1.1. Central Nervous System.

2.1. Central executive function.

3.1. Two functions.

4.1. sense organs.

5.1. Coordination and control.

1.1. Success or failure.

3.1. Brave spirit.

3.2. Rather timid.

4.1. A sense of adulthood and independence.

5.1. Revealed to the outside.

5.2. Heart to heart.

2.1. Definitions and Dimensions.

3.1. collect data.

4.1. Continue to think in the helpless period.

5.1. Spark of thought.

6.1. solution.

1.1. Affirmation and praise.

2.1. Pros and cons.

3.1. Inner qualities.

4.1. Ideal self and actual self.

5.1. Independent individuals live in harmony.

6.1. Observe, evaluate, experience, supervise, and control.

1.1. Self-identity refers to an individual's sense of self-integration and adaptability in a specific environment. It is an individual's ability to seek internal consistency and continuity. It is an understanding of who I am, my future development direction, and how I can adapt to society. Subjective feelings and consciousness.

1.2. Two meanings.

1.3. Legal deferment period.

2.1. Identity diffuses.

2.2. Identity synostosis.

2.3. Identity is delayed.

2.4. Identity completed.

1.1. Unstable.

1.2. Stubborn and paranoid.

2.1. Concealment.

2.2. Traces of performance.

3.1. The intensity of the experience is much greater.

3.2. Mild form.

1.1. A sudden surge of self-awareness.

1.2. Excitatory processes in the central nervous system.

1.3. A sense of independence.

2.1. A sense of independence is hindered.

2.2. Autonomy is ignored or hindered.

2.3. When personality development is stunted.

2.4. When adults force teenagers to accept a certain point of view.

3.1. Tough attitude and rough behavior.

3.2. Indifference, indifference.

3.3. The mobility of resistance.

1.1. The time period of occurrence is different.

1.2. The reasons are different.

2.1. Increased awareness of independence.

2.2. Advance awareness of growth and development.

1.1. New requirements.

2.1. fourth grade.

3.1. Purpose, materials, quality of thinking.

4.1. Different objects of thought.

1.1. Self-description.

1.2. Senior grades.

2.1. Inner qualities.

2.2. stability.

2.3. Overt behavior.

2.4. Evaluation of independent insights.

2.5. It has shortcomings in many ways.

2.6. Moral evaluation skills.

3.1. Relatively consistent.

1.1. Can't recognize.

2.1. Can't understand why.

3.1. cannot be considered at the same time

4.1. self and others.

5.1. Analyze, compare, evaluate.

1.1. A short-lived gaming companion.

2.1. Submit yourself.

3.1. We cannot share hardships together.

4.1. Share with each other.

1.1. Children at this stage have only a vague understanding of the causes of things.

2.1. Judgment of whether a behavior is good or bad is entirely based on the results of the behavior, not on subjective motives.

3.1. Children at this stage judge the quality of behavior more based on motivation rather than results.

1.1. Stage 1: Obedience and punishment orientation.

1.2. Stage two is the relative utilitarian stage.

2.1. Stage 3: Good boy orientation stage.

2.2. Stage 4: Good Citizen Orientation Stage

3.1. Stage five: Legal concept stage.

3.2. Stage six: Value concept stage.

1.1. Psychoanalytic theory.

1.2. Ecological theory.

1.3. New behaviorist theory.

1.4. Social learning theory.

1.5. Social information processing theory.

2.1. The most common form of aggression is physical aggression.

2.2. Most aggressive behaviors are proactive and instrumental.

2.3. Children's aggression did not change significantly between three and four years of age, but there was a trend for hostile sexual aggression to increase with age.

2.4. Individual differences in aggression among three- to four-year-old children have become remarkably stable.

2.5. Boys generally engage in more aggressive behavior than girls.

3.1. culture.

3.2. family.

3.3. media.

4.1. Remove rewards and attention from aggressive behavior.

4.2. Modeling and cognitive training strategies.

4.3. Empathy training.

4.4. Create an environment that reduces conflict.

1.1. Sociobiological theory.

1.2. Psychoanalytic theory.

1.3. social learning theory

1.4. Cognitive development theory.

1.5. Social Norms Theory.

2.1. Role play training.

2.2. Behavior reinforcement training and self-concept training.

2.3. Set an example.

1.1. Refers to the understanding of one's own gender, that is, a classification of whether one's biological characteristics are male or female, that is, understanding gender.

