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Psych 101 > Exam 3 Ch 9-11 > Flashcards

Exam 3 Ch 9-11 Flashcards

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1
Q

motives

A

needs, wants, desires leading to goal directed behavior

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2
Q

incentive theory

A

regulation by external stimuli–an incentive is an external goal that has the capacity to motivate behavior

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3
Q

drive theory

A

seeking homeostasis–a drive is a hypothetical internal state of tension that motivates an organism to engage in activities that should reduce this tension

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4
Q

main environmental factors in hunger/eating

A
  1. Food availability and related cues (palatability, quantity available, variety)
  2. learned preferences and habits (classical conditioning and observational learning)
  3. stress (link between negative emotion and overeating)
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5
Q

masters and johnson research

A 
1966-stages of sexual response:
excitement
plateau
orgasm
resolution--changes brought about by sexual arousal gradually subside
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6
Q

sexual orientation

A

a continuum

only 5-8% report as “gay” or “lesbian”

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7
Q

theories explaining homosexuality

A

environmental –boys who are told/allowed to play with barbies will be gay
biological–something with prenatal hormones
interactionist–?

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8
Q

parental investment

A

what each sex has to invest (time energy survival risk) to produce and nurture offspring

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9
Q

parental investment theory

A

differences between females and males in parental investment lead to gender differences in mating tendencies and preferences

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10
Q

mating preferences/mate selection

A

men–more interest in uncommitted sex, greater number of sex partners;look for youth and attractiveness in partners
women–look for income, status and ambition in partners

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11
Q

achievement motive

A

the need to excel

use thematic apperception test

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12
Q

those with high achievement motive…

A

work harder and more persistently
delay gratification
pursue competitive careers
will choose medium level of difficulty task because they want to have a good shot of achievement with a challege

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13
Q

cephalocaudal trend

A

head to foot motor development–children can first control head then torso and on down

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14
Q

proximodistal trend

A

center-outward motor development–children can first control the center of their bodies–> gradually out to extremities

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15
Q

developmental norms

A

median age for children to behave/be able to act certain ways
-there are cultural variations

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16
Q

attachment styles

A

secure
anxious/ambivalent
avoidant

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17
Q

secure attachment style

A

the ideal–children in strange situation will explore new environment checking back to mom as a check point, get a bit upset when mom leaves, calm down when mom returns

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18
Q

anxious/ambivalent attachment style

A

children in strange situation will cling to mom and not let fo or explore and will throw a fit when mom leaves and will not calm down when mom returns

19
Q

avoidant attachment style

A

children in strange situation will explore and ditch mom and not be upset when mom leaves

20
Q

erikson’s stages

A

1963
eight stages spanning lifetime
psychological crisis in each determining balance between opposing polarities in personality

21
Q

what are each of erikson’s stages

A
  1. trust v mistrust (first year of life)
  2. autonomy v shame and doubt (2-3)
  3. initiative v guilt (4-6)
  4. industry v inferiority (6-puberty)
  5. identity v confusion (adolescence)
  6. intimacy v isolation (early adulthood)
  7. generativity v self-absorption (middle adulthood)
  8. integrity v despair (late adulthood)
22
Q

piaget’s stages

A

cognitive development stages

  1. sensorimotor period–development of object permanence–coordination of sensory input and motor responses (birth-2 years)
  2. preoperational period–development of symbolic thought marked by irreversibility and egocentrism (water in dif shaped beakers) (2-7 years)
  3. concrete operational period–mental operations applied to concrete events, mastery of conservation (7-11 years)
  4. formal opperational period (11 years to adulthood) mental operations applied to abstract ideas–logical systematic thinking
23
Q

Lev Vygotsky

A

sociocultural theory–“kids are like apprentices”

reasoning as emerges through practical activity in a social environment

24
Q

Moral development

A

kohlberg 1976
reasoning as opposed to behavior
under moral dilemma the nature of moral reasoning can be measured
kohlberg had stage theory with 3 levels each with 2 sublevels

25
Q

moral development stage theory

A

kohlberg
level 1–preconventional level–right and wrong is determined by what is punished or what is rewarded
containing punishment orientation stage and naive reward orientation stage

level 2–conventional level–right and wrong is determined by close others’ approval or by societies laws (which should be obeyed)
contains stage 3(good boy/good girl orientation) and stage 4 (authority orientation)

level 3–post conventional level–right and wrong determined by societies rules which are falliable or by ethical principles which emphasize justice and equity
contains stage 5 (social contract orientation) and stage 6 (individual principles and conscience orientation)

26
Q

prefrontal cortex development

A

in adolesense there is a change in the prefrontal cortex last to develop in brain–why teens are more involved in risky behavior and have invincibility fable

27
Q

marcias identity statuses

A

james marcia–4 identity statuses

  1. identity diffusion–apathetic, no commitment to an ideology
  2. identity foreclosure–premature commitment to visions values and roles
  3. identity moratorium–delaying commitment and experimenting ideaologies and careers
  4. identity achievement– arriving at a sense of self after some consideration of alternate ideologies and careers
28
Q

personality

A

an individual’s unique set of consistent behavioral traits

29
Q

5 factor model

A 
of personality-OCEAN
openness to experience
conscientiousness
extraversion
agreeableness
neuroticism
30
Q

id

A

pleasure principle

31
Q

ego

A

reality principle

32
Q

superego

A

morality

33
Q

freuds structure of personality

A

involves id, ego and superego–not physical components

34
Q

freudian defense

A

see chart–all sorts of defense mechanisms to

35
Q

alfred adler

A

individual psychology
striving for superiority-universal driv to adapt,improve oneself and master life’s challenges
compensation -efforts to overcome real or imagined inferiorities by developing one’s abilities
inferiority complex-exaggerated feelings of weakness and inadequacy

36
Q

carl jung

A

analytic psychology
personal and collective unconscious
collective unconscious= storehouse of latent memory traces inherited from people’s ancestral past
archetypes=emotionally charged images and thought forms that have universal meaning ex-mandala is universal symbol for unified wholeness

37
Q

maslow

A

theory of self actualization
hierarchy of needs-a systematic arrangement of needs, according to priority in which basic needs must be met before less basic needs are aroused

healthy personality=self-actualizing people

38
Q

maslow hierarchy

A 
most basic need: physiological need
safety and security
belongingness and love
esteem needs
cofnitive needs
aesthetic needs 
need for self actualization (realization of potential)
39
Q

skinners views on personality

A

behaviorist
stimulus –> response
conditioning and response tendencies
personality development is a product of conditioning
comes from stable response tendencies
personality is a collection of response tendencies that are tied to various stimulus situations

40
Q

walter mischel

A

behaviorist-social learning theorist
people make responses that they think will lead to reinforcement in the situation at hand
situation determines behavior of the person

41
Q

carl rogers

A

humanist-person centered theory
self-concept-collection of beliefs about one’s own nature, unique qualities and typical behavior
incongruence-degree of disparity betweeen ones self concept and ones actual experience
too much incongruence undermines ones psych well-being

unconditional positive regard fosters congruence

42
Q

self-efficacy

A

one’s belief about one’s ability to perform behaviors that should lead to expected outcomes

43
Q

social cognitive theory

A

bandura-behaviorist
personality largeley shaped through learning by conditiioning is not a mechanical process in which people are passive participants-people actively seek out and process info about environment to maximize favorable outcomes–unobwervalble cognitive events are brought into the picture

shaped by observational learning/models
and self-efficacy

Psych 101 (3 decks)

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