AP Psychology development

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Fetus
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the developing human organism from 9 weeks after conception to birth
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zygote
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a. the fertilized eggb. enters a two week period of rapid cell division

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113 Terms

1
Fetus
the developing human organism from 9 weeks after conception to birth
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zygote
a. the fertilized eggb. enters a two week period of rapid cell division
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prenatal development and the newborn begins at the moment of....
conception
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Adler
Identified characteristics of the birth order
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Locke and Rousseau
helped create the notion of childhood advising parents to encourage parent's curiosity and fostering a belief in goodness of children
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Darwin
believes psychological development parallels biological development; helps reinforce the stage view
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Sigmund Freud
children develop through a series of psychosexual stages in which their needs are met by stimulation of various parts of the body
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Freud's Psychosexual Stages
Oral Stage, Anal Stage, Phallic Stage, Latency Period, and Genital Stagef
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Oral Stage
birth to age 1satisfies needs through mouth
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Anal Stage
ages 1-3retention of feces; receives gratification (potty training phase)
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Phallic Stage
ages 3-5self-stimulation of the genitals
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Latency Period
ages 6 to pubertyrelatively calm, no particular focus on gratification
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Genital Stage
puberty onsexual contact w/ others
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Fixation
inadequate resolution of a stage, which prevents an individual from progressing to the next stage
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Oedipal Conflict
can occur during the phallic stage when a male child's sexual desire of the mother leads to fear of the father
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Electra Conflict
girls desire their fathers while fearing their mothers
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Freud believes that inadequate resolution of these conflicts could lead to....
homosexuality
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Freud believed our character ended in \___________ because our character is fixed by that time
adolescence
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19
Most influential of all the developmental theorists?
Jean Piaget
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Jean Piaget
1. focused on cognitive development2. said developing brains could develop schemas3. two concepts we use to adjust our schemas: assimilation and accomodation
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Assimilation
interpret them in terms of our current understandings (schemas) Ex. Cows in a field, cows have four legs, child sees a cow and calls it horse.
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Accomodation
adjust our schemas to fit the new experience
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Critical Period
Piaget established this; said that there is a critical period when certain events must take place if proper development is to occur.
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Piagets Stages of Cognitive Developement
Sensorimotor, Preoperational, Concrete Operational, Formal Operations
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Sensorimotor
Birth to age 2-Experience the world through sense and actions-baby math- shown a numerically impossible outcome, infants stare longer-object permanence-stranger anxiety develops
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Preoperational
ages 2-6-Presenting things with words and images but lack logical reasoning.-pretend play-egocentrism (1 pt of view)-language developement
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Concrete Operational
ages 7-11-thinking logically about concrete events; grasping concrete analogies, and performing arithemetic operations-conservation-additional research at this age completed by Russian Lev Vgotsky; said by age 7 children stop thinking aloud and rely on their inner speech
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Formal Operations
ages 12+ability to think abstractly
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Criticisms of Piaget
a. placed too much emphasis on what a child couldn't do at a given ageb. the stages do not occur as neatly as proposedc. only about 1/2 of adults reach formal operations
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Lawerence Kohlberg
created the most influential theory of moral developement by expanding Piaget's theory
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Kohlbergs Stages of Moral Developement
preconventional level, conventional level, postconventional level
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Preconventional Level
Stage 1: Punishment Orientation-judgements are guided by the prospects of punishmentStage 2: Pleasure Seeking: activities are undertaken primarily to satisfy one's needs
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Conventional Level
Stage 3: Good girl/bad boy Orientation-behavior is engaged in that it brings approval or pleases others in a child's immediate group.Stage 4:Authority Orientation-behavior is influenced by respect for authority, performing one's duty, doing what is right
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Postconventional Level
Stage 5: Construct of Legal Orientation-based on support of rules because society's right to expect such supportStage 6: Ethical and Moral Principles Orientation- behavior is directed by self chosen ethical and moral principles**only 20% of the population reach this level
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Carol Gilligan
criticized Kohlberg's research because no girls were studied.Gilligans research showed that we are more concerned with developing a caring relationship
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Erik Erikson
theory of developement that continues throughout the life span--there are universal stages and specific psychosocial dilemma at each stage
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Erik Erikson's Stages of Social Development
trust v. mistrustautonomy v. self-doubtinitiative v. guiltcompetence v. inferiorityidentity v. role confusionintimacy v. isolationgenerativity v. stagnationintegrity v. despair
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Stages of Infant Attachment
Mary Ainsworth-stage one: child responds but does not discriminate.-stage two: discriminating primary caregivers from others-stage three: strong attachment to one individual, fears strangers-peaks at age 6-8 months
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avoidant children
children do not cry when their mother leaves and ignore her or turn over when she returns.
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secure children
children show a pattern of seeking and maintaining contact with the mother
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resistant children
child is not sure whether the parent will be supportive and acts erratically.
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Parents Styles by...
Diana Baumrind
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Authoritarian Style
firm, emotionally cold, punitive-produce children who are unhappy, dependent, and submissive
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Permissive Style
loving but lax with little control exerted over children-produce children who are sociable, outgoing, but immature, less persistent, and more aggressive
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Authoritative Style
involved in negotiating with children -- setting limits and explaining--produce children who are friendly, cooperative, socially responsible, and self-reliant
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Gender Identity
refers to whether someone experiences the 'self' as a boy or a girl
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Androgyny
refers to the blending of masculine/feminine traits or interests
