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Psych 111 > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Naive Realism - what is it and give an example

A

the belief that we see the world precisely as it is
-i.e. magical flowers: appear to be purple in the day and black at night; thus, the flowers must change colors throughout the day

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2
Q

Scientific Theory - what is is and what does it allow us to do?

A

An explanation for the large # of findings in the world

-allows for us to generate testable predictions/hypothesis’

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3
Q

Conformation Bias - what is it and give an example

A

When one seeks out information/evidence that confirms/validates what they belief, and disregards contradiction evidence
-i.e. the belief that small town folks are friendlier than city folk; thus, they disregard (when in the city) all of the friendly gestures and only pay attention to when someone is unfriendly, and vice versa

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4
Q

Pseudoscience- define and give an example; what does it lack?

A

a set of claims that seem scientific but aren’t

  • e.g. fortune teller
  • Lacks: Safeguards against confirmation bias and belief perseverance
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5
Q

Warning signs of pseudoscience

A
  • reliance on Ad hoc immunizing hypothsis (loopholes)
    e. g. “I’m psychic but your bad vibes prevent me from seeing anything

-Lack of self correction

  • Overreliance on anecdotes
    e. g. “I know someone who lost 30 pounds after this….”
    • –>Utilizing claims of a few dramatic instances
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6
Q

Why are we drawn to pseudoscience?

A
  • Making order out of disorder -> adaptive
  • –>patternicity
  • May give us a sense of control in an “unpredictable” world
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7
Q

Patternicity - define and give an example

A

An act of finding meaningful patterns in a small, meaningless event

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8
Q

Scientific Skepticism - define

A

open to all claims but won’t accept until given evidence

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9
Q

Critical Thinking - define

A

Set of skills used to evaluate claims in the world

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10
Q

Principles of Scientific Thinking - what are they? List them

A
  • Ruling out rival hypothesis
  • Correlation isn’t causation
  • Falsifiability: a theory that can be proven wrong with the right evidence; no black swans vs. there are pink elephants
  • Replicability
  • Extraordinary claims require extraordinary evidence
  • Occam’s Raxor: principle of Parsimony-> does a simpler explanation fit the data just as well?
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11
Q

Wundt - what did he do?

A

Opened first psych lab (in Germany)

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12
Q

Theoretical frameworks - what are they? List them, don’t define

A
  • Structuralism
  • Functionalism
  • Behaviorism
  • Cognitivism
  • Psychoanalysis
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13
Q

Structuralism - Founder? What is the goal?

A

Titchener

  • identify basic elements of experience using introspection
  • –uses systematic observation
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14
Q

What are some cons of introspection?

A
  • using people: response bias

- some thoughts are “imageless”; i.e. phone #

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15
Q

Functionalism - Founder? What is the goal?

A

James (father of American psychology)

  • to understand the functions of thoughts, feelings, and behaviors
  • —-focused on “Why?”
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16
Q

Behaviorism - Founder? What is the goal?

A

Watson, Skinner

-to uncover general principles of learning

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17
Q

Cognitivism - Founder? What is the goal?

A

Piaget, Neisser

-to examine the role of mental processes on behavior

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18
Q

Psychoanalysis - Founder? What is the goal?

A

Freud

-to uncover the role of unconscious psychological processes and early life experiences in behavior

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19
Q

What are the five research methods? Just list them

A
  • Naturalistic observations
  • Case studies
  • Self-reports and Surveys
  • Correlational designs
  • Experimental designs
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20
Q

Naturalistic Observations - what is it?

A

Observe people in their natural settings

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21
Q

Pro’s of Naturalistic Observations

A

-High in external validity

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22
Q

Con’s of Naturalistic Observations

A

-Low in internal validity

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23
Q

Define External Validity

A

How much we can generate this in the real world

-How much we can generalize this to the real world

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24
Q

Define Internal Validity

A

The ability to draw cause/effect conclusions/inferences

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25
Q

Case Study - what is it?

A

Examine one person/small group in depth

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26
Q

Pro’s of Case Studies

A
  • Can provide an existence proof
  • Good for rare phenomenon
  • Can lead to systematic observations
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27
Q

Con’s of Case Studies

A
  • Misleading conclusions are possible bc of small sample size
  • Low in internal validity
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28
Q

Self Reports and Surveys - What are the two key elements? Just list them

A

Sample selection and Measure quality

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29
Q

What is sample selection? Why is it important, and how do you attain it?

A

Population vs sample

-Representativeness through random selection crucial for generalization

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30
Q

What is Measure quality? How do you test for it, and why is it important?

A

Reliability (ability to get consistent results)
-Test-retest
—-focuses on consistency over time
-Interrater
—-interested in rate (i.e. how often a child stands up)
———to test, would have two “raters”
————therefore, it measures the consistency btw. the
two raters

Validity
-Internal validity
-External validity
-Convergent
-----"the degree to which diff. tests measuring the same 
      construct yield similar results"
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31
Q

Pro’s of Self reports and surveys

A
  • Work well with things that are easily reportable

- Easy to administer

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32
Q

Con’s of Self reports and surveys

A
  • rely on participant honesty and insight
  • Response bias
  • low in internal validity
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33
Q

Correlational designs - what is it?

A

Examine the extent to which two variables are associated (to one another, statistically)
-correlations range from -1 to 1

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34
Q

Pro’s of correlational designs

A

Lead to additional studies and prediction of behavior

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35
Q

Con’s of correlational designs

A

Low in internal validity

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36
Q

Experimental design - what are the two main parts?

A
  • Random assignment

- Manipulation of an independent variable

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37
Q

Pro’s of Experimental designs

A

-High in internal validity

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38
Q

Con’s of Experimental designs

A
  • Low in external validity
  • May not always be possible to carry out
  • —-i.e. may not be ethical
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39
Q

Possible issues of an Experimental design - what are they and what can you do to combat them?

A
  • Placebo effect
  • —Blind
  • Experimenter expectancy effect
  • —Double-blind
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40
Q

Possible issues with a correlational design?

A
  • Directionality problem
  • —which one leads to which?
  • 3rd variable problem
  • —i.e. bars and churches: 3rd variable is pop size
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41
Q

What are the common characteristics of intelligence?

A

abilities to….

  • reason abstractly
  • learn to adapt to new and diff. environmental circumstances
  • acquire knowledge
  • benefit from experience
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42
Q

What are the five conceptual ideas, in terms of what intelligence is?

A
  • Sensory capacity
  • Abstract thinking
  • General vs specific abilities
  • Fluid and crystallized intelligence
  • Multiple intelligences
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43
Q

Sensory capacity - define and list some problems with it

A

The belief that knowledge comes from the senses

-ppl. w/sensory impairments who are highly intelligent

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44
Q

Abstract thinking - who are the leading thinkers, and what did they do?

A

Binet and Simon

  • Developed an intelligence test focused on abstract thinking
  • —-found many correlations btw areas
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45
Q

General vs specific abilities - what are they?

A

g - general intelligence

s - specific abilities ( particular abilities within a specific area, such as reading comprehension)

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46
Q

Fluid and crystallized intelligence - who are the leading thinkers? Define

A

Cattell and Horn - proposed 2 diff things that make up intelligence:

  • Fluid: finding new ways to solve new problems
  • Crystallized: accumulated knowledge accumulated over time (i.e. state capitals)

*Use fluid intelligence to solve new problems, and it then can become crystallized

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47
Q

What are the differences between fluid and crystallized intelligence?

A

Fluid
-more likely to decline with age
-more related to “g” (power of mental engine)
Crystallized
-more likely to increase with age
-positively associated with openness to experience

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48
Q

Multiple Intelligence’s - who is the leading thinker and what are the different types of intelligence?

A

Gardner - believed that there are diff ways to be smart

  • Linguistic
  • Logico-mathematical
  • Spatial
  • Musical
  • Bodily kinesthetic
  • Interpersonal
  • Intrapersonal
  • Naturalist
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49
Q

Linguistic intelligence - give an example of someone with this and state the characteristics

A

Ability to speak and write well (“mastery of language”)

-i.e. Martin Luther King Jr.

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50
Q

Logico-mathematical intelligence - give an example of someone with this and state the characteristics

A

Ability to detect patterns, reason deductively and think logically
-i.e. Einstein

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51
Q

Spatial intelligence - give an example of someone with this and state the characteristics

A

Ability to manipulate and create mental images in order to solve problems
-i.e. Frank Lloyd Wright

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52
Q

Musical intelligence - give an example of someone with this and state the characteristics

A

Ability to recognize and compose musical pitches, tones, and rhythms
-i.e. Mozart

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53
Q

Bodily-kinesthetic intelligence - give an example of someone with this and state the characteristics

A

Ability to use one’s mental abilities to coordinate one’s own bodily movements
-i.e. Tom Brady or Nick Foles

