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Psychology 101 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Development Psychology

A

Study physiological and cognitive changes across the life span and how these are affected by a person’s genetic predispositions,culture,circumstances, and experiences.

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2
Q

Socialization

A

The process by which children learn the rules and behavior expected of them by society.

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3
Q

Germinal Stage of Development

A

Begins at fertilization, when the male sperm unites with the female ovum(egg);the fertillized single-celled egg is called a zygote.

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4
Q

Embryonic Stage of Development

A

Begins about two weeks after fertilization and lasts until the eighth week after conception.

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5
Q

Fetal Stage of Development

A

Begins after eight weeks,and the organism, now called a fetus,futher develops the organs and systems that exisited in rudimentary form in the embryonic stage.

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6
Q

Rooting

A

Occurs when a person touches(strokes) the corner of a baby’s mouth and the baby will turn its head and open it’s mouth to follow and “root” in the direction of the touch(stroke).

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7
Q

Sucking

A

Occurs when the roof of the mouth is touched.

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8
Q

Swallowing

A

Stimulating the palate causes swallowing

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9
Q

Moro(“startle”)

A

Happens when a baby is startled by a loud noice or movement and reaches out and cries.

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10
Q

Babinski reflex

A

Sole of foot is touched and big toe bends back to top of foot and other toes fan out.

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11
Q

Grasping

A

Stroke a baby’s palm and their hand closes around the finger.

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12
Q

Stepping

A

Baby appears to be taking a step when their feet touches the ground.

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13
Q

Attachment Theory

A

Children gain a secure base by attaching to the caregiver. Infants usually find a balance between secure attachment to the caregiver and feeling free to explore the environment.(John Bowlby(1963,1979))

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14
Q

Contact Comfort

A

Comfort derived from an infant’s physical contact wiht the mother or caregiver.

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15
Q

Strange Situation Test

A
  • Mother brings the baby in an unfamilliar room with toys.
  • After awhile a stranger comes in and tries to play with the baby.
  • The mother leaves the baby with the stranger.
  • Mother returns, plays with the child, and the stranger leaves.
  • Mother leaves the baby for three minutes, and returns.
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16
Q

Secure Attachment

A

A parent-infant relationship in which the baby is secure when the parent is present, distressed by separation and delighted by reunion.

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17
Q

Insecure Attachment

A

Two types: Avoidant and Anxious-ambivalent. A parent-infant relationship in which the baby clings to the parent,cries at separation, and reacts with anger or apathy to reunion.

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18
Q

Language Development

A

Acquisition of speech begins in the first few months. Infants are responsive to pitch,intensity, and sound. By 4-6 months of age children can recognize their names and repetive words. By 6-12 months of age children become familliar with sentence structure and start babbling. By 11 months infants use symbolic gestures. At about 12 months infants use words to label objects. Between 18-24 months, toddlers combine 2-3 words into telegraphic speech.

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19
Q

Assimilation

A

Absorbing new information into existing cognitive structures.

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20
Q

Accommodation

A

Modifying existing cognitive structures in response to new information.

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21
Q

Sensorimotor Stage

A

Birth to 2 years. Major accomplishment is object permanence. between 4 and 9 months. Knowledge through senses(tasting, seeing, smelling, touching, hearing).

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22
Q

Preoperational Stage

A

2-5 years. Verbal and egocentric thinking develop. Can do mentally what once could only do physically. Conservation of shape, number, liquid are not yet possible.

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23
Q

Concrete Operational

A

6-11 years. Conservation of shape, number, liquid are now possible. Logic and reasoning develop, but are limited to appearance and what is concreatly observed.

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24
Q

Formal Operational

A

12 and up. Abstract reasoning-principles and ideals develop. Systematic problem solving is now possible(no longer just trial and error). Ability to think about and reflect upon one’s thinking (metacognition). Scientific Reasoning

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25
Q

Lev Vygotsky

A

Felt cognitive development was more of a social process. Children develop mental representations of the world through culture and language, and that adults play a major role in their children’s development by constantly guiding and teaching them. Zone of proximal development-the distance between what a child can learn alone and what the child can learn assisted by an adult.

