| observational learning | show 🗑
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| Emily’s mouth starts to water whenever she gets ready to eat fresh baked pizza. she noticed that she now salivates when she drives past her favorite pizza shop on the way to school even though she cannot see or smell the pizza from inside the car. | show 🗑
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| show | operant conditioning
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| Maslow’s Hierarchy of Needs | show 🗑
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| show | physiological
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| show | existing framework
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| assimilation | show 🗑
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| accommodation | show 🗑
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| scaffolding | show 🗑
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| show | child could learn cognitive skills within a certain range
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| show | Psychosocial theory
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| show | Classical conditioning
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| show | Information processing theory
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| Bandura's theory that learning occurs in a social context; considering the relationship between the environment and a person's behavior. Learning can occur through observation. | show 🗑
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| A theory that seeks to identify behavior that is a result of our genetic inheritance from our ancestors. | show 🗑
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| B.F. Skinner's theory that learning that occurs when a response is strengthened or weakened by its association with positive or negative consequences. Rewards and punishments can strengthen or discourage behaviors. | show 🗑
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| Freud's theory that behavior is motivated by inner forces, memories, and conflicts that are generally beyond people's awareness and control. Emphasizes the unconscious, defense mechanisms, and influences of the id, ego, and superego | show 🗑
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| Vygotsky's theory that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture. Key terms and concepts include the zone of proximal development and scaffolding. | show 🗑
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| show | Bioecological systems model
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| Emphasizes an individual’s inherent drive towards self-actualization and contend that people have a natural capacity to make decisions about their lives and control their own behavior. | show 🗑
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| Piaget's stage theory about how people come to gradually acquire, construct, and use knowledge and information. It describes cognitive development through four distinct stages: sensorimotor, preoperational, concrete, and formal. | show 🗑
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| microsystems | show 🗑
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| show | family, religion, large organizational structures
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| exosystem | show 🗑
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| macrosystems | show 🗑
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| show | time it occurs
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| show | tested against empirical world
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| show | empirical observations lead to new ideas
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