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54
Q

Interpersonal intelligence - give an example of someone with this and state the characteristics

A

Ability to understand and discern the feelings and intentions of others (“ability to work well with others”)
-i.e. Ghandi

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55
Q

Intrapersonal intelligence - give an example of someone with this and state the characteristics

A

Ability to understand one’s own feelings and motivations (“insights about yourself”)
-i.e. Anne Frank

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56
Q

Naturalist intelligence - give an example of someone with this and state the characteristics

A

Understanding of plants or of other living things

-i.e. a botanist (Martian movie)

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57
Q

Behavioral designs - list 3

A
  • Family studies
  • Twin studies
  • Adoption studies
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58
Q

Family studies - define it, state a con, and talk about it in terms of IQ studies done from the leading thinker

A

Analysis of characteristics run in intact families

  • Con: share both genes and environment, so hard to disentangle to differences
  • –Galton (leading thinker): relationship declines with inc. biological distance. Therefore, can’t conclude due to genetics w/twins bc diff environments
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59
Q

Twin studies - define it and talk about it in terms of IQ studies done from the leading thinker

A

Analysis of how traits differ in identical (monozygotic-more similar genetically) vs fraternal (dizygotic) twins

  • > Can infer a genetic influence if mono twins are more sim. than dizygotic twins
  • –Correlations are higher for monozygotic (.7-.8; bc less than 1, also includes some environmental factors) than dizygotic twins
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60
Q

Adoption studies - define it and compare the two main influences

A

Share genes but not environment with biological parents
-Environmental vs genetic influence: IQ’s tend to be more similar to biological parents than adoptive parents; thus, suggesting a genetic influence

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61
Q

Expectancy effect - define it and describe the study

A

Teacher expectancy effects

  • administered IQ tests and gave results to teachers-some were labeled as “bloomers”
  • —retested a year later and “bloomers” tended to do better
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62
Q

Poverty - describe the effect it can have on IQ

A
  • Nutrition (poor), especially prolonged

- Lead exposure

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63
Q

Flynn Effect - define it and list possible reasons

A

Avg IQ scores rise over time by relatively 3 points per decade (not genetic bc too fast)

  • better nutrition?
  • more access to knowledge (internet)?
  • have to process more info than ever before (i.e. tech, multitasking, etc.)
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64
Q

List three different environmental factors that influence IQ

A
  • Expectancy effect
  • Poverty
  • Flynn Effect
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65
Q

Differences in IQ between males and females

A
  • Males: tend to be more variable
  • —tend to do better with spatial tasks
  • Females: tend to do better with verbal arithmetic calculations (diff btw genders only present in childhood)
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66
Q

Believed IQ hierarchy within race

A

African american< Caucasian< Asian american

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67
Q

Stereotype threat - define it

A

The fear that we may confirm a negative group stereotype

68
Q

Post hoc fallacy - define it and give an example

A

Just bc something happened before something else doesn’t mean we can say it caused it
-I.e. all serial killers drank milk as children

69
Q

What is an example of a bidirectional influence?

A

Children’s development and children’s experiences

70
Q

Cross-sectional design - define and state a downside

A

Look at different subjects (i.e. kids) at diff points (i.e. 5 yrs, 7 yrs, and 10 yrs)
-Con: cohort effect

71
Q

Cohort effect - define it

A

Effects due to the fact that sets of ppl. who lived during one time period (cohorts) have systematic differences from those from another time pd

72
Q

Longitudinal design - define and state a downside

A 
Follow same (i.e. kids) when they're 5, 7, 10, 12, etc.
-Con: Attrition
73
Q

Attrition - define and state problems with it

A

The tendency of some to be more likely to drop out of studies

  • Participants dropping out of studies
  • Implications on conclusions bc results no longer representative of original sample -> hard to then generalize to general population
74
Q

Three stages of development - list them in order and include time pd

A
  • Germinal stage (0 - 2nd week)
  • Embryonic stage (2nd - 8th week)
  • Fetal stage (8th week - roughly 38 weeks)
75
Q

Germinal stage - what signals the start and end of this stage?

A

Start: Conception -> fertilization of zygote
End: Attachment to uterine wall

76
Q

Embryonic stage - what signals the start and end of this stage?

A

Start: Attachment to uterine wall
End: Formation of bone cells

77
Q

Fetal stage - what signals the start and end of this stage?

