ログイン

CRIMC: Module 1

CRIMC: Module 1
53問 • 1年前
  • Allysah Marie Ares
  • 通報

    問題一覧

  • 1

    Refers to process by which an individual's inherent traits are developed

    MATURATION

  • 2

    Refers to the fundsmental groundwork of character, generally presumed to be biologicallu determined and existent early in life, inclusive of traits like emotional reactiveness, energy level, reaction tempo, and motivation explore

    TEMPERAMENT

  • 3

    As one of the most popular theories of development, this theory originated with the works of Sigmund Freud, who argued that childhood experiences and unconcious desires ultimately influence our behaviors as adult

    PSYCHOANALYTIC THEORY

  • 4

    Called as the "trye psychic reality" because it represents the innerworld of subjective experience and has nor knowledge of objective reality

    ID

  • 5

    Is the product of the exercise and effort spent by an individual to achieve development

    LEARNING

  • 6

    It is the idea that people need more efficient social program to be intorduced by their governments.

    PRODUCTION

  • 7

    This domain is sometimes called "available memory" that encompasses all experienced that are not concious at the moment, but which can easily be retrieved into awareness either spontaneously or with a minimum of effort

    PRE-CONSCIOUS LEVEL

  • 8

    Are prone to emotional instability. They tend to experience negative emotions and to be moody, irritabls, nervous, and prone to worry

    NEUROTICISM

  • 9

    Are prone to emotional instability They tend to experience negative emotions and to be moody, irritable, nervous, and prone to worry.

    NEUROTICISM

  • 10

    Pleasures focuses on bowel and bladder elimination, coping with demands for control

    ANAL STAGE

  • 11

    Its job is to acknowledge and deal with reality, ensuring that the id's impulses are reigned in and expressed in ways that are socially accepted

    EGO

  • 12

    This factor is composed of a collection of traits that range from compassion to antagonism towards others

    AGREEABLENESS

  • 13

    Sexual interest is relatively inactive in this stage. Sexual energy is going through the process if sublimation and is being converted into interest in schoolwork, riding bicycles, playing house and sports.

    LATENCY STAGE

  • 14

    These are traits that are inconsistenr or relatively superficial, less generalized, and far less enduring that affects our behaviors in specific circumstances

    SECONDARY TRAIT

  • 15

    Emphasizes the patterns of "constancy and change across the life span" and identifies the processes that account for such patterns

    HUMAN DEVELOPMENT

  • 16

    It is the deepest and major stratum of the human mind. It is the storehouse for primitive instinctual drives plus emotion and memories taht are so threatening

    UNCONCIOUS LEVEL

  • 17

    It is the process of a person's growth and maturation throughout rheir lifespan

    HUMAN DEVELOPMENT

  • 18

    It is the idea that every person has the right to an educatoon and health care, that there must be fairness for all

    EQUITY

  • 19

    He said that the cause of crime and delinquency is the faulty development of the child during the first few years of his life

    AUGUST AICHORN

  • 20

    It consists of whatever sensations and experiences you are aware at a given moment of time

    CONCIOUS LEVEL

  • 21

    He claimed that crime is an exoression of the mental content of the individual

    WILLIAM HEALY

  • 22

    Refers to the characteristics of an individual, describing a habitual way of behaving, thinking, and feeling

    TRAIT

  • 23

    The major characteristiccs of our personalities that are quite generalized and enduring

    CENTRAL TRAIT

  • 24

    It is powerful and dominating behavioral predisposition that provides the pivotal point in the person's entire life

    CARDINAL TRAIT

  • 25

    It is a trait that is being anxious, excitable, and easily disturbed

    EMOTIONALLY UNSTABLE

  • 26

    He noted that criminality is the results of emotional maturity

    WALTER BROMBERG

  • 27

    Reality principle

    EGO

  • 28

    Maturation of sexual interest

    GENITAL STAGE

  • 29

    This is named after Greek God for love

    EROS

  • 30

    Sluggish and Calm

    PHLEGMATIC

  • 31

    This refers to an occasion wherein girls experience an intense emotional attachment for their fathers (daddy's girl)

