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AP Psych CIHS > CIHS Unit 3 > Flashcards

CIHS Unit 3 Flashcards

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1
Q

designed to assess a test taker’s knowledge in a certain academic area

A

achievement test

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2
Q

tests designed to evaluate a person’s ability to learn a skill or subject

A

aptitude tests

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3
Q

Does the test measure what it claims to measure?

A

Validity

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4
Q

Will the test yield the SAME results over time?

A

Reliability

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5
Q

when comparing two different IQ tests on a graph it is the correlation between the two and their reliability is considered to be strong if the absolute value of r is greater than 0.75

A

“r” score

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6
Q

defining uniform testing procedures and scoring guidelines

A

standardization

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7
Q

a measure of intelligence performance

A

Binet’s mental age

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8
Q

mental age/ chronological age X 100= IQ

A

Calculating IQ

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9
Q

2-adulthood/ 4 key areas (verbal reasoning, abstract reasoning, quantitative reasoning, and short-term memory)

A

Stanford-Binet Intelligence Scale Test

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10
Q

6-16/ verbal IQ and performance IQ

A

WISC

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11
Q

16- adulthood/ separate scores( verbal, comprehension, perceptual organization, working memory, processing speed, and an overall intelligence)

A

WAIS

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12
Q

infants and toddlers/ DQ(developmental quotient) instead of IQ, useful in spotting developmental delays

A

Bayley Scales of Infant Development

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13
Q

believed that people’s intelligence is purely genetic

A

Francis Galton’s view on intelligence

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14
Q

general intelligence that underlies all intellectual domains

A

“g-factor”

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15
Q

knowledge acquired(facts, memorized things, semantic)(remains stable or increases with age)

A

crystallized intelligence

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16
Q

reasoning and abstract memory, to do things(decreases with age)

A

fluid intelligence

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17
Q

ability to analyze problems and find correct answers (most IQ tests)

A

Analytic intelligence(Sternberg)

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18
Q

ability to people develop new ideas and create new concepts (Picasso’s cubism)

A

Creative intelligence(Sternberg)

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19
Q

ability to cope w/ people and events in their environment (street smarts)

A

Practical intelligence(Sternberg)

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20
Q

human beings have different ways in which they process data, each being independent( musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic)

A

Howard Gardner’s ‘multiple intelligence’

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21
Q

Onset prior to 18
IQ below 70

A

Intellectual disability

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22
Q

extra 21st chromosome

A

down syndrome

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23
Q

more likely in males/ mutation in the FMR-1 gene

A

fragile X syndrome

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24
Q

enzyme deficiency and mutation on the 12th chromosome

A

Phenylketonuria

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25
Q

water in the brian

A

hydrocephaly

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26
Q

IQ equal to or greater than 135

A

gifted students

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27
Q

to examine the development of gifted children

A

Reason for Lewis Termans Longitudinal study

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28
Q

noticed a problem with the original formula for IQ
gifted students in California
developed the Standford-Binet intelligence quotient

A

Summary of Lewis Termans study

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29
Q

genetic basis for IQ
certain groups can never achieve
Proof: failure of government programs to raise scores in underprivileged areas
Impact: 1. POWER OF NATURE 2. Stimulates a new wave of studies on race and IQ

A

Arthur Jensen

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30
Q

genetic inheritance

A

Nature

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31
Q

Experiences

A

Nuture

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32
Q

a person’s characteristic emotional responses and intensity

A

Temperament

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33
Q

interested in researching safeguards to an infant’s survival
rhesus monkey raised with two surrogate mothers
one cloth no nipple
one wire with nipple and food
baby monkeys preferred cloth mothers even when no food was present

A

Harlow’s ‘contact comfort’ experiment

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34
Q

being held is just as important as being fed for attachment as an infant

A

contact comfort

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35
Q

baby is upset but easily consoled

A

secure attachment

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36
Q

baby is inconsolable by a caregiver

A

anxious-ambivalent attachment

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37
Q

infant shows no care for the caregiver’s return

A

avoidant attachment

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38
Q

parents provide contact and if they fulfill your fundamental needs
If not… insecurity and anxiety

A

Trust and mistrust (Stage 1 of Erikson’s psychosocial development)

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39
Q

parents creating a restrictive environment
results in self-doubt

A

Self-doubt (Stage 2 of Erikson’s psychosocial development)

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40
Q

how does the caregiver respond to self-initiative activities
If overprotective … parents lead to guilt and a lack of self-worth

