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Psych 202 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Developmental psychology

A

Studies physical, cognitive, and social development throughout life.

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2
Q

Cross-sectional studies

A

Comparing people of different ages.

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3
Q

Longitudinal studies

A

Following one group of people or one person over time.

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4
Q

People who emphasize experience and learning

A

View development as slow and continuous

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5
Q

People who emphasize biological maturation

A

View development as a sequence of genetically predisposed stages. Everyone passes through stages in same order.

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6
Q

Jean Piaget (Psych type)

A

Cognitive development

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7
Q

Schemas

A

Mental representations of the world

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8
Q

Assimilation Schemas

A

Fitting new info into existing schemas

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9
Q

Accommodation Schemas

A

Modifying existing schemas to fit new info

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10
Q

Latent learning

A

Learning with no reinforcement or punishment

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11
Q

Sensorimotor stage

A

Birth to two years

Child doesn’t understand object permanence–>Starts to understand ~7mo–>Separation anxiety
- Separation anxiety peaks at 13mo
- Peek a boo

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12
Q

Object permanence

A

Objects exist even when out of view. Can lead to separation anxiety

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13
Q

Preoperational stage

A

Two years to six years

Understands words can symbolize things
(Contrary to Piaget three year olds can use model to do real thing. Piaget thought it happened later)
Egocentrism
Doesn’t understand conservation
Hide and seek
Pretend play

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14
Q

Egocentrism

A

Child believes that their perceptions are the same as everyone else’s

Present in pre-operational stage

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15
Q

Conservation

A

Understanding that an object can change shape without changing what the object is

Child in preoperational stage doesn’t understand it
Child in concrete operational stage does understand it

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16
Q

Concrete operational stage

A

Seven years to eleven years

  • Begins when the child understands
    conservation and is no longer
    egocentric
  • Can think like adults but cannot
    think abstractly
  • Learning to comprehend mathematical transformations
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17
Q

Formal operations stage

A

Twelve years and up

Able to reason on a logical hypothetical level
Abstract logic
Maturing moral reasoning

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18
Q

Temperament (definition)

A

Emotional reactivity and intensity

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19
Q

Temperament

A
  • Heredity affects temperament
  • Temperament affects attachment style
  • Persists overtime (Most reactive newborns tend to be most reactive 9 month olds)
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20
Q

Prenatal development

A

Time from conception to birth

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21
Q

Germinal stage (Time)

A

Conception to two weeks

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22
Q

Germinal stage

A
  • Zygote
  • Cell division, mitosis
  • Ends when the zygote implants in the uterine wall ~10 days
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23
Q

Embryonic stage (Time)

A

3-9 weeks

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24
Q

Embryonic stage

A
  • Inner cells become embryo, outer cells become placenta
  • Arms, legs, and tail start to develop
  • Heart begins to beat
    8 weeks = ~1 inch long
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25
Q

Fetal stage (Time)

A

9 weeks to birth

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26
Q

Fetal stage

A
  • Cartilage in bones starts to harden
  • Much growth of internal organs
  • Fetus can squirm and kick
  • Organs (such as stomach) develop fast enough so if the baby is born prematurely it will live
  • Environmental factors affect development (~6mo fetus is responsive to sounds)
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27
Q

Fetal Alcohol Syndrome

A
  • Facial and limb abnormalities
  • Premature birth
  • Intellectual disability
  • Lower birth weight
  • Small head circumference→Smaller brain
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28
Q

Effects of prematurity and low birth weight

A
  • Increased risk of learning disabilities, cerebral palsy, ADHD, autism, dyslexia
  • Hospital costs are higher
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29
Q

Brain (General)

A
  • Born with 86 million neurons (Few connections when born)
  • Areas underlying memory (hippocampus, frontal lobes) continue to mature during and after adolescence
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30
Q

Brain: Infancy

A
  • Axons grow longer
  • Connections grow
  • Connections used are strengthened, those not used, shrink
  • Infantile amnesia, but can still unconsciously learn
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31
Q

Brain: Early childhood

A
  • Ages 3-6, most rapid brain growth in frontal lobes (rational planning)
  • Traces of forgotten childhood languages may persist
  • Association areas are the last cortical areas to develop
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32
Q

Brain: Late adulthood

A
  • Longer reaction time (Can lead to inc in fatal accidents)
  • Memory, diminishes
  • Some impulsivity returns to frontal lobes (May be blunt or inappropriate)
  • Amygdala responds less actively to negative events
  • Brain-wave reactions to negative images diminish with age
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33
Q

Physical skills: Infancy

A
  • Able to lift head on its own
  • 5.5 months sit on their own
  • 10 months crawling
  • 12 months walking
  • Depends on what season child is born in (Born in winter - learn to crawl and walk slower bc more clothes in the way. Born in summer - learn to crawl and walk faster bc less clothes)
  • Skills cannot be done before necessary muscular and neural maturation (Bowel and bladder control. Nurture can speed up/slow down necessary muscular and neural maturation)
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34
Q

Piaget (Type Psych)

A

Cognitive development

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35
Q

Piaget (General)

A
  • Intellectual progression reflects an unceasing struggle to make sense of our experiences
  • Brain builds schemas: Concepts or mental molds where we sort our experiences
    - Assimilation
    - Accommodation
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36
Q

Piaget Stages and Ages

A

Sensorimotor stage (Birth-2 years)
Preoperational stage (2-6 years)
Concrete operational stage (7-11 years)
Formal operations stage (12+ years)

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37
Q

End of history illusion

A

How social attitudes change

People believe they have changed but will change little in the future

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38
Q

Theory of Mind

A

People’s ideas about their own and others’ mental states

Gradually develops
Early childhood
- Understands others emotions
- Begins to empathize
- Begins to learn how to persuade
- Learns that others may hold false beliefs
- Autism spectrum disorder
Early adulthood
- Peak of some types of learning and
memory
Late adulthood
- Troubles recalling words but number of
words recognized is stable w age
- More often experience tip-of-the-tongue
forgetting
All adulthood
- More education earlier in life predicts
better cognitive ability late in life

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39
Q

Autism spectrum disorder

A

Difficulty understanding that another’s state of mind differs from their own

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40
Q

Secure attachment

A

In mother’s presence they play comfortably. Still distressed when she leaves. Comforted when she returns.

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41
Q

Insecure attachment

A

Will not play comfortably in mother’s presence. Distressed when she leaves. Not comforted when she returns.

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42
Q

Mary Ainsworth (Study)

A

Had mothers and their young children come into the room. Mother leaves. Stranger comes in. Stranger leaves. Mother comes back in.

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43
Q

Mary Ainsworth (Styles of attachment)

A

Secure attachment
Ambivalent/resistant attachment
Disorganized attachment
Avoidant attachment

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44
Q

Secure attachment Mary Ainsworth

A
  • Warm and affectionate mothers that respond to children when they cry
  • Children grow up to be more sociable, competent, better with relationships, than those with insecure
  • Children remember more positive things.
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45
Q

Ambivalent (resistant) attachment

A

Children give mixed messages about their relationship.

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46
Q

Disorganized attachment

A
  • Children didn’t know how to respond. Holding their bodies in odd postures.
  • Studies suggest this is due to abuse.
  • Mothers have been inconsistent in their responses.
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47
Q

Avoidant attachment

A
  • Weakest attachment. Didn’t have much of a relationship with their mother. Didn’t cry when mother left. Not upset when a stranger comes in.
  • Mothers didn’t respond to their children.
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48
Q

Authoritarian Parenting

A

High expectations, no warmth. Sets the rules and expects them to be followed

  • Emphasis on obedience to authority
  • “Bc I said so”
  • Uncommunicative and distant
  • Preschool kids with these parents are more socially withdrawn, unhappy, lower performance in school
  • Particularly harmful for boys
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49
Q

Authoritative Parenting

A

High expectations, warm. Set high but realistic standards.

  • Parents explain their rules
  • Children raised by this are more mature, independent, socially competent, higher academic performance, higher self esteem
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50
Q

Permissive Parenting

A

No expectations, warm. Make few rules or demands.

  • Lets child find out and learn on their own
  • Children raised by this are the least mature, are impulsive, lower self esteem, less self reliant
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51
Q

Neglectful Parenting

A

No expectations, no warmth. Unconcerned and uninvolved.

  • Childs have delinquent behavior, earlier substance abuse, earlier sexual activity, etc.
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52
Q

Kohlberg’s stages of moral development

A

Levels differ in the amount of internalization

Pre-conventional
Conventional
Post-conventional

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53
Q

Pre-conventional

A

Child bases morality on consequences

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54
Q

Conventional

A

Child bases morality on societal rules and laws
- Looking to an authority figure for morality

55
Q

Post-conventional

A

Child bases morality on their own internalized version of what’s right or wrong.

56
Q

Erik Erikson Adulthood commitments

A

Intimacy and Generativity

57
Q

Intimacy

A

Forming close relationships

58
Q

Generativity

A

Being productive and supporting future generations

59
Q

Instinct theory

A

Theory of motivation

Theory that behavior is hardwired (This theory is now replaced by evolutionary perspective)

  • Good explanation for animal but not humans
  • Says that behavior is unlearned
  • Although instinct isn’t good for most human motives, genes do predispose some species-typical behavior.
60
Q

Drive-reduction theory

A

Theory of motivation

Biological needs drive our behavior. Based on homeostasis.

  • Derives from the concept of homeostasis and that our bodies want a steady internal state
  • Pushed by our inborn physiological needs (Drive)
    - When a biological/physiological need
    increases, our psychological drive to
    reduce it increases.
    - Unpleasant arousal drives our
    behavior because we want the
    unpleasant arousal to go away
  • Pulled by incentives in environment
    - Positive or negative environmental
    stimuli
61
Q

Arousal theory

A

Theory of motivation

Theory that we are motivated to maintain an optimum level of arousal

Moderate stimulation and anxiety can motivate us to increase arousal
Too much stimulation or stress motivates us to decrease arousal

62
Q

Yerkes Dodson Law

A

Law that moderate arousal leads to optimal performance

Different tasks have different levels of arousal
- Challenging tasks optimal level of arousal
is lower
- Simple tasks optimal level of arousal is
higher

63
Q

Expectancy theory

A

Theory of motivation

We expect certain outcomes to come about as a result of our behavior and those expected outcomes cause us to act the way we do.

Incentives: Positive or negative stimuli that motivate our behavior
Do tasks to help us avoid negative outcomes or to gain positive outcomes

64
Q

Abraham Maslow’s Hierarchy of needs

A

Theory of motivation

Focuses on the priority of some needs over others. Bottom (physiological) needs must be met first before people can fulfill higher-level safety needs and then psychological needs.

  • Self-actualization: Becoming the best person you can be. Fulfilling your potential. Finding meaning in life.
  • Safety needs: Need to feel that the world is predictable and organized. Need to feel safe, secure, and stable. Ex: Shelter
  • Physiological needs: Body needs. Food, water, air
65
Q

Drive

A

Associated with drive-reduction theory

A state of arousal brought about by an underlying need which motivated one to engage in behavior that will satisfy the need and reduce the tension

66
Q

Achievement motivation

A

Desire to accomplish something

67
Q

Low vs high achievement motivation

A

People with low achievement motivation choose simple tasks or impossible tasks

People with high achievement motivation choose challenging, but not impossible, tasks

68
Q

Intrinsic motivation

A

Internal factors drive motivation

69
Q

Extrinsic motivation

A

External factors drive motivation

70
Q

Conscious motivation

A

Motivation that occurs inside of awareness

71
Q

Unconscious motivation

A

Motivation that occurs outside of awareness

72
Q

Approachment motivation

A

Motivation that drives us to gain a positive outcome

73
Q

Avoidance motivation

A

Motivation that drives us to avoid a negative outcome

Avoidance motivation is more powerful
Ex: Presidential ads talk about negative of other president

74
Q

Goal setting

A

Need to achieve

  • Make resolution
  • Announce goals
  • Develop and implementation plan
  • Create short term goals that support long term goals
  • Monitor and record progress
75
Q

Primary drives

A

Hunger
Sex

76
Q

Sexual response cycle - Stages

A

Excitement
Plateau
Orgasm
Resolution

77
Q

Primary sex characteristics

A

Reproductive organs and external genitalia

78
Q

Secondary sex characteristics

A

Nonreproductive sexual traits.
Ex: Breasts, wider hips. Deeper voice, body hair

79
Q

James Lange Theory

A

Physiological changes→Emotion

Ex: Seeing a bear. Would be sweating and start running→Realize we’re experiencing fear

80
Q

Canon Bard Theory

A

Physiological changes and Emotion at same time

Thought James Lange Theory was flawed
- Sometimes physiological response is after emotion
- Feel embarrassment then slowly face
turns red
- Thinks humans aren’t good at differentiating between bodily responses
- Sometimes there are physiological responses and not emotion
- Heart is beating fast but could just be
because you ran up stairs, and not
because of fear.
- People who have spinal cord severed still experience emotion

81
Q

Two factor theory Schacter and Singer

A

Emotional stimuli→Arousal→Interpret arousal→Emotion
(Cognitive model)

Epinephrine study

Injected epinephrine (adrenaline) and some groups were told epinephrine could have side effects (inc heart rate) then put in room to fill out paperwork. Some people put up with someone who is angry, some with those that are happy.
- Epi informed and happy condition - Reported no change in mood bc they had an explanation for bodily response to epi
- Epi informed and anger condition - Reported no change in mood bc they had an explanation for bodily response to epi
- Epi uninformed and happy condition - Happy bc they had NO explanation for bodily response to epi so they needed to come up with an explanation
- Epi uninformed and anger condition - Angry bc they had NO explanation for bodily response to epi so they needed to come up with an explanation

