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Here’s a set of flashcards based on the material you’ve shared. The questions (front) are followed by answers (back). You can use these for study purposes. Flashcard Set: Developmental Psychology and Psychopathology Flashcard 1 Q: What are reflexes in newborns, and why are they important? A: Reflexes are unlearned responses triggered by specific stimuli. Some have survival value (e.g., rooting, sucking), while others, like stepping, are developmental precursors to later motor skills. Reflexes also reflect the health of the nervous system. Flashcard 2 Q: What is the Apgar score, and what do its levels indicate? A: The Apgar score assesses a newborn’s physical condition based on five factors (breathing, heartbeat, muscle tone, reflexes, skin tone). • 7+: Good condition. • 4–6: Needs special attention. • 3 or less: Life-threatening condition. Flashcard 3 Q: Define temperament and describe Rothbart’s three dimensions. A: Temperament refers to consistent behavioral patterns in infants. 1. Surgency/extroversion: Active, happy, seeks stimulation. 2. Negative affect: Angry, fearful, not easily soothed. 3. Effortful control: Focused, not easily distracted. Flashcard 4 Q: What is sudden infant death syndrome (SIDS), and what are its risk factors? A: SIDS is the sudden death of a healthy baby. Risk factors include: • Premature birth/low weight. • Sleeping on the stomach. • Parental smoking. • Overheating. Flashcard 5 Q: What is Erikson’s psychosocial theory, and name its first three stages. A: Erikson’s theory focuses on resolving conflicts across eight life stages. 1. Trust vs. Mistrust (birth–1 year): Develop trust in caregivers. 2. Autonomy vs. Shame (1–3 years): Develop independence. 3. Initiative vs. Guilt (3–6 years): Explore and try new things. Flashcard 6 Q: What are the main types of intelligence in Gardner’s theory of multiple intelligences? A: Gardner proposed eight intelligences: 1. Linguistic 2. Logical-mathematical 3. Musical 4. Spatial 5. Bodily-kinesthetic 6. Interpersonal 7. Intrapersonal 8. Naturalist Flashcard 7 Q: What are fluid and crystallized intelligence? How do they change with age? A: • Fluid intelligence: Problem-solving and adaptability (declines with age). • Crystallized intelligence: Knowledge from experience (improves with age). Flashcard 8 Q: What is Sternberg’s triarchic theory of intelligence? A: Sternberg’s theory includes: 1. Practical intelligence: Adapting to environment. 2. Creative intelligence: Dealing with novel tasks. 3. Analytic intelligence: Problem-solving and critical thinking. Flashcard 9 Q: How does emotional intelligence (EI) contribute to well-being? A: EI involves recognizing, differentiating, and managing emotions in oneself and others. It increases with age and improves decision-making, relationships, and subjective well-being. Flashcard 10 Q: Describe the Flynn Effect. A: The Flynn Effect is the observed rise in average IQ scores over decades, likely due to better education, improved nutrition, and enhanced living conditions. Flashcard 11 Q: What is the cumulative-deficit hypothesis? A: This hypothesis suggests that impoverished environments inhibit intellectual growth, with the negative effects compounding over time. Flashcard 12 Q: What are the main goals of early intervention in developmental psychopathology? A: Early intervention aims to: 1. Stabilize symptoms. 2. Treat co-occurring problems. 3. Provide social and educational support. Flashcard 13 Q: How do infants perceive depth, and what experiment demonstrates this ability? A: Infants develop depth perception by around 6–7 months, as shown in the visual cliff experiment. Crawling infants avoid the “cliff,” demonstrating fear of depth. Flashcard 14 Q: What is resilience, and how can it protect against psychopathology? A: Resilience is the ability to adapt and thrive despite adversity. Protective factors include supportive relationships, problem-solving skills, and positive school environments. Flashcard 15 Q: What are primary and secondary control beliefs? A: • Primary control: Acting on the external world to achieve goals. • Secondary control: Adapting one’s internal perspective to align with external circumstances. Flashcard 16 Q: Define “edgework” in emerging adulthood. A: Edgework refers to behaviors that involve risk-taking and pushing boundaries, common among emerging adults due to an underdeveloped prefrontal cortex. Flashcard 17 Q: What are some factors that foster creativity? A: • Freedom to explore ideas. • Supportive and stimulating environments. • Encouraging divergent thinking in schools. Flashcard 18 Q: What is the relationship between IQ and occupational success? A: Higher IQs are associated with professional success, health, and longer life spans. IQ predicts complex problem-solving abilities necessary for advanced work roles. Flashcard 19 Q: How does cognitive development progress in adulthood? A: • Postformal thought: Combines logic with emotion, pragmatism, and subjective factors. • Reflective reasoning matures, enabling nuanced decision-making. Flashcard 20 Q: What are role transitions, and how do they mark adulthood? A: Role transitions, like starting full-time work, voting, or marriage, signify the movement into adulthood, though the criteria vary across cultures.
Here’s a comprehensive flashcard set based on Chapter 15 content you shared. Each card focuses on a key topic or concept.
Flashcard Set: Chapter 15 – Developmental Psychology
Flashcard 1
Q: What is the main focus of developmental psychopathology?
A: Understanding the origins, course, and changes in maladaptive behavior over the lifespan, considering biological, psychological, and social factors.
Flashcard 2
Q: Define developmental psychopathology.
A: It is the study of the development of psychological disorders, focusing on the interplay between typical and atypical development.
Flashcard 3
Q: What are the guiding principles of developmental psychopathology?
A:
1. Development is shaped by multiple factors.
2. Risk and protective factors influence outcomes.
3. Development is dynamic and changes over time.
Flashcard 4
Q: What are risk factors in developmental psychopathology?
A: Conditions or events that increase the likelihood of developing a disorder, such as poverty, abuse, or family history of mental illness.
Flashcard 5
Q: What are protective factors in developmental psychopathology?
A: Influences that decrease the likelihood of developing a disorder, like strong family support, effective coping skills, and a stable environment.
Flashcard 6
Q: What is the transactional model of development?
A: It emphasizes the bidirectional interactions between a child and their environment, where both influence each other over time.
Flashcard 7
Q: Explain the diathesis-stress model.
A: This model posits that psychopathology results from the interaction of a predispositional vulnerability (diathesis) and environmental stress.
Flashcard 8
Q: What is comorbidity in developmental psychopathology?
A: The presence of two or more disorders in the same individual, such as anxiety and depression.