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26
Q

Kolhberg’s Theory of Moral Development

A

Level 1: Preconventional level-Stage 1: Punishment and obedience. Stage 2- Instrumental relativism. Level 2: Conventional- Stage 3: Good boy-Nice girl. Stage 4-Society maintaining(law and order) Level 3: Postconventional-Stage 5: Social Contract Stage 6: Universal ethical principles.

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27
Q

Power Assertion

A

Parent uses punishment and authority to correct misbehavior.

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28
Q

Induction

A

Parent appeals to child’s own resources, abilities, sense of responsibility, and feelings for others in correcting misbehavior.

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29
Q

Self-Regulation

A

The ability to suppress an initial wish to do something in favor of doing something else that is not as much fun.

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30
Q

Gender Identity

A

The fundamental sense of being male or female, independent of whether the person conforms to social and cultural rules of gender.

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31
Q

Intersex Conditions

A

Chromosomal or hormonal anomalies cause the child to be born with ambiguous genitals or genitals that conflict with the infant’s chromosomes.

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32
Q

Adolescence

A

A transition period between childhood and adulthood that brings challenges and excitement.

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33
Q

Puberty

A

The age which a person becomes capable of sexual reproduction

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34
Q

Influences of Timing of Puberty

A

Onset of puberty depends on genetic and environmental factors:Body fat triggers the hormonal changes. Early vs Late Onset: Early maturing boys have more positive views of their bodies and are more likely to smoke, binge drink, and break the law. Early maturing girls are usually socially popular but also regarded by peer group as precocious and sexually active. They are more likely to fight with parents, drop out of school, and have a negative body image.

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35
Q

Erikson’s Eight Stages

A

Trust versus Mistrust: Infancy(birth-age 1), Autonomy versus shame &doubt:Toddler(ages 1-2)
Initiative vs Guilt: Preschool(ages 3-5)
Competence vs Inferiority: Elementary School(ages 6-12)
Identity vs. Role Confusion: Adolescence(ages 13-19)
Intimacy vs. Isolation: Young Adults(20-40)
Generativity vs. Stagnation Middle age(40-65)
Ego Integrity vs. Despair Old age(65-older)

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36
Q

Adult Development

A

Psychological concerns can occur at any time in life, therefore stage theories are no longer used to understand how adults change or stay the same. Adult development involves interactions among: Biological changes, Personality traits, Personal experiences, Historical Events, Particular Environments and Friends and Relationships.

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37
Q

Emerging Adulthood

A

(18-25) A transitional time between adolescence and young adulthood. Increase responsibilities and demands. 3 important issues: Career Identity, Sexual Identity and Ethnic Identity.

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38
Q

Young Aduthood

A

(Mid 20s) Begins when key tasks of emerging adulthood have been completed. Differs across culture. Several “events” may occur during this time: marriage- age of marriage has increased over the last 50 years; Parenthood.

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39
Q

Middle Years

A

(35-65) Percieved by many as the prime of life. sensory and brain development: loss of some hearing and visual abilities is normal neurgenesis tapers off. Menopause- the cessation of mestruation and the production of ova, usually a gradual process lasting several years.

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40
Q

Old Age

A

(65 and up) Brain mass decreses, and frontal lobe changes account for many of the cognitive changes of the later years. Some types of thinking change, others stay the same. Apparent senility often caused by combinations of medications. Depression and passivity are result of loss of meaningful activity, intellectual stimulation, and control over events. Weakness and frailty caused by sedentary lifestyles. Gerontologists estimate that only 30% of the physical losses associated with old age are genetically based. The rest are environmental or psychological.