    ELECTRA COMPLEX

  • 32

    Pleasure centers on the mouth

    ORAL STAGE

  • 33

    Hot tempered, irritable

    CHOLERIC

  • 34

    Morality principle

    SUPEREGO

  • 35

    This is named after Greek God for death

    THANATOS

  • 36

    This refers to an instance wherein boys build up a warm and loving relationship with mothers (mommy's boy)

    OEDIPUS COMPLEX

  • 37

    it is the part of the superego that forbids unacceptable behaviors and punishes with feelings of guilt when a person does something they shouldn't

    THE CONCIOUS

  • 38

    includes the rules and standards of good behavior one should adhere to. If one is successful in doing so, it leads of pride

    THE EGO IDEAL

  • 39

    It is the storehouse for primitive instinctual drives plus emotion and memories that are so threatening to the concious mind

    UNCONCIOUS LEVEL

  • 40

    This theory originated with the works of Sigmund Freud, who argued that childhood experiences and unconcious desires ultimately influence our behaviors as adult

    PSYCHOANALYTIC THEORY

  • 41

    These are personality traits that are shared my most members of a particular culture

    COMMON TRAITS

  • 42

    These are personality traits that define a person's unique individual qualities

    INDIVIDUAL TRAITS

  • 43

    This dimension contrasts such as traits as sociable, outgoing, talkative, assertive, persuasive, decisive and active

    EXTRAVERSION

  • 44

    This factor differentiates individuals who are dependable, organized, reliable, responsible, thorough hardworking, and preserving

    CONSCIENTIOUSNESS

  • 45

    This factprs contrast individuals who are imaginative, curious, broad-minded and cultured

    OPENNESS TO EXPERIENCE

  • 46

    Refers to a person that is withdrawn, quiet and introspective

    INTROVERT

  • 47

    Refers to person that is sociable, outgoing and active

    EXTROVERT

  • 48

    It is a trait that is being anxious, excitable, and easily disturbed

    EMOTIONALLY UNSTABLE

  • 49

    he theorized that criminality and antisocial behavior are both positively and casually related to high levels of psychoticismz extroversion and neuroticism

    EYSENCK

  • 50

    cheerful, hopeful

    SANGUINE

  • 51

    in the book entitled ______, said that the cause of crime and delinquency is the faulty development of the child during the first years of his life

    WAYWARD YOUTH

  • 52

    He gives the theory of General Emotionality

    CYRIL BURT

  • 53

    According to him many offences can be traced to either in excess or a deficiency of a particular instinct which accounts for the tendency of many criminals to be weak willed or easily led.

    CYRIL BURT

  • CLAW J 2

    CLAW J 2

    Allysah Marie Ares · 80問 · 2年前

    CLAW J 2

    CLAW J 2

    80問 • 2年前
    Allysah Marie Ares

    CLAWJ 2

    CLAWJ 2

    Allysah Marie Ares · 18問 · 2年前

    CLAWJ 2

    CLAWJ 2

    18問 • 2年前
    Allysah Marie Ares

    CLAW J 2

    CLAW J 2

    Allysah Marie Ares · 64問 · 2年前

    CLAW J 2

    CLAW J 2

    64問 • 2年前
    Allysah Marie Ares

    CLAWJ 3

    CLAWJ 3

    Allysah Marie Ares · 33問 · 2年前

    CLAWJ 3

    CLAWJ 3

    33問 • 2年前
    Allysah Marie Ares

    FOREN : Light

    FOREN : Light

    Allysah Marie Ares · 60問 · 2年前

    FOREN : Light

    FOREN : Light

    60問 • 2年前
    Allysah Marie Ares

    CLAWJ 2

    CLAWJ 2

    Allysah Marie Ares · 8問 · 2年前

    CLAWJ 2

    CLAWJ 2

    8問 • 2年前
    Allysah Marie Ares

    FOREN : Light (2)

    FOREN : Light (2)

    Allysah Marie Ares · 25問 · 2年前

    FOREN : Light (2)

    FOREN : Light (2)

    25問 • 2年前
    Allysah Marie Ares

    CDINV

    CDINV

    Allysah Marie Ares · 45問 · 2年前

    CDINV

    CDINV

    45問 • 2年前
    Allysah Marie Ares

    CDINV (2)

    CDINV (2)

    Allysah Marie Ares · 7問 · 2年前

    CDINV (2)

    CDINV (2)

