Psych 3.6 Quiz

Ecological systems theory

• The environment you grow up in 

  • How the environments we spend time in affect our behavior 

Microsystem

• Immediate direct contact groups 

  • How the group or environment you spend time in has direct contact 

    • A 7-year-old kid spends a lot of time at home and school

Mesosystem

• Relationship between microsystem groups 

  • Ex: Parents and peers 

    • Your parents involvement in school 

    • Where your microsystems interact and combine 

Exosystem

• Environments that indirectly affect the person 

  • Ex: a parent's workplace 

    • A mom's workplace - if they have a bad day at work, they will be more easily angered and emotionally drained 

    • If your mom gets a promotion at work, she could be very happy and more energized 

    • Could have a positive and a negative effect

Macrosystem

• Cultural influences 

  • Ex: Values, beliefs, economic and political systems 

    • The culture you are being raised in 

    • Political beliefs, religion

    • How would you be different if you were born in China or Russia 

Chronosystem

• Life stage and related events 

  • Ex: moving, economic recession 

    • How do the lifestage or historical events taht happen in your life affect you?

    • Moving to a different state because of a parent's job

Erickson’s stages of psychosocial development origin

• He is a student of freud that doesn’t agree with him

• Changes it from psychosex to psychosocial 

Trust v. Mistrust (0-1)

Billy is dropped off at his parent’s friend's house, only to find that his parents are not home and his parents’ friends cannot reach them. This will push him towards mistrust (“I can't trust the world and the people in it”) 

Autonomy v. Shame & Doubt (1-2)

A toddler is playing with the building blocks toy, but they keep falling over, and he needs to continue to try and make a tower without losing self-esteem (“I’m never going to be able to build this tower without it falling over”

• The ability to do things on their own

• Control over psychical functions (using bathroom, eating) 

Initiative v. Guilt (3-5)

A preschooler is learning how to button their coat and their parents keep correcting them and refusing to allow them to make mistakes and struggle. This child is pushed towards guilt because they are not allowed to make mistakes, and feel less independent

• When kids start school 

• Can you make decisions on your own? 

Competence (industry) v. Inferiority (6-11)

A child is trying to learn a new topic in math class, but doesn’t understand it. If they practice and get encouraged by teachers or parents, they start to feel proud and confident, thinking, “I can do this,” which builds industry. But if they keep getting told they’re bad at it or feel like they’re failing compared to others, they may feel embarrassed and believe they aren’t capable, which leads to inferiority.

• industry - working hard 

• inferiority - being made to feel as if something is wrong with them; comparisons 

Identity v. Role Confusion (12-18)

A teenager tries out for the basketball team and does not make it. He then decides that he is going to try out for the school play and finds out that he is much better at singing than playing basketball. He develops identity by discovering his strengths in singing.

Intimacy v. Isolation (20-30)

A young adult is trying to learn how to make a personal commitment to a partner while trying to balance work and figure their life out as a young adult. (“How am I ever going to be able to commit to someone while balancing work and life?”)

Generativity v. Stagnation (40s-60s)

Mother gets a promotion at her job and her kids are highly successful in school. She is satisfied with the accomplishments through her job and her family. 

• Stagnation - unproductive, not contributing anything meaningful to society 

• Generativity- productive, accomplished, generate new ideas, contribute to society  

Integrity v. Despair (70s-death)

An old woman is diagnosed with a life-threatening type of cancer. She begins to reflect on her life and her accomplishments, she feels satisfied with what she made of her life and is comfortable with the concept of her death. 

• integrity - proud of how your life went 

• despair - regret

Attachment

How attached we are to certain things

Contact comfort

Babies prefer more comforting things, like the terrycloth mother because she was comfortable 

Harry harlows work: role of physical contact in attachment 

When the monkey saw something scary, he ran to the terrycloth mom 

Separation Anxiety

Kids don’t become attached until 6 months 

Stranger Anxiety

Around 6 months

Ainsworth: Attachment Styles

Strange Situation

• A research method created by Mary Ainsworth to observe how infants react when a caregiver leaves and returns.

•  A baby plays in a room, the parent leaves briefly, then comes back. Researchers watch how the baby responds.

Secure Attachment

• The child feels safe and trusts that the caregiver will return and provide comfort.

• The baby cries when the parent leaves, but is happy and quickly calms down when the parent returns.

Insecure Attachment

• The child does not feel fully safe or confident that the caregiver will meet their needs.

• The baby either avoids the parent, becomes overly upset, or reacts inconsistently when the parent returns.

Avoidant Attachment

• The child avoids closeness with the caregiver and does not seek comfort from them.

• The baby doesn’t cry when the parent leaves and ignores them when they return.

Anxious Attachment

• The child is very distressed when the caregiver leaves and is not easily comforted when they return.

•  The baby cries a lot when the parent leaves and clings to them when they return but stays upset.

Disorganized Attachment

• The child shows confused or contradictory behavior toward the caregiver.