Flashcard 9
Q: What are some common externalizing disorders in childhood?
A:
1. Oppositional Defiant Disorder (ODD).
2. Conduct Disorder (CD).
3. Attention-Deficit/Hyperactivity Disorder (ADHD).
Flashcard 10
Q: What are common internalizing disorders in childhood?
A:
1. Anxiety disorders.
2. Depression.
3. Obsessive-Compulsive Disorder (OCD).
Flashcard 11
Q: What are the diagnostic criteria for ADHD?
A:
1. Inattention symptoms (e.g., difficulty sustaining attention).
2. Hyperactivity/impulsivity symptoms (e.g., fidgeting, difficulty waiting).
3. Symptoms must impair functioning in at least two settings.
Flashcard 12
Q: What are the subtypes of ADHD?
A:
1. Predominantly inattentive presentation.
2. Predominantly hyperactive-impulsive presentation.
3. Combined presentation.
Flashcard 13
Q: What are evidence-based treatments for ADHD?
A:
1. Behavioral therapy.
2. Parent training programs.
3. Stimulant medications like methylphenidate (Ritalin).
Flashcard 14
Q: Define Oppositional Defiant Disorder (ODD).
A: A pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness lasting at least six months.
Flashcard 15
Q: What are treatments for ODD and Conduct Disorder?
A:
1. Parent management training.
2. Problem-solving skills training.
3. Multisystemic therapy.
Flashcard 16
Q: What are common anxiety disorders in children?
A:
1. Separation Anxiety Disorder.
2. Generalized Anxiety Disorder (GAD).
3. Social Anxiety Disorder.
Flashcard 17
Q: What are the core symptoms of Autism Spectrum Disorder (ASD)?
A:
1. Deficits in social communication and interaction.
2. Restricted, repetitive behaviors, interests, or activities.
Flashcard 18
Q: What are early signs of Autism Spectrum Disorder (ASD)?
A:
1. Lack of eye contact.
2. Delayed speech and language development.
3. Limited interest in peers or social interactions.
Flashcard 19
Q: What are effective interventions for ASD?
A:
1. Applied Behavior Analysis (ABA).
2. Speech and occupational therapy.
3. Social skills training.
Flashcard 20
Q: What is the role of genetics in developmental disorders?
A: Genetic predispositions interact with environmental factors to influence the risk of disorders like ADHD and ASD.
Flashcard 21
Q: Define depression in adolescence.
A: Persistent feelings of sadness, loss of interest in activities, changes in sleep/appetite, and difficulty concentrating.
Flashcard 22
Q: What are risk factors for adolescent depression?
A:
1. Family history of depression.
2. Chronic stress.
3. Negative peer relationships.
Flashcard 23
Q: What are the main treatments for adolescent depression?
A:
1. Cognitive-Behavioral Therapy (CBT).
2. Interpersonal therapy (IPT).
3. Antidepressant medication (e.g., SSRIs).
Flashcard 24
Q: What is resilience?
A: The ability to adapt positively and recover from adversity or significant stress.
Flashcard 25
Q: How can schools support resilience in children?
A:
1. Providing a safe and stable environment.
2. Teaching problem-solving and coping skills.
3. Encouraging positive peer relationships.
Flashcard 26
Q: What is the cumulative risk model?
A: This model explains that the likelihood of negative outcomes increases with the accumulation of multiple risk factors.
Flashcard 27
Q: What is the difference between protective and promotive factors?
A:
• Protective factors: Mitigate the negative effects of risk.
• Promotive factors: Enhance positive outcomes regardless of risk level.
Let me know if you’d like specific areas expanded or further detailed!
Expanded Flashcard Set: Chapter 14 – Death, Dying, and Bereavement
Flashcard 1
Q: What is thanatology?
A: Thanatology is the study of death, dying, and bereavement, focusing on the emotional and psychological aspects of end-of-life processes.
Flashcard 2
Q: What are Kübler-Ross’s five stages of dying?
A:
1. Denial: Refusing to accept reality.
2. Anger: Resentment towards others or fate.
3. Bargaining: Attempting to negotiate for more time.
4. Depression: Profound sadness and mourning.
5. Acceptance: Coming to terms with death.
Flashcard 3
Q: What is hospice care?
A: Hospice care is a type of end-of-life care that focuses on providing comfort and dignity for the terminally ill rather than curing the illness.
Flashcard 4
Q: How does palliative care differ from hospice care?
A: Palliative care focuses on relieving pain and managing symptoms for individuals with serious illnesses, regardless of life expectancy. Hospice care is specifically for patients near the end of life.
Flashcard 5
Q: What is a living will?
A: A living will is a legal document that outlines a person’s preferences for medical treatments and interventions in case they become incapacitated.
Flashcard 6
Q: What are the common causes of death in different age groups?
A:
• Infancy: Congenital abnormalities.
• Children: Accidents, illness.
• Adolescents: Accidents, homicide, suicide.
• Adulthood: Chronic diseases like cancer and heart disease.
Flashcard 7
Q: What is bereavement?
A: Bereavement is the state of loss following the death of a loved one.
Flashcard 8
Q: What are the components of grief?
A:
1. Physical reactions: Fatigue, nausea, changes in appetite.
2. Emotional reactions: Sadness, anger, guilt.
3. Cognitive reactions: Confusion, difficulty concentrating.
4. Behavioral reactions: Social withdrawal, sleep disturbances.
Flashcard 9
Q: What is anticipatory grief?
A: Anticipatory grief occurs before the actual death, as individuals prepare emotionally for the loss.
Flashcard 10
Q: What are the different patterns of grief?
A:
1. Normal grief: Gradual adjustment over time.
2. Complicated grief: Prolonged and intense mourning.
3. Disenfranchised grief: Grief not openly acknowledged by society (e.g., loss of a pet or an ex-partner).
Flashcard 11
Q: What are cultural differences in grieving practices?
A: Cultures vary in their expressions of grief, funeral rituals, and attitudes towards death. For example, some cultures encourage open emotional expression, while others emphasize stoicism.
Flashcard 12
Q: What is the dual-process model of coping with bereavement?
A: This model suggests that grieving individuals alternate between:
1. Loss-oriented stressors: Focusing on the loss itself.
2. Restoration-oriented stressors: Adjusting to life without the deceased.
Flashcard 13
Q: What is the definition of euthanasia?
