BSW ASWB Questions And Answers.
Erik Erikson -
\8 distinct stages with 2 different outcomes, failure can reduce ability to reach next stage
trust vs mistrust -
\birth to 1. if trust is developed, child gains confidence and security. unsuccessful leads
to inability to trust and sense of fear (anxiety, insecurity, mistrust)
autonomy vs shame and doubt -
\1-3, assert independence by walking away, choosing own clothes. If encouraged child
feels confident and secure. if controlled and criticized, child feels inadequate, overly
dependent on others, and lack self-esteem
initiative vs guilt -
\3-6, plan activities, make up games, develop a sense of initiative - feel secure in their
ability to lead others and make decisions. if not, develop a sense of guilt and feel like a
nuisance, remain a follower, and lack self-initiative.
industry vs inferiority -
\6-puberty, sense of pride in accomplishments, initiate projects and feel good if they
complete them. if encouraged they feel industrious and confident to achieve new goals.
if not encouraged, they doubt their abilities and fail to reach their potential
identity vs role confusion -
\during adolescence, the transition from childhood to adulthood, look at future in terms
of career, relationships, families, and housing. form their own identities, if hindered they
can be confused and not know their role
intimacy vs isolation -
\young adulthood, explore relationships, sense of commitment, safety, and care.
avoiding intimacy can lead to isolation, loneliness, and depression
generativity vs stagnation -
\middle adulthood, establish careers, settle down, begin families, give back to society,
may become stagnant and feel unproductive
ego integrity vs despair -
\senior citizens, explore life as retired people, develop a sense of integrity, may feel
unproductive and failing to accomplish life goals
social development at micro level -
\relies on emotional development or learning how to manage feelings so they are
productive and not counterproductive
,social development at macro level -
\about a commitment that development processes need to benefit people, recognizes
the way people interact in groups and society
emotional development -
\social skills and emotional development are reflected in the ability to pay attention,
make transitions from one activity to another, and cooperate with others
cognitive development -
\focuses on the development in terms of information processing, conceptual resources,
perceptual skill, language learning, and other aspects of brain development
six levels of cognition -
\knowledge, comprehension, application, analysis, synthesis, evaluation
Jean Piaget -
\developmental psychologist best known for this theory of cognitive development. holds
that children learn through interaction with the environment and others.
sensorimotor -
\0-2, retains image of objects, develops logic, begins intentional actions, imitative play,
meaning of signals
preoperational -
\2-7, concrete to abstract thinking, can comprehend past present and future, night
terrors, acquires words and symbols, magical thinking, thinking is not generalized,
thinking is concrete and egocentric, cannot see another point of view, imaginary friends
concrete operations -
\7-11, beginning abstract thinking, plays games with rules, cause and effect relationship,
logical implications are understood, thinking is independent of experience, thinking is
reversible, rules of logic are developed
formal operations -
\11 through maturity, higher level of abstraction, planning for future, thinks
hypothetically, assumes adult roles and responsibilities
kohlberg -
\holds that moral reasoning, which is the basis for ethical behavior, has six identifiable
developmental constructive stages. a person must pass through each stage of moral
development without skipping a stage
preconventional -
,\elementary school level (before 9), child obeys an authority figure out of fear and
punishment. child acts acceptably as it is in his or her best interests. conforms to rules
to receive rewards
conventional -
\early adolescence, person acts to gain approval from others, obeys law and fulfills
obligations and duties to maintain social system.