2.1. A general term for the behavior and attitudes society expects of men and women.

3.1. The motives, values, behaviors, and personality traits recognized by members of society as appropriate for men or women. Reflects cultural and subcultural expectations regarding the appropriate behavior of members of different genders.

4.1. Also called gender typing. It refers to the process by which a child acquires a gender identity and the motivations, values, behaviors, and personality traits that the society in which he or she lives in considers appropriate for men or women.

5.1. It is the perception and belief that a person has masculine or feminine characteristics.

6.1. Personal preferences for activities and attitudes associated with gender roles.

7.1. Also called gender stereotyping. It refers to people's relatively fixed views on men and women, and is people's stylized cognition and attitude towards men and women in terms of abilities, behaviors, personality traits, etc.

1.1. It is the correct calibration of children's gender of themselves and others.

2.1. It means that children realize that a person's gender does not change with changes in age, situation and other factors.

3.1. Refers to children's understanding that a person's gender does not change due to changes in appearance and activities.

1.1. Peers can satisfy children's need for belonging and love, as well as their need for respect.

1.2. Peers are a source of emotional support for children.

2.1. Peer interactions provide children with learning opportunities.

2.2. Peers are children's special information channels and frames of reference.

1.1. from top to bottom

1.2. from near to far

1.3. From thick to thin or from large to small.

1.1. Reinforcement theory.

1.2. imitation said.

2.1. The theory of innate language ability (the theory of transformation and generation): the relationship between regulation and generation

2.2. Natural maturity said.

3.1. The theory of cognitive development, represented by the PiA level, emphasizes the important influence of the interaction between the environment and the subject on the development of speech.

4.1. Emphasis on the social context of language learning.

1.1. 40%.

1.2. These babies eat, drink, sleep and other physiological functions are regular and rhythmic.

2.1. 10%.

2.2. Their outstanding characteristics are that they often cry loudly, are irritable, lose their temper, and are difficult to appease.

3.1. 15%.

3.2. Their activity levels are low, their behavioral responses are weak, and their moods are always negative and not very pleasant.

2.1. This is a rational and democratic way of raising children.

2.2. This high-control, emotionally accepting and warm parenting style has many positive effects on children's psychological development.

3.1. Parents require their children to obey them absolutely.

3.2. Children often appear anxious, withdrawn, and unhappy.

4.1. Such parents, like authoritative parents, respond positively and affirmatively to their children but lack control.

4.2. Most children are very immature. They express themselves at will and are highly impulsive and aggressive.

5.1. This type of parents lacks loving emotions and positive responses to their children, and lacks behavioral control requirements. As a result, there is little interaction between parent and child.

5.2. Children are highly aggressive, rarely consider others, and lack enthusiasm and care for others. Undesirable behavioral issues may occur.

1.1. The biggest characteristic of babies' reactions to people during this period is indiscriminate and undifferentiated reactions.

2.1. At this time, the baby's reactions to people are different. He is selective in his reactions to people, preferring his mother, and reacts differently to his mother, familiar people and strangers.

3.1. I am more concerned about my mother's existence. No one can replace my mother. I cried bitterly when my mother left, but I was very happy when my mother came back.

4.1. At this time, the baby regards the mother as a partner and realizes that she has her own needs and desires. During the relationship, both parties can take the other's needs into consideration and adjust their goals appropriately.

1.1. Mother was present.

1.2. Mother leaves.

1.3. Mother comes back.

1.4. 65%~70%.

2.1. Mother was present.

2.2. Mother leaves.

2.3. Mother comes back.

2.4. 20%.

3.1. Mother was present.

3.2. Mother leaves.

3.3. Mother comes back.

3.4. 10%~15%.

1.1. Babies' interactions are more focused on toys and objects, and both parties usually ignore each other.

2.1. The baby has been able to respond to the behavior of its companions and often attempts to control the behavior of another baby, that is, the baby's behavior has a responsive nature.

3.1. The behaviors between peers tend to be complementary, more complex social behaviors have appeared, mutual imitation has become common, and the obvious increase in the number of social games between peers is the most important feature.

