CRIM 3: MODULE 1 1) PHYSIOLOGICAL DIMENTION

GROWTH -it is influenced by the interaction of genetic

-Measurable changes in the physical size of the
body and its parts.
DEVELOPMENT
-behavioral changes in skills and functional
abilities (changes not easily measurable)
-systematic and continuous changes that people
display over the course of their lives
MATURATION
-state which a person becomes fully grown and
developed.
DEVELOPMENT TASKS
-referred to as the foundation for future learning.
CRITICAL PERIOD
-most rapid growth and development in stage of
life span.
1) HEREDITY
-genetic information passed from parents to
children (genetic blueprint)
2) HEALTH STATUS
-experiencing wellness progress through the
lifespan as expected.
3) LIFE EXPERIENCE
-rate of development can be influence (lagging
physical growth than whose family plenty
resources)
4) CULTURE
-individual are expected to master certain skills
HEREDITARY
-characteristics are inherited from parents and
are often called genetic factors
ENVIRONMENT
-is the sum of all conditions and factors
surrounding the child.
QUANTITATIVE CHANGES
-changes in amount, a children grow taller and
run faster each passing year.
QUALITATIVE CHANGES
-transformation of a child into an adult
predisposition, (the central nervous system)
FIXATION
-it is characterized as either adequate master of
failure to achieve development task.
MOTIVATION
-the will to perform the behavior
2)COGNITIVE DIMENTION
-intelligent beings are being able to change
behavior in response to the demands of ever-
changing environment.
-According to Piget, children learn to think by
playing
a) ASSIMILATION
-it is a process of taking in new experiences or
information.
b) ACCOMMODATION
-allows for adjustment of thinking to new
information increase understanding
c) ADAPTATION
-the change resulting from assimilation and
accommodation.
3) MORAL DIMENTION
-person’s value system, which help differentiate
right or wrong
MORAL MATURITY
-the ability to independently decide to oneself
what is “right”
4) SPIRITUAL DIMENTION
-it refers to the sense of personal meaning.
5) PSYCHOSOCIAL DIMENTION
-consist of feelings and interpersonal
relationships
A CONTINUAL AND CUMULATIVE PROCESS
-developmentalists have learned that the first 12
years are extremely important years that set the
stage for adolescence and adulthood.
HOLISTIC PROCESS
-A unified view of the developmental process
that emphasizes the important interrelationships
PLASTICITY
- It refers to a capacity for change in response to
positive or negative life experiences.
HISTORICAL/CULTURAL CONTEXT
-No single portrait of development is accurate for
all cultures, social classes, or racial and ethnic
groups.
MODULE 2
THEORY
-is a set of concepts and propositions that
describe and explain observations.
parsimonious
-concise and yet applicable to a wide range of
phenomena.
FALSIFIABLE
-able to be disconfirmed by scientific research.
HEURISTIC
-they build on existing knowledge by continuing
to generate testable hypotheses, leading to new
discoveries.
PSYCHODYNAMIC
-other term for intrapsychic theory
UNCONCIOUS MIND
-it contains memories, motives, fantasies, and
fears that are not easily recalled
ID
-is the part of the mind concerned with self-
gratification by the easiest and quickest available
means.
EROS
-or life instinct, helps the individual to survive; it
directs life-sustaining activities.
LIBIDO
-the energy created by life instincts.
EGO
-includes one’s intelligence, memory, problem
solving, separation of reality from fantasy.
SUPEREGO
-is the part of the mind that represents one’s
conscience.
OEDIPUS COMPLEX
-Boys build up a warm and loving relationship
with mothers (mommy’s boy).
ELECTRA COMPLEX
-girls experience an intense emotional
attachment for their father (daddy’s girl).
INFERIORITY COMPLEX
-Adler is perhaps best known for his concept
IMPRINTING
-a process in which new-born of most species
will recognize and seek proximity with the first
object they encounter.
D-MOTIVES
-according to Maslow’s Hierarchy, there are need
relating to survival and focusing on deficiencies
B-MOTIVES
- needs relating to psychological growth and
focusing on becoming everything we are capable
of becoming, long-term involving planning.
SELF-ACTUALIZATION
realizing your full potential, attainable only when
lower needs have been satisfied and it is in
striving to reach these goals what we grow and
develop as a person.
1)Cognitive constructivism
-states that knowledge is something that is
actively constructed by learners based on their
existing cognitive structures.