postconventional -
\adult, genuine interest in welfare of others, concerned with individual rights and being
morally right. guided by individual principles based on broad, universal ethical
principles, concern for larger universal issues of morality
learning theory -
\is a conceptual framework describing how information is absorbed, processed, and
retained during learning
behaviorist learning theories -
\pavlov and skinner - learning is viewed through change in behavior and the stimuli in
the external environment are the locus of learning
cognitive learning theories -
\piaget - learning is viewed through internal mental processes and the locus of learning
is internal cognitive structures (foster capacity and skills to improve learning)
humanistic learning theories -
\maslow - learning is viewed as a person's activities aimed at reaching his or her full
potential, and the locus of learning is in meeting cognitive and other needs (develop
whole person)
social/situational learning theories -
\bandura - learning is obtained between people and their environment and their
interactions and observations in social contexts (develop conversation)
behavioral theories -
\suggest that personality is a result of interaction between the individual and the
environment
respondent -
\involuntary behavior that is automatically elicited by certain behavior
operant -
\voluntary behavior that is controlled by its consequences in the environment
classical conditioning -
, \a learning process that occurs when two stimuli are repeatedly paired: a response
which is at first elicited by the second stimulus is eventually elicited by the first stimulus
alone.
operant conditioning -
\is a type of associative learning process through which the strength of a behavior is
modified by reinforcement or punishment. It is also a procedure that is used to bring
about such learning.
positive reinforcement -
\increases probability that behavior will occur - praising, given tokens, rewarding
negative reinforcement -
\behaviors increased because a negative stimulus is removed (remove shock)
positive punishment -
\presentation of undesirable stimulus following a behavior for the purpose of decreasing
or eliminating that behavior (hitting, shocking)
negative punishment -
\removal of a desirable stimulus following a behavior for the purpose of decreasing or
eliminating that behavior (removing something positive)
aversion therapy -
\treatment aimed at reducing the attractiveness of that behavior or stimulus
biofeedback -
\behavior training that teaches a person how to control certain functions such as heart
rate, blood pressure, temperature
extinction -
\withholding a reinforcer that normally follows a behavior
flooding -
\a treatment procedure in which a client's anxiety is extinguished by prolonged real or
imagined exposure to high intensity feared stimuli
in vivo desensitization -
\pairing and movement through a hierarchy of anxiety, from least to most anxiety
provoking situations
modeling -
\instruction that involves an individual demonstrating the behavior to be acquired by a
client
rational emotive therapy -
Erik Erikson -
\8 distinct stages with 2 different outcomes, failure can reduce ability to reach next stage
trust vs mistrust -
\birth to 1. if trust is developed, child gains confidence and security. unsuccessful leads
to inability to trust and sense of fear (anxiety, insecurity, mistrust)
autonomy vs shame and doubt -
\1-3, assert independence by walking away, choosing own clothes. If encouraged child
feels confident and secure. if controlled and criticized, child feels inadequate, overly
dependent on others, and lack self-esteem
initiative vs guilt -
\3-6, plan activities, make up games, develop a sense of initiative - feel secure in their
ability to lead others and make decisions. if not, develop a sense of guilt and feel like a
nuisance, remain a follower, and lack self-initiative.
industry vs inferiority -
\6-puberty, sense of pride in accomplishments, initiate projects and feel good if they
complete them. if encouraged they feel industrious and confident to achieve new goals.
if not encouraged, they doubt their abilities and fail to reach their potential
identity vs role confusion -
\during adolescence, the transition from childhood to adulthood, look at future in terms
of career, relationships, families, and housing. form their own identities, if hindered they
can be confused and not know their role
intimacy vs isolation -
\young adulthood, explore relationships, sense of commitment, safety, and care.
avoiding intimacy can lead to isolation, loneliness, and depression
generativity vs stagnation -
\middle adulthood, establish careers, settle down, begin families, give back to society,
may become stagnant and feel unproductive
ego integrity vs despair -
\senior citizens, explore life as retired people, develop a sense of integrity, may feel
unproductive and failing to accomplish life goals
social development at micro level -
\relies on emotional development or learning how to manage feelings so they are
productive and not counterproductive
,social development at macro level -
\about a commitment that development processes need to benefit people, recognizes
the way people interact in groups and society
emotional development -
\social skills and emotional development are reflected in the ability to pay attention,
make transitions from one activity to another, and cooperate with others
cognitive development -
\focuses on the development in terms of information processing, conceptual resources,
perceptual skill, language learning, and other aspects of brain development
six levels of cognition -
\knowledge, comprehension, application, analysis, synthesis, evaluation
Jean Piaget -
\developmental psychologist best known for this theory of cognitive development. holds
that children learn through interaction with the environment and others.
