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Psych 202 > Exam 3 > Flashcards

Exam 3 Flashcards

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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

A

Fitting new info into existing schemas

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9
Q

Accommodation

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

Lawrence Kohlber (Psych)

A

Moral development

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19
Q

Erik Erikson (Psych)

A

Psychosocial development

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20
Q

Temperament (definition)

A

Emotional reactivity and intensity

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21
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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22
Q

Conception

A

Egg - females born with all the immature eggs they will have. They mature and then are released during puberty
Sperm - begin production at puberty

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23
Q

Prenatal development

A

Time from conception to birth

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24
Q

Germinal stage (Time)

A

Conception to two weeks

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25
Q

Germinal stage

A
  • Zygote
  • Cell division, mitosis
  • Ends when the zygote implants in the uterine wall ~10 days
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26
Q

Embryonic stage (Time)

A

3-9 weeks

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27
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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28
Q

Fetal stage (Time)

A

9 weeks to birth

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29
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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30
Q

Teratogens

A

Agents that can reach the embryo/fetus during prenatal development and cause harm
- Chemicals
- Viruses

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31
Q

Teratogen: Alc

A
  • Mother and baby share same blood flow
  • Fetal Alcohol Syndrome
  • Even moderate or light alcohol use during pregnancy can lead to lifelong effects
  • Epigenetic effect
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32
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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33
Q

Epigenetic effect

A

Leaves chemical marks on DNA that switch genes abnormally on or off

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34
Q

Teratogen: Tobacco

A
  • Fetus has an oxygen restriction
  • Chemicals
  • More likely to be born prematurely or with low birth weight
  • Smaller head circumference
  • Obesity
  • Epigenetic effect
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35
Q

Teratogen: Cannabis

A
  • Lower birth weight
  • Increased likelihood that the child will need to be admitted to a neonatal intensive care unit
  • Affects neurotransmitter systems
  • Associated with smaller head circumference
  • Developmental delays
  • Epigenetic effect
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36
Q

Teratogen: Caffeine

A
  • Not as severe as other teratogens
  • Moderate caffeine consumption is ok
  • High caffeine consumption can lead to increases in prematurely or with low birth weight
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37
Q

Teratogen: Stress

A

More likely to give birth prematurely or with low birth weight

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38
Q

Teratogen: Poverty

A
  • Developmental delays
  • Malnourishment can lead to hypertension, heart disease, psychiatric disorders
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39
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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40
Q

Infancy (Time)

A

Time from birth to 18/24 months old

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41
Q

Early childhood (Time)

A

Time from ~2 years to 5/6 years old
“Pre school years”

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42
Q

Middle to late childhood (Time)

A

~6-11 years old

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43
Q

Adolescence (Definition)

A

Transitional period from childhood to early adulthood

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44
Q

Adolescence (Events)

A
  • Puberty
  • Development of secondary sexual characteristics
  • Spending more time on their own
  • Figuring out your identity
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45
Q

Early adulthood (Time)

A

Time from late teens/early twenties through your thirties

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46
Q

Middle adulthood (Time)

A

Time from 35/45 years through your sixties

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47
Q

Middle adulthood (Events)

A

Settling into a career

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48
Q

Late adulthood (Time)

A

Sixties to death

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49
Q

Late adulthood (Events)

A

Physical and mental declines

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50
Q

Critical period

A

The best period early in life when exposure to certain stimuli produces normal development.

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51
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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52
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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53
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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54
Q

Brain: All through childhood

A

Lacking exposure to written, spoken, or signed language before adolescence will lead to a person never mastering any language

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55
Q

Brain: All Adulthood

A

Neuroplasticity

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56
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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57
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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58
Q

Physical skills: Early/mid adulthood

A

Early and mid adulthood physical vigor depends more on person’s exercise habits than age

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59
Q

Physical skills: Mid Adulthood

A
  • Women have gradual decline in fertility
  • Women experience menopause ~50 years old
    (Earlier menopause increases risk of depression)
  • Men experience gradual decline in sperm count, testosterone level, and speed of erection and ejaculation.
  • Sexual activity is less frequent
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60
Q