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41
Q

Fluid Intellegence

A

The capacity for deductive reasoning and the ability to use new information to solve problems; relatively independent of education, declines in old age.

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42
Q

Crystallized Intellegence

A

Cognitive skills and specific knowledge of information acquired over a lifetime; depends heavily on education, remains stable over lifetime.

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43
Q

Lifespan Intellectual Changes

A

Some intellectual abilities dwindle with age. Numerical and verbal abilities relatively stable.

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44
Q

Socioemotional Selectivity Theory

A

Challenges the association of old age with declines. Time perspective changes the importance of emotional goals. Older adults have emotionally closer and tighter social networks. Older adults are happier compared to younger adults. Older adults have better memory for positive and emotionally meaningful information. ( Laura Carstensen, 1992)

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45
Q

Concept

A

A mental category for elements of our environment(or imagination) that share properties.

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46
Q

Prototype

A

The best example of the average/central tendency of a category.

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47
Q

Exemplar

A

A specific example of a category member.

48
Q

Superordinate Level

A

General category ie furniture

49
Q

Basic Level

A

Prefered basic name ie chair

50
Q

Subordinate Level

A

Specific ie windsor

51
Q

Elenanor Rosch & The Dani Tribe

A

Phototypical stimuli are used as standards for comparisons ex. 103 is basically 100, Purple is like red, North Korea is similar to China. Rosch studied color perception/categorization in the Dani tribe of New Guinea. 2 categories “Mili”(Roughly dark, cold), “Mola”(Roughly light, warm). Participants learned new color categories and were built around Western prototypes or not….

52
Q

Heuristics

A

are “rules of thumb” that can be used to solve many similar problems however they don’t guarantee a correct solution like algorithms.

53
Q

The Representativeness Heuristic

A

Is used when making judgements about the probability of an event under uncetainty. Kahneman- representativeness as” the degree to which an event is similar in essential characteristics to its parent population, and reflects the salient features of the process by which it is generalized.

54
Q

The Availability Heuristic

A

A mental shortcut that occurs when people make judgements about the probability of events by how easy it is to think of examples.

55
Q

Semanticity

A

The individual symbols in a language have meaning(related to actions, objects, relationships,etc.)

56
Q

Infinite Creativity

A

The symbols of a language can be combined in unusual and new ways and still convey meaning(generativity)

57
Q

Displacement

A

The capacity to communicate information about events and objects in another time and place.

58
Q

Linguistic Convergence

A

A tendency for people’s speech patterns to “drift” towards a common ground(syntax,rhythm, jargon)

59
Q

How to function in a complex world

A

Step 1: “Chunk”environmental information to make it more easily organized and remembered. Step 2: Develop “rules of thumb” that can be used to solve many similar problems-heuristics. Step 3: Learn to communicate effectively.

60
Q

Intelligence

A

An inferred characteristic of an individual, usually defined as the ability to profit from experience, acquire knowledge, think abstractly, act purposefully, or adapt to changes in the environment.

61
Q

Psychometrics

A

The measurement of mental abilities, traits, and processes.

62
Q

Reliability

A

It is the consistency of a test, ie when constructing a test, the scores achieved on the test at one time and place should be consistent with the scores achieved at another time and place.

63
Q

Validity

A

The ability of a test to measure what it was designed to measure.

64
Q

G factor

A

A general intellectual ability assumed by many theorists to underlie specific mental abilities and talents.

65
Q

Intelligence Quotient (IQ)

A

(Mental Age/Chronological Age)X100

66
Q

Mental Age (MA)

A

A person’s mental ability expressed as the age at which an average person reaches the same ability.

67
Q

General Intelligence

A

Similar to G Factor

68
Q

Broad Intelligence

A

Includes crystalized and fluid intelligence, memory, learning and processing speed. (Fluid intelligence-Raw mental ability, pattern recognition, and abstract reasoning. Crystalized intelligence-knowledge from experience, learning, education, and practice. how quickly you can learn new things)

69
Q

Narrow intelligence

A

Denotes many distinct abilities.