A: Euthanasia is the act of intentionally ending a life to relieve suffering, often categorized as active (direct intervention) or passive (withholding treatments).
Flashcard 14
Q: What is physician-assisted suicide?
A: Physician-assisted suicide involves a doctor providing a terminally ill patient with the means to end their own life, typically through prescribed medication.
Flashcard 15
Q: What factors influence a person’s attitudes toward death?
A:
• Age: Younger individuals may fear death more than older adults.
• Religious beliefs: Strong faith may provide comfort or fear, depending on views of the afterlife.
• Cultural values: Influence openness and acceptance of death.
Flashcard 16
Q: What is the importance of advance directives?
A: Advance directives ensure that a person’s medical and personal wishes are honored in cases where they cannot communicate. Examples include living wills and durable power of attorney for healthcare.
Flashcard 17
Q: What is the purpose of funerals and memorial services?
A: Funerals and memorial services help the bereaved process their grief, honor the deceased, and provide communal support.
Flashcard 18
Q: How does death anxiety differ by age?
A:
• Younger adults: Tend to focus on fears of unfinished goals.
• Middle-aged adults: Concerned about responsibilities and leaving loved ones.
• Older adults: Often experience less anxiety, possibly due to life review and acceptance.
Flashcard 19
Q: What are the key signs of approaching death?
A:
• Changes in breathing.
• Decreased appetite and thirst.
• Coolness in extremities.
• Altered consciousness.
Flashcard 20
Q: How can healthcare providers support patients and families during end-of-life care?
A: By offering emotional support, clear communication, respecting cultural and personal values, and providing appropriate palliative care.
This expanded set of flashcards covers all critical aspects of Chapter 14. Let me know if there are specific areas you’d like to delve into further!
Based on the content you shared earlier, here’s a concise set of flashcards about Prenatal Personality:
Flashcard Set: Prenatal Personality
Flashcard 1
Q: What is prenatal personality?
A: It refers to the early individual differences in temperament and behavior that begin to form in the womb due to genetic and environmental influences.
Flashcard 2
Q: How do genetic factors influence prenatal personality?
A: Genetic predispositions contribute to traits like activity level, reactivity, and emotional regulation, which can manifest even before birth.
Flashcard 3
Q: How does the prenatal environment shape personality?
A: Factors such as maternal stress, nutrition, hormone levels, and exposure to toxins can influence fetal brain development and personality traits.
Flashcard 4
Q: What is fetal programming?
A: Fetal programming is the process by which environmental factors during pregnancy permanently shape the development and personality of the fetus.
Flashcard 5
Q: What role does maternal stress play in prenatal personality development?
A: High maternal stress can lead to elevated cortisol levels, potentially affecting the fetus’s temperament and increasing reactivity or anxiety later in life.
Flashcard 6
Q: How does prenatal activity level relate to postnatal personality?
A: Fetal activity levels (such as kicking and movement) may predict traits like energy and reactivity after birth.
Flashcard 7
Q: Can external sounds and stimuli influence prenatal personality?
A: Yes, exposure to music, voices, and environmental sounds in the womb can affect sensory development and later preferences.
Flashcard 8
Q: How might maternal hormones impact fetal temperament?
A: Hormonal fluctuations, such as levels of cortisol or oxytocin, can influence brain development, shaping emotional responses and stress regulation in the child.
Flashcard 9
Q: What are the implications of prenatal personality research?
A: Understanding prenatal personality helps in early identification of developmental risks and tailoring interventions to support healthy emotional and behavioral growth.
Here’s a comprehensive flashcard set based on the information you’ve shared on Cognitive Development:
Flashcard Set: Cognitive Development
Flashcard 1
Q: What are Piaget’s four stages of cognitive development?
A:
1. Sensorimotor (Birth–2 years): Knowledge develops through senses and motor activities.
2. Preoperational (2–7 years): Use of symbols and language but limited logical reasoning.
3. Concrete Operational (7–12 years): Logical reasoning about concrete objects but struggles with abstract concepts.
4. Formal Operational (12 years–adulthood): Abstract thinking and hypothetical reasoning.
Flashcard 2
Q: What is the Sensorimotor stage in Piaget’s theory?
A: Infants learn through senses and actions, developing object permanence (understanding that objects exist even when not visible).
Flashcard 3
Q: What characterizes the Preoperational stage in Piaget’s theory?
A:
• Egocentrism: Difficulty seeing the world from others’ perspectives.
• Lack of conservation: Inability to understand that properties like volume remain the same despite changes in form.
Flashcard 4
Q: What is conservation, and in which stage does it develop?
A: Conservation is understanding that quantities remain the same despite changes in shape or arrangement. It develops during the Concrete Operational stage.
Flashcard 5
Q: What are Vygotsky’s key concepts in cognitive development?
A:
1. Zone of Proximal Development (ZPD): The gap between what a child can do alone and what they can achieve with guidance.
2. Scaffolding: Temporary support provided to a child to master a task, gradually removed as competence increases.
3. Cultural Tools: Language and cultural artifacts that influence learning and development.
Flashcard 6
Q: How does Vygotsky’s theory differ from Piaget’s?
A: Vygotsky emphasized the role of social interaction and culture in development, while Piaget focused on stages and individual exploration.
Flashcard 7
Q: What is Information-Processing Theory?
A: A cognitive approach likening the mind to a computer, focusing on how information is encoded, stored, and retrieved.
Flashcard 8
Q: What are the key components of Information-Processing Theory?
A:
1. Attention: Focusing on specific stimuli.
2. Memory: Encoding, storing, and retrieving information.
3. Processing Speed: How quickly information is handled.
4. Executive Function: Higher-order processes like problem-solving and planning.
Flashcard 9
Q: What is the role of executive function in cognitive development?
A: Executive function includes skills like working memory, inhibitory control, and cognitive flexibility, crucial for goal-directed behavior.
Flashcard 10
Q: What is Theory of Mind (ToM)?
A: The understanding that others have thoughts, feelings, and perspectives different from one’s own, typically developing around age 4.
Flashcard 11
Q: What is the significance of the neural basis of cognitive development?
A: Brain regions like the prefrontal cortex (decision-making) and hippocampus (memory) mature over time, influencing cognitive abilities.
Flashcard 12
Q: What is postformal thought, and how is it different from Piaget’s stages?
A: Postformal thought is advanced thinking in adulthood, characterized by recognizing ambiguity, integrating logic with emotion, and pragmatic problem-solving.
