Chapter 1 Test Flashcards
What are 5 advantages and 5 disadvantages of Artificial Intelligence (AI)?
Advantages:
1. Reduction of human error
2. 24/7 Availability
3. New Inventions
4. Digital Assistance
5. Zero Risks
RANDZ
Disadvantages:
1. High Costs
2. Unemployment
3. Makes Humans Lazy
4. Emotionless
5. No Ethics
HUMEN
- Define psychology, anthropology and sociology.
Psychology
is the study of the human brain, its development and why humans behave the way they do.
- mental health, cognition, human emotions etc.
Anthropology
is the study of human societies, cultures, religions, artifacts (more historical), and physical characteristics both past and present. Looks at the diversity of human life and evolution.
Sociology
is the study of human interaction, in society, and social behaviour in general. Explores relationships between individuals and social groups.
Focus: social structures, institutions, social issues, group behavior.
- What are rules, norms and values? (definitions)
Rules: explicit guidelines that describe specific behaviours that organize society (laws and regulations)
Norms: informal, unwritten expectations, standards of behaviour that are accepted by a group or society. Social expectations.
Values: deeply held beliefs or principles about what is considered important or good in life. They shape people’s attitudes and influence societal norms and rules.
- What is a “rite of passage”?
- A ceremony, event, or ritual that marks a significant transition or milestone in a person’s life
- Symbolizes a shift from one stage to another (such as moving from childhood to adulthood)
- These are usually socially significant and tied to religion, community or personal development
- Ex. birthing/naming ceremonies
- Coming of age
- Funerals
- Marriage
- Describe 5 external factors that can influence social change and provide an example for each factor.
PPPST
2. 1. Physical Environment
- climate, weather, vegetation, animal populations, and humans all affect the physical environment, when one of these factors changes, it causes a ripple effect on society.
EX: Hurricane Katrine caused intense damage to the infrastructure, community life, and businesses in New Orleans.
- Population Changes
- populations changes caused by immigration and emigration have important effects on society and social change. New immigrants create diverse cities and challenge the social system to expand the meet their needs.
EX: losing population is bad, not enough people to work the jobs (brain drain- highly skilled professionals leaving to work in countries such as the U.S.) - Proximity
- the proximity of a cultural group to other distinct cultural groups has an effect on how that society changes.
- close proximity = more rapid change compared to those in remote locations
EX: trade and wars resulted in intercultural contact. Today, the exchange of ideas between cultures continues to occur through trade, globalization and tourism. - Social Environment, Culture and Social Values
- the social environment, or structure dictates the rate of change for the culture.
- 2 predominant social structures: collectivist and individualist
Collectivist: conformity, uniformity, and cooperation. Rigid and defined way of life making social change difficult.
Individualist: personal rights, and freedoms, no distinction between personal and communal goals. More tolerant of cultural of cultural variability and receptive to change.
EX: Ethnocentrism- in smaller more isolated societies, whose cultures have been static for long periods of time, people are more reluctant to accept change. Belief that their ethnic group is superior to all others. - Technology
- technology changes society because it alters the way we interact in our environment
EX: instead of in person meetings, most are held through zoom since covid.
What is mob/herd mentality?
- the tendency of people to adopt certain behaviours, beliefs, or opinions based on what others around them are doing
- WITHOUT critically analyzing the situation themselves
Distinguish between qualitative and quantitative data and give examples for each.
Qualitative data
- descriptive and NON-numerical
- qualities, characteristics, attributes
Ex; interviews (open ended discussion q’s), observations, images or texts
Quantitative data
- numerical and measurable
- can be counted measures, or expresses with numbers (statistics)
Ex; height (cm), test scores (%), temperature (C or F), sales data (how much is sold)
Describe G. Stanley Hall’s Storm and Stress Theory.
- according to Hall, adolescent youth regularly exhibited contradictory tendencies- this contributed to “storm and stress”
- the emotional life of teenagers is extreme swings of behavior, abundant energy and enthusiasm could quickly be replaced with indifference and boredom in a moment’s notice
- Excessive laughter and joy could be replaced with melancholy and sadness
Describe Elkind’s Theory of Adolescent Egocentrism.