Physical skills: Late adulthood

A
  • Immune system weakens
  • Muscle strength, reaction time begging to diminish
  • Visual sharpness, distance perception, and adaptation to light level changes diminishes (Pupil shrinks and lens becomes transparent→ Reduced amt of light reaching the retina)
  • Physical exercise
    - Maintains telomeres to protect the
    chromosome ends and slow
    progression of Alzheimer’s
    - Stimulates neurogenesis
    - Reduces brain shrinkage
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61
Q

Piaget (Type Psych)

A

Cognitive development

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62
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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63
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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64
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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65
Q

Lev Vygotsky

A
  • Child’s mind grows through social environ
  • Scaffold
  • Language helps learn and motivate
    - Using positive language helps
    motivate you
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66
Q

Scaffold

A

Vygotsky’s theory that gives children temporary support before they develop higher levels of thinking
- Need environment that is challenging but
not too challenging

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67
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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68
Q

Autism spectrum disorder

A

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

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69
Q

Infancy

A
  • Prefer familiar faces and voices
  • Stranger anxiety (Cry for strangers and reach for familiar caregivers)
  • Attachment
    - Infants cling tightly to caregiver when they are scared or expect separation
    - Body contact
    - Familiarity
    - Secure vs unsecure
    - Temperament
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70
Q

Harry Harlow

A

Monkeys

One fake mother with food, one fake mother with cloth and warmth. Monkeys preferred fake mother with fur and warmth. separated from moms used blankets as comfort→distressed when blankets taken

When monkey scared–> Scared monkey immediately returns to the cloth mother

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71
Q

Body contact - Attachment - Infancy

A
  • When exploring new environ need body contact w mom
  • Cling to mother when anxious
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72
Q

Familiarity - Attachment - Infancy

A

Attachments based on familiarity form during critical period

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73
Q

Critical period

A

Optimal period when certain certain events must take place to facilitate proper development

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74
Q

Attachment types

A

Secure
Insecure

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75
Q

Secure attachment

A

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

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76
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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77
Q

Attachment and Fathers

A

Highly involved fathers result in increased social and cognitive competence

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78
Q

Schanberg and Field

A

Premature babies massages

  • 10 days of massages on premie babies
    led to positive impact in their growth
  • Gained 50% more weight than those not
    massages, more alert, active, leaves
    hospital 6 days earlier
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79
Q

Body contact - Attachment - All childhood

A

Secure base
- Parents

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80
Q

Secure base

A

Someone who makes you feel safe

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81
Q

Familiarity - Attachment - All childhood

A

Find comfort in watching familiar movies, family traditions, rereading same books

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82
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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83
Q

Mary Ainsworth (Styles of attachment)

A

Secure attachment
Ambivalent/resistant attachment
Disorganized attachment
Avoidant attachment

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84
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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85
Q

Ambivalent (resistant) attachment

A

Children give mixed messages about their relationship.

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86
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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87
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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88
Q

Trauma, poverty, abuse on attachment

A
  • Most children who grow up under adversity are resilient
  • More mentally tough
  • Can still have lifelong scars
  • Harry Harlow - Monkey mother who were abused were more likely to abuse their children
  • Most abused children do not later become violent criminals or abusive parents
  • Most abusive parents were abused as kids
  • Inc risk health problems, psych disorders, substance abuse, criminality
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89
Q

Maternity and Paternity Leave

A
  • US doesn’t require maternal or paternal leave
  • Mother goes back to work ~3 mo
  • Have to result to day care
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90
Q

Quality Day Care

A
  • Care is focused on teaching children, not just watching children.
  • Low student to teacher ratio
  • Sensitive and responsive caregivers
  • Good verbal and cognitive stimulation
  • Stable providers–same person there nearly everyday (Real world isn’t very stable bc avg wage is low)
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91
Q

Day Care Pros

A
  • High quality child care leads to inc social and academic competence
  • Inc immune system
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92
Q

Day Care Cons

A
  • More likely to be insecurely attached
  • Increased behavior problems ?? (some studies show yes, some no)
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93
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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94
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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95
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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96
Q

Neglectful

A

No expectations, no warmth. Unconcerned and uninvolved.

  • Childs have delinquent behavior, earlier substance abuse, earlier sexual activity, etc.
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97
Q

Kohlberg’s stages of moral development

A

Levels differ in the amount of internalization

Pre-conventional
Conventional
Post-conventional

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98
Q

Pre-conventional

A

Child bases morality on consequences

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99
Q

Conventional

A

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

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100
Q

Post-conventional

A

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

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101
Q

Erikson’s theory of socioemotional development

A

Securely attached children approach life with a sense of basic trust.

Attributes basic trust to parenting as opposed to environment or inborn temperament

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102
Q

Basic trust

A

Sense that the world is predictable and reliable.

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103
Q

Culture and Parenting

A

Western culture
- Prioritizes responsibility, discovering yourself, being yourself
- No longer prioritizes respect, obedience, and sensitivity to others

Asian and African cultures
- Prioritize physical and emotional closeness
- Strong sense of family self

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104
Q

Secure base over time

A

Child - parents
Adolescence - friends
Adulthood - partner

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105
Q

Social clock

A

People’s perceptions of the “right time” to get married, have children, retire, etc.
- Varies between generations and cultures

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106
Q

Erik Erikson Adulthood commitments

A

Intimacy and Generativity

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107
Q

Intimacy

A

Forming close relationships

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108
Q

Generativity

A

Being productive and supporting future generations

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109
Q

Love in adulthood

A
  • Inc number of people live single lives
  • More likely to last if married after age 20 and partners are well educated
  • Western countries are better educated and marrying later (American divorce rate is declining)
  • Those who live together before marriage have higher rates of divorce
    1. Those who live together tend to be initially less committed to idea of enduring marriage
    2. They may become less marriage-supporting while leaving together
    3. It’s more awkward to break up when living together
  • Areas with high marriage rates have low crime rates and low emotional disorders among children
  • Marital success has 5:1 ratio of positive to negative interactions
  • Successful couples fight fair (state feelings without insulting)
  • Having children may put stress on relationship, especially in women who are employed
  • After children become adults and leave most couples are happier
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110
Q

Work Adulthood

A

Best work fits your interests and provides sense of competence and accomplishments

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111
Q

Mid adulthood - Social development

A

Midlife transition
Social status matters

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112
Q

Late adulthood - Social development

A

Social status doesn’t matter
More loneliness and smaller social network
Fewer relationship problems
Cultures
- Western culture older adults live independently and seek opportunities
- East Asian culture older adults move in with family and help care for grandkids

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113
Q

To raise best children

A
  • Breastfeed for at least 1 year (Higher IQ
    and increased resistant to illness)
  • Read to them
  • Talk to them
  • No TV for under 2 years
  • No corporal punishment
    - Inc antisocial behavior
    - Inc likelihood of interpersonal
    violence
    - Inc likelihood of dating violence
    - Dec likelihood of above average
    cognitive development
114
Q

Motivation

A

The process that initiates, directs, and sustains behavior to satisfy physiological or psychological needs

115
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.
116
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
117
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

118
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

119
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

120
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
121
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

122
Q

Affiliation need

A

Motivation - Need to belong

Need to build and maintain relationships to feel part of a group.

