PSY 2250 Exam 1 Study Guide Questions With
Correct Answers
Compare the theories influenced by nurture with the theories
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influenced by nature - CORRECT ANSWER✔✔--Behaviorism: operant
| | | | | | |
conditioning creates behavior (nurture) | | |
-Cognitive behaviorism: social learning and modeling creates behavior
| | | | | | | |
(nurture)
-Psychoanalytic theory: early childhood determines adult mental health | | | | | | | |
(nurture)
-Attachment theory: our early experiences with caregivers shape our
| | | | | | | | |
adult ability to love (nurture)
| | | |
-Evolutionary psychology: inborn, species-specific behaviors play a large
| | | | | | | |
role in human development and life (nature)
| | | | | |
-Behavioral genetics: hereditary forces play a major role in determining
| | | | | | | | | |
individual differences in behavior (nature)
| | | |
What is the current view of nature and nurture? - CORRECT
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ANSWER✔✔--Nature and nurture combine to shape who we are, there | | | | | | | | | |
is no such thing as nature or nurture
| | | | | | |
-Our nature (genetic tendencies) shapes our nurture (life experiences)
| | | | | | | |
-We need the right nurture (life experiences) to fully express our nature
| | | | | | | | | | | |
(genetic talents) |
,How does the person-environment fit relate to developmental science?
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- CORRECT ANSWER✔✔--Person-environment fit: the extent to which
| | | | | | | | |
the environment is tailored to our biological tendencies and talents
| | | | | | | | |
-A core goal of developmental science is to foster the correct person-
| | | | | | | | | | |
environment fit: make the wider world bring out our human best | | | | | | | | | |
What is a bidirectional relationship? How does this apply to the parent-
| | | | | | | | | | |
child relationship? - CORRECT ANSWER✔✔--Bidirectionality: the
| | | | | |
principle that people affect one another, or that interpersonal
| | | | | | | | |
influences flow in both directions | | | |
-A child's temperament elicits a different parenting style, the parent's
| | | | | | | | | |
actions elicit the child's behavior
| | | |
Describe the basic parts of Freud's Psychoanalytic theory. - CORRECT
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ANSWER✔✔--Actions are dominated by repressed/unconscious feelings | | | | |
from early childhood
| | |
-Self-understanding is the key to living a fulfilling adult life | | | | | | | | |
-Id: the instincts, needs, and feelings that we have when we arrive in the
| | | | | | | | | | | | |
world
|
-Ego: the conscious, rational part of our personality
| | | | | | |
-Superego: the moral arm of our personality | | | | | |
-Stages of sexuality: oral (year 1), anal (2-3), phallic (3-4) including the
| | | | | | | | | | | |
Oedipus complex, latency | |
, Describe the basics of Erikson's Psychosocial theory. How is it different
| | | | | | | | | | |
than Freud's theory? - CORRECT ANSWER✔✔--Psychosocial tasks: each
| | | | | | | |
challenge that we face as we travel through the eight stages of the
| | | | | | | | | | | | |
lifespan
-We cannot master the issue of a later stage unless we have
| | | | | | | | | | | |
accomplished the developmental milestones of the previous ones
| | | | | | |
-Freud: focused on the unconscious, sex is primary motivation,
| | | | | | | | |
personality development was complete within first 6 years of life
| | | | | | | | |
-Erikson: focused on the conscious ego, identity formation and social
| | | | | | | | | |
relationships are primary, development continues throughout the
| | | | | | |
lifespan
Compare and contrast Piaget's theory of assimilation and
| | | | | | | |
accommodation of schemas. - CORRECT ANSWER✔✔--Assimilation: the | | | | | | |
first step promoting mental growth, involving fitting environmental
| | | | | | | |
input to our existing mental capacities
| | | | |
-Accommodation: enlarging our mental capacities to fit input from the | | | | | | | | | |
wider world |
What are the levels of Bronfenbrenner's Ecological model? - CORRECT
| | | | | | | | | |
ANSWER✔✔--Microsystem (core): family, classroom, religious class, | | | | | |
peer group
|
-Mesosystem: combination/interaction of microsystems | | |
Correct Answers
Compare the theories influenced by nurture with the theories
| | | | | | | | |
influenced by nature - CORRECT ANSWER✔✔--Behaviorism: operant
| | | | | | |
conditioning creates behavior (nurture) | | |
-Cognitive behaviorism: social learning and modeling creates behavior
| | | | | | | |
(nurture)
-Psychoanalytic theory: early childhood determines adult mental health | | | | | | | |
(nurture)
-Attachment theory: our early experiences with caregivers shape our
| | | | | | | | |
adult ability to love (nurture)
| | | |
-Evolutionary psychology: inborn, species-specific behaviors play a large
| | | | | | | |
role in human development and life (nature)
| | | | | |
-Behavioral genetics: hereditary forces play a major role in determining
| | | | | | | | | |
individual differences in behavior (nature)
| | | |
What is the current view of nature and nurture? - CORRECT
| | | | | | | | | | |
ANSWER✔✔--Nature and nurture combine to shape who we are, there | | | | | | | | | |
is no such thing as nature or nurture
| | | | | | |
-Our nature (genetic tendencies) shapes our nurture (life experiences)
| | | | | | | |
-We need the right nurture (life experiences) to fully express our nature
| | | | | | | | | | | |
(genetic talents) |
,How does the person-environment fit relate to developmental science?
| | | | | | | |
- CORRECT ANSWER✔✔--Person-environment fit: the extent to which
| | | | | | | | |
the environment is tailored to our biological tendencies and talents
| | | | | | | | |
-A core goal of developmental science is to foster the correct person-
| | | | | | | | | | |
environment fit: make the wider world bring out our human best | | | | | | | | | |
What is a bidirectional relationship? How does this apply to the parent-
| | | | | | | | | | |
child relationship? - CORRECT ANSWER✔✔--Bidirectionality: the
| | | | | |
principle that people affect one another, or that interpersonal
| | | | | | | | |
influences flow in both directions | | | |
-A child's temperament elicits a different parenting style, the parent's
| | | | | | | | | |
actions elicit the child's behavior
| | | |
Describe the basic parts of Freud's Psychoanalytic theory. - CORRECT
| | | | | | | | | |
ANSWER✔✔--Actions are dominated by repressed/unconscious feelings | | | | |
from early childhood
| | |
-Self-understanding is the key to living a fulfilling adult life | | | | | | | | |
-Id: the instincts, needs, and feelings that we have when we arrive in the
| | | | | | | | | | | | |
world
|
-Ego: the conscious, rational part of our personality
| | | | | | |
-Superego: the moral arm of our personality | | | | | |
-Stages of sexuality: oral (year 1), anal (2-3), phallic (3-4) including the
| | | | | | | | | | | |
Oedipus complex, latency | |
, Describe the basics of Erikson's Psychosocial theory. How is it different
| | | | | | | | | | |
than Freud's theory? - CORRECT ANSWER✔✔--Psychosocial tasks: each
| | | | | | | |
challenge that we face as we travel through the eight stages of the
| | | | | | | | | | | | |
lifespan
-We cannot master the issue of a later stage unless we have
| | | | | | | | | | | |
accomplished the developmental milestones of the previous ones
| | | | | | |
-Freud: focused on the unconscious, sex is primary motivation,
| | | | | | | | |
personality development was complete within first 6 years of life
| | | | | | | | |
-Erikson: focused on the conscious ego, identity formation and social
| | | | | | | | | |
relationships are primary, development continues throughout the
| | | | | | |
lifespan
Compare and contrast Piaget's theory of assimilation and
| | | | | | | |
accommodation of schemas. - CORRECT ANSWER✔✔--Assimilation: the | | | | | | |
first step promoting mental growth, involving fitting environmental
| | | | | | | |
input to our existing mental capacities
| | | | |
-Accommodation: enlarging our mental capacities to fit input from the | | | | | | | | | |
wider world |
What are the levels of Bronfenbrenner's Ecological model? - CORRECT
| | | | | | | | | |
ANSWER✔✔--Microsystem (core): family, classroom, religious class, | | | | | |
peer group
|
-Mesosystem: combination/interaction of microsystems | | |