- proposed that adolescents experience a heightened sense of egocentrism during their development
(a cognitive state where teenagers struggle to differentiate between their own thoughts and the thoughts of others, leading to certain distinctive behaviours during this stage.
List David Suki’s Findings on the teenage brain.
DIER
1. The teenage brain is not fully DEVELOPED until the age of 25
2. Teenagers feel they are INVINCIBLE
3. Teenagers may display EGOCENTRIC behaviour
4. Teenage brains are prone to RISK taking because the region of the brain called the frontal lobe, specifically the frontal cortex is the last area to develop and mature. The lobes are responsible for planning, impulse control and working memory.
Why is the limbic system of the brain important?
- The limbic system of the brain is the more emotional and impulsive part of the brain, which allows humans to be driven more by desire than reason
- The limbic system develops over time which explains why emotionality is increased in adolescence
Why is the fact that the mind is adaptive important?
The adaptive mind is important for survival, without having the ability to adapt, learn, and change one would not survive in the world.
In terms of brain activity in teenagers, discuss the role of dopamine.
- A neurotransmitter, responsible for sending information through electrical signals throughout the brain
- Dopamine is the most important because it is responsible for the communication of risk, reward and motivation
- Dopamine is increased when we feel “a rush” and we feel good.
- It can be increased by friends, music and surviving risky experiences
What is the function of the nucleus accumbens?
The nucleus accumbens is a structure in the brain that can increase dopamine and lead to addiction
- it drives the shaping of the brain- likes loud music, risk taking, friends
- rewards given now feel best
What is the relationship between the developing brain and addiction?
- the brain is most vulnerable when the brain is changing and adapting (adolescent years)
- the nucleus accumbens is responsible for addiction because all addictive things and behaviors in life are found to increase productions of dopamine in that small part of the brain
- Adolescents are more sensitive to the positive stimulus of dopamine than to the consequence of addiction
Describe Eduard Spranger’s theory on dominant values.
His theory focuses on how different individuals prioritize certain values that shape their personality and behavior
- Believed that each person is driven by specific, dominant values that guide their choices, attitudes and actions.
- These values are influenced by individual experiences, cultural background, and personal interests
Describe Hollingworth’s theory on gradual change.
- her views on gradual change emphasized that psychological development is a continuous, incremental process, rather than abrupt or discontinuous changes.
Describe Lewin’s theory of adolescence
- focuses on the dynamics of change during adolescence
- emphasizes that behavior is the result of the interaction between the individual and their environment
What is “socialization”? Name and describe the four main agents of socialization. What is the primary agent of socialization? What are the secondary agents of socialization?
Socialization: the process by which individuals learn and internalize the values, norms, behaviors, and social skills required to function within their society or social group
Four Main Agents
1. Family
2. Education
3. Peer Groups
4. Media
Primary Agent of Socialization
Family- the first and most influential environment in a person’s early life.
Secondary Agent of Socialization
School, Peer Groups, Media- these come into play after the family, as individuals begin to interact with a broader range of people and institutions outside of home.
Describe Allison Davis’s theory of Socialized Anxiety.
- focuses on the ways in which socialization processes can lead to the development of anxiety in individuals, especially in relation to their roles and expectation within society
- anxiety is not just a personal of psychological issue, but something that is shaped by social structures, cultural norms, and interpersonal relationships.
What are Developmental Assets? Choose 5 which you feel are important and describe why they are important.
- developmental assets are critical to a young person’s growth and well being
- provide a foundation for social competence, navigating life’s challenges
- Family support- help guide you at early stages in your life
- Positive peer influence- surrounding yourself with good influences ensures you’re making good decisions for your life
- High expectations- positive mental state is to be successful in life
- Bonding to school- having good work and commitment skills is important
- Caring- being a kind person will get you far in life
CHFBP
What 7 Developmental Tasks (Havighurst) are important for adolescents to undertake before becoming adults (name them)? What may happen if adolescents don’t master these developmental tasks?
- ACCEPTING one’s masculine or feminine physique
- developing healthy RELATIONS with PEERS OF BOTH SEXES
- establishing EMOTIONAL INDEPENDENCE from one’s parents
- working towards ECONOMIC INDEPENDENCE
- selecting and preparing for an OCCUPATION
- desiring and achieving SOCIALLY RESPONSIBLE BEHAVIOR
- SELECTING A MATE and preparing for marriage and family life
- If the individual fails to complete the developmental tasks in any stage, he or she may become MALADJUSTED.
OSASEES - may experience increased anxiety and social disapproval
Describe Piaget’s theory on cognitive development.
- to make sense of the world, children and adolescents create mental images- SCHEMAS- into which we pour our life’s experiences.
- this process continues into adulthood
- adolescence represents a turning point in an individual’s development
- the individual begins to develop personal views on topics
- develops the ability to DIFFERENTIATE PAST AND PRESENT
- the ability to REASON ABRTRACTLY for making key decisions into adulthood
Describe Erikson’s theory of psychosocial development.
- believed that the primary motivation for human behavior is social affiliation with others
- continual development of personality and behavior through the life cycle
- 8 distinct stages of development (each stage poses a crisis)
- adolescence is when the main focus is for them to develop a personality
Describe the experiments with puppets carried out in the “baby lab”. What do the experiments tell us about babies’ reactions to good and bad and bias in particular?
Description
- the babies are shown puppets (nice ones and bad ones)
- babies looked longest at the nice ones, indicating they preferred good behavior
- babies are shown puppets with food choices, babies chose the ones who like the same food
Bias
- human beings seem to be born with a sense of liking others who are like them
What do the token experiments tell us about very young children and sharing? What do the experiments tell us about older children over the age of 8?
What the experiment tells us:
- younger children wanted more for themselves
- older children wanted more for others, more equal and just. (more and more as they got older)
Describe Kohlberg’s theory that helped explain how moral behavior is developed in the individual (3 levels).
Theory that helps describe and explain how individuals develop moral reasoning and thought.
- The _preconventional or pre-moral level–moral thinking is linked to punishment
- The conventional level– individual places importance on the moral standards of parents, then later social order, justice, law
- The postconventional or autonomous level- human rights and values are above the law
Describe Philip Zimbardo’s Stanford Prison Experiment.
- in the basement of a university, a group of guys were selected based on their mental and psychical state
- they were separated into guards and prisoners
- guards hid their identity with glasses and hats and uniforms, prisoners were more vulnerable as all their hair was shaved and they wore rags
- guards got to make up all the rules and nothing was actually “real”
- prisoners were arrested straight from their homes like in real life
- the experiment had to be ended early because it was getting too out of hand
- there was a separation of good guards and bad guards, some of the bad guards got too into it and got too harmful
- the experiment got to intense, some of the prisoners got trauma and even rashes and other conditions developed from the stress they were put under
- According to Zimbardo, what are the seven factors that can make someone do evil thing? Give an example for each.
- Mindlessly taking the first small step.
- The guards started with smaller acts like giving orders and overtime they increased to more severe cruel and severe orders. - Dehumanization of others.
-Prisoners were treated inhumanely and were degraded on a daily basis, for guards to mistreat them without guilt. - De-individuation of Self.
-Guards wore more uniform and sunglasses to cover their identity and become part of a collective authority. - Diffusion of personal responsibility.
- The groups actions causes the guards to feel less personally responsible for any abuse they were giving the prisoners, justifying their cruelty by “mob mentality.” - Blind obedience to authority.
- Guards obeyed Zimbardo’s commands without questioning them, even if the situation became harmful to others. - Uncritical conformity to group norms.
- The guards conformed to each other’s cruel behavior, reinforcing the abusive environment. - Passive tolerance to evil through inaction or indifference
-Zimbardo and the others on the research team allowed the abuse to continue without intervening, which enabled the cruelty of the guards.
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