    7問 • 2年前
    Allysah Marie Ares

    GEC 7

    GEC 7

    Allysah Marie Ares · 16問 · 2年前

    GEC 7

    GEC 7

    16問 • 2年前
    Allysah Marie Ares

    CLAW J3

    CLAW J3

    Allysah Marie Ares · 24問 · 2年前

    CLAW J3

    CLAW J3

    24問 • 2年前
    Allysah Marie Ares

    CDINV (3)

    CDINV (3)

    Allysah Marie Ares · 25問 · 2年前

    CDINV (3)

    CDINV (3)

    25問 • 2年前
    Allysah Marie Ares

    CDINV (chapter3)

    CDINV (chapter3)

    Allysah Marie Ares · 86問 · 2年前

    CDINV (chapter3)

    CDINV (chapter3)

    86問 • 2年前
    Allysah Marie Ares

    CAMERA

    CAMERA

    Allysah Marie Ares · 53問 · 2年前

    CAMERA

    CAMERA

    53問 • 2年前
    Allysah Marie Ares

    FOREN LENS

    FOREN LENS

    Allysah Marie Ares · 8問 · 2年前

    FOREN LENS

    FOREN LENS

    8問 • 2年前
    Allysah Marie Ares

    CDINV

    CDINV

    Allysah Marie Ares · 5問 · 2年前

    CDINV

    CDINV

    5問 • 2年前
    Allysah Marie Ares

    FOREN

    FOREN

    Allysah Marie Ares · 46問 · 2年前

    FOREN

    FOREN

    46問 • 2年前
    Allysah Marie Ares

    CFLM (lesson 1-3)

    CFLM (lesson 1-3)

    Allysah Marie Ares · 30問 · 2年前

    CFLM (lesson 1-3)

    CFLM (lesson 1-3)

    30問 • 2年前
    Allysah Marie Ares

    CRIMC 3

    CRIMC 3

    Allysah Marie Ares · 17問 · 2年前

    CRIMC 3

    CRIMC 3

    17問 • 2年前
    Allysah Marie Ares

    CFLM (lesson 4)

    CFLM (lesson 4)

    Allysah Marie Ares · 6問 · 2年前

    CFLM (lesson 4)

    CFLM (lesson 4)

    6問 • 2年前
    Allysah Marie Ares

    CRIMC3

    CRIMC3

    Allysah Marie Ares · 52問 · 2年前

    CRIMC3

    CRIMC3

    52問 • 2年前
    Allysah Marie Ares

    FOREN 2 (people ver)

    FOREN 2 (people ver)

    Allysah Marie Ares · 77問 · 2年前

    FOREN 2 (people ver)

    FOREN 2 (people ver)

    77問 • 2年前
    Allysah Marie Ares

    FOREN 2 (historical accounts of FP ver)

    FOREN 2 (historical accounts of FP ver)

    Allysah Marie Ares · 28問 · 2年前

    FOREN 2 (historical accounts of FP ver)

    FOREN 2 (historical accounts of FP ver)

    28問 • 2年前
    Allysah Marie Ares

    FOREN 2 (early publications)

    FOREN 2 (early publications)

    Allysah Marie Ares · 13問 · 2年前

    FOREN 2 (early publications)

    FOREN 2 (early publications)

    13問 • 2年前
    Allysah Marie Ares

    FOREN (PNP-AFIS)

    FOREN (PNP-AFIS)

    Allysah Marie Ares · 16問 · 1年前

    FOREN (PNP-AFIS)

    FOREN (PNP-AFIS)

    16問 • 1年前
    Allysah Marie Ares

    CRIMC 3 (Module 3: types of abnormal behavior)

    CRIMC 3 (Module 3: types of abnormal behavior)

    Allysah Marie Ares · 77問 · 1年前

    CRIMC 3 (Module 3: types of abnormal behavior)

    CRIMC 3 (Module 3: types of abnormal behavior)

    77問 • 1年前
    Allysah Marie Ares

    FOREN

    FOREN

    Allysah Marie Ares · 37問 · 1年前

    FOREN

    FOREN

    37問 • 1年前
    Allysah Marie Ares

    PE: Lesson 1

    PE: Lesson 1

    Allysah Marie Ares · 24問 · 1年前

    PE: Lesson 1

    PE: Lesson 1

    24問 • 1年前
    Allysah Marie Ares

    PE: Lesson 2

    PE: Lesson 2

    Allysah Marie Ares · 21問 · 1年前

    PE: Lesson 2

    PE: Lesson 2

    21問 • 1年前
    Allysah Marie Ares

    FOREN: Odontology

    FOREN: Odontology

    Allysah Marie Ares · 59問 · 1年前

    FOREN: Odontology

    FOREN: Odontology

    59問 • 1年前
    Allysah Marie Ares

    FOREN: Athropology

    FOREN: Athropology

    Allysah Marie Ares · 18問 · 1年前

    FOREN: Athropology

    FOREN: Athropology

    18問 • 1年前
    Allysah Marie Ares

    CRIMC: Module 1.1

    CRIMC: Module 1.1

    Allysah Marie Ares · 52問 · 1年前

    CRIMC: Module 1.1

    CRIMC: Module 1.1

    52問 • 1年前
    Allysah Marie Ares

    CRIMC: Module 2

    CRIMC: Module 2

    Allysah Marie Ares · 30問 · 1年前

    CRIMC: Module 2

    CRIMC: Module 2

    30問 • 1年前
    Allysah Marie Ares

    CRIMC: Module 3.1

    CRIMC: Module 3.1

    Allysah Marie Ares · 80問 · 1年前

    CRIMC: Module 3.1

    CRIMC: Module 3.1

    80問 • 1年前
    Allysah Marie Ares

    CRIMC: Module 3.2

    CRIMC: Module 3.2

    Allysah Marie Ares · 20問 · 1年前

    CRIMC: Module 3.2

    CRIMC: Module 3.2

    20問 • 1年前
    Allysah Marie Ares

    CDINV: Chapter 1

    CDINV: Chapter 1

    Allysah Marie Ares · 20問 · 1年前

    CDINV: Chapter 1

    CDINV: Chapter 1

    20問 • 1年前
    Allysah Marie Ares

    CDINV: Chapter 2

    CDINV: Chapter 2

    Allysah Marie Ares · 5問 · 1年前

    CDINV: Chapter 2

    CDINV: Chapter 2

    5問 • 1年前
    Allysah Marie Ares

    CDINV 2

    CDINV 2

    Allysah Marie Ares · 36問 · 1年前

    CDINV 2

    CDINV 2

    36問 • 1年前
    Allysah Marie Ares

    CRIMC: Module 4

    CRIMC: Module 4

    Allysah Marie Ares · 71問 · 1年前

    CRIMC: Module 4

    CRIMC: Module 4

    71問 • 1年前
    Allysah Marie Ares

    FOREN (finals)

    FOREN (finals)

    Allysah Marie Ares · 68問 · 1年前

    FOREN (finals)

    FOREN (finals)

    68問 • 1年前
    Allysah Marie Ares

    FOREN (finals) part 2

    FOREN (finals) part 2

    Allysah Marie Ares · 19問 · 1年前

    FOREN (finals) part 2

    FOREN (finals) part 2

    19問 • 1年前
    Allysah Marie Ares

    foren: friction skin

    foren: friction skin

    Allysah Marie Ares · 15問 · 1年前

    foren: friction skin

    foren: friction skin

    15問 • 1年前
    Allysah Marie Ares

    FOREN part 3

    FOREN part 3

    Allysah Marie Ares · 76問 · 1年前

    FOREN part 3

    FOREN part 3

    76問 • 1年前
    Allysah Marie Ares

    CFLM: Lesson 1-3

    CFLM: Lesson 1-3

    Allysah Marie Ares · 18問 · 1年前

    CFLM: Lesson 1-3

    CFLM: Lesson 1-3

    18問 • 1年前
    Allysah Marie Ares

    CFLM: Lesson 4

    CFLM: Lesson 4

    Allysah Marie Ares · 69問 · 1年前

    CFLM: Lesson 4

    CFLM: Lesson 4

    69問 • 1年前
    Allysah Marie Ares

    CFLM: Lesson 5-6

    CFLM: Lesson 5-6

    Allysah Marie Ares · 24問 · 1年前

    CFLM: Lesson 5-6

    CFLM: Lesson 5-6

    24問 • 1年前
    Allysah Marie Ares

    CDINV: Lesson 2

    CDINV: Lesson 2

    Allysah Marie Ares · 65問 · 1年前

    CDINV: Lesson 2

    CDINV: Lesson 2

    65問 • 1年前
    Allysah Marie Ares

    CRIMC: Module 5

    CRIMC: Module 5

    Allysah Marie Ares · 100問 · 1年前

    CRIMC: Module 5

    CRIMC: Module 5

    100問 • 1年前
    Allysah Marie Ares

    CRIMC: (forda last quiz?)