2) Social Constructivism
-claims that learning is a collaborative process,
and knowledge develops from individuals'
interactions with their culture and society
3) Radical Constructivism
-The notion of radical constructivism was
developed by Ernst von Glasersfeld and states
that all knowledge is constructed rather than
perceived through senses.
SCHEMAS
-cohesive, repeatable action sequence possessing
component action that are tightly.
EQUILIBRATION
-this is the force which moves development along
CLASSICAL CONDITIONING 3)RATIONAL PSYCHE HUMAN
-also known as Pavlovian conditioning, is -refers to values and morals, reasons and the will
learning through association and was discovered (purpose and freedom).
by Pavlov 1)Will
OPERANT CONDITIONING -which refers to freedom
-it involves learning from the consequences of 2)Intellect
our behavior. -which relates to the legal process
3)Soul
MODULE 3 -which is considered as the moral spiritual part
BEHAVIOR/ BEHAVIORAL of a human
-an organism’s activities in response to external EVOLUTION
or internal stimuli - human beings have evolved through a process
- define as defined as any observable, recordable, of natural selection that turned us into the kind
and measurable movement of animal that we are.
ATTITUDE SELF-AWARENESS
-a relatively enduring and general evaluation of - our ability to think consciously about ourselves
an object, person, group, issue, or concept on a -psychological characteristic that distinguishes
dimension ranging from negative to positive. human beings from all other animals.
PERSONALITY CULTURE
-the enduring configuration of characteristics -make us different from other animals because it
and behavior that comprises an individual’s allows new ideas and techniques to be passed
unique adjustment to life from generation to generation.
CHARACTER PHYSICAL ENVIRONMENT (EXTERNAL FORCES)
-the totality of an individual’s attributes and -all things in this world that affect man directly
personality traits, particularly his or her and stimulates the sense organs.
characteristic moral, social, and religious Primary Social Group
attitudes. 1) Home – It is said to be the “cradle of human
PSYCHOLOGY personality”.
the study of mind and behavior 2) Neighborhood, etc.
TRANSACTION ANALYSIS b. Broader Social Group
It is the study of social interactions of people. 1) School
The objective of which is to provide better 2) Church
understanding of how people relate to each other 3) Criminal Justice System (CJS)
for the development of improved. INTERNAL ENVIRONMENT
Three Levels 0f Behavior: -the immediate environment within which the
1) VEGETATIVE LEVEL genes exist and function.
refers to the nurturing and reproduction, mostly LEARNING
found in plants. -permanent change
2)ANIMAL LEVEL 1) CLASSICAL CONDITIONING
-refers to them movement and sensation, mostly -neutral stimulus
the use of the sense, and sex drives. EXTINCTION
-tissue deprivation, eventually disappears.
SPONTANEOUS RECOVERY COVERT BEHAVIOR
-The reemergence of an extinguished - behavior is not visible
conditioned response after a period of rest and VOLUNTARY BEHAVIOR
with no further conditioning. - behavior that depends on human want
2. OPERANT CONDITIONING INVOLUNTARY BEHAVIOR
-is learning in which a voluntary response is - type occurs naturally and without thinking
strengthened or weakened. NEUROLOGICAL
3)COGNITIVE LEARNING THEORY - emphasizes human actions in relation to events
- the study of learning that focuses on the taking place inside the body, especially the brain
thought processes that underlie learning. and the nervous system
LATENT LEARNING COGNITIVE
-Learning in which a new behavior is acquired - concerned with the way the brain processes
but is not demonstrated. and transforms information in various ways
OBSERVATIONAL LEARNING PSYCHOANALYTICAL
-Learning by observing the behavior of another -emphasizes unconscious motives stemming
person, or model. from repressed sexual and aggressive impulses
DRIVES in childhood
-are aroused state that results from some
biological needs, person to remedy the need. MODULE 4
NEEDS IDIOGRAPHIC VIEW
-are the triggering factor that drives or moves a - each person has a unique psychological
person to act. It is a psychological state of tissue structure and that some traits are possessed by
deprivation. only one person
MOTIVATIONS NOMOTHETIC VIEW
-refers to the causes and “why’s” of behavior as -comparability/ differ in their positions along a
required by a need. continuum in the same set of traits
SENSATION DYNAMICS
- refers to the feeling or impression of the -The dynamic aspect of personality is concerned
stimulus recorded by man’s senses with the meaning and function of behavior
PERCEPTION BLANK SLATE
-knowledge of stimulus. - believed that children were born into the world
AWARENESS with minds
-based on one’s interpretation and experience of STRUCTURALISM
the stimulus or object. - focused on uncovering the fundamental mental
MOLECULAR BEHAVIOR components of perception
- it is an unexpected behavior that occurs FUNCTIONALISM
without thinking - approach to psychology that concentrated on
MORAL BEHAVIOR what the mind does
- behavior occurs after thinking ESTALT PSYCHOLOGY
OVERT BEHAVIOR - our perception, or understanding, of objects is
- a visible type of behavior that can occur outside greater and more meaningful than the individual
of human beings elements
NEUROPLASTICITY
Plastic means flexible, collection of ways in
which the brain changes in response
NEUROLOGICAL
Emphasizes human actions in relation to events
taking place inside the body, especially the brain
and the nervous system.