sensorimotor -
\0-2, retains image of objects, develops logic, begins intentional actions, imitative play,
meaning of signals
preoperational -
\2-7, concrete to abstract thinking, can comprehend past present and future, night
terrors, acquires words and symbols, magical thinking, thinking is not generalized,
thinking is concrete and egocentric, cannot see another point of view, imaginary friends
concrete operations -
\7-11, beginning abstract thinking, plays games with rules, cause and effect relationship,
logical implications are understood, thinking is independent of experience, thinking is
reversible, rules of logic are developed
formal operations -
\11 through maturity, higher level of abstraction, planning for future, thinks
hypothetically, assumes adult roles and responsibilities
kohlberg -
\holds that moral reasoning, which is the basis for ethical behavior, has six identifiable
developmental constructive stages. a person must pass through each stage of moral
development without skipping a stage
preconventional -
,\elementary school level (before 9), child obeys an authority figure out of fear and
punishment. child acts acceptably as it is in his or her best interests. conforms to rules
to receive rewards
conventional -
\early adolescence, person acts to gain approval from others, obeys law and fulfills
obligations and duties to maintain social system.
postconventional -
\adult, genuine interest in welfare of others, concerned with individual rights and being
morally right. guided by individual principles based on broad, universal ethical
principles, concern for larger universal issues of morality
learning theory -
\is a conceptual framework describing how information is absorbed, processed, and
retained during learning
behaviorist learning theories -
\pavlov and skinner - learning is viewed through change in behavior and the stimuli in
the external environment are the locus of learning
cognitive learning theories -
\piaget - learning is viewed through internal mental processes and the locus of learning
is internal cognitive structures (foster capacity and skills to improve learning)
humanistic learning theories -
\maslow - learning is viewed as a person's activities aimed at reaching his or her full
potential, and the locus of learning is in meeting cognitive and other needs (develop
whole person)
social/situational learning theories -
\bandura - learning is obtained between people and their environment and their
interactions and observations in social contexts (develop conversation)
behavioral theories -
\suggest that personality is a result of interaction between the individual and the
environment
respondent -
\involuntary behavior that is automatically elicited by certain behavior
operant -
\voluntary behavior that is controlled by its consequences in the environment
classical conditioning -
, \a learning process that occurs when two stimuli are repeatedly paired: a response
which is at first elicited by the second stimulus is eventually elicited by the first stimulus
alone.
operant conditioning -
\is a type of associative learning process through which the strength of a behavior is
modified by reinforcement or punishment. It is also a procedure that is used to bring
about such learning.
positive reinforcement -
\increases probability that behavior will occur - praising, given tokens, rewarding
negative reinforcement -
\behaviors increased because a negative stimulus is removed (remove shock)
positive punishment -
\presentation of undesirable stimulus following a behavior for the purpose of decreasing
or eliminating that behavior (hitting, shocking)
negative punishment -
\removal of a desirable stimulus following a behavior for the purpose of decreasing or
eliminating that behavior (removing something positive)
aversion therapy -
\treatment aimed at reducing the attractiveness of that behavior or stimulus
biofeedback -
\behavior training that teaches a person how to control certain functions such as heart
rate, blood pressure, temperature
extinction -
\withholding a reinforcer that normally follows a behavior
flooding -
\a treatment procedure in which a client's anxiety is extinguished by prolonged real or
imagined exposure to high intensity feared stimuli
in vivo desensitization -
\pairing and movement through a hierarchy of anxiety, from least to most anxiety
provoking situations
modeling -
\instruction that involves an individual demonstrating the behavior to be acquired by a
client
rational emotive therapy -