A

Initiative and Guilt( Stage 3 of Erikson’s psychosocial development)

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41
Q

competence/complete failure in social settings
This could lead to inferiority, lack of self-confidence

A

Industry and inferiority(Stage 4 of Erikson’s psychosocial development)

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42
Q

where am I going and who am I
sense of self could be fragmented, shifting, and unclear

A

Identity and role confusion(Stage 5 of Erikson’s psychosocial development)

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43
Q

love/ need vulnerability willingness to open yourself up to others
This could lead to a feeling of loneliness separation, denial of intimacy needs

A

Intimacy and Isolation(Stage 6 of Erikson’s psychosocial development)

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44
Q

care/ good at job= communicate and be proud, a reflection of past experiences
If not satisfied could lead to feelings of self-indulgent, lack of future

A

Generativity and Stagnation(Stage 7 of Erikson’s psychosocial development)

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45
Q

how much have you accomplished in life
If lacking in accomplishments could have feelings of futility and disappointment

A

Ego-integrity and despair(Stage 8 of Erikson’s psychosocial development)

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46
Q

child begins to develop object permanence, display inborn schemas of sucking, looking, and grasping and experience stranger anxiety

A

Sensorimotor(0-2)(Piaget’s stages of cognitive development)

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47
Q

egocentrism/selfishness, animism/ belief that objects have feelings, centration/focus on one aspect of a situation

A

Preoperational(2-7)(Piaget’s stages of cognitive development)

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48
Q

conservation/ no matter a change in form the object holds the same properties, the beginning of logical thinking, transformation or reversibility

A

Concrete operational(7-11)(Piaget’s stages of cognitive development)

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49
Q

capacity for abstract reason and hypothetical thinking, several solutions to problems, abstract principles, conceptual, frontal lobe activity increases

A

Formal operational(11+)(Piaget’s stages of cognitive development)

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50
Q

making subtle changes to include new items/adding new information to an existing schema with little effort

A

assimilation

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51
Q

storing new information that conflicts with a previous schemas/ altering schemas a result of new information or experiences

A

accomadation

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52
Q

onceptual framework that provides expectations about topics, events, objects, and situations in one’s life

A

schema

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53
Q

quality of being overly interested in one self, at the expense of other people

A

egocentrism

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54
Q

changes in form of an object do not alter physical properties of mass, volume, and number

A

conservation

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55
Q

the zone of proximal development is the space between what a learner can do without assistance and a learner can do with adult guidance

A

ZPD

56
Q

when students are given the support they need while learning something new, they stand a better chance of using that knowledge independently

A

scaffolding

57
Q

talking to themselves out loud during play, starts accompanying their activity in a variety of cognitive tasks

A

private/inner speech

58
Q

strict standards, obedience stressed, punishment is most common reinforcement, “because I said so”

A

Authoritarian parenting

59
Q

constant standards, reasons for rules explained, encourages independence within rules, praise, and punishment

A

Authoritative parenting

60
Q

no set guidelines, rules change and are inconsistent, no formal punishment

A

Permissive parenting

61
Q

Obedience and punishment oriented(worried about punishment which is wrong)

A

Stage 1 of Kohlberg’s stages of moral development

62
Q

Individualism and exchange(punishments are a risk, individuals are seeking favors, fair exchange policy)

A

Stage 2 of Kohlberg’s stages of moral development

63
Q

Interpersonal relationships( “good boy/nice girl”, motives of each party, “right idea”, intentions were good, “greedy,selfish” or “ caring and loving”

A

Stage 3 of Kohlberg’s stages of moral development

64
Q

Maintaining a social order( emphasis on obeying laws, respecting authority, and performing one’s duties so social order is maintained)

A

Stage 4 of Kohlberg’s stages of moral development

65
Q

Social contract and individual rights(stress on basic rights and democratic procedures to change unfair laws, right to life)

A

stage 5 of Kohlberg’s stages of moral development

66
Q

Universal principles(look at problems through all eyes- clear concept of universal principles)

A

Stage 6 of Kohlberg’s stages of moral development

67
Q

Kohlberg only tested on privileged white men and determined that women’s main moral development centers around caring for others whereas men care for their individual needs

A

Carol Gilligans critique of Kohlberg’s developmental theory

68
Q

the primary source of pleasure comes from food, establish normal, predictable feeding practices if not… smoking, nail-biting, chewing, obesity, dependency, talkativeness

A

Oral(1-2)( Stage 1 of Freud’s psychosexual development stages)