1. Limbic System – plays an important role in
motivational and emotional aspect of behaviors
such as sex, eating, drinking and aggression.
2. Thalamus – regulates sleep, arousal and
consciousness
3. Hypothalamus – It oversees the basic
behaviors associated with survival
4. Midbrain – critical in regulating bodily
functions such as breathing, swallowing, posture,
and movement
5. Medulla – regulates the cardiovascular system
and respiration
NERVOUS SYSTEM
-Responsible in transmitting messages between
the brain and the body
STUNTING
- is the impaired growth and development that
children experience from poor nutrition
PSYCHOANALYTIC THEORY
According to Sigmund Freud, the personality is
made up of three components—the id, the ego,
and the superego
ID
-represents basic biological and psychological
drives
EGO
- reality-testing part of the personality; also
called the reality principle
SUPEREGO
- much like a moral guide to right and wrong
MODULE 5
A. BIOLOGICAL SOURCES OF MOTIVATION
Motivation – It refers to factors that activate,
direct, and sustain goal-directed behavior.
Motives – Defined as the “whys” of behavior,
needs or want
Instinctive behaviors – Defined as fixed, inborn
patterns of response that are specific to
members of a particular species.
Instinct theory holds that behavior is motivated
by instincts.
Drive – A state of bodily tension, such as
hunger or thirst, arising from an unmet need.
Need - A state of deprivation or deficiency.
Homeostasis-The tendency of the body to
maintain a steady internal state
Drive theory is based on the principles of
homeostasis
Drive reduction-The satisfaction of a drive
Primary drives – Refers to biological or
instinctive drives such as hunger, thirst, and
sexual desire.
Secondary drives – It results from experiences
Example: A drive to achieve monetary wealth is
not something we are born with
Stimulus motives prod organisms to explore
their environments and manipulate objects.
Arousal theory postulates a biologically based
need to maintain stimulation at an optimal level.
B. PSYCHOLOGICAL SOURCES OF MOTIVATION
Incentive value - The strength of the “pull” of a
goal or reward.
Psychosocial needs also called interpersonal
needs
-Needs that reflect interpersonal aspects of
motivation, such as the need for friendship or
achievement.
Need for achievement - The need to excel in
one’s endeavors.
Extrinsic motivation - Motivation reflecting a
desire for external rewards
INTRINSIC MOTIVATION
Motivation reflecting a desire for internal
gratification
ACHIEVEMENT MOTIVATION
The motive or desire to achieve success.
AVOIDANCE MOTIVATION
The motive or desire to avoid failure.
HIERARCHY OF NEEDS - Maslow’s concept that
there is an order to human needs
Self-actualization - The motive that drives
individuals to express their unique capabilities
EXTRINSIC MOTIVATION
reflects a desire for external rewards, such as
money or the respect of one’s peers or family.
INTRINSIC MOTIVATION
reflects a desire for internal gratification, such
as the self satisfaction or pleasure
ACHIEVEMENT MOTIVATION (the desire to
achieve success)
leads us to undertake challenges that run the
risk of failure
EMOTION
refers to feelings effective responses as a result
of physiological arousal
BODILY AROUSAL (nervous system activation),
-The physiological component of fear
Cognitions (the subjective or felt experience of
the emotion fear includes what it feels like to be
afraid
EXPRESSED BEHAVIORS (outward expression of
the emotion, such as approaching a love object or
avoiding a feared one).
FEAR - experienced in many different
situations becomes anxiety.
Anger-strong feeling of displeasure and
antagonism.
SADNESS - Lasting, enduring sadness becomes
depression.
ENJOYMENT (Contentment) - Contentment is a
sense of well-being and pleasant feelings
without much anxiety, anger, and depression