Flashcard 13
Q: What are the differences between fluid and crystallized intelligence?
A:
• Fluid Intelligence: Problem-solving and adaptability; declines with age.
• Crystallized Intelligence: Knowledge from experience and education; increases with age.
Flashcard 14
Q: How do cognitive abilities change during adolescence?
A:
• Improved executive functions: planning, reasoning, and self-control.
• Increased ability for abstract and hypothetical thinking due to prefrontal cortex maturation.
Flashcard 15
Q: What is the role of cultural tools in Vygotsky’s theory?
A: Cultural tools, including language, help shape thought processes and cognitive abilities through shared learning experiences.
Flashcard 16
Q: What is the neural efficiency hypothesis?
A: Intelligent individuals use fewer neural resources to solve problems, processing information more efficiently.
Flashcard 17
Q: What is reflective judgment?
A: A form of reasoning in adulthood where individuals evaluate and integrate evidence, considering multiple perspectives.
Flashcard 18
Q: How can scaffolding support cognitive development?
A: By providing tailored assistance within a child’s ZPD, scaffolding helps build skills until the child can perform independently.
Here’s a flashcard set on Attachment based on the materials you shared:
Flashcard Set: Attachment
Flashcard 1
Q: What is attachment?
A: A deep, enduring emotional bond that connects one person to another across time and space, often between a child and their caregiver.
Flashcard 2
Q: Who is considered the primary theorist behind attachment theory?
A: John Bowlby.
Flashcard 3
Q: What are Bowlby’s four phases of attachment?
A:
1. Pre-attachment phase (birth–6 weeks): Infants show no specific attachment to a caregiver.
2. Attachment-in-the-making phase (6 weeks–6/8 months): Infants develop a preference for their primary caregiver.
3. Clear-cut attachment phase (6/8 months–18/24 months): Infants show separation anxiety and seek proximity to their caregiver.
4. Formation of reciprocal relationships (18/24 months+): Toddlers understand caregivers’ schedules and are less anxious about separation.
Flashcard 4
Q: What is the significance of Mary Ainsworth’s research?
A: Ainsworth developed the Strange Situation to study attachment styles, identifying secure and insecure attachment patterns.
Flashcard 5
Q: What are the attachment styles identified by Ainsworth?
A:
1. Secure attachment: Child is distressed when caregiver leaves but easily comforted upon return.
2. Insecure-avoidant: Child avoids or is indifferent to the caregiver.
3. Insecure-resistant/ambivalent: Child is overly clingy and difficult to soothe.
4. Disorganized attachment: Child shows contradictory behavior, often linked to trauma.
Flashcard 6
Q: What caregiver behaviors are associated with secure attachment?
A: Sensitive, responsive, and consistent caregiving.
Flashcard 7
Q: What caregiver behaviors are linked to insecure-avoidant attachment?
A: Caregivers who are emotionally unavailable, unresponsive, or rejecting.
Flashcard 8
Q: What is the role of internal working models in attachment theory?
A: Internal working models are mental representations of self, others, and relationships formed based on early attachment experiences. These influence future relationships.
Flashcard 9
Q: What is the critical period for attachment formation?
A: Between birth and 2–3 years, according to Bowlby.
Flashcard 10
Q: What is the impact of secure attachment on later development?
A: Securely attached children tend to have better social, emotional, and cognitive outcomes, including healthy relationships and self-regulation skills.
Flashcard 11
Q: How does attachment impact emotional regulation?
A: Secure attachment provides a base for developing effective emotional regulation through caregiver modeling and support.
Flashcard 12
Q: What is attachment parenting?
A: A parenting approach emphasizing closeness, responsiveness, and nurturing to strengthen the parent-child bond.
Flashcard 13
Q: What role does culture play in attachment?
A: Cultural values influence caregiving practices and the prevalence of attachment styles (e.g., interdependence may emphasize secure-ambivalent attachment).
Flashcard 14
Q: What is reactive attachment disorder (RAD)?
A: A rare condition in children characterized by difficulties forming emotional bonds due to neglect or inconsistent caregiving.
Flashcard 15
Q: What is the Strange Situation, and how is it structured?
A: Ainsworth’s method to assess attachment styles through a series of separations and reunions between a child and caregiver.
Flashcard 16
Q: How does insecure-resistant attachment manifest in adulthood?
A: Adults may become overly dependent in relationships and fear abandonment.
Flashcard 17
Q: What is the link between attachment and temperament?
A: A child’s temperament can influence how attachment behaviors are expressed, but caregiving quality is the stronger determinant of attachment style.
Flashcard 18
Q: How does early attachment affect adult relationships?
A: Securely attached individuals are likely to form healthier, trusting adult relationships, while insecure attachment may lead to difficulties with intimacy and trust.
Flashcard 19
Q: What is the concept of a “secure base”?
A: A caregiver provides a safe and supportive presence, enabling a child to explore the world with confidence.
Flashcard 20
Q: How does attachment theory explain separation anxiety?
A: Separation anxiety occurs during the clear-cut attachment phase when a child strongly prefers their caregiver and fears losing them.
Here’s a flashcard set on Approximate Development based on the material you’ve shared:
Flashcard Set: Approximate Development
Flashcard 1
Q: What is the Zone of Proximal Development (ZPD)?
A: The range of tasks a child cannot complete alone but can accomplish with the guidance and support of a skilled partner, such as a teacher or parent.
Flashcard 2
Q: Who introduced the concept of the Zone of Proximal Development (ZPD)?
A: Lev Vygotsky.
Flashcard 3
Q: What does the Zone of Proximal Development emphasize?
A: The importance of social interaction in learning and development.
Flashcard 4
Q: How does scaffolding relate to the Zone of Proximal Development?
A: Scaffolding involves providing temporary support to help a learner achieve tasks within their ZPD, gradually removing assistance as they gain independence.
Flashcard 5
Q: What is the role of a “more knowledgeable other” (MKO) in Vygotsky’s theory?
A: The MKO provides the support and guidance needed to help the learner perform tasks within their ZPD.
Flashcard 6
Q: How does Vygotsky’s ZPD differ from Piaget’s views on development?
A: Vygotsky emphasizes the role of social interaction and guidance, whereas Piaget focuses on independent exploration and stages of cognitive development.
Flashcard 7
Q: What are some examples of scaffolding techniques?
A:
1. Modeling the task.
2. Breaking tasks into smaller steps.
3. Asking guiding questions.
4. Providing hints or prompts.
Flashcard 8
Q: Why is the ZPD important for educators?