123
Q

Motivation - Need to belong - Benefits

A

Evolutionary meaning–Social bonds boosted early ancestors’ chances of survival
- Could form attachments with a mate and reproduce
- More successful hunting with more people
- Gained protection

Having someone to talk to

124
Q

Self-determination theory

A

Motivation - Need to belong

We strive to satisfy three needs: Competence, autonomy (sense of personal control), and relatedness

Fulfilling these motives reduces stress and boosts health and self-esteem

125
Q

Acceptance

A

Motivation - Need to belong

Usually conform to group standards to gain acceptance

126
Q

Motivation - Need to belong

A
  • Feelings of love activate brain reward and safety systems and reduce pain felt
  • Best memories are when close relationships begin, and worst memories are when close relationships end.
  • Social isolation leads to worse mental health
127
Q

Social media and Need to belong

A
  • Serves as social amplifier bc it connects like-minded people and amplifies your social ideas
  • Leads to comparison which can trigger envy and depression
  • Excessive social media leads to inc dep, anxiety, self harm and lower grades
  • Inc narcissism
128
Q

Ostracism

A

Motivation - Need to belong

Deliberate social exclusion of a person/group

Time out for kids, Exile/imprisonment/solitary confinement for prisoners
Increased activity in brain areas that also respond to physical pain, like anterior cingulate cortex.

Cycle
Ostracism→Can make people disagreeable, uncooperative, and hostile→leads to further ostracism

129
Q

Achievement motivation

A

Need to achieve

Desire to accomplish something

130
Q

Need to achieve - Depends on person

A

People with low achievement motivation choose simple tasks or impossible tasks
- Worried that outcome will affect self esteem
People with high achievement motivation choose challenging, but not impossible, tasks
- Most successful people are more ambitious, energetic, and persistent
- Most likely had more active hobbies as children
- As adults, participated in more groups and sports
Can teach ppl to inc or dec achievement motivation

131
Q

Need to achieve

A
  • Depends on person
  • Self discipline has surpassed intelligence as a way to measure school performance
  • Natural talent still matters
  • Intrinsic motivation/Extrinsic motivation
  • Conscious motivation/unconscious motivation
  • Approachment motivation/avoidance motivation
  • Goal setting
132
Q

Intrinsic motivation

A

Need to achieve

Internal factors drive motivation

133
Q

Extrinsic motivation

A

Need to achieve

External factors drive motivation

134
Q

Conscious motivation

A

Need to achieve

Motivation that occurs inside of awareness

135
Q

Unconscious motivation

A

Need to achieve

Motivation that occurs outside of awareness

136
Q

Approachment motivation

A

Need to achieve

Motivation that drives us to gain a positive outcome

137
Q

Avoidance motivation

A

Need to achieve

Motivation that drives us to avoid a negative outcome

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

138
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
139
Q

Primary drives

A

Hunger
Sex

140
Q

Hunger - Physiological factors (Definition)

A

Factors that originate within the CNS

141
Q

Hunger - Physiological factors - Brain Processes

A

Lateral hypothalamus (LH)

Ventromedial hypothalamus (VMH)

Arcuate nucleus

142
Q

Lateral hypothalamus (LH)

A

Feeding center. Tells animal to eat.

Stimulation leads to animal to keep eating, even if full.
Destruction leads to animal to stop eating, even if hungry.

143
Q

Ventromedial hypothalamus (VMH)

A

Satiety center. Tells animal to stop eating.

Stimulation leads to animal to stop eating, even if hungry.
Destruction leads to animal to keep eating, even if full.

144
Q

Arcuate nucleus

A

In hypothalamus. Secretes appetite stimulating hormones

Stimulation leads to keep eating, even if full
Destruction leads to stop eating, even if hungry.

145
Q

Hunger - Peripheral factors (Definition)

A

Factors that originate outside of the CNS

146
Q

Hunger - Peripheral factors

A
  • Cannon and Washburn
  • Glucose
  • Ghrelin
  • Orexin
  • Leptin
  • CCK
  • PYY
147
Q

Cannon and Washburn

A

Swallowed balloon
More stomach contractions=more hungry

148
Q

Glucose

A

Injected hungry dogs with full dogs blood
Made them less hungwy

149
Q

Ghrelin

A

Hormone that stimulates eating behavior
Secreted by empty stomach

150
Q

Orexin

A

Hormone that stimulates eating behavior
Secreted by hypothalamus

151
Q

Leptin

A

Hormone that decreases eating behavior.
Secreted by fat cells in the body.
Slower signal

