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Psychology 101 > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

How heritable is intelligence?

A

It is heritable but environment can help.

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2
Q

What is evolutionary psychology?

A

Psychological mechanisms in the past increased our ancestors’ chances of surviving and reproducing

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3
Q

What is natural selection?

A

Better traits become more common.

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4
Q

How do evolutionary psychologist explain sex differences in aggression?

A

Unequal parental investment → greater male reproductive competition

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5
Q

What are circadian rhythms?

A

Biological clock that provides approximate schedule for physical processes

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6
Q

What is the suprachiasmatic nucleus?

A

In hypothalamus, sensitive to changes in light

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7
Q

How does light affect the SCN, and how are the pineal gland and melatonin involved in our sleep-wake cycle?

A

Melatonin- causes sleepiness

Pineal gland secretes melatonin

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8
Q

What is the effect of artifical lighting on our melatonin production

A

Breaks down melatonin

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9
Q

What is N-REM 1? Hypnagogic jerk? Hynagogic hallucination?

A

Silimar to drowsiness. Jerk= twitching

Hallucinations = lucid dreaming

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10
Q

REM 2?

A

True sleep- reductions in heart rate and muscle tension

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11
Q

REM 3/4?

A

Deeply asleep, hard to awaken, disoriented when awakened. Growth hormones released from pituitary

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12
Q

What is REM sleep? What happens during REM sleep

A

Brain waves resemble wakefulness, paradoxical sleep, eyes move, irregular (heart rate, blood pressure, breathing).
DREAMS

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13
Q

Paradoxal?

A

Mind awake while body is asleep

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14
Q

Effects of sleep deprivation

A

Irritability, difficulty concentrating. Reduced immune system.
Lower production of growth hormone.
Impairment of memory formation
Increased risk of depression and obesity.
Selective deprivation stage of 3/4= muscle and join pain

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15
Q

Evolutionary theory of sleep

A

protection- not outside and vulnerable to predators in the dark

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16
Q

Restorative theory of sleep

A

supports growth

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17
Q

Information processing theory of sleep

A

supports cognitive processes (memories, creative thinking)

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18
Q

Freud theory of dream

A

to satisfy our own concussions wishes

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19
Q

Information processing theory of dream

A

for memories

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20
Q

Preserving neural pathways theory of dream

A

brain stimulation

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21
Q

Activation synthesis theory of dream

A

brains internally generated signals

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22
Q

What are the primitive reflexes

A

Unlearned responses that are triggered by a specific form of stimulation

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23
Q

How sensitive are newborn’s senses

A 
Touch and pain- kangaroo care
Taste- Innate and learned
Smell- Keen sense of smell
Hearing- Develops rapidly after birth
Vision- Least Developed
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24
Q

Visual Cliff

A

Lack of depth perception

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25
Q

What was Piaget’s approach to cognitive development?

A

Children understand the world with psychological structures that organize experience. Children make constant mental adaptation to new observations and experiences

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26
Q

What is assimilation and accommodation

A

assimilation= fitting new information into present system of knowledge and beliefs (MAKING SCHEMA)
accommodation- as a result of undeniable new information (CHANGING SCHEMA)

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27
Q

Piaget Cognitive Stage 1

Sensorimotor

A

birth to 2 years.
Looking, sucking, touching
Develop object permanence- something continues to exist even when it cannot be seen

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28
Q

Piaget Cognitive Stage 2

Preoperational

A

2-7 years
Egocentric- only use own frame of reference
Animalistic thinking- attribute life to animals
Cannot grasp concept of conservation
Conservation- understanding that physical properties do not change when appearance changes

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29
Q

Piaget Cognative Stage 3

Concrete

A

7-11 years
Can understand conversation
Can understand transitivity
Transitivity= A>B B>C then A>C

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30
Q

Piaget Stage 4

Cognitive

A

11-adulthood
Abstract reasoning
Thinking about future possibilites

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31
Q

Vygotsky’s theory of cognitive development

A

Cognitive development results from guidance

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32
Q

Zone of proximal development

A

level at which a child can almost, but not fully, perform a task independently

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33
Q

Scaffolding

A

Teacher adjusts amount of support to child’s level of development

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34
Q

Henry Halow- soft contact important

A

Monkey preferred the soft (no food) mother to the wire (food) mother

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35
Q

Mary Ainsworth

A

Adult as secure base from which to explore

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36
Q

Attachment Types

A

Secure- Upset when parents leave, Happy when they return
Avoidant- Little reaction to parents coming and going
Ambiviant- Upset when parents leave and upset when parents come

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37
Q

What affects attachment?

