Psych Test #5

Initial preattachment

birth-3 months; characterized by indiscriminate attachment- they prefer being held or being with someone to being alone, but they show no preferences for particular people

Permissive

impose few, if any, rules and who do not supervise their children closely; children are least mature: impulsive, moody, aggressive

Parenting styles

parental behavior is associated to the development of instrumental competence- ability to manipulate one's environment to achieve one's goals

Reversibility

According to Piaget, recognition that processes can be undone and things can be made as they were

Conservation

According to Piaget, the assignment of blame according to the amount of damage done rather than the motives of the actor

Object permanence

According to Piaget, the assignment of blame according to the amount of damage done rather than the motives of the actor

Egocentricity

According to Piaget, the assumption that others view the world as one does oneself

Attachment in the making

3-4 months occurs; preference for familiar figures

Initiative vs. guilt

4-5 preschool years; adding planning and "attacking" to choice, becoming active and on the move; begin to assert control over the environment and strive to master adult skills

Industry vs. inferiority

6-12 elementary school years; children meet academic and social challenges in school...a positive outcome contributes to a sense of industry, whereas setbacks can lead to feelings of inferiority; becoming eagerly absorbed in skills, tasks, and productivity; mastering the fundamentals of technology

Clear cut attachment

6-7 months occurs; characterized by intensified dependence on the primary caregiver

Ainsworth's stages of attachment

Ainsworth noted the efforts of infants to maintain contact with the mother, their protests when separated from her, and their use of her as a base for exploring the environment

Integrity vs. despair

Late adulthood; accepting the time and place of one's life cycle; achieving wisdom and dignity

Failure to thrive

No secure attachment so infants stop eating

Concrete operational

Piaget's third stage: logical thought concerning tangible objects, conservation, and subjective morality by about age 7, this stage is entered; lasts until about 12 -the child shows the beginnings of the capacity for adult logic -logical thoughts, or operations, generally involve tangible objects rather than abstract ideas -capable of decentration- simultaneously focusing on more than one dimension of a problem so that flexible, reversible thought becomes possible (moral judgment, conversation and other intellectual thinking) -show subjective moral judgment- moral judgment that is based on the motives of the perpetrator -now understand the laws of conservation and reversibility -less egocentric

Identity vs. role confusion

adolescence; connecting skills and social roles to formation of career objectives; developing a sense of who one is and what one stands for

Age 30 transition

ages 28-33; reassessment of the goals and values of the 20s

Identity moratorium

an identity status that characterizes those who are actively exploring alternatives in an attempt to form an identity

Identity achievement

an identity status that characterizes those who have explored alternatives and have developed commitments

Preconventional level

applies to most children through about the age of 9; children base their moral judgments on the consequences of their behavior (oriented towards obedience or punishment) Stage 1- judgments guided by obedience and the prospect of punishment (the consequences of behavior) Stage 2- naively egotistic, instrumental orientation (things are right when they satisfy people's needs)

Kohlberg's theory of moral development

argues that the stages of moral reasoning follow a specific sequence; children progress different rates and not all children or adults reach the highest stage...but the sequence is always the same (three levels of moral development and two stages within each level)

John Bowlby

believed that attachment is also characterized by fear of strangers....at about 8-10 months, children may begin to cry and cling to parents when strangers try to befriend them...but not all children develop a fear of strangers so including fear of strangers is not part of the attachment process

Cognitive development in young, middle, and late adulthood

cognitive development in early adulthood= multi directionality, inter individual variability, and plasticity

Piaget's stages of cognitive development

contributed significantly to our understanding of children's cognitive development; he hypothesized that children's cognitive processes develop in an orderly sequence of stages; some children may be more advanced than others in particular ages, but the sequence stays the same; four stages: sensorimotor, preoperational, concrete-operational, and formal-operational

Sensitive periods

critical periods are not as important for attachment in humans ex. adoption

Marcia's identity statuses

four possible combinations of the dimensions of exploration and commitment that Erikson believed were critical to the development of identity

Formal operational

happens in adolescence and represents cognitive maturity; not everyone enters it at this time and not everyone reaches it at all; classification, logical thought, and the ability to hypothesize, think about ideas as well as objects and to group and classify ideas; hypothetical thinking, deductive reasoning, symbols stand for symbol; abstract thinking

Avoidant attachment

infants who show avoidant attachment are least distressed by their mother's departure; they play by themselves without fuss and ignore their mothers when they return

Generativity vs. stagnation

middle adulthood; needing to be needed; guiding and encouraging the younger generation; being creative

Postconventional level

more complex and focuses on dilemmas in which individual needs are pitted against the need to maintain the social order and on personal conscience Stage 5- contractual, legalistic, orientation (one must weight pressing human needs against society's need to maintain social order) Stage 6- universal ethical principles orientation (people must follow universal ethical principles and their own conscience, even if it means breaking the law)

Ambivalent/resistant attachment

most emotional infants; they show signs of severe distress when their mother leaves and show ambivalence by alternatively clinging to and pushing their mother away when she returns

Identity diffusion

no commitments and not trying to form them; lack of a sense of who one is or what one stands for with no active exploration

Authoritative

parents who are strict and warm; demand mature behavior but use reason rather than force in discipline

Uninvolved

parents who generally leave their children to themselves

Characteristics of successful aging

physical activity, social contacts, self-rated good health, the absence of cognitive impairment and depression, nonsmoking, and the absence of disabilities and chronic diseases such as arthritis and diabetes

Secure attachment

securely attached infants mildly protest their mother's departure, seek interaction upon reunion, and are readily comforted by her; securely attached children are happier, more sociable, with unfamiliar adults, and more cooperative with parents; they get along better with peers and are better adjudges in school then insecurely attached children; insecure attachment in infancy predicts psychological disorders during adolescence

Harlow's rhesus monkey studies

research suggests that skin contact may be more important than learning experiences; infant rhesus monkeys reared without mothers or companions became attached to pieces of cloth in their cages; they maintained contact with them and showed distress when separated from them; they clinged to the cloth mother even though she didn't feed them; there is an inborn need for contact comfort- a hypothesized primary drive to seek physical comfort through contact with another

Conventional level

right and wrong are judged by conformity to conventional (familial, religious, societal) standards of right and wrong Stage 3- good-boy orientation (moral behavior helps others and is socially approved) Stage 4- law-and-order orientation (moral behavior is doing one's duty and showing respect for authority)

Authoritarian

rigid in their rules and demand obedience for the sake of obedience; withdrawn/aggressive children

Identity foreclosure

the automatic adoption of a point of view held by authority figures in one's life...no consideration of alternatives

Animism

the belief that inanimate objects move because of will or spirit

Attachment theory

the enduring affectional tie that binds one person to another; the way infants behave in strange situations are connected with their bonds of attachment with their caregivers...give this fact, Mary Ainsworth and her colleagues innovated the strange situation methods to learn how infants respond to separations and reunions with a caregiver and a stranger

Sensorimotor

the first of Piaget's stage of cognitive development, characterized by coordination of sensory information and motor activity, early exploration of the environment, and lack of language Within the first few months, behavior becomes intentional and purposeful...between 4 and 8 months, the infant explores cause and effect relationships Prior to 6 months, objects are not yet represented mentally. 8-12 months....object permanence is seen (recognition that objects removed from sight still exist) Between 1 and 2, children show an interested in how things are constructed

Adolescence

the period of life bounded by puberty and the assumption of adult responsibilities

Puberty

the period of physical development during which sexual reproduction first becomes possible begins with the development of secondary sex characteristics: body hair, deepening of voice, rounding of breasts and hips in females

Preoperational

the second of Piaget's stages characterized by illogical use of words and symbols, spotty logic, and egocentrism -characterized by use of words and symbols to represent objects and relationships among them -these children think very one-dimensionally -egocentrism- the assumption that others view the world as does oneself -animism- inanimate objects move because of will or spirit artificialism- natural objects have been created by human beings -conservation-recognition that basic properties of substances such as weight and mass remain the same when superficial features change -objective responsibility- the assignment of blame according to the amount of damage done rather than the motives of the actor

Autonomy vs. shame and doubt

toddlers-3; relationships with parents and friends can encourage the development of self-direction and initiative feeling of shame and guilt; children in this stage need to develop feelings of self-control over physical functions such as toiling and a sense of independence from parents; developing the wish to make choices and the self-control to exercise choice

Trust vs. mistrust

we depend on our primary caregivers (usually parents) and come to expect that our environments will or will not meet our needs...coming to trust the mother and the environment, to associate surroundings with feelings of inner goodness

Erikson's stages of psychosocial development

we undergo several stages of psychosocial development

Intimacy vs. isolation

young adulthood; committing the self to another; engaging in sexual love