Social - AP Psychology

Bloom's Taxonomy contains six cognitive levels that a student progresses through as intellectual capacities increase. Here, they are listed in ascending order of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Bloom and his followers posited that by assessing a student's level of intellectual capacity, educators could best meet and test their students' learning development.

Bloom's Taxonomy contains six cognitive levels that a student progresses through as intellectual capacities increase. Here, they are listed in ascending order of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. According to Bloom, the level of "synthesis" is being exercised when the student is peicing together elments or parts to form a whole.

An infant starts imitating sounds, using gestures, and responding to their own name and simple instructions at 7-11 months. By 12-15 months, an infant is expected to say their first words. At 4-6 months, infants start to babble or repeat sounds but don't yet respond to their own name. At 1-3 months, infants are only cooing or gurgling in response to attention.

An infant is not expected to be able to crawl until 7-11 months, where they are also expected to show stranger anxiety, use gestures, and imitate sounds. The rest of the listed behaviors are typical of an infant between 4-6 months.

An infant is expected to be able to walk unassisted, can show separation anxiety, and say their first words (not necessarily 5 new words) at 12-15 months. By 1.5 years (18 months) of age, a toddler is expected to say around 10 words and throw a ball. A child is expected to be able to copy a square around age 5.

At 1.5 years of age, a child is expected to be able to stack 3 blocks and use about 10 individual words. A toddler can say around 250 words by the age of 2. Secondly, a child is expected to be able to copy a circle by the age of 3. Lastly, a child is expected to catch a ball with two hands by the age of 5.

A child is expected to be able to draw a cross by the age of 4. A square is typically copied by 5 years, and a triangle by 6 years. The ability to copy a diamond is not expected until the age of 7.

First proposed by John Dollard and Neal E. Miller in 1939, the frustration-aggression hypothesis posits that frustration is the formation of aggression as a result of environmental circumstances frustrating our ability to complete perceived goals. Despite seventy years of research, the theory has little academic support, but it has served as the foundation for other, more successful theories.

Under both the original frustration-aggression hypothesis and modern interpretations of it, the frustrating circumstance immediately triggers the aggressive feeling in the individual. The act of aggression, if any, may not occur until later, but if a condition does not immediately produce at least some aggressive response, then it is not likely to at a later time.

Most modern theories of stress and coping psychology agree that across different factors (e.g. gender, race, trauma type, age, physical health and even personality inventory scores) one characteristic stands out because it possesses a strong correlation with successful coping strategies: a strong external support network.

The approach-avoidance model of conflict describes a situation in which a single goal or choice both appeals to and repulses the same person. Charelle's desire to have a child before menopause occurs is warring with her desire to remain in charge of her own free time.

Approach-approach conflicts tend to result in an unstable equilibrium. This type of conflict arises when a person has to choose between two desires with positive outcomes. They create unstable equilibriums because as soon as a person moves towards one goal, they move away from another. These choices may cause them regret or dissonance in the future because one "cannot have their cake and eat it too." In other words, when someone is presented with two potentially positive outcomes, they may wish they had chosen differently depending on future circumstances.

A child normally, if applicable, begins having imaginary companions at 4 years of age. During this time they are also expected to be able to hop on one foot, copy a cross, play cooperatively with other children, and express themselves clearly verbally. A child is not expected to be able to copy a square until age 5. Children learn to tie shoelaces and read by the age of 6.

The goal of cognitive behavior therapy is to modify maladaptive cognitions (thoughts). The goal of traditional psychoanalysis is to "increase insight" into the unconscious. Psychoanalysis may also work to reduce resistance to treatment, and sees resistance as an inevitable part of the process. Psychoanalysis attempts to decrease, rather than increase, the use of defense mechanisms like repression. Psychoanalysis does not directly modify behavior. Crisis intervention focuses on resolving a crisis and restoring previous functioning.

A child is expected to be able to catch a ball with both hands by 5 years. During this time they are also expected to be able to copy a square, skip using both feet, and may show romantic feelings for the opposite sex (4-5 years of age). At the age of 2, most children can kick a ball. At 3 years, most children can climb stairs using alternate feet. At the age of 4, children are expected to be able to catch a ball with their arms.

Animism, or the belief that objects are alive and have personalities, is a common childhood belief, which was extensively studied by Jean Piaget. Piaget attributed animism to a failure of the child to distinguish its own interior world from its exterior world.

The double-bind hypothesis suggests that in childhood, individuals with schizophrenia received disorganized and contradictory messages from his or her mother. For instance, a child may have been told to eat as much as he wanted, but punished after he finished eating. According to the theory, these individuals internalize the disorganized messages and lead to a warped perception of reality.

Aaron Beck—a cognitive psychologist—hypothesized that depression was the result of cognitive errors. In other words, depressed people were more likely to interpret the world in a maladaptive way. They have negative thoughts about themselves, the world around them, and the future. He hypothesized that all three of these cognitive beliefs feed into one another and fuel depressive thoughts that produces a vicious cycle.

Sensation seeking is an important factor in understanding the cause and development of addictions—including substance abuse. When sensation seeking is elevated in a given individual, it can sometimes be channeled into healthy avenues that include competitive sports and leadership; however, it often results in seeking pleasurable experiences that end up becoming harmful habits. Individuals with elevated sensation seeking tendencies require more stimulation than the average individual to feel the same amount of pleasure or satisfaction.

Prosopagnosia is also known as face blindness. It results from head trauma or degenerative diseases. One symptom indicative of this disorder is the patient’s reliance on non-facial cues, such as hair, clothing, or accessories, to distinguish between individuals' faces.