A

infants have innate characteristics that promote attachments

38
Q

Langlois Study

A

Mothers give more affection and attention to attractive infants

39
Q

Authoritarian Parenting Style

A

Low warmth, High control
Controlling, demanding, high emphasis on obedience
Very restrictive
RESULTS: Lower grades, lower self-esteem

40
Q

Permissive Parenting Style

A

High warmth, Low control
Very few rules or restrictions
RESULTS: Easily frustrated, Low self-control

41
Q

Uninvolved Parenting Style

A

Low warmth, low control
Least effective, most detrimental
RESULTS: Low self-esteem, emotionally detached

42
Q

Authoritative Parenting Style

A

High warmth, High control
Not overly demanding or hostile
Child-centered
RESULTS: Higher grades, coopertive

43
Q

What is Kohlbergs theory of moral development?

A

Cognative capabilities determine evolution of moral reasoning

44
Q

Preconventional

A

4-10

Avoid punishment or gain reward

45
Q

Conventional

A

10-up
“good-boy” moralitiy
“law and order”

46
Q

Postconventional

A

Individual principles and conscience

47
Q

Heinz dilemma

A

He had to choose to steal to save his dying wife

48
Q

Identity vs Confusion

A

Stable sense of who one is and what one’s values are or identity confusion

49
Q

Intimacy vs Isolation

A

Establish enduring, committed friendships and relationships

50
Q

Generativity vs Stagnation

A

Generate things that can outlive the self or see life as meaningless

51
Q

Integrity vs Despair

A

Feel life has consistency, coherence, and purpose or disappointment

52
Q

Assimilation (ethnic identity)

A

weak feelings of ethnic identity, strong feelings of acculturation

53
Q

Separatist (ethnic identity)

A

strong ethnic, weak acculturation

54
Q

Marginal (ethnic identity)

A

weak ethnic, weak acculturation

55
Q

Bicultural (ethnic identity)

A

strong ethnic, strong acculturation

56
Q

Older adults and death

A

express less anxiety about death than middle-aged adults

57
Q

Sex vs Gender

A

Sex- anatomy

Gender- meanings that societies give to sexes

58
Q

Gender socially constructed?

A

Different cultures have different conceptions about gender
Gender is dynamic, not static
Gender is inextricable from its context

59
Q

Differences vs Similarities

A

D: Men and women are fundamentally different
S: Men and women are basically alike

60
Q

Communal vs Agentic

A

Communal: Team player (female)
Agentic: Team leader (male)

61
Q

Hostile vs benevolent sexism

A

Hostile: traditional women inferior to men
Benevolent: Women seen as objects to be idealized and protected

62
Q

Ambivalent sexism

A

the oscillation between benevolence and hostile sexism

63
Q

Social learning

A

societal norms turn genders into place

64
Q

Sensation vs Perception

A

Sensation: sense organs gather information and transmit to the brain
Perception: Brain selects, organizes, and interprets sensation

65
Q

Transduction

A

translation of physical energy into electrical signals

66
Q

Bottom-up vs Top-down

A

Bottom-Up: Raw sensory to brain

Top-Down: Observers expectation and knowledge

67
Q

Absolute threshold

A

minimal amount of stimulation that can be detected

68
Q

Difference threshold

A

Lowest level of stimulation to sense a change in stimulation

69
Q

JND

A

smallest difference in intensity between 2 stimuli that person can detect

70
Q

Weber’s Law

A

For 2 stimuli to be perceived as different, the second must differ from first at a constant proportion

71
Q

Signal Detection Theory

A

sensation is not passive it has to do with sensitivy and response bias

72
Q

Sensory Adaptations

A

System respond less to stimuli that continue without change

Exceptions: vision, severe pain

73
Q

Gestalt approach

A

the whole is greater than the sum of its parts

74
Q

Proximity (grouping)

A

close distance

75
Q

Similarity (grouping)

A

similar to one another

76
Q

Continuity (grouping)

A

continuous lines and patterns

77
Q

Closure (grouping)

A

incomplete figures as complete

78
Q

Retinal disparity

A

each eye produces a different image

79
Q

Convergance

A

turning inward of eyes to close objects

80
Q

Monocular cues

A

use one eye for far away objects

81
Q

Perpceptual constancy

A

organization of changing sensations into a stable size, shape, and color

82
Q

Classical conditioning

A

learning process in which a previously neutral stimulus becomes associated with another stimulus through repeated paring with that simulus

83
Q

Pavlovs Study

A

Taught dogs to associate food with a bell

84
Q

Unconditioned response and stimulus

A

innate response and stimulus

85
Q

Conditioned response and stimulus

A

learned response and stimulus

86
Q

Acquisition

A

learning association between the 2 stimuli

87
Q

Generalization

A

When a CR has been associated with a particular stimulus, similar stimuli will evoke the same response

88
Q

Discrimination

A

learned tendency to respond to a restricted range of stimuli or only to stimulus learned during training

89
Q

Extinction

A

learning that the CS no longer predicts the US

90
Q

Spontaneous recovery

A

preservation of original CS-US associated after extinction training

91
Q

Second-order conditioning

A

new stimulus replaces conditioned stimulus

Tend to be weaker

Psychology 101 (5 decks)

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