A: It helps teachers identify the appropriate level of challenge for students and tailor instruction to maximize learning.
Flashcard 9
Q: How does the concept of private speech relate to Vygotsky’s theory?
A: Private speech, or self-talk, is used by children to guide themselves through tasks within their ZPD, gradually becoming internalized as they grow older.
Flashcard 10
Q: What is the relationship between the ZPD and cognitive development?
A: Learning in the ZPD promotes cognitive growth by encouraging problem-solving and mastery through collaboration and support.
Flashcard 11
Q: How does culture influence the ZPD?
A: Cultural tools, practices, and values shape the guidance provided within the ZPD, as learning is embedded in cultural contexts.
Flashcard 12
Q: What is the difference between “actual development” and “potential development”?
A:
• Actual development refers to tasks a child can complete independently.
• Potential development refers to tasks they can complete with guidance within the ZPD.
Flashcard 13
Q: How does peer collaboration support the ZPD?
A: Working with peers can provide opportunities for shared problem-solving and learning, especially when one peer is slightly more advanced.
Flashcard 14
Q: What is the role of play in the ZPD?
A: Play allows children to practice and explore tasks slightly beyond their current abilities in a low-pressure environment.
Flashcard 15
Q: What are some educational strategies derived from Vygotsky’s ZPD?
A:
1. Collaborative group work.
2. Differentiated instruction.
3. Guided practice.
4. Encouraging peer tutoring and mentorship.
Flashcard 16
Q: How does the ZPD apply to adult learning?
A: Adults, like children, can benefit from guided learning and collaborative problem-solving within their ZPD to acquire new skills.
Here’s a flashcard set on Moral Development based on the material you’ve provided and common concepts:
Flashcard Set: Moral Development
Flashcard 1
Q: What is moral development?
A: Moral development refers to the process through which individuals learn to distinguish right from wrong, develop ethical principles, and make decisions based on those principles.
Flashcard 2
Q: Who proposed the three levels of moral development?
A: Lawrence Kohlberg.
Flashcard 3
Q: What are the three levels of Kohlberg’s theory of moral development?
A:
1. Preconventional Level.
2. Conventional Level.
3. Postconventional Level.
Flashcard 4
Q: What characterizes the Preconventional Level of Kohlberg’s moral development?
A: Morality is externally controlled, focusing on avoiding punishment and seeking rewards.
Flashcard 5
Q: What are the two stages in the Preconventional Level?
A:
1. Stage 1: Obedience and Punishment Orientation (avoiding punishment).
2. Stage 2: Individualism and Exchange (self-interest and rewards).
Flashcard 6
Q: What characterizes the Conventional Level of Kohlberg’s moral development?
A: Morality is based on societal rules and the expectations of others.
Flashcard 7
Q: What are the two stages in the Conventional Level?
A:
1. Stage 3: Interpersonal Relationships (seeking approval and being “good”).
2. Stage 4: Maintaining Social Order (law and order focus).
Flashcard 8
Q: What characterizes the Postconventional Level of Kohlberg’s moral development?
A: Morality is guided by abstract principles and values that may conflict with laws or societal rules.
Flashcard 9
Q: What are the two stages in the Postconventional Level?
A:
1. Stage 5: Social Contract and Individual Rights (laws are flexible for greater good).
2. Stage 6: Universal Ethical Principles (guided by internal moral principles).
Flashcard 10
Q: What is Carol Gilligan’s critique of Kohlberg’s theory?
A: Gilligan argued that Kohlberg’s theory is male-centric, emphasizing justice over care, and does not account for the moral reasoning of women, who often focus on relationships and care.
Flashcard 11
Q: What are Gilligan’s stages of moral development?
A:
1. Orientation to Individual Survival (self-interest).
2. Goodness as Self-Sacrifice (care for others).
3. The Morality of Nonviolence (balancing care for self and others).
Flashcard 12
Q: What role does empathy play in moral development?
A: Empathy fosters understanding and care for others, helping individuals develop moral reasoning and ethical behavior.
Flashcard 13
Q: How does moral development relate to Piaget’s theory of cognitive development?
A: Piaget suggested that moral reasoning develops in stages:
1. Heteronomous Morality (rules are fixed and unchangeable).
2. Autonomous Morality (rules are flexible and based on mutual respect).
Flashcard 14
Q: What is the social domain theory in moral development?
A: The theory suggests that moral reasoning develops across three domains:
1. Moral Domain: Justice, rights, and welfare.
2. Social-Conventional Domain: Social norms and customs.
3. Personal Domain: Individual preferences and choices.
Flashcard 15
Q: What is the difference between moral reasoning and moral behavior?
A:
• Moral reasoning involves thought processes about right and wrong.
• Moral behavior is the action taken, which may not always align with reasoning.
Flashcard 16
Q: How do parents influence moral development?
A:
• Modeling moral behavior.
• Using inductive reasoning to explain the consequences of actions.
• Encouraging empathy and perspective-taking.
Flashcard 17
Q: What role does culture play in moral development?
A: Culture shapes the values, norms, and practices that influence how individuals develop their sense of morality.
Flashcard 18
Q: What is the role of peer interaction in moral development?
A: Peer interactions provide opportunities for perspective-taking, conflict resolution, and understanding fairness and justice.
Flashcard 19
Q: How does moral development continue into adulthood?
A: Adults refine their moral principles through life experiences, balancing personal values with societal expectations and developing wisdom.
Flashcard 20
Q: What is moral identity?
A: Moral identity is the extent to which being moral is central to an individual’s self-concept.
Here’s a flashcard set on Gender Roles based on the material you’ve provided and key concepts:
Flashcard Set: Gender Roles
Flashcard 1
Q: What are gender roles?
A: Gender roles are the societal expectations and behaviors considered appropriate for individuals based on their perceived or assigned gender.
Flashcard 2
Q: What is gender identity?
A: Gender identity refers to an individual’s internal sense of their own gender, which may or may not align with their assigned sex at birth.
Flashcard 3
Q: What is the difference between gender and sex?
A:
• Gender refers to socially constructed roles, behaviors, and attributes considered appropriate for men, women, and nonbinary individuals.
• Sex refers to biological differences, such as chromosomes, hormones, and reproductive anatomy.
Flashcard 4
Q: What is gender typing?
A: The process by which children learn the behaviors, interests, and roles associated with their gender through socialization.