• The baby wants comfort but also seems scared of the parent or freezes when they return.

Basic Trust (Erikson: Trust v. Mistrust)

• Basic trust develops in infancy when a caregiver consistently meets a baby’s needs, helping the child feel safe and secure.

•  A baby is fed, comforted, and soothed regularly, so they learn that adults can be trusted.

Deprivation of attachment

• When a child does not form a strong emotional bond with a caregiver due to separation, neglect, or inconsistent care

•  A child raised in an institution with many carers and little individual attention struggles to form close relationships.

Adverse Childhood Experiences (ACEs)

• Stressful or traumatic events in childhood can negatively affect emotional, social, and physical development. 

• Experiencing abuse, neglect, domestic violence, or growing up with parents who misuse substances.

Temperament

• How you behave right from birth 

• May perdict behavior later 

• Refers to characteristics, patterns of emotional reactions, and emotional self regulation 

  • Nature 

Easy babies

• Children who are generally happy, adaptable, and have regular routines.

• A baby eats and sleeps well and adjusts easily to new people or situations.

Difficult babies

• Children who are irregular, intense, and easily upset. 

• A child has frequent tantrums, struggles with change, and reacts strongly.

Slow to warm up babies

• Children who are cautious and take time to adjust to new situations.

•  A child is quiet at a new school and gradually becomes more comfortable.

Shy kids

• Children who feel nervous or uncomfortable around new people.

• A child hides behind a parent when meeting strangers.

Self-Concept

• Self-concept is how a person sees and thinks about themselves, including their abilities, personality, and values.

  • A child thinks, “I’m good at drawing,” or “I’m shy but kind.”

Parallel play

• As they get older children play side by sidewith other children without interacting 

  • Still playing with different things but they might talk to eachother while playing with different things 

    • 1-2.5 years old

Pretend play

• Play where children use imagination to act out roles or situations.

•  A child pretends a box is a car or plays “house” as a parent or baby.

Cooperative Play

• Play where children play together, sharing goals, rules, and roles.

• Children work together to build a tower or play a team game.

  • 3-3.5 years old

Authoritarian Parenting

• Strict parenting with high demands and little warmth or communication.

• A parent sets rules without explanation and expects obedience: “Because I said so.”

Authoritative Parenting

• Firm but warm parenting with clear rules and open communication.

• A parent sets limits but explains reasons and listens to the child’s feelings.

Permissive Parenting

• Very lenient parenting with few rules or boundaries.

• A parent allows the child to stay up late and rarely enforces rules.

Neglectful Parenting

• Parenting with little involvement, supervision, or emotional support.

• A parent is uninterested in the child’s needs and rarely spends time with them.

Adolescence

• The developmental period between childhood and adulthood focused on identity and independence.

•  A teenager explores different interests, styles, or beliefs.

Identity

• A person’s sense of who they are, including values, beliefs, and goals.

• Knowing what career you want and what matters to you.

Identity vs. Role Confusion (Erikson)

• Adolescents either form a clear identity or feel confused about who they are.

• A teen explores careers and values (identity) or feels lost and unsure (role confusion).

Marcia’s Stages of Identity Formation

• Stages describing how people explore and commit to an identity.

Diffusion

• No exploration and no commitment.

• A teen has no clear goals and hasn’t thought about the future.

Foreclosure

• Commitment without exploration.

• A teen chooses a career because their parents expect it.

Moratorium

• Active exploration without commitment.

• A teen tries different subjects or beliefs but hasn’t decided yet.

Achievement

• Exploration followed by commitment 

• A teen explores careers and then chooses one they feel confident about.

Social Identity

• Part of identity based on group memberships.

• Identifying as an athlete, student, or member of a cultural group.

Selection Effect (seeking out peers)

• People choose friends who are similar to themselves.

• Students who like sports become friends with other athletes.

Imaginary Audience

• The belief that others are constantly watching and judging you.

• A teen feels embarrassed by a small mistake, thinking everyone noticed.

Personal Fable

• The belief that one’s experiences are unique and special.

• A teen thinks, “No one understands what I’m going through.”

Emerging Adulthood

• A transitional stage (late teens–20s) focused on exploration.

• Trying different jobs, relationships, or lifestyles.

Social Clock

• Cultural expectations about the timing of life events.

• Beliefs about when people should marry or start a career.

Adulthood

• Life stage focused on responsibility, relationships, and work.

• Maintaining a career, family, or long-term goals.

Intimacy vs. Isolation (Erikson)

• Young adults form close relationships or feel lonely and disconnected.

• Building a deep romantic relationship vs. avoiding closeness.

Generativity vs. Stagnation (Erikson)

• Middle adulthood focus on contributing to society or feeling unproductive.

• Mentoring others vs. feeling stuck or unfulfilled.

Integrity vs. Despair (Erikson)

• Late adulthood reflection on life with acceptance or regret.

• Feeling proud of life choices vs. wishing life had been different.