69
Q

the pleasure from pooping and demonstrating independence, anal-retentive personality, toilet training and self-control or… messiness or excessive cleanliness, temper tantrums, cruelty, coldness and destructive

A

Anal(2-4)( Stage 2 of Freud’s psychosexual development stages)

70
Q

discovers that genital stimulation is pleasurable, oedipal complex, castration anxiety, Electra complex, penis envy… excessive masturbation, jealousy, desire for sexual conquests, problems with parents

A

Phallic(3-6)( Stage 3 of Freud’s psychosexual development stages)

71
Q

libido is hidden, social contacts go beyond immediate family, learn modesty and shame or… preference for the company of the same sex and homosexuality(considered a disorder by Freud)

A

Latency(6-puberty)( Stage 4 of Freud’s psychosexual development stages)

72
Q

the establishment of standard, mature, opposite-sex relationships, focus on their genitals, establishing a new relationships with parents, and displacing energy into healthy activities or… strong psychological attachment to an unresolved conflict related to an erogenous zone that results in a later obsession in life

A

Genital stage(puberty-adulthood)( Stage 5 of Freud’s psychosexual development stages)

73
Q

sexual attraction to their mother and hostility towards their father

A

Oedipal complex

74
Q

erotic attraction to their father and hostility toward their mom

A

Electra complex

75
Q

areas of the body that are maximally sensitive to pleasurable stimulation

A

erogenous zones

76
Q

how a child attributes his or herself with a gender

A

gender typing

77
Q

social role encompassing a range of behaviors and attitudes that are generally considered acceptable, appropriate, or desirable for a person based on that person’s sex

A

gender roles

78
Q

fertilized eggs

A

Zygote

79
Q

the heart begins to beat and organs form and begin to function

A

embryonic stage

80
Q

Blood cells, kidney cells, and nerve cells all develop. The embryo grows rapidly, and the baby’s external features begin to form. Your baby’s brain, spinal cord, and heart begin to develop. Baby’s gastrointestinal tract starts to form

A

fetal stage

81
Q

agents such as viruses and drugs, can damage an embryo or fetus

A

teratogens

82
Q

girls first period (12 ½)

A

menarche

83
Q

stage of development when the genital organs reach maturity and secondary sex characteristics begin to appear, signaling the start of adolescence

A

puberty

84
Q

girls(bigger breasts and larger hips) boys(facial hair, deepend voices) both (pubic and armpit hair)

A

secondary sex characteristics

85
Q

reproductive organs and external genitalia

A

primary sex characteristics

86
Q

end of menstrual periods (50 yrs old)

A

menopause

87
Q

relatively stable, consistent, and enduring internal characteristic that is inferred from a pattern of behaviors, attitudes, feelings, and habits in the individual

A

personality trait

88
Q

(low: practical uncreative, conforming/ high: creative, independent)

A

openess

89
Q

(low: disorganized, careless, lazy/ high: organized, careful, disciplined)

A

conscientious

90
Q

(low: retiring, sober, reserved/ high: sociable, fun-loving, affectionate)

A

extraversion

91
Q

( low: ruthless, suspicious, uncooperative/ high: soft-hearted, trusting, helpful)

A

agreeableness

92
Q

(low: calm, secure, self-satisfied/ high: anxious, insecure, self-pitying)

A

neuroticism

93
Q

all the thoughts and feeling we have in response to the question “Who am I”

A

self-concept

94
Q

understnbading your worth(how much we value ourselves in a certain situation

A

self-esteem

95
Q

suggests that unpleasant feelings can result from a discrepancy between our perceived and ideal self

A

Roger’s theory of incongruence

96
Q

the external factors that could affect how we value, or measure, our self-worth based on our ability to meet certain conditions we believe are essential(genuineness, empathy)

A

Roger’s conditions of worth

97
Q

an attitude of grace that values us

A

unconditional positive regard

98
Q

individuals have three basic psychological needs: To feel positive emotion, Engage in activities that give life meaning and purpose, and have positive relationships with others

A

positive psychology

99
Q

people who crave varied, novel, complex, and intense sensations and experiences(thrill seekers, experience seekers, disinhibitors, susceptibility to boredom)

A

Zuckerman’s concept of sensation seeking

100
Q

the reservoir of unconscious psychic energy that strives to satisfy basic sexual and aggressive drives(pleasure principle)

A

id

101
Q

largely conscious, “executive” part of the personality that mediates among the demands of the id, superego, and reality(reality principle)