70
Q

Sternberg’s Triarchic Theory

A

Analytical-Comparing, Analyzing, and Evaluating, Creative- inventing solutions to new problems, transfer skills to new situations, Practical- Applying the things you know to everyday contexts

71
Q

Gardner’s Theory of Multiple Intelligence

A
  1. Verbal
  2. Mathematical
  3. Naturalist
  4. Spatial
  5. Existentialist
  6. Interpersonal
  7. Intrapersonal
  8. Bodily-Kinesthetic
  9. Musical
72
Q

Mental Retardation

A

Significant limitations in intellectual functioning and adaptive behavior. IQ of 70 or below. Mild(50-70), Moderate(35-50), Severe(20-35), Profound(below 20)

73
Q

Giftedness

A

High end of the intelligence spectrum. IQ of 130-140 or above. Prodigy- A young person who is extremely gifted, precocious in one area and has at least average intelligence. Savant syndrome: A rare condition in which people wiith serious mental handicaps show isolated areas of ability or brilliance.

74
Q

Stereotype Threat

A

Burden of doubt and anxiety one feels about his or her performance due to negative stereotypes about his or her group.

75
Q

Types of Problem Solving

A

Convergent thinking problems-have know solutions, required analytical thinking and learning strategies. Divergent thinking problems-have no know solutions, require novel solutions.

76
Q

Algorithms

A

Step by step formulas or procedures for solving problems. Deductive Reasoning-A tool of formal logic in which a conclusion necessarily follows from a set of premises. Inductive Reasoning-A tool of formal logic in which a conclusion probably follows from a set of premises.

77
Q

Obstacles to Solutions

A

Fixation- Inability to break out of a particular mind set and form a fresh perspective. Mental Set- Tendency to solve problems using procedures that worked before on similar problems.

78
Q

Insight

A

finding a solution to a problem

79
Q

Creativity

A

Is the ability to think about something in novel and unusual ways, and to devise unconventional solutions to problems.

80
Q

Stages of Creative Problem Solving

A

Preparation- Formulating Problem
Incubation- Setting aside and comeback later
Insight-Finding a solution
Verification-elaboration-expand on the solution making sure its the right solution

81
Q

Creativity and the Brain

A

Creative insight results in Increased Frontal Lobe Activity. The frontal lobes are active in abstract reasoning,planning, focused working memory, and integrating sensory imput. Creative insight and the Right Hemisphere. Insights occur more in the right hemisphere than in the left hemisphere.

82
Q

Cognitive Processes in Creative Thinking

A

Ideational Fluency- Ability to produce many ideas.
Flexibility of Thought- Ability to come up with many different categories of ideas and think of other responses besides the obvious.

83
Q

Social Psychology

A

The study of how people think about,influence, and relate to other people depending upon the social context.

84
Q

Culture

A

A program of shared rules that governs the behavior of members of a community or society, and a set of values,beliefs,and attitudes shared by most members of that community.

85
Q

Social Facilitation

A

Phenomenon in which the presence of others improves one’s performance.

86
Q

Social Loafing

A

Phenomenon in which the presence of others causes one to relax one’s standards and slack off.

87
Q

Norms and Roles

A

Norms- Rules about how we are supposed to act, enforced by threats of punishment if we violate them and the promises of reward if we follow them. Roles- Social positions regulated by norms about how people in those positions should behave

88
Q

Conformity

A

Changing one’s behavior or belief as a result of real or imagined group pressure. Two forms: Compliance- Outwardly going along with the group while inwardly disagreeing. -Obedience: Compliance with a direct command. Acceptance-Believing as well as acting in accord with social pressure.

89
Q

Entrapment

A

A gradual process in which individuals escalate their commitment to a course of action to justify their investment of time, money,or effort.

90
Q

Social Cognition

A

An area of social psychology concerned with social influences on thought, memory, perception, and other cognitive processes.