Flashcard 5
Q: What are gender stereotypes?
A: Overgeneralized beliefs about the characteristics, attributes, and behaviors of males and females.
Flashcard 6
Q: What are some examples of traditional gender roles in many cultures?
A:
• Males: Providers, protectors, assertive, competitive.
• Females: Caregivers, nurturing, cooperative, emotional.
Flashcard 7
Q: What are the theories of gender role development?
A:
1. Social Learning Theory (Bandura): Gender roles are learned through observation, imitation, and reinforcement.
2. Cognitive Developmental Theory (Kohlberg): Children actively construct their gender identity as they grow.
3. Gender Schema Theory (Bem): Children form mental frameworks about gender based on cultural norms.
Flashcard 8
Q: What is a gender schema?
A: A cognitive framework that organizes information about gender and guides behavior based on cultural expectations.
Flashcard 9
Q: At what age do children begin to show awareness of gender roles?
A: Around 2-3 years old, children typically begin to label themselves and others as male or female and display gender-typed preferences.
Flashcard 10
Q: What is androgyny?
A: Androgyny refers to the presence of both masculine and feminine characteristics in an individual.
Flashcard 11
Q: What is gender nonconformity?
A: Gender nonconformity occurs when an individual’s behavior or interests do not align with societal expectations for their assigned gender.
Flashcard 12
Q: How does media influence gender roles?
A: Media reinforces gender stereotypes through portrayals of men and women in traditional roles and by emphasizing appearance and behavior norms.
Flashcard 13
Q: What is the role of parents in shaping gender roles?
A:
• Parents often reinforce gender-typed behaviors through encouragement, toys, activities, and chores.
• They may unintentionally model traditional roles through their own behavior.
Flashcard 14
Q: What is the influence of peers on gender roles?
A:
• Peers often enforce gender norms by encouraging conformity and discouraging nontraditional behaviors.
• Same-gender peer groups become more prominent in middle childhood, reinforcing gender-typed activities.
Flashcard 15
Q: How do schools contribute to gender role socialization?
A:
• Teachers may have gendered expectations for behavior and academic abilities.
• Curriculum and classroom interactions can reinforce stereotypes (e.g., boys excelling in STEM, girls excelling in reading).
Flashcard 16
Q: What is gender role flexibility?
A: Gender role flexibility refers to the ability to engage in behaviors or roles typically associated with the opposite gender, without strict adherence to traditional norms.
Flashcard 17
Q: How do gender roles differ across cultures?
A:
• Some cultures emphasize strict gender roles (e.g., patriarchal societies), while others value gender equality and fluidity.
• Roles and expectations can vary based on religion, traditions, and economic factors.
Flashcard 18
Q: What is the impact of rigid gender roles on mental health?
A:
• Rigid roles can lead to stress, depression, and anxiety when individuals feel unable to conform to societal expectations.
• Nonconforming individuals may experience discrimination or social rejection.
Flashcard 19
Q: What is toxic masculinity?
A: A cultural concept where traditional male roles emphasize dominance, emotional suppression, and aggression, often harming both men and others.
Flashcard 20
Q: What is gender equality?
A: The state in which individuals of all genders have equal rights, responsibilities, and opportunities in all aspects of life.
Here’s a flashcard set on Binary Concepts related to gender and other topics based on the material you’ve provided:
Flashcard Set: Binary Concepts
Flashcard 1
Q: What is the gender binary?
A: The gender binary is a system of classification that recognizes only two genders—male and female—based on assigned sex at birth.
Flashcard 2
Q: What are some limitations of the gender binary?
A:
• It excludes nonbinary and gender-diverse identities.
• It enforces rigid stereotypes about what men and women “should” be or do.
• It fails to account for cultural and individual variations in gender expression.
Flashcard 3
Q: What does “nonbinary” mean?
A: Nonbinary refers to gender identities that do not fit within the traditional categories of male or female. It is an umbrella term that encompasses various gender experiences outside the binary.
Flashcard 4
Q: What is the binary view of sex?
A: The binary view of sex assumes that there are only two biological sexes: male and female, based on physical anatomy, chromosomes, and hormones.
Flashcard 5
Q: How does science challenge the binary view of sex?
A:
• Biological variations, such as intersex conditions, show that sex is not strictly binary.
• Chromosomal patterns (e.g., XXY, XO) and hormone levels vary widely among individuals.
Flashcard 6
Q: What is binary thinking?
A: Binary thinking is a cognitive framework that divides concepts into two opposing categories, such as male/female, good/bad, or right/wrong, often oversimplifying complex realities.
Flashcard 7
Q: What is the impact of binary thinking on society?
A:
• It reinforces stereotypes and excludes those who don’t fit neatly into predefined categories.
• It creates rigid norms that can limit self-expression and perpetuate discrimination.
Flashcard 8
Q: How do cultures differ in their understanding of binary gender?
A: Many cultures recognize genders beyond the binary, such as:
• Two-Spirit identities among Indigenous peoples in North America.
• Hijras in South Asia.
• Fa’afafine in Samoa.
Flashcard 9
Q: What does the term “cisgender” mean?
A: Cisgender describes individuals whose gender identity aligns with the sex they were assigned at birth, within the binary system.
Flashcard 10
Q: What is the difference between binary and nonbinary systems?
A:
• Binary systems recognize only two categories (e.g., male/female).
• Nonbinary systems allow for a spectrum of identities and expressions beyond two fixed categories.
Flashcard 11
Q: How is the binary enforced in societal structures?
A:
• Gendered language and pronouns (he/she).
• Legal documents requiring “M” or “F” classifications.
• Gender-segregated spaces like restrooms and sports.
Flashcard 12
Q: What is intersectionality in the context of the binary?
A: Intersectionality explores how binary classifications of gender intersect with other aspects of identity, such as race, class, and sexuality, to create complex experiences of privilege or oppression.
Flashcard 13
Q: What is gender fluidity?
A: Gender fluidity describes a gender identity that shifts over time or depends on the context, challenging the fixed nature of the binary system.
Flashcard 14
Q: What is the role of language in challenging the binary?
A:
• Inclusive terms like “they/them,” “Mx.,” and “folx” help disrupt binary assumptions.
• Expanding vocabulary around gender allows for greater representation and understanding.
Flashcard 15
Q: What is binary erasure?
A: The assumption that all individuals fall within the binary system, often ignoring or invalidating nonbinary and gender-diverse identities.