152
Q

CCK

A

Hormone that decreases eating behavior.
Secreted by the gut/intestines. Released when food enters the intestines.
Faster signal

153
Q

PYY

A

Hormone that decreases eating behavior.
Secreted by full stomach

154
Q

Hunger - Physiological and peripheral

A

One theory– body wants to maintain a certain weight that we don’t know
- Set point
- Basal metabolic rate
- Theory doesn’t explain everything
- Evidence–can change body weight
overtime and maintain that
- Settling point

155
Q

Set point

A

Humans tend to hover around a stable weight.
When body is below this weight→inc hunger and lowered metabolic rate

156
Q

Basal metabolic rate

A

Body’s energy output at resting rate
Dec food intake→drops basal metabolic rate

157
Q

Settling point

A

Where a person’s weight settles in response to caloric intake and expenditure

158
Q

Hunger - External and cognitive factors

A
  • Growing up and culture
  • Externality hypothesis
  • Presence of others
  • Variety of choices
  • Food availability (People who live closer
    to fast food restaurants than
    supermarkets are more likely to be
    obese)
  • Disinhibition in restrained vs
    unrestrained eaters (All-or-none diet)
  • Evolutionary factors
  • Neophobia
159
Q

Hunger - External and cognitive factors - Growing up and culture

A

Given salty foods as kids led to them developing a liking for excess salt
People sickened by food may develop an aversion to it
Culture affects taste
- Cheese and durian

160
Q

Externality hypothesis (Definition)

A

Many people are motivated by external rather than internal cues

161
Q

Hunger - Externality hypothesis

A

Wansink - popcorn consumption
- Gave people diff amounts of stale popcorn
- Larger container sizes, people ate more.
- Smaller container sizes, people ate less.

Effect of taste
- Eat more sweet food.
- Eat less unpleasant tasting food.

162
Q

Hunger - Evolutionary factors

A
  • Hardwired to like food that are high-fat and high-sugar because it used to be rare
  • Hot climates where food spoils quicker, more recipes have spices that inhibit bacterial growth
  • Food dislikes that develop in pregnancy peak during 10 weeks when baby is most vulnerable to toxins (so most pregnant women naturally avoid toxins that could be harmful to the baby
163
Q

Neophobia

A

Dislike of unfamiliar things

Ex: Foods

164
Q

Sex - Males - Conditions

A
  • More likely to have autism, ADHD, be color blind
165
Q

Sex - Males - Aggression

A

More physically aggressive
More likely the abuser in a relationship

166
Q

Sex - Males - Social Power

A

Male more likely to be in leadership roles
Negotiation
Less likely to admit they’re wrong or don’t know

167
Q

Sex - Males - Social Connectedness

A

Independent
Competitive
Puberty
- More dominant
- Less expressive

168
Q

Sex gender differences

A

Most gender differences subside by age 50

Men
- Less domineering
- More empathetic

Women
- More assertive
- More self confident

169
Q

Sex - Female - Conditions and emotion

A

More emotional
More likely to develop depression, anxiety, and an eating disorder

170
Q

Sex - Female - Aggression

A
  • More passive aggressive (gossip, sharing private info, bullying)
  • More likely to do Relational aggression
171
Q

Relational aggression

A

An act of aggression intended to harm a person’s relationship/societal standing

Women more likely to do

172
Q

Sex - Females - Social connectedness

A

Less competitive
Rely more on social relationships
Puberty
- Less assertive
- More insecure

173
Q

Sexual response cycle

A

Excitement
Plateau
Orgasm
Resolution

174
Q

Sexual response cycle - Excitement

A

Stimulus that sparks excitement.