    CRIMC: (forda last quiz?)

    Allysah Marie Ares · 31問 · 1年前

    CRIMC: (forda last quiz?)

    CRIMC: (forda last quiz?)

    31問 • 1年前
    Allysah Marie Ares

    CRIMC: Module 5

    CRIMC: Module 5

    Allysah Marie Ares · 100問 · 1年前

    CRIMC: Module 5

    CRIMC: Module 5

    100問 • 1年前
    Allysah Marie Ares

    FOREN: Module 4

    FOREN: Module 4

    Allysah Marie Ares · 16問 · 1年前

    FOREN: Module 4

    FOREN: Module 4

    16問 • 1年前
    Allysah Marie Ares

    FOREN: Module 5 (Lesson 1)

    FOREN: Module 5 (Lesson 1)

    Allysah Marie Ares · 31問 · 1年前

    FOREN: Module 5 (Lesson 1)

    FOREN: Module 5 (Lesson 1)

    31問 • 1年前
    Allysah Marie Ares

    FOREN: Module 5 (Lesson 2)

    FOREN: Module 5 (Lesson 2)

    Allysah Marie Ares · 76問 · 1年前

    FOREN: Module 5 (Lesson 2)

    FOREN: Module 5 (Lesson 2)

    76問 • 1年前
    Allysah Marie Ares

    Meeting 03

    Meeting 03

    Allysah Marie Ares · 12問 · 1年前

    Meeting 03

    Meeting 03

    12問 • 1年前
    Allysah Marie Ares

    module 1

    module 1

    Allysah Marie Ares · 67問 · 1年前

    module 1

    module 1

    67問 • 1年前
    Allysah Marie Ares

    問題一覧

  • 1

    Refers to process by which an individual's inherent traits are developed

    MATURATION

  • 2

    Refers to the fundsmental groundwork of character, generally presumed to be biologicallu determined and existent early in life, inclusive of traits like emotional reactiveness, energy level, reaction tempo, and motivation explore

    TEMPERAMENT

  • 3

    As one of the most popular theories of development, this theory originated with the works of Sigmund Freud, who argued that childhood experiences and unconcious desires ultimately influence our behaviors as adult

    PSYCHOANALYTIC THEORY

  • 4

    Called as the "trye psychic reality" because it represents the innerworld of subjective experience and has nor knowledge of objective reality

    ID

  • 5

    Is the product of the exercise and effort spent by an individual to achieve development

    LEARNING

  • 6

    It is the idea that people need more efficient social program to be intorduced by their governments.

    PRODUCTION

  • 7

    This domain is sometimes called "available memory" that encompasses all experienced that are not concious at the moment, but which can easily be retrieved into awareness either spontaneously or with a minimum of effort

    PRE-CONSCIOUS LEVEL

  • 8

    Are prone to emotional instability. They tend to experience negative emotions and to be moody, irritabls, nervous, and prone to worry

    NEUROTICISM

  • 9

    Are prone to emotional instability They tend to experience negative emotions and to be moody, irritable, nervous, and prone to worry.

    NEUROTICISM

  • 10

    Pleasures focuses on bowel and bladder elimination, coping with demands for control

    ANAL STAGE

  • 11

    Its job is to acknowledge and deal with reality, ensuring that the id's impulses are reigned in and expressed in ways that are socially accepted

    EGO

  • 12

    This factor is composed of a collection of traits that range from compassion to antagonism towards others

    AGREEABLENESS

  • 13

    Sexual interest is relatively inactive in this stage. Sexual energy is going through the process if sublimation and is being converted into interest in schoolwork, riding bicycles, playing house and sports.