91
Q

Attribution Theory

A

People are motivated to explain their own and other people’s behavior by attributing causes of that behavior to a situation or disposition

92
Q

Fundamental Attribution Error

A

The tendency, in explaining other people’s behavior, to overestimate dispositional factors and underestimate the influence of the situation.

93
Q

Situational Attributions

A

The explaination of individual behavior as a result of situational influences, rather than internal characteristics of the individual

94
Q

Dispositional Attributions

A

The explaination of individual behavior as a result caused by internal characteristics that reside within the individual.

95
Q

Self Serving Biases

A

Habits of thinking that make us feel good about ourselves,even when we shouldn’t.

96
Q

Just-World Hypothesis

A

The bias to believe that the world is fair.

97
Q

Attitudes

A

An attitude is a belief about people, groups, ideas, or activities.

98
Q

Explicit Attitudes

A

We are aware of them, they shape our conscious decisions and actions, and can be measured on self report questionnaires.

99
Q

Implicit Attitudes

A

We are unaware of them, they may influence our behavior in ways we don’t recognize, and they are measured in indirect ways.

100
Q

Familiarity Effect

A

The tendency of people to feel more positive toward a person, item, product or other stimulus the more familiar they are with it.

101
Q

Validity Effect

A

The tendency of people to believe that a statement is true or valid simply because it has been repeated many times.

102
Q

Groupthink

A

The tendency for all members of a group to think alike for the sake of harmony and to suppress disagreement.

103
Q

Diffusion of Responsibility

A

When the responsibility for an outcome is spread among many people, it reduces each individual’s personal sense of accountability.

104
Q

Bystander Apathy

A

The tendency of members in a crowd to avoid taking action because they assume that other bystanders will.

105
Q

Deindividuation

A

Loss of self awareness and individuality in group situations that fost responsiveness to group norms good or bad.

106
Q

Dissenting

A

Deviance, non-conformity, and disagreement

107
Q

Altruism

A

The willingness to take selfless or dangerous actions on behalf of others. Types of Altruism: Kin Selection: Evolutionary favoring of genes that prompts individuals to help their relative or kin.,Reciprocal Altruism: Act of helping others in the hope that they will help us in the future.,Social exchange theory: We help others when the benefits to ourselves are likely to outweigh the costs. Empathy: Ability to share the feelings of others and understand their situations.

108
Q

Social Identity

A

Part of our self-concept based on the groups we belong to such as our nation,religious or political group, occupation, or other social affiliation.

109
Q

Ethnic Identity

A

Is a person’s identification with a racial or ethnic group.

110
Q

Acculturation

A

Is the process by which members of minority groups come to identify with and feel part of the mainstream culture.

111
Q

Ethnocentrism

A

The belief that one’s own ethnic group,nation, or religion is superior to all others.

112
Q

In-group/Out-group bias

A

Tendency to show positive feelings toward people who belong to the same group as we do, and negative feelings toward those in other groups.

113
Q

Stereotypes

A

A summary impression of a group, in which a person believes that all members of the group share a common trait or traits(positive, negative, or neutral).

114
Q

Prejudice

A

Is a strong, unreasonable dislike of a group based on a negative stereotype.

115
Q

Types of Aggression

A

Hostile Aggression:An act of aggression stemming from a feeling of anger and aimed at inflicting pain or injury to the victim. Instrumental Aggression: An action intended to hurt another person,but the hurting takes place as a means to some goal other than causing pain.

116
Q

Causes of Aggression

A

Neurological and chemical causes, alcohol, pain and discomfort, frustration and aggression, rejection, exclusion, and taunting.

117
Q

Causes for Liking and Attraction`

A

Familiarity,Similarity, Assortative Mating(people tend to be attracted to and partner with people of a similar level of attractiveness to themselves), Physical and Chemical Attractivness(Pheromones).

Psychology 101 (2 decks)

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