Inc blood flow to genital region.
- Clitoris swells. Vagina expands. Nipples hard and breasts enlarge
- Erection
Lasts minutes to hours

175
Q

Sexual response cycle - Plateau

A

More blood flow to genitals

176
Q

Sexual response cycle - Orgasm

A

Intense rhythmic genital contractions
First 5-6 most intense

177
Q

Sexual response cycle - Resolution

A

Returns to pre-aroused state

Men enter refractory period where it’s impossible to orgasm again
- Length depends on man and age
- Lasts few min-a day

178
Q

Sexual dysfunctions (Definition)

A

Problems with any part in sexual response cycle

179
Q

Sexual dysfunctions (Types)

A

Erectile disorder
Remature ejaculation
Female orgasmic disorder

180
Q

Paraphilias

A

Sexual arousal from fantasies/behaviors/urges from nonhuman objects

181
Q

Sex - External stimuli

A

Seeing/hearing/reading erotic material
- Excessive exposure can lead to believing rape is acceptable, reducing satisfaction w/ current relationship/partner, desensitization

182
Q

Sex - Imagined stimuli

A

Fantasies
- Mens are more aggressive and frequent

183
Q

Menarche

A

First menstrual period

  • +/- 1 yr from 12.5yrs
  • Earlier menarch=Poverty, father absence, sexual abuse, insecure attachments, mother smoked during prego
  • Menarche getting earlier and earlier over time
184
Q

Primary sex characteristics

A

Reproductive organs and external genitalia

185
Q

Secondary sex characteristics

A

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

186
Q

Hormones overtime

A

Prenatal–Determines what sex organs are made
Puberty–Development of sex characteristics and interest
Later in life–Sex hormone levels fall

187
Q

Gender roles

A

Social expectations that guide people’s behavior as men/women

188
Q

Sexual aggression

A

Physical/verbal behavior of a sexual nature that is unwanted or intended to harm someone

189
Q

Gender identity

A

One’s personal sense of being male/female/neither/mix of both

190
Q

Gender typing

A

Taking on traditional feminine/masculine role

191
Q

Androgyny

A

Blend of feminine/masculine roles

192
Q

Asexual

A

No sexual attraction to others

193
Q

Social scripts

A

Culturally modeled guide for how to act in different situations.

194
Q

Sexual Orientation

A

Direction of our sexual attractions.

  • Exists on a continuum
    (Continuum: Different levels of intensity
    Ranges from exclusively heterosexual to exclusively homosexual)
  • More fluidity in females than males
  • Those who believe sexual orientation is a lifestyle choice often oppose equal rights
  • Homosexuality
195
Q

Homosexuality - Brain factors

A

Anterior nuclei
Anterior commissure
Cerebral hemisphere sizes

196
Q

Homosexuality - Brain factors - Anterior nuclei

A

In hypothalamus
Heterosexual males are twice the size of heterosexual males and homosexual females

197
Q

Homosexuality - Brain factors - Anterior commissure

A

Fibers that connect right and left hemispheres. Similar to corpus callosum.

Homosexual males have larger anterior commissure than heterosexual males.

198
Q

Homosexuality - Brain factors - Cerebral hemispheres

A

Heterosexual women/homosexual males brains have symmetric hemisphere sizes
Homosexual women/heterosexual males have larger left hemisphere

199
Q

Homosexuality - Prenatal factors

A

Stress during pregnancy increased likelihood of homosexual
- Tests in humans show mainly affects men
- Tests in animals show men and women

More older brothers→More likely to be homosexual man
- Doesn’t affect women
- Theory: having prior men in uterus, women’s body creates antibodies against testosterone which can impact baby

200
Q

Homosexuality - Genetics

A

Evidence from monozygotic and dizygotic twins
- Mono more similar in sexual orientation than d

201
Q

Doesn’t cause homosexuality

A

Being raised by gay or lesbian parents
Domineering mother and weak father
- Freud’s theory that weak father and domineering mother led to homosexuality (False theory)

202
Q

Mating preferences - Women

A

More choosier than men when deciding partner

  • Evolutionary reasons–by choosing partner with potential long-term investment they inc their own and their child’s chances of survival
203
Q

Mating preferences - Men

A

Go for breadth

  • Evolutionary reasons–men attraction to multiple fertile partners inc their changes of spreading their genes widely
204
Q

Mating preferences - Age

A

Teenage men attracted to older women, mid twenties men to women their own ago, older men attracted to younger women

205
Q

James Lange Theory

A

Physiological changes→Emotion

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

206
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

207
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

208
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

209
Q

Dimensions of emotion

A

High arousal, low arousal, positive, negative

High pos - Alert
High neg - Tense
Low pos - calm
Low neg - fatigue

210
Q

Paul Ekman and Cal Izard Universal emotions

A

Happiness
Anger
Sadness
Surprise
Disgust
Fear
Interest

211
Q

Izard 10 Universal Emotions

A

Happiness, interest, anger, sadness, surprise, disgust, fear, shame, contempt, guilt

212
Q

Emotions present at birth

A

Disgust
Distress
Interest

213
Q

Emotions 2-4 months

A

Happiness
Surprise

214
Q

Emotions 7-9 months

A

Fear
Sadness
Anger

215
Q

Sodium amytal studies

A

Inject sodium amytal (barbiturate) to find which side of the brain a person’s speech was in
- Left inactivation had a catastrophic emotional reaction
- Right inactivation had euphoric or no change in emotion

216
Q

Dimond and Farrington - Restricted visual field

A

When cartoon processed in left hemisphere first more positive emotions
When cartoon processed in right hemisphere first more negative emotions

217
Q

Richard J Davidson - Asymmetry in response to emotional activation

A
  • Fear and disgust produce right frontal activation
  • Happiness produces left frontal activation
  • Infants’ responses to tastes
218
Q

Emotion and cerebral laterality - Early work

A
  • Sodium amytal studies
  • Dimond and Farrington - Restricted visual field
  • Richard J Davidson - Asymmetry in response to emotional activation
  • Individuals w depression don’t have inc in right frontal activation, have dec in left frontal activation
219
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

220
Q

Amygdala - Joseph LeDoux - How emotion gets to amygdala

A

Fast emotion pathway
Thalamus→Amygdala

Slow emotion pathway
Thalamus→Frontal cortex→Amygdala

221
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
222
Q

Freud - Biological drives that influenced behavior

A

Eros
Thanatos

223
Q

Eros

A

What freud believes biologically drives us and influences our behavior

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

224
Q

Thanatos

A

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

225
Q

Freud - The structure of personality

A

Id
Ego
Superego

226
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
227
Q

Ego

A
  • Driven by reality principle
  • Trying to find ways for the id to be satisfied, but in an appropriate member
228
Q

Superego

A
  • “Internalized parent”
  • Last part of personality to develop
229
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

230
Q

Oral stage (Time)

A

Erogenous Zone from 0-12/18 months

231
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)
232
Q

Anal stage (Time)

A

Erogenous Zone from 12/18 months-3 years

233
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

234
Q

Phallic stage (Time)

A

Erogenous Zone from 3 years-5/6 years

235
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

236
Q

Latency stage (Time)

A

Erogenous Zone from 5/6 years to puberty

237
Q

Latency stage

A

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

238
Q

Genital stage (Time)

A

Erogenous Zone from puberty forward

239
Q

Genital stage

A

Capable of mature sexual development

240
Q

Repression

A

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

241
Q

Denial

A

Extreme repression.
- Denying reality
- Ignoring the obvious

242
Q

Projection

A

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

243
Q

Reaction formation

A

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
244
Q

Regression

A

Retreating back to an earlier state in our development.

  • Ex: Temper tantrum, suck thumb, rock
245
Q

Rationalization

A

Make excuses for our shortcomings and our values

  • Ex: “I didn’t really want to do this anyway”
246
Q

Displacement

A

Take uncomfortable thoughts and direct them towards a safer target.