A

ego

102
Q

contains the conscience, which makes us feel guilty for doing or thinking something wrong and good when we do something right

A

superego

103
Q

where unacceptable thoughts, wishes, feelings, and memories are held

A

unconscious

104
Q

seeks to gratify the id’s impulses in realistic ways that will bring long-term pleasure

A

reality principle

105
Q

seeking immediate gratification

A

pleasure principle

106
Q

perceived deficiency that cannot be eliminated that results in overachieving in another area to counteract

A

compensation

107
Q

daydreaming or imagining oneself fulfilling a psychological need

A

fantasy

108
Q

adopting the characteristics of those we find threatening

A

identification

109
Q

using one’s own unexpended sexual energy for some creative or social purpose(turns out to be a healthy activity)

A

sublimation

110
Q

redirecting one’s emotions toward another person or object

A

displacement

111
Q

involves taking our own unacceptable qualities or feelings and ascribing them to other people

A

projection

112
Q

when a feeling that produces unconscious anxiety is transformed into its opposite in consciousness(express the opposite of how you really feel)

A

reaction formation

113
Q

a threatening idea or memory is blocked from consciousness

A

repression

114
Q

unpleasant thoughts feelings or wishes are ignored from conscious awareness (finding out you have a terminal illness)

A

denial

115
Q

psychologists whose work followed Freud’s, generally agreed with Freud that childhood experiences matter, but they decreased the emphasis on sex as a source of energy and conflict while focusing more on the social environment and effects of culture on personality

A

Neo-Freudian

116
Q

believed Freud overemphasized sexuality and disputed the structure of the unconscious

A

Carl JUng

117
Q

focused too heavily on sex as the primary motivator for human behavior, Adler placed a lesser emphasis on the role of the unconscious and a greater focus on interpersonal and social influences

A

Alfred Adler

118
Q

upset with Freuds male-bias, disagreed that women have a weak superego because they do not experience castration anxiety, unfair expectations cause girls to feel the most anxiety

A

Karen Horney

119
Q

comprised of repressed memories and clusters of thought

A

personal unconscious

120
Q

behavior and memories common to all humans and passed down from our common ancestors

A

collective unconscious

121
Q

ancient memory images in our collective unconscious (mother, father, birth, death)

A

archetypes

122
Q

means that you have the ability to take control of your life and be the master of your own destiny

A

HIgh self-efficacy (Bandura)

123
Q

you just don’t believe that you can achieve your dreams

A

Low self-efficacy(Bandura)

124
Q

engagement in behavior because it is important for the betterment of society even if it makes the individual uncomfortable

A

collective efficacy

125
Q

we create or choose to be in environments that support our beliefs and help us achieve our goals

A

reciprocal determinism

126
Q

they control my destiny

A

external locus of control (Rotter)

127
Q

I control my destiny

A

internal locus of control (Rotter)

128
Q

behavior is dependent upon situational cues, people are less consistent across situations than theorists have assumed, we act in accordance with the kind of reward we want and our level of self-control

A

Mischel’s views on the situation as it explains behavior

129
Q

567 questions of true, false, or cannot say responses
scored by using 10 scales based on psychiatric categories
incorporates 4 validity scales( lying(L-scale), detecting deviant responses(F-scale), defensiveness(K-scale), 30 or more ‘cannot say’ responses invalidate test

A

MMPI

130
Q

most widely used in the world
used in management training, relationship counseling, and college counseling, based on Jung’s type theory
answers questions related to how they make judgments, perceive the world and relate to others( assigns an individual to a 4-dimensional personality type: Introversion-Extroversion, Judgment-Perception, Thinking-Feeling, Sensation-Intuition)

A

MBTI

131
Q

several forms for varying age groups
to measure forms of maladjustment, especially among adolescents and young adults
designed to distinguish ‘normal people’ from the mentally ill

A

CPI

132
Q

The results of the MBTI are based on…

A

Jung’s type theory

133
Q

31 cards(one is blank)
each card shows some interpersonal involvement between 2 or 4 people
a wide array of gender and age groups displayed on cards

A

TAT

134
Q

the subject is presented with cards with ink blots on them
each card is shown one at a time
examiner asks the subject, ‘tell me what you see. or What might this be?”

A

Rorschach Inkblot

135
Q

refers to descriptions that seem very personal, but that is actually so vague that they could describe almost anyone

A

Barnum effect

AP Psych CIHS (11 decks)

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