A

Start: Formation of bone cells
End: Birth

78
Q

Critical period - what stage(s) does this fall in? Define it

A
  • Embryonic stage

- A period of time in which a developing organism is most sensitive to outside agents

79
Q

What are the “outside agents” when talking about the critical period? What is the significance of it and give an example

A

Teratogens

  • Baby most susceptible during the embryonic stage
  • I.e. fetal alcohol syndrome
80
Q

Early reflexes - define

A

“Automatic responses to a stimuli”

81
Q

What characterizes newborn reflexes? What are the three main types?

A

Innate, automatic, not learned, responsive

  • Swallowing, sucking, rooting
  • Grasping, stepping
  • Babinski, Moro
82
Q

Babinski - what is it?

A

A newborn reflex in which the infant will curl toes and fan out when finger trails foot

83
Q

Moro - what is it?

A

A newborn reflex in which, if the baby were to “be dropped”, the baby would fling arms out and then in

84
Q

How long do the main infant reflexes last in a typically developing baby? Why is the timeline significant?

A

Usually fades within a year - can be used as an assessment tool

85
Q

Who was the leading thinker of cognitive development? What did (s)he believe?

A

Jean Piaget - believed children are active learners and are intrinsically motivated to learn (really want to understand world; discoveries made on own)

86
Q

What were the three main processes within Piaget’s theory? What do these processes do (why are they significant?)?

A

They propel understanding

  • Assimilation
  • Accommodation
  • Equilibration
87
Q

Assimilation - define

A

Absorbing new experiences into our current knowledge structures

88
Q

Accommodation - define

A

Altering a belief to make it more compatible with experience

89
Q

Equilibration - define

A

Maintaining a balance btw experience of the world and understanding of it

90
Q

What did Piaget think about development?

A

Thought it was stage-like

  • Domain-general -> pervades all areas of thinking
  • Stages are discontinuous -> each stage qualitatively diff.
91
Q

What are the four stages to Piaget’s Theory? - List them and give timeline

A
  • Sensorimotor -> birth-2 yrs
  • Pre-operational -> ~2-7 yrs
  • Concrete operational -> ~7-11 yrs
  • Formal operational -> ~11 yrs and up
92
Q

Sensorimotor pd - what happens during this developmental stage?

A
  • reflexes (tools to learn about world)
  • orienting
  • lack obj permanence (through 8 months)
  • deferred imitation (i.e. repeat cuss words later that day)
93
Q

Pre-operational stage - what happens during this developmental stage? What are some limitations?

A
  • symbolic representation (i.e. drawing pic, using banana as phone, etc.)
  • —language -> words stand for ideas

Limitations:

  • lack of conservation (merely changing appearance of obj doesn’t change key properties i.e. volume)
  • egocentrism (inability to take others’ perspective) -> 3 mountains problem
94
Q

3 mountains problem - what was it? What did it test for?

A

Used to test for egocentrism

  • 3 mountains on table
  • —What does the doll see? Children <6 tend to pick what they see, not the doll
95
Q

Concrete operations stage - what happens during this developmental stage?

A
  • more logical, flexible, organized cognition
  • mastery of spatial operations
  • difficulties w/abstract reading
96
Q

Formal operations stage - what happens during this developmental stage?

A
  • abstract and scientific reasoning developed -> able to think hypothetically
  • internal reflection
97
Q

Criticisms for Piaget’s theory - what were some of them?

A
  • development is more continuous than stage-like
  • some tests may require “skills” that are not yet developed
  • culturally based methods
  • demanding tasks
98
Q

Object permanence - what was Baillargeon’s stance on it? What test did this lead to?

A

What if infant has it but not the skills necessary to search?
-Need non-search test -> violation of expectation method

99
Q

Violation of expectation method - what is it?

A

A non-search test to test presence of object permanence in children
-Show infants:
—possible event-> consistent w/obj perm.
—impossible event-> violates obj. perm
>if infant has obj permanence, (s)he will look longer at the impossible, rather than the possible, event
———If not, will look evenly at both

100
Q

Baillargeon’s rolling cart study - what did it test for and what did it show?

A

Violation of expectation method test
-Both 8 and 6.5 month old’s look longer at impossible event
>Infants show evidence of object perm at 6.5 months!

101
Q

Influence of Piaget’s theory

A
  • Kids thinking =/= adults thinking
  • ——-diff in kind, not degree
  • Learning is an active process
  • Proposes general cognitive processes
102
Q

Temperament - define and state the study that examined this

A

Basic emotional style that appears early in development and is largely genetic in origin
-New York Longitudinal Study

103
Q

What are the four types of Temperament- list them

A
  • Easy
  • Difficult
  • Slow-to-warm-up
  • Average
104
Q

Easy temperament type - what are the characteristics?

