Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

AP Psych > 3.5-3.9 > Flashcards

3.5-3.9 Flashcards

1
Q

our agreed upon systems of spoken, written, or signed words, and the ways we combine them to communicate meaning.

A

language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

in a language, the smallest distinctive sound unit

A

phoneme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix)

A

morpheme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

in a language, a system of rules that enables us to communicate with and understand others.

A

grammar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

humans’ innate predisposition to understand the principles and rules that govern grammar in all languages

A

universal grammar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

the stage in speech development, beginning around 4 months, during which an infant spontaneously utters various sounds that are not all related to the household language

A

babbling stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words

A

one-word stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

the stage in speech development, beginning about age 2, during which a child speaks mostly in two-word sentences

A

two-word stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

the early speech stage in which a child speaks like a telegram - “go car” - using mostly nouns and verbs

A

telegraphic speech

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

impairment of language, usually caused by left hemisphere damage either to Broca’s area (impairing speaking) or Wernicke’s area (impairing understanding

A

aphasia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

a frontal lobe brain area, usually in the left hemisphere, that helps control language and expression by directing the muscle movements involved in speech

A

Broca’s area

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

a brain area, usually in the left temporal Lobe, involved in language comprehension and expression

A

Wernicke’s area

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Whorf’s hypothesis that language determines the way we think

A

linguistic determinism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

the idea that language influences the way we think

A

linguistic relativism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

a theory of the social environment’s influence on human development, using five nested systems ranging from direct to indirect influences

A

ecological systems theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

five systems of ecological systems theory

A

Microsystem, Mesosystem, exosystem, Macrosystem, Chronosystem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

the fear of strangers that infants commonly display, beginning by about 8 months of age

A

stranger anxiety

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

an emotional tie with others; shown in young children by their seeking closeness to caregivers and showing distress of separation

A

attachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

the process by which certain animals form strong attachments during early life

A

imprinting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

a procedure for studying child-caregiver attachment; a child is placed in an unfamiliar environment while their caregiver leaves and then returns, and the child’s reactions are observed

A

strange situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

demonstrated by infants who comfortably explore environments in the presence of their caregiver, show only temporary distress when the caregiver leaves, and find comfort in the caregiver’s return

A

secure attachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

demonstrated by infants who display a clinging, anxious attachments; an avoidant attachment that resists closeness; or a disorganized attachment with no consistent behavior when separated from or reunited with caregivers

A

insecure attachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

a person’s characteristic emotional reactivity and intensity

A

temperament

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers

A

basic trust

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

all our thoughts and feelings about ourselves, in answer to the question, “Who am I?”

A

self-concept

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

our sense of self; according to Erikson, the adolescent’s task is to solidify a sense of self by testing and integrating various roles

A

identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

the “we” aspect of our self-concept; the part of our answer to “who am I?” that comes from our group memberships

A

social identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

In Erikson’s theory, the ability to form close, loving relationships; a primary developmental task in young adulthood

A

intimacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

a period from about age 18 to the mid-twenties, when many persons in prosperous Western cultures are no longer adolescents but have not yet achieved full independence as adults

A

emerging adulthood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

the culturally preferred timing of social events such as marriage, parenthood, and retirement

A

social clock

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Coercive parenting style with strict rules, they expect obedience and control their child’s whole lives.

A

Authoritarian

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Unrestraining parenting style that make few demands, few limits, and use limit punishment, but seek a close, friend-like relationship with their children.

A

Permissive Indulgent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Uninvolved parenting style, where parents do not seek a close relationship with their children and are careless and inattentive.

A

Permissive neglectful

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Confrontive parenting style, the parent sets rules and boundaries but encourages open discussion and allows exceptions

A

Authoritative

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Stage of psychosocial development from Infancy to 1 year where infants develop a sense of basic trust if needs are dependably met

A

Trust and mistrust

36
Q

Stage of psychosocial development from 1-3 years where toddlers learn to exercise their will and do things for themselves, or they doubt their abilities.

A

Autonomy and shame and doubt

37
Q

Stage of psychosocial development from 3-6 years where preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their efforts to be independent

A

Initiative and guilt

38
Q

Stage of psychosocial development in elementary school where children learn the pleasure of applying themselves to tasks, or they feel inferior.

A

Competence and inferiority

39
Q

Stage of psychosocial development during adolescence when teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are

A

Identity and role confusion

40
Q

Stage of psychosocial development during young adulthood when young adults learn to form close relationships and gain the capacity for intimate love, or they feel socially isolated

A

Intimacy and isolation

41
Q

Stage of psychosocial development during middle adulthood when middle-aged people discover a sense of contributing to the world, usually through family and work, or they feel a lack of purpose.