82
Q

Facial Feedback Theory

A

Signals from the face provide cues to emotional experience.
Stimulation of certain facial muscles changes people’s emotional states
- Comics were rated as funnier when a pencil was held between teeth
- Posed expressions associated with changes in emotion and changes in cerebral activation
- Botox injections lead to reduction in depression

83
Q

Paul Ekman and Cal Izard Universal emotions

A

Happiness
Anger
Sadness
Surprise
Disgust
Fear
Interest

84
Q

Emotion and cerebral laterality Theory

A

Left anterior activation
- Approach emotions
- Interest, happiness, anger

Right anterior activation
- Avoidance emotions
- Withdrawal related emotions
- Fear, disgust

Sadness is not withdrawal but rather a lack of approach emotions

85
Q

Freud’s Theory

A

Early childhood conflicts have lasting effects.

  • Personality is largely shaped by unconscious forces.
  • Biological drives that influenced behavior
  • Mind as an iceberg
  • Structure of personality
86
Q

Freud - Biological drives that influenced behavior

A

Eros
Thanatos

87
Q

Eros

A

Freud’s theory of personality

What freud believes biologically drives us and influences our behavior

Life instinct. Need for food, water, air, sec

88
Q

Thanatos

A

Freud’s theory of personality

What freud believes biologically drives us and influences our behavior

Death instinct. Desire to shut the world off and go back to a calm and lifeless state.

Freud believes our death instinct is turned towards other people and becomes sex and aggression

89
Q

Freud - The structure of personality

A

Id
Ego
Superego

90
Q

Id

A

Unconscious, primitive personality

  • Most primitive
  • Driven by the pleasure principle
  • Ex: Crying baby. Born with it and needs it now. “Now, now, now”
  • Source of the libido/psychic energy
91
Q

Ego

A
  • Driven by reality principle
  • Trying to find ways for the id to be satisfied, but in an appropriate member
92
Q

Superego

A
  • “Internalized parent”
  • Last part of personality to develop
93
Q

Erogenous Zones

A

Failure to resolve conflicts at each stage would result in the individual being stuck at that stage and would be fixated

94
Q

Oral stage (Time)

A

Erogenous Zone from 0-12/18 months

95
Q

Oral stage

A
  • Mouth is the erogenous zone
  • Conflict with weaning of breast milk
    - If weaning off goes poorly child can be stuck at oral stage
    - Oral aggressive: Withdrawn from breast too early. (Biting)
    - Oral dependant: Kept with breast too long. (Putting things in their mouths: Thumbs, Alcohol bottle, Cigarette, Chewing on nails)
96
Q

Anal stage (Time)

A

Erogenous Zone from 12/18 months-3 years

97
Q

Anal stage

A

Conflict with toilet training

Anal retentive:
Holds onto everything
Grow up to be controlling adults

Anal expulsive:
Grow up to be adults that are messy, sloppy

98
Q

Phallic stage (Time)

A

Erogenous Zone from 3 years-5/6 years

99
Q

Phallic stage

A

Oedipus Complex
Little boys love his mother and wants to possess her sexually→Problem-dad→Castration anxiety→Boy should give up sexual attraction and join dad and follow dad so he can grow up to be like his dad and get a wife like his mom
If it is not resolves
- Vain, full of themselves, where homosexuality comes from

Electra Complex
Little girls discover that she doesn’t have a bleep→Develops – envy→Needs to make love with father→Girl will realize that dad will never do that→Girl gives up and identifies with mother

100
Q

Latency stage (Time)

A

Erogenous Zone from 5/6 years to puberty

101
Q

Latency stage

A

All thoughts of sexual are gone
Concerned about friendship, learning, etc.
Conflict: Supposedly there is none

102
Q

Genital stage (Time)

A

Erogenous Zone from puberty forward

103
Q

Genital stage

A

Capable of mature sexual development

104
Q

Repression

A

Freud

Not thinking about things that make us uncomfortable.
- Most basic defense mechanism
- Trying to forget about something

105
Q

Denial

A

Freud

Extreme repression.
- Denying reality
- Ignoring the obvious

106
Q

Projection

A

Freud

Putting our uncomfortable feelings onto other people.
- Ex: I’m not obsessed with him, he’s obsessed with me

107
Q

Reaction formation

A

Freud
Defense mechanism

Express the complete opposite of the uncomfortable feeling.