A

Positive mood, regular and rhythmic body functions, and adaptable
-low to moderate intensity reactions

105
Q

Difficult temperament type - what are the characteristics?

A

More negative mood, irregular and arrhythmic body functions, and not adaptable
-intense emotional reactions

106
Q

Slow-to-warm-up temperament type - what is another word for this type? what are the characteristics?

A

“Shy”

  • withdrawal from novelty, slow to adapt, lower activity level
  • low to moderate intensity reactions
107
Q

What brought out the question of nurture vs nature?

A

Longitudinal profiles later in childhood

108
Q

“Goodness of fit” model - what is it?

A

Child development is optimized when environment is sensitively adapted to temperamental conditions

109
Q

Attachment - what is it? What is one of the first attachments?

A

The strong emotional connection we share w/those to whom we feel closest
-one of first is to caregiver(s)

110
Q

Harlow & Zimmerman - what did they do? What were the findings?

A

Research with Rhesus monkeys

  • Is feeding the basis of attachment?
  • > monkeys were placed in cage with 2 surrogate moms: one with cloth and no food, one with wire and food
  • –Monkeys were always with cloth mom-> security or texture?
  • > monkeys were scared and ran to soft mom-became comforted and then threatened the scary object
111
Q

What was significant about Harlow and Zimmerman’s study? What question did it bring up?

A

Food is not the only basis of attachment

-What is the basis of attachment then?

112
Q

Ethology - what is it? who was one leading thinker? what did he do?

A

Study of adaptive functions of animal behaviors

-Lorenz: Imprinting - usually with first large object that is seen

113
Q

Bowlby’s ethology theory - what is it? what was a main influence on this theory?

A

Attachment serves as an adaptive function
-keeps baby close to caregiver for safety
> drew on psychoanalysis -> early relationships with caregivers provide a foundation for future relationships

114
Q

How is infant attachment assessed?

A

Strange situation procedure (Ainsworth)

115
Q

Strange situation procedure - what is it? What were the findings?

A

Series of separations and reunions btw caregiver and infant -> looked at how baby reacted

  • Reacted in 1 of 4 ways when reunited
  • —secure
  • —insecure-avoidant
  • —insecure-anxious
  • —disorganized
116
Q

“Secure” infant reaction to separation - describe the reaction observed

A

Freely explores when the caregiver is present

-upset when caregiver leaves, but is good at calming down once caregiver returns

117
Q

“Insecure-avoidant” infant reaction to separation - describe the reaction observed

A

Usually shows little distress upon separation, but may turn around/not greet caregiver upon return

118
Q

“Insecure-anxious” infant reaction to separation - describe the reaction observed

A

Extremely distressed upon separation

-upon return of caregiver, not easily soothed

119
Q

“Disorganized” infant reaction to separation - what is unique about this category? Describe the reaction observed

A

Is unique bc was included by other researcher - not an original category

  • May do strange/confused things upon separation -> no pattern in response (i.e. throws self on floor)
  • –may be due to parents display of lack of patternicity -> may not know what to expect
120
Q

Influences on secure attachment

A

Quality of care -> caregiver sensitivity

121
Q

Benefits of secure attachment

A
  • Preschool: displays competence across roughly all domains

- Beyond preschool: displays emotional health (i.e. higher self-esteem & lower anxiety)

122
Q

Baumrind’s parenting styles - how were they developed? what did they measure?

A
  • Developed through interviews w/parents & home/lab observations
  • Measured dimensions (high or low) of:
  • —control/demandingness
  • —warmth/responsiveness
123
Q

Baumrind’s parenting styles - what are they? List them and give a brief description

A
  • Authoritarian: “bc I’m the parent”
  • Authoritative: open to discussion, reasonable demands, listens to child
  • Permissive: child in control
  • Uninvolved: if taken to extreme, would be neglect
124
Q

Authoritative - what are the measured dimensions? High/low in warmth/responsiveness? High/low in control/demandingness?

A

Warmth/responsiveness: High

Control/demandingness: High

125
Q

Authoritarian - what are the measured dimensions? High/low in warmth/responsiveness? High/low in control/demandingness?

A

Warmth/responsiveness: Low

Control/demandingness: High

126
Q

Permissive - what are the measured dimensions? High/low in warmth/responsiveness? High/low in control/demandingness?