1.1. Produce obvious harm.

2.1. Basic matters of research and their possible impact.

3.1. Deception is allowed.

4.1. Whether textual or non-textual information

2.1. Larger samples can be studied simultaneously.

2.2. A large amount of data can be collected in a short period of time.

2.3. Save money, time and effort.

3.1. Lack of system continuity over time.

3.2. It is difficult to determine cause and effect.

3.3. Generational effects.

2.1. Systematically and thoroughly understand the continuous process of psychological development and the rules from quantitative change to qualitative change.

2.2. Helps establish cause and effect relationships.

3.1. The subjects were gradually lost over time.

3.2. Repeated measurements evoke emotions in subjects.

3.3. It costs a lot, takes a long time, and has many variables.

3.4. Transgenerational effects.

2.1. Exclude cohort (generational) effects.

2.2. Find out if there is a practice effect.

2.3. Less time consuming than longitudinal studies.

2.4. Developmental stability issues and the role of early influences.

3.1. More expensive and longer than cross-sectional studies.

3.2. when extended to other groups.

2.1. Gene mutation method.

2.2. Environmental variation method.

3.1. Can determine the respective effects of genetic environment on children's psychological development.

4.1. Only the role of genetic environment is considered in isolation.

4.2. It is difficult to find more suitable subjects

4.3. It is difficult to absolutely control environmental factors.

1.1. Early writings divided consciousness and unconsciousness.

1.2. Self.

1.3. Know me.

1.4. superego.

1.1. Freud emphasized the role of instinct and the impact of biological factors on individual psychological development.

1.2. Erikson emphasized the role of the self and the impact of social factors on individual psychological development.

1.3. Adolescence, life.

2.1. Erikson inherited, expanded and revised Freud's theory.

2.2. Both are important representatives of the psychoanalytic school.

1.1. Denying the role of heredity: Publicly announced as

1.2. Exaggerating the role of environment and education: poor students can learn

2.1. Watson's Little Albert experiment proved that emotions can be learned through conditioned reflexes.

1.1. The essence of observational learning.

1.2. Observe the learning process.

1.3. Three types of reinforcement.

2.1. Aggressive behavior.

2.2. Gendered.

2.3. Self-reinforcing.

2.4. Ignorant social behavior.

3.1. Observational learning.

3.2. example.

3.3. disinhibition effect.

3.4. Social cues.

1.1. Behaviorism.

1.2. Child development.

2.1. Watson pays no attention to the middle links.

2.2. Skinner paid great attention to the middle links.

2.3. Bandura focused on children's sensory abilities.

1.1. use tools.

1.2. production tool.

1.3. material production tools.

2.1. concept.

2.2. Symbol: Withdrawal

2.3. Reason: stationery

3.1. zone of proximal development.

3.2. Teaching should be in front of development.

3.3. Best time to study.

4.1. background.

4.2. meaning.

4.3. Base.

4.4. The essential.

5.1. Scaffolded teaching.

5.2. Interactive teaching.

5.3. The guiding role of cooperative learning.

1.1. The development view of the interaction between internal and external factors.

2.1. Schema

2.2. assimilation

2.3. adapt

2.4. balance.

3.1. Sensory motor stage: direct object delay (consciousness)

3.2. Pre-operational thinking stage: body language, spiritual mind, whiteboard

3.3. Specific operation stage: Go to defend the group and return to the group

3.4. Formal operation stage: draw

4.1. Children's psychological development has stages.

4.2. Each stage can be advanced or delayed.

4.3. There is a certain order from low to high.

4.4. Each stage is necessary to form the next stage.

5.1. Education should promote the active construction process within children.

5.2. Education should be adapted to the child's current stage of development.

5.3. There are individual differences in children's cognitive development.

1.1. The immediate environment for individual activities and interactions is constantly changing.

2.1. The connections and interrelationships between microsystems.

3.1. Systems in which individuals do not directly participate but which influence their development are the peripheral environments of individuals' lives.

4.1. The large or subcultural environment in which an individual lives, including social culture, values, laws, customs, etc.

5.1. is the time dimension in the model.

4.1. Heredity and physiological maturity are the necessary material prerequisites and foundations for individual psychological development.

4.2. Environment and education play a decisive role in the actual level of individual psychological development.

4.3. Individual psychological development is the product of the interaction between genetics and environment.