Flashcard 16
Q: How can education help dismantle the binary?
A:
• Teaching about diverse gender identities and expressions.
• Promoting discussions about intersectionality and inclusivity.
• Challenging stereotypes in school curricula and policies.
Flashcard 17
Q: What is gender euphoria?
A: The joy or comfort experienced when one’s gender identity is affirmed, often in contrast to the discomfort of adhering to binary expectations.
Flashcard 18
Q: What is an example of breaking the binary in practice?
A: Creating gender-neutral spaces like restrooms, using inclusive language, or allowing flexible dress codes.
Here’s a set of flashcards on Sigmund Freud, covering the key concepts based on the information you provided:
Flashcard Set: Sigmund Freud
Flashcard 1
Q: Who was Sigmund Freud?
A: Sigmund Freud was an Austrian neurologist and the founder of psychoanalysis, which is a method for treating mental illness and a theory that explains human behavior.
Flashcard 2
Q: What is the focus of Freud’s theory of personality development?
A: Freud’s theory of personality development focuses on the stages of psychosexual development, where he believed childhood experiences played a critical role in shaping adult personality.
Flashcard 3
Q: What are the key stages of Freud’s psychosexual development?
A:
• Oral Stage (0-18 months): Focus on oral pleasures like sucking and biting.
• Anal Stage (18 months-3 years): Focus on bowel and bladder control.
• Phallic Stage (3-6 years): Focus on the genitals; identification with the same-sex parent.
• Latency Stage (6-puberty): Dormant sexual feelings; focus on intellectual and social development.
• Genital Stage (puberty-adulthood): Maturation of sexual interests and establishment of mature relationships.
Flashcard 4
Q: What are the components of the human psyche according to Freud?
A:
• Id: The primitive and instinctual part of the psyche; operates on the pleasure principle.
• Ego: The rational part that mediates between the id and the external world; operates on the reality principle.
• Superego: The moral conscience that represents internalized societal norms and values.
Flashcard 5
Q: What role do defense mechanisms play in Freud’s theory?
A: Defense mechanisms are unconscious psychological strategies used by the ego to manage anxiety and internal conflicts between the id and the superego. Examples include repression, denial, projection, and rationalization.
Flashcard 6
Q: What is the Oedipus Complex according to Freud?
A: The Oedipus Complex is a Freudian theory suggesting that during the phallic stage, children experience unconscious sexual desires for the opposite-sex parent and feelings of rivalry with the same-sex parent.
Flashcard 7
Q: How does Freud describe the role of dreams in the unconscious mind?
A: Freud believed that dreams were the “royal road to the unconscious,” expressing repressed desires, wishes, and anxieties in a disguised or symbolic form.
Flashcard 8
Q: What is the purpose of psychoanalytic therapy according to Freud?
A: The purpose of psychoanalytic therapy is to uncover the unconscious thoughts and feelings that drive behaviors and to resolve conflicts between the id, ego, and superego through techniques like free association, dream analysis, and analysis of transference.
Flashcard 9
Q: What is the concept of the “Freudian slip”?
A: A Freudian slip is an unintentional error regarded as revealing subconscious thoughts or desires, often expressed through slips of the tongue.
Flashcard 10
Q: How does Freud’s theory compare to other theories in psychology?
A:
• Compared to Behaviorism: Freud emphasizes unconscious processes and childhood experiences, while behaviorism focuses on observable behaviors and environmental conditioning.
• Compared to Humanistic Psychology: Freud’s focus is more on pathology and the unconscious, whereas humanistic psychology emphasizes personal growth, self-actualization, and free will.
Flashcard 11
Q: What criticisms exist regarding Freud’s theories?
A: Freud’s theories have been criticized for being overly deterministic, lacking empirical evidence, and being based on subjective interpretations. His concepts, like the Oedipus complex and the id, are also considered culturally and temporally specific, not universally applicable.
Flashcard 12
Q: How has Freud’s work influenced modern psychology?
A: Despite criticisms, Freud’s work laid the foundation for many modern psychotherapeutic techniques and has influenced areas such as personality theory, psychopathology, and the understanding of defense mechanisms.
Here are flashcards based on the components of sexuality, drawing from the information you provided:
Flashcard Set: Components of Sexuality
Flashcard 1
Q: What are the main components of sexuality according to psychoanalytic theory?
A: According to Sigmund Freud, the components of sexuality include the id, the ego, and the superego, each of which interacts differently with sexual desires and behaviors.
Flashcard 2
Q: What role does the id play in sexual behavior?
A: The id is the primal and instinctual part of the psyche, operating on the pleasure principle. It seeks immediate gratification of sexual desires, often manifesting in fantasies, impulses, and desires without regard to societal norms or consequences.
Flashcard 3
Q: How does the ego influence sexual behavior?
A: The ego mediates between the demands of the id and the external world. It operates on the reality principle and helps to control and channel sexual impulses in ways that are socially acceptable and appropriate, balancing desire with moral and practical constraints.
Flashcard 4
Q: What function does the superego serve in sexual development?
A: The superego acts as the moral conscience, incorporating societal norms and rules about appropriate sexual behavior. It reflects internalized values from parents, culture, and society, regulating the id’s desires and often causing feelings of guilt or anxiety when sexual impulses conflict with these values.
Flashcard 5
Q: What is the libido according to Freud?
A: Libido is the sexual energy or drive that originates in the id. It is the force behind sexual desires and the pursuit of pleasure, fundamental to the psychosexual stages of development.
Flashcard 6
Q: How does defense mechanism relate to sexual behavior?
A: Defense mechanisms are used by the ego to manage anxiety and conflict related to sexual impulses. Techniques like repression, sublimation, and projection are used to deal with unacceptable sexual desires and transform them into socially acceptable behaviors or thoughts.
Flashcard 7
Q: What is sublimation in the context of sexual development?
A: Sublimation is a defense mechanism where socially unacceptable impulses or idealizations are consciously transformed into socially acceptable actions or behavior. In terms of sexuality, sublimation involves redirecting sexual energy into creative, productive outlets, like art, sports, or intellectual pursuits.
Flashcard 8
Q: What is the phallic stage and its significance in sexual development?
A: The phallic stage (3-6 years) is when children become aware of their genitals and begin to explore and identify with their opposite-sex parent. It is characterized by the Oedipus complex (in boys) or Electra complex (in girls), where children develop unconscious sexual desires for the parent of the opposite sex and feelings of rivalry towards the parent of the same sex.