A

Warmth/responsiveness: High

Control/demandingness: Low

127
Q

Uninvolved - what are the measured dimensions? High/low in warmth/responsiveness? High/low in control/demandingness?

A

Warmth/responsiveness: Low

Control/demandingness: Low

128
Q

What is, arguably, the best parenting style? Why?

A

Authoritative -> children tended to be more sociable, involved, get higher grades, etc.

129
Q

What are some limitations to Baumrind’s study?

A
  • Direction of causality
  • —doesn’t rule out the poss. of child’s personality influencing the parenting styles
  • Generalizability
  • —sample not representative of American families - only white, middle class
130
Q

What is the terror management theory?

A

Theory proposing that our awareness of our death leaves us with an underlying sense of terror with which we cope by adopting reassuring cultural worldviews

131
Q

What is the decline effect?

A

Fact that the size of certain psychological findings appears to be shrinking over time

132
Q

What is basic research?

A

Research examining how the mind works

133
Q

What is applied research?

A

Research examining how we can use basic research to solve real-world problems

134
Q

Define heuristic

A

Mental shortcut or rule of thumb that helps us to streamline our thinking and make sense of our world

135
Q

Define response set

A

Tendency of research participants to distort their responses to questionnaire items

136
Q

What is an illusory correlation?

A

Perception of a statistical association between two variables where none exists

137
Q

What is an operational definition?

A

A working definition of what a researcher is measuring

138
Q

What are demand characteristics?

A

Cues that participants pick up from a study that allow them to generate guesses regarding the researcher’s hypothesis

139
Q

What is a central tendency?

A

Measure of the “central” scores in a data set or where the group tends to cluster

140
Q

What is the triarchic model?

A

Model of intelligence proposed by Sternberg positing three distinct types of intelligence:

  • analytical
  • practical
  • creative
141
Q

What is eugenics?

A

A movement in the early 20th century to improve a population’s genetic stock by encouraging those with good genes to reproduce, preventing those with bad genes from reproducing, or both

142
Q

What is deviation IQ?

A

Expression of a person’s IQ relative to his or her same-aged peers

143
Q

What is the WAIS (Wechsler Adult Intelligence Scale)?

A

Most widely used intelligence test for adults today, consisting of 15 subtests to assess different types of mental abilities

144
Q

What is mental retardation?

A

Condition characterized by an onset prior to adulthood, an IQ below about 70, and an inability to engage in adequate daily functioning

145
Q

What is between-group heritability?

A

Extent to which differences in a trait between groups is genetically influenced

146
Q

What is within-group heritability?

A

Extent to which the variability of a trait within a group is genetically influenced

147
Q

What is test bias?

A

Tendency of a test to predict outcomes better in one group than another

148
Q

What is divergent thinking?

A

Capacity to generate many different solutions to a problem

149
Q

What is convergent thinking?

A

Capacity to generate the single best solution to a problem

150
Q

What is the ideological immune system?

A

Our psychological defenses against evidence that contradicts our views

151
Q

What is a blastocyst?

A

Ball of identical cells early in pregnancy that haven’t yet begun to take on any specific function in a body part

152
Q

Define menarche

A

Start of menstruation

153
Q

Define spermarche

A

Boy’s first ejaculation

154
Q

What is menopause

A

The termination of menstruation, marking the end of a woman’s reproductive potential

155
Q

Define object permanence

A

The understanding that objects continue to exist even when out of view

156
Q

Define scaffolding

A

Vygotskian learning mechanism in which parents provide initial assistance in children’s learning but gradually remove structure as children become more competent

157
Q

What is the zone of proximal development?

A

Phase of learning during which children can benefit from instruction

158
Q

Define theory of mind

A

Ability to reason about what other people know or believe

159
Q

What is stranger anxiety?

A

A fear of strangers developing at 8 or 9 months of age

160
Q

Define temperment

A

Basic emotional style that appears early in development and is largely genetic in nature

161
Q

Define psychosocial crisis

A

Dilemma concerning an individual’s relations to other people

162
Q

Preconventional morality

A

Marked by a focus on punishment and reward

163
Q

Conventional morality

A

Marked by a focus on societal views

164
Q

Postconventional morality

A

Marked by a focus on internal moral principles that may differ from conventional societal values

165
Q

What is empty-nest syndrome?

A

Alleged period of depression in mothers following the departure of their grown children from the home

Psych 111 (3 decks)

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