  • Ex: Feel angry but can’t express it so you express happiness.
  • Heterosexual men arousal when women images
  • Heterosexual men that are homophobic aroused when men images
108
Q

Regression

A

Freud

Retreating back to an earlier state in our development.

  • Ex: Temper tantrum, suck thumb, rock
109
Q

Rationalization

A

Freud

Make excuses for our shortcomings and our values

  • Ex: “I didn’t really want to do this anyway”
110
Q

Displacement

A

Freud

Take uncomfortable thoughts and direct them towards a safer target.

  • Ex: Punching a bag instead of person
  • Ex: Punching kids instead of boss.
111
Q

Identification

A

Freud

Take on the characteristics of someone who is more successful than you.

  • Ex: Girl/boy taking on mom/dad in electra/oedipus complex
112
Q

Sublimation

A

Freud

Taking aggressive and erotic desires to some behavior that benefits society.

  • Freud believed the only reason we have culture is because of sublimation
113
Q

Deficiency orientation

A

People who are focused on the things they don’t have.
- Not satisfied
- “Psychology of illness”

114
Q

Growth orientation

A

People who focus on the things they do have.
- “Psychology of health”

115
Q

Central traits

A

Gordon Allport

5-10 dominant traits that define a person.

116
Q

Secondary traits

A

Gordon Allport

Aspects of a person that only apply to certain traits.
- Less dominant
- Can be altered

117
Q

Cardinal trait

A

Gordon Allport

A single dominant trait that defines a person
- Explains all behavior
- Not everyone has a cardinal trait
- Ex: Gandhi

118
Q

Raymond Cattell

A

Used factor analysis to come up with 16 factors
- Source traits
- Surface traits

119
Q

Source traits

A

Raymond Cattell

Underlying fundamental dimensions of personality.
- Like central traits

120
Q

Surface traits

A

Raymond Cattell

Superficial traits, based on combinations of source traits.
- Like secondary traits

121
Q

The Big Five

A

Neuroticism
Extraversion
Openness
Agreeableness
Conscientiousness

121
Q

Neuroticism 5 traits

A

Emotional stability vs. instability.

High neuroticism: Prone to anxiety, mood swings, and negative emotions.
Low neuroticism: Calm, relaxed, and emotionally stable.

122
Q

Social cognitive approach to personality

A

Thoughts about ourselves and our environment that determines our actions
- Walter Mischel - Person-situation controversy
- Bandura - Self-system, reciprocal feedback
- Rotter - Locus of control, expectancies

123
Q

Walter Mischel - Person-situation controversy

A

Highlighted problems in personality theories
Traits vs environment
Traits are barely correlated to the behaviors people do
Argues that situation is a better predictor of behavior than traits
- Ex: Cheating at poker can predict if someone will cheat at euchre. Cheating at poker can’t predict if someone will cheat on gf.

124
Q

Internal locus of control

A

Rotter - Locus of control, expectancies

Belief that our behavior/actions make a difference in the world
- Persevere more

125
Q

External locus of control

A

Rotter - Locus of control, expectancies

Belief that our behavior/actions make a DON’T difference in the world
- Give up more easily
- Believe fate controls them
- More likely to be depressed

126
Q

Agreeableness 5 traits

A

The tendency to be compassionate and cooperative.

High agreeableness: Warm, friendly, empathetic, and trusting.
Low agreeableness: Competitive, argumentative, and less empathetic.

127
Q

Openness 5 traits

A

The degree of intellectual curiosity, creativity, and willingness to try new things.

High openness: Curious, imaginative, and open-minded.
Low openness: Conventional, prefer routine and familiarity.

128
Q

Conscientiousness 5 traits

A

The degree of organization, dependability, and discipline.

High conscientiousness: Organized, reliable, and goal-oriented.
Low conscientiousness: Disorganized, careless, and less focused.

129
Q

Extraversion 5 traits

A

The tendency to seek stimulation and the company of others.

High extraversion: Outgoing, sociable, and energetic.
Low extraversion (introversion): Reserved, independent, and prefer solitude.

130
Q

Bandura - Reciprocal Determinism

A

Personality

Reciprocal Determinism: Behavior, cognitive factors, and environmental influences all interact and influence each other in a continuous cycle.

Self-System: The cognitive processes, beliefs, and personal factors that help individuals evaluate and respond to their environment.

131
Q

Approach emotions

A
  • Interest, happiness, anger
  • Left anterior activation
132
Q

Avoidance emotions

A
  • Withdrawal related emotions
  • Fear, disgust
  • Right anterior activation

Psych 202 (8 decks)

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