  • Ex: Punching a bag instead of person
  • Ex: Punching kids instead of boss.
247
Q

Identification

A

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

  • Ex: Girl/boy taking on mom/dad in electra/oedipus complex
248
Q

Sublimation

A

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

  • Freud believed the only reason we have culture is because of sublimation
249
Q

Neo-Freudians

A

Agree w childhood experiences. Not so much sex side

250
Q

Carl Jung

A

Neo-freudian

Argues personal unconscious and collective unconscious shared by all people overtime
- Archetypes: Characteristic aspects of human behaviors
- Evidence: Cinderella stories–Many different versions in each culture.
- Extroversion and Introversion
- Male vs female anima and animus

251
Q

Alfred Adler

A

Neo-freudian

Believed bc we all had inferiority complex—>Constant striving for superiority

252
Q

Karen Horney

A

Neo-freudian

Everyone deals with basic anxiety
- Arises in childhood
- Neurosis rises from anxiety

253
Q

Congruence and self-concept

A

When we engage in behavior that isn’t congruent with our values there is distress and psychopathy

254
Q

Deficiency orientation

A

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

255
Q

Growth orientation

A

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

256
Q

Trait theory - Gordon Allport

A

~200 diff traits
Central traits
Secondary traits
Cardinal trait

257
Q

Central traits

A

Gordon Allport

5-10 dominant traits that define a person.

258
Q

Secondary traits

A

Gordon Allport

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

259
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

260
Q

Raymond Cattell

A

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

261
Q

Source traits

A

Raymond Cattell

Underlying fundamental dimensions of personality.
- Like central traits

262
Q

Surface traits

A

Raymond Cattell

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

263
Q

The Big Five

A

Neuroticism
Extraversion
Openness
Agreeableness
Conscientiousness

263
Q

Neuroticism

A

Emotional stability

264
Q

Hans Eysenck - 3 dimensions to describe personality

A

Extraversion
Neuroticism/Emotional instability
Psychoticism

265
Q

Hans Eysenck - 3 dimensions to describe personality - Extraversion

A

Believed those who are extraverted are seeking out more arousal bc they have low arousal in the brain
- Like arousal theory

266
Q

Hans Eysenck - 3 dimensions to describe personality - Psychoticism

A

Impulsivity

High scores=more impulsive
Low scores=think more before they act

267
Q

Jeffrey Gray - 2 personality traits

A

Behavior activation system/Behavior inhibition system (BAS/BIS)
High BAS=Extroverts
High BIS=Introverts

268
Q

Personality traits - Biology

A

Monozygotic twins more similar than dizygotic twins
Monozygotic twins raised apart just as similar as monozygotic twins raised together

Temperament - characteristic pattern of emotional reactivity

269
Q

Social cognitive approach

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

270
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.

271
Q

Bandura - Self-system, reciprocal feedback

A

Behavior
Situational factors
Cognitive factors
- Beliefs about yourself

272
Q

Rotter - Locus of control, expectancies

A

Internal locus of control
External locus of control

273
Q

Internal locus of control

A

Rotter - Locus of control, expectancies

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

274
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

275
Q

Projective tests

A

Researchers show ambiguous stimuli→Respondents project their personality into their answers

276
Q

Rorschach - Projective tests

A
  • Inkblots
  • Present cards to person→person says what they see→researchers interpret it
  • NOT good way to measure personality
    - Not reliable (Don’t get consistent
    responses when same person takes it)
    - Not valid (Doesn’t really measure
    personality and can tell if you’re
    depressed)
277
Q

Thematic Apperception Test (TAT)

A

Projective test

  • Present person with images→ask the person to describe what happened before during and after the image was taken
  • NOT good way to measure personality
    - Not reliable (Don’t get consistent
    responses when same person takes
    it)
    - Not valid (Doesn’t really measure
    personality and can tell if you’re
    depressed)
278
Q

Self-report tests (Types)

A

Minnesota Multiphasic Personality Inventory (MMPI-2)

16-PF

NEO-PI

279
Q

Minnesota Multiphasic Personality Inventory (MMPI-2)

A

500 t/f questions
Lie scale
Defensiveness scale
Empirical tests
Very reliable
Clinical tool - taken because someone suspects you have a psych disorder

280
Q

16-PF

A

Designed to identify your scores on 16 personality factors

281
Q

NEO-PI

A

Designed to identify your scores on The Big Five personality factors

Psych 202 (2 decks)

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