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Cross Sectional Study
people of different ages are compared with one another
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Cross Sectional Study adv v. disadv
advantages1. simple to research2. not as costly as other studiesdisadvantages1. may miss the process underlying development2. does not allow for social or historical changes that can alter development
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Longitudinal Study
the same people are restudied and retested over a long period
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Longitudinal Study adv v. disadv
advantages1. allows you to assess change at intervals throughout one's lifedisadvantages1. people die or drop out2. historical or social changes become obselete3. its costly and involves lots of labor
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Cohort-Sequential Research
age groups are studied periodically
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Historical Research
revolves around the particular historical circumstances of an era
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personality
it is an individual's characteristic pattern of thinking, feeling, and acting.
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idiographic
focuses on understanding the unique aspects of each individual's personality, thru data from case studies, and naturalistic obserrvation
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nomothetic
focuses on variables at the group level, identifying universal traits dimensions or relationships (tests, surveys, observations)
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psychoanalytic
freud's approach that childhood, sexuality, and unconscious motivations influence personality
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humanistic
thinkers: Maslow and Rodgersfocuses on inner capacities for growth and self fufillment
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trait perspective
patterns of behavior or conscious motives which can be self-assessed (or by peers); seeks to identify basic traits needed to describe personality
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Social Cognitive Perspective
key thinker: Bandurafocus on learning, cognition, and social influence
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First Comprehensive Theory on Personality by Freud
Three levels of the mind:consciouspreconsciousunconscious
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conscious
what we are aware of at a particular time
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preconscious
what we can be voluntarily called into awareness (thoughts, feelings, memories)
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unconscious
thoughts, feelings, desires of which we cannot become aware; glimpses of this is revealed by Freudian slips of the tongue or dreams
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psychoanalysis
Freud's theory of personality attributes our thoughts and actions to unconscious motives and conflicts.
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free association
method of exploring the unconscious in which the person relaxes and says whatever comes to mind no matter how trivial or embarassing
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the mind is like a \________ mostly \__________
iceberg; hidden
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conscious awareness
small part above the surface (preconscious)
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unconscious awareness
below the surface (thoughts, feelings, wishes, memories)
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repression
banishing unacceptable thoughts and passions to the unconscious
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dreams and slips
our insight to our unconscious is revealed through these
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id
energy constantly striving to satisfy basic drives
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ego
seeks to gratify the id in realistic ways; reality principle
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superego
voice of conscience that focuses on how we ought to behave; moral sense; last to develop
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"penis envy"
females are mad at males because they can stand up and pee which leads to inferiority complex
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repression
blocking off from conscious awareness of any desire or memory the ego finds threatening--most common--most dangerous
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denial
cutting off from consciousness of external threats to the ego
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projection
attributing your forbidden desires to someone else
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displacement
redirection of unacceptable urges onto a substitute
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turning-against-self
redirection of forbidden urges onto self
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reaction formation
turning unacceptable feelings into their opposite
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introjection
making the characteristics of someone you admire or love a part of your own personality
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identification with agressor
making the characteristics of someone you hate or fear part of your own personality
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regression
turning to earlier and more childish form of behavior
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sublimation
changing forbidden impulses into behaviors
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compensation
attempt to make up for a lack in one area by putting forth extra effort and energy over an extended period to do well in some other areas
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overcompensation
people go further than just balancing the feelings of inferiority, guilt, frustration, and inadequacy
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procrastination
way of escaping problems
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rationalization
justify your actions
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Neo-Freudians
people: Carl Jung, Karen Horney, Alfred Adlerpeople who studied Freud and discredited him
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Jung
1. disagreed with the importance of sexual motvation2. supported the idea of collective unconscious-due to oiur common ancestry, we are born w/ certain archetypes from which we develop similar ideas3. analytical psychology4. stressed life span development5 used the Myers-Briggs assessment
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Adler
1. individual psychology2. birth order3. inferiority v superiority complex4. compensation
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Horney
1. said social relationships between parent and child forms the foundation for anxiety, inferiority, and conflicts
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Maslow
hierarchy of needs
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Rodgers
self-concepta.actual selfb.ideal selfc.perceived self
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conditioned positive regard
concept that love and praise oftern are not given to an individual unless s/he conforms to parental or social standards.
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unconditional positive regard
concept of acceptance, valuing, and being positive toward another person regardless of his/her behavior
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Trait Theory
explains personality in terms of their stable and general individual differences
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Gordon Allport
-major contributor to personality testing and psychology-focused on normal individuals and believed the key to personality was in the conscious and rational striving towards goals-believed traits are the basic units of personality and that people have personal traits and common traits-traits can be ranked in a hierarchy:--cardinal: govern direction of ones life--central: influence an individual's behavior in many situations--secondary: traits that influence behavior in a few situations
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Raymond Cattell
-developed the 16 personality factor questionnaire (16 PF): measure that provides scores for each of the source traitsa. surface traits-traits you see by observing a personb. source traits- traits at a deep level you can't see-believed personality traits are inherited
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