Flashcard 9
Q: How do castration anxiety and penis envy influence sexuality?
A: Castration anxiety refers to boys’ fear of losing their penis, which Freud suggested was a driving force behind the Oedipus complex and a desire to identify with the father. Penis envy is the notion that girls desire a penis, which Freud believed led to identification with the mother and the development of femininity and sexuality differently from boys.
Flashcard 10
Q: What is the role of fixation in Freud’s theory of sexuality?
A: Fixation refers to the concept of being stuck in a stage of psychosexual development due to unfulfilled needs. If conflicts are not resolved in the oral, anal, phallic, latency, or genital stages, individuals may regress and continue to exhibit behaviors associated with those earlier stages in adulthood.
Flashcard 11
Q: How does repression affect sexual behavior?
A: Repression involves keeping distressing thoughts, feelings, and impulses out of conscious awareness. In terms of sexuality, this mechanism might be used to keep unacceptable sexual desires or fantasies from becoming conscious, thus preventing feelings of guilt or anxiety.
Flashcard 12
Q: What is fixation and how does it affect adult personality according to Freud?
A: Fixation is when an individual becomes preoccupied with behaviors or conflicts of a particular psychosexual stage due to incomplete resolution of conflicts. In adulthood, this can manifest as certain personality traits or habits tied to an unresolved stage (e.g., oral fixation leading to overeating, smoking, nail-biting).
Flashcard Set: Psychotic vs Neurotic
Flashcard 1
Q: What is the difference between psychotic and neurotic?
A: Psychotic refers to severe mental disorders where contact with reality is lost, and individuals may experience hallucinations, delusions, and distorted thoughts. Neurotic refers to less severe mental health conditions characterized by distressing symptoms like anxiety, depression, and obsessive thoughts that do not involve a loss of contact with reality.
Flashcard 2
Q: What are the characteristics of psychotic disorders?
A: Psychotic disorders involve:
• Hallucinations: Seeing, hearing, or feeling things that aren’t there (e.g., auditory hallucinations).
• Delusions: False beliefs that are resistant to reason (e.g., paranoid delusions).
• Disorganized thinking: Trouble organizing thoughts, making communication difficult.
• Severe impairment in functioning: Problems with work, relationships, and daily activities due to distorted reality.
Flashcard 3
Q: What are the characteristics of neurotic disorders?
A: Neurotic disorders involve:
• Anxiety: Persistent worry and fear not tied to any specific threat.
• Obsessive thoughts: Recurrent, unwanted thoughts or impulses.
• Compulsive behaviors: Ritualistic actions meant to relieve anxiety.
• Mood swings: Often related to stress or specific triggers, but not as extreme as in psychosis.
Flashcard 4
Q: How does the loss of reality differentiate psychotic from neurotic disorders?
A: In psychotic disorders, there is a loss of reality—patients may have hallucinations or delusions that distort their perception of reality. In neurotic disorders, the individual remains in touch with reality but experiences significant distress, often related to anxiety, depression, or obsessive-compulsive behaviors.
Flashcard 5
Q: Can a person be both psychotic and neurotic?
A: Yes, a person can be both psychotic and neurotic. For example, they may experience anxiety or obsessive thoughts (neurotic symptoms) while also having delusions or hallucinations (psychotic symptoms).
Flashcard 6
Q: What are some common neurotic disorders?
A: Common neurotic disorders include:
• Generalized Anxiety Disorder (GAD): Excessive worry about everyday things.
• Obsessive-Compulsive Disorder (OCD): Recurrent, unwanted thoughts and repetitive behaviors.
• Phobias: Intense fears of specific objects or situations.
• Panic Disorder: Recurrent, unexpected panic attacks with symptoms like rapid heartbeat, sweating, and fear of losing control.
Flashcard 7
Q: What are some common psychotic disorders?
A: Common psychotic disorders include:
• Schizophrenia: Characterized by hallucinations, delusions, disorganized speech, and impaired functioning.
• Schizoaffective Disorder: Symptoms of both schizophrenia and mood disorders (e.g., depression or bipolar).
• Delusional Disorder: Persistent, non-bizarre delusions without other psychotic symptoms.
• Brief Psychotic Disorder: Temporary episodes of psychosis, lasting less than a month.
Flashcard 8
Q: How are neurotic symptoms typically managed?
A: Neurotic symptoms are often managed through psychotherapy, such as cognitive-behavioral therapy (CBT), which helps patients reframe their thoughts and behaviors. Medications like antidepressants or anxiolytics may also be used to alleviate symptoms.
Flashcard 9
Q: How are psychotic symptoms typically managed?
A: Psychotic symptoms are often managed with antipsychotic medications, which help reduce hallucinations, delusions, and disorganized thinking. Psychological therapy, such as supportive therapy or cognitive behavioral therapy for psychosis (CBTp), may also be used in conjunction to help patients manage symptoms and improve functioning.
Flashcard 10
Q: What is the main difference in treatment approaches between psychotic and neurotic disorders?
A: The main difference is that psychotic disorders often require medication to address symptoms like hallucinations and delusions, whereas neurotic disorders are typically managed with therapy and sometimes medication to address symptoms like anxiety and depression without a loss of reality.
Flashcard Set: Chapter 15 – Developmental Psychology
Developmental Psychopathology: Understanding the origins, course, and changes in maladaptive behavior over the lifespan, considering biological, psychological, and social factors.
Guiding Principles: Development is shaped by multiple factors; risk and protective factors influence outcomes; development is dynamic.
Risk Factors: Conditions/events increasing likelihood of disorders (e.g., poverty, abuse).
Protective Factors: Influences that decrease likelihood of disorders (e.g., family support, coping skills).
Transactional Model: Bidirectional interactions between a child and their environment.
Diathesis-Stress Model: Psychopathology results from interaction of vulnerability and stress.
Comorbidity: Presence of two or more disorders in the same individual.
Common Disorders: Externalizing (e.g., ODD, ADHD) and internalizing (e.g., anxiety, depression) disorders in childhood.
ADHD Diagnostic Criteria: Inattention/hyperactivity symptoms impairing functioning in two settings.
Effective Treatments for ADHD: Behavioral therapy, parent training, stimulant medications.
Core Symptoms of ASD: Deficits in social communication and restricted behaviors.
Resilience: Adaptability and recovery from adversity, supported by school environments, problem-solving skills, and peer relationships.
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