    LATENCY STAGE

  • 14

    These are traits that are inconsistenr or relatively superficial, less generalized, and far less enduring that affects our behaviors in specific circumstances

    SECONDARY TRAIT

  • 15

    Emphasizes the patterns of "constancy and change across the life span" and identifies the processes that account for such patterns

    HUMAN DEVELOPMENT

  • 16

    It is the deepest and major stratum of the human mind. It is the storehouse for primitive instinctual drives plus emotion and memories taht are so threatening

    UNCONCIOUS LEVEL

  • 17

    It is the process of a person's growth and maturation throughout rheir lifespan

    HUMAN DEVELOPMENT

  • 18

    It is the idea that every person has the right to an educatoon and health care, that there must be fairness for all

    EQUITY

  • 19

    He said that the cause of crime and delinquency is the faulty development of the child during the first few years of his life

    AUGUST AICHORN

  • 20

    It consists of whatever sensations and experiences you are aware at a given moment of time

    CONCIOUS LEVEL

  • 21

    He claimed that crime is an exoression of the mental content of the individual

    WILLIAM HEALY

  • 22

    Refers to the characteristics of an individual, describing a habitual way of behaving, thinking, and feeling

    TRAIT

  • 23

    The major characteristiccs of our personalities that are quite generalized and enduring

    CENTRAL TRAIT

  • 24

    It is powerful and dominating behavioral predisposition that provides the pivotal point in the person's entire life

    CARDINAL TRAIT

  • 25

    It is a trait that is being anxious, excitable, and easily disturbed

    EMOTIONALLY UNSTABLE

  • 26

    He noted that criminality is the results of emotional maturity

    WALTER BROMBERG

  • 27

    Reality principle

    EGO

  • 28

    Maturation of sexual interest

    GENITAL STAGE

  • 29

    This is named after Greek God for love

    EROS

  • 30

    Sluggish and Calm

    PHLEGMATIC

  • 31

    This refers to an occasion wherein girls experience an intense emotional attachment for their fathers (daddy's girl)

    ELECTRA COMPLEX

  • 32

    Pleasure centers on the mouth

    ORAL STAGE

  • 33

    Hot tempered, irritable

    CHOLERIC

  • 34

    Morality principle

    SUPEREGO

  • 35

    This is named after Greek God for death

    THANATOS

  • 36

    This refers to an instance wherein boys build up a warm and loving relationship with mothers (mommy's boy)

    OEDIPUS COMPLEX

  • 37

    it is the part of the superego that forbids unacceptable behaviors and punishes with feelings of guilt when a person does something they shouldn't

    THE CONCIOUS

  • 38

    includes the rules and standards of good behavior one should adhere to. If one is successful in doing so, it leads of pride

    THE EGO IDEAL

  • 39

    It is the storehouse for primitive instinctual drives plus emotion and memories that are so threatening to the concious mind

    UNCONCIOUS LEVEL

  • 40

    This theory originated with the works of Sigmund Freud, who argued that childhood experiences and unconcious desires ultimately influence our behaviors as adult

    PSYCHOANALYTIC THEORY

  • 41

    These are personality traits that are shared my most members of a particular culture

    COMMON TRAITS

  • 42

    These are personality traits that define a person's unique individual qualities

    INDIVIDUAL TRAITS

  • 43

    This dimension contrasts such as traits as sociable, outgoing, talkative, assertive, persuasive, decisive and active

    EXTRAVERSION

  • 44

    This factor differentiates individuals who are dependable, organized, reliable, responsible, thorough hardworking, and preserving

    CONSCIENTIOUSNESS

  • 45

    This factprs contrast individuals who are imaginative, curious, broad-minded and cultured

    OPENNESS TO EXPERIENCE

  • 46

    Refers to a person that is withdrawn, quiet and introspective

    INTROVERT

  • 47

    Refers to person that is sociable, outgoing and active

    EXTROVERT

  • 48

    It is a trait that is being anxious, excitable, and easily disturbed

    EMOTIONALLY UNSTABLE

  • 49

    he theorized that criminality and antisocial behavior are both positively and casually related to high levels of psychoticismz extroversion and neuroticism

    EYSENCK

  • 50

    cheerful, hopeful

    SANGUINE

  • 51

    in the book entitled ______, said that the cause of crime and delinquency is the faulty development of the child during the first years of his life

    WAYWARD YOUTH

  • 52

    He gives the theory of General Emotionality

    CYRIL BURT

  • 53

    According to him many offences can be traced to either in excess or a deficiency of a particular instinct which accounts for the tendency of many criminals to be weak willed or easily led.

    CYRIL BURT