A

Generativity and stagnation

42
Q

Stage of psychosocial development during late adulthood when older adults reflect on their lives and feel a sense of satisfaction or failure

A

Integrity and despair

43
Q

the process of acquiring new and relatively enduring information or behaviors through experience

A

learning

44
Q

decreasing responsiveness with repeated stimulation

A

habituation

45
Q

learning that certain events occur together. The events may be 2 stimuli or a response and its consequences

A

associative learning

46
Q

any event or situation that evokes a response

A

stimulus

47
Q

behavior that occurs as an automatic response to some stimulus

A

respondent behavior

48
Q

behavior that operates on the environment, producing a consequence

A

operant behavior

49
Q

the acquisition of mental information, whether by observing events, by watching others, or through language

A

cognitive learning

50
Q

a type of learning in which we link two or more stimuli; as a result the first stimulus comes to elicit behavior in anticipation of the second stimulus

A

classical conditioning

51
Q

the view that psychology should be an objective sciences that studies behavior without reference to mental processes.

A

behaviorism

52
Q

in classical conditioning, a stimulus that solicits o response before conditioning

A

neutral stimulus

53
Q

in classical conditioning, and unlearned, naturally occurring response to an unconditioned stimulus.

A

unconditioned response

54
Q

in classical conditioning, a stimulus that unconditionally - naturally and automatically - triggers an unconditioned response

A

unconditioned stimulus

55
Q

in classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus

A

conditioned response

56
Q

in classical conditioning, an originally neutral stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response

A

conditioned stimulus

57
Q

in classical conditioning, the initial stage - when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response

A

acquisition

58
Q

a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus.

A

higher-order conditioning

59
Q

in classical conditioning, the diminishing of a conditioned response when an unconditioned stimulus does not follow a conditioned stimulus

A

extinction

60
Q

the reappearance, after a pause, of a weakened conditioned response

A

spontaneous recovery

61
Q

in classical conditioning, the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses

A

generalization

62
Q

in classical conditioning, the learned ability to distinguish between a conditioned stimulus and other stimuli that have it been associated with a conditioned stimulus.

A

discrimination

63
Q

a biological predisposition to learn associations, such as between taste and nausea, that have survival value

A

preparedness

64
Q

a type of learning in which a behavior becomes more likely to recur if followed by a reinforcer or less likely to recur if followed by a punisher

A

operant conditioning

65
Q

Thorndike’s principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely

A

law of effect

66
Q

in operant conditioning research, a chamber containing a bar or key that an animal can manipulate to obtain a food or water reinforcer, attached devices record the animal’s rate of bar pressing or key pecking

A

operant chamber

67
Q

in operant conditioning, any event that strengthens the behavior it follows

A

reinforcement

68
Q

an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior

A

shaping

69
Q

in operant conditioning, a stimulus that elicits a response after association with reinforcement

A

discriminative stimulus

70
Q

increasing behaviors by presenting a pleasurable stimulus

A

positive reinforcement

71
Q

increasing behaviors by stopping or reducing an aversive stimulus. When a stimulus is removed it strengthens the response

A

negative reinforcement

72
Q

an innately reinforcing stimulus, such as one that satisfies a biological need

A

primary reinforcer

73
Q

a stimulus that gains its reinforcing power through its association with a primary reinforcer

A

conditioned reinforcer

74
Q

a pattern that defines how often a desired response will be reinforced

A

reinforcement schedule

75
Q

reinforcing the desired response every time it occurs

A

continuous reinforcement schedule

76
Q

reinforcing a response only part of the time, results in slower acquisitions of a response but much greater resistance to extinction than does continuous reinforcement

A

partial reinforcement schedule

77
Q

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses

A

fixed-ratio schedule

78
Q

in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses

A

variable-ratio schedule

79
Q

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed

A

fixed-interval schedule

80
Q

in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals

A

variable-interval schedule

81
Q

an event that tends to decrease the behavior that it follows

A

punishment

82
Q

the tendency of learned behavior to gradually revert to biologically predisposed patterns

A

instinctive drift

83
Q

learning by observing others

A

observational learning

84
Q

the process of observing and imitating a specific behavior

A

modeling

85
Q

neurons that some scientists believe fire when we perform certain actions or observe another doing so. May enable imitation and empathy

A

mirror neurons

86
Q

positive, constructive, helpful behavior

A

prosocial behavior

87
Q

negative, destructive, harmful behavior

A

antisocial behavior

AP Psych (11 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions