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Psychology > Exam 3: Chapters 7, 8, 9, 10 > Flashcards

Exam 3: Chapters 7, 8, 9, 10 Flashcards

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0
Q

control prophecies

A

-shift information from one memory store to another

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1
Q

Atkinson-Shiffrin Model

A
  • includes 3 memory stores that retain info in memory without using it for any purpose
  • 3 stores: sensory memory, short term memory, long term memory
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2
Q

sensory memory

A
  • memory store that accurately hold perceptual info for a brief amount of time
  • need attn in order for it to move to STM, if no attn then info is lost
  • consists of iconic memory (visual) and echoic memory (auditory)
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3
Q

short term memory (STM)

A
  • limited capacity and duration (1 min)
  • sensory info goes through control process of attention to move it into STM
  • some of this info goes through encoding to bring info to long term memory
  • retrieval brings info from LTM back to STM
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4
Q

Long term memory (LTM)

A
  • memory store that holds info for extended time if not permanently
  • encoding - brings info here from STM
  • retrieval - brings info from here to STM
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5
Q

Iconic memory

A
  • visual form of sensory memory

- holds for about .5 - 1 second

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6
Q

Echoic memory

A
  • auditory form of sensory memory

- held for about 5 seconds

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7
Q

proactive interference

A
  • first information learned occupies memory, leaving fewer resources left to remember newer info
  • cramming
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8
Q

retroactive interference

A
  • most recently learned info overshadows older memories that have not yet made it into long term memory
  • snapchat?
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9
Q

working memory

A
  • model of short term remembering that includes a combo of memory components that can temporarily store small amounts on info for a short amount of time
  • includes phonological loop, visuospatial sketchpad, and episodic buffer
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10
Q

phonological loop

A

-storage component of working memory that relies on rehearsal and stores info as sounds or an auditory code

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11
Q

visuospatial sketchpad

A
  • storage component of working memory

- maintains visual images and spatial layouts in a visuospatial code

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12
Q

episodic buffer

A
  • storage of working memory
  • combines the images and sounds from other two components into coherent, story like episodes
  • newest member of working memory
  • can hold 7 to 10 items of info
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13
Q

central executive

A
  • control center of working memory

- coordinates attention and exchange of info among the three storage components

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14
Q

Magical Number 7

A
  • George Miller

- study where he found participants could remember seven units of info give or take 2

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15
Q

chunking

A

-organizing smaller units of info into larger more meaningful units

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16
Q

Brown Peterson Test

A
  • measures the duration of working memory
  • relies on meaningless stimuli and interference
  • meaningless info lasts about 15 to 18 seconds
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17
Q

feature binding

A

-visuospatial memory can accurated retain approx 4 whole objects

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18
Q

declarative memories

A
  • memories that we are consciously aware of and can be verbalized
  • including facts about world and personal experiences
  • part of long term memory
  • includes semantic and episodic
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19
Q

episodic memories

A
  • declarative memories for personal experiences that seem to bw organized around episodes
  • recalled from first person perspective
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20
Q

semantic memories

A

-declarative memories that include facts about world

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21
Q

nondeclarative memories

A
  • actions or behaviors that you can remember and perform with awareness
  • include procedural memories and conditioning
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22
Q

procedural memories

A
  • patterns of muscle movement (motor memory)

- things you do

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23
Q

conditioning

A
  • nondeclarative memories
  • reflexive
  • things you feel
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24
Q

long term potentiation

A
  • enduring increase in connectivity and transmission of neural signals between nerve cells that fire together
  • hipocampus = learning new memories
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25
Q

consolidation

A
  • process of converting short term memories into long term memories in the brain
  • cellular consolidation - neurons adapt and make changes more permanent
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26
Q

case of H.M (Henry Moliasin)

A
  • hippocampus removed

- unable to form, learn, and make new memories

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27
Q

amnesia

A
  • profound loss of at least one form of memory
  • key features: roll of time and time of injury
  • usually related to brain injury or phenomena
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28
Q

retrograde

A
  • a condition in which memory for the event preceding trauma or injury is lost
  • Alzheimers
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29
Q

Anterograde

A
  • the inability to form new memories for events occurring after brain injury
  • hippocampal removal
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30
Q

storage

A

-time and manner in which information is retained between encoding and retrieval

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31
Q

rehearsal

A
  • helpful for short term memory but not long term
  • understanding the true meaning helps for long term
  • maintenance rehearsal - prolonging exposure to info by repetition (not helpful)
  • elaborative rehearsal - prolonging exposure to info by thing about meaning (helpful)
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32
Q

shallow vs deep processing

A
  • shallow is know what it is

- deep is knowing why and how it is that

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33
Q

encoding specificity principle

A

-predicts that retrieval is most effective when it occurs in same context as encoding

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34
Q

context dependent learning

A

-retrieval is more effective when takes place in the physical setting as encoding

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35
Q

state dependent learning

A
  • retrieval is more effective when internal conditions match those experienced during encoding
  • heart rate and physiological state
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36
Q

mood dependent learing

A

-people remember better is their mood at retrieval matches mood at encoding

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37
Q

context dependent forgetting

A
  • change in environment influences forgetting

- walking into a room and forgetting why you went there

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38
Q

context reinstatement effect

A

-returning back to original location and memory that you lost suddenly comes back

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39
Q

emotional memories

A

-involve the hippocampus and amygdala

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40
Q

flashbulb memory

A
  • an extremely vivid and detailed memory about an event and the conditions surrounding how one learned about the event
  • can be personal or involve community
  • people are highly confident that their recollection is accurate but they arent always perfect
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41
Q

forgetting curve

A
  • Ebbinghaus
  • studied syllables and kept testing himself noticing that he was forgetting
  • shows that most forgetting happens right away the slows down
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42
Q

mnemonics

A

-technique intended to improve memory for specific info

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43
Q

acronym

A

-pronounceable word whose letters represent the initials of an important phrase or set of items

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44
Q

first letter technique

A

-first letters of a set of items spell out words that form a sentence

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45
Q

dual coding

A
  • information is stored in more than one form and it regularly produces stronger memories than the use of one form alone
  • such as verbal description and visual image or description and a sound
  • EX: alphabet
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46
Q

method of loci

A

-connects words to be remembers to locations along a familiar path

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47
Q

testing effect

A

-taking practice tests can improve exam performance even without additional studying

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48
Q

schema

A

-organized cluster of memories that constitutes ones knowledge about events objects and ideas

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49
Q

constructing memory

A

-process where we first recall a generalized schema and then add in specific details

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50
Q

schema consistent

A

-the organization and what we expect, whats relevant, important

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51
Q

schema inconsistent

A

-things that are distinctively different and not what we expected

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52
Q

early memories

A
  • need language to produce memories and schemas

- 24 mo of age

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53
Q

independent cultures

A
  • America and Europe
  • individual is emphasized
  • remember autobiographical memories
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54
Q

collective cultures

A
  • western (Asia, Africa)
  • group is greater than individual
  • early memories are less autobiographical
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55
Q

false memories

A
  • remembering events that did not occur or incorrectly recalling details of an event
  • have to be aware of this in eye witnesses
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56
Q

misinformation effect

A
  • happens when info occurring after an event becomes part of memory for that event
  • Loftus - stages a car accident, asks if there was a yeild sign when it was really a stop sign and witnesses agreed it was yield sign (false)
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57
Q

DRM procedure

A

-participants study a list of highly related words called semantic associates then asked and able to identify the most obviously missing word (critical lure)

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58
Q

imagination inflation

A

-increased confidence in a false memory of an event following repeated imagination of the event

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59
Q

false photographs

A

-participants are shown photographs that have been altered by adding false objects and participants agreed and told stories relating to the fake object

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60
Q

recovered memories

A
  • memories of traumatic event that are suddenly recovered after blocking the memory of that event for a long time
  • also known as repression from Freudian psychoanalysis
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61
Q

recovered memory controversy

A
  • difficult to study because it is not reliable or valid

- Beth Rutherford was told her dad raped her and she falsely remembered details of event leading to many issues

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62
Q

concept

A
  • mental representation of an object, event or idea

- not independent, they are related

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63
Q

categories

A

-clusters of interrelated concepts

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64
Q

classical categories

A

-objects or events are categorized according to a certain set of rules or by a specific set of features

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65
Q

definitions

A

-how we put things into category

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66
Q

graded membership

A

-observation that some concepts appear to make better category members than others

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67
Q

prototypes

A

-mental representations of an average category member

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68
Q

semantic network

A
  • an interconnected set of nodes (or concepts) and the links that join them to form a category
  • nodes represent concepts
  • links connect them together
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69
Q

priming

A
  • activation of individual concepts in long term memory

- makes you more aware of certain concepts

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70
Q

linguistic relativity (Whorfian hypothesis)

A
  • the language we encounter and use determines how we understand the world
  • meaning of word “empty”
  • the way words describe colors
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71
Q

problem solving

A

-accomplishing a goal when the solution or the path to the solution is not clear

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72
Q

well defined problem

A

-problem that has a clear initial state and goal state

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73
Q

ill defined

A
  • problem that may be lacking definition in one or more ways
  • ambiguous initial state
  • lack of familiar operators
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74
Q

initial state

A

-describes what the condition is at the outset of a problem

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75
Q

goal state

A

-what you need or desire as an outcome

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76
Q

obstacles

A

-something that slows or prevents progress towards goal

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77
Q

operators

A

-techniques we use to reach goal state

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78
Q

algorithm

A
  • problem solving strategies based on a series of rules

- give precise answers

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79
Q

heuristics

A
  • problem solving strategies that stem from prior experiences and provide an educated guess as to what is most likely the solution
  • short cut
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80
Q

self imposed obstacles

A

-happen when asked to think outside the box

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81
Q

mental set

A

-cognitive obstacle that occurs when an individual attempts to apply a routine solution to what is actually a new type of problem

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82
Q

functional fixedness

A

-an individual identifies a potential operator but can only think of its most obvious function

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83
Q

representativeness heuristic

A
  • making judgements of likelihood based on how well an example represents a specific category
  • assumption
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84
Q

availability heuristic

A

-estimating the frequency of an event based on how easily examples of it come to mind

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85
Q

anchoring effect

A
  • individual attempts to solve a problem involving numbers and uses previous knowledge to keep the response within a limited range
  • use an anchor to solve problems
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86
Q

belief perseverance

A

-occurs when an individual believes he or she has the solution to the problem or the correct answer for a question and accepts only evidence that confirm those beliefs

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87
Q

confirmation bias

A
  • individual searches for only evidence that will confirm his or her beliefs instead of evidence that might confirm them
  • answer does not already exist
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88
Q

maximizers

A

-individuals who attempt to evaluate every option for every choice until they find the perfect fit

89
Q

satisficers

A

-individuals who seek to make decisions that are “good enough”

90
Q

language

A
  • form of communication

- spoken, written or gestures that are combines in a rule based form

91
Q

phonemes

A
  • most basic unit of speech

- sound of a letter

92
Q

merphemes

A
  • smallest meaningful units of language

- simple words or prefixes or suffixes

93
Q

semantics

A

-study of how people come to understand meaning from words

94
Q

syntax

A

-rules for combining words and morphemes into meaningful phrases and sentences

95
Q

pragmatics

A
  • study of nonlinguistic elements of language use

- how something is said (sarcastic, jokingly)

96
Q

sensitive period

A
  • time during childhood in which children’s brains are primed to develop language skills
  • fades during 7th year
97
Q

Language acquisition device

A

-helps us acquire language ad its and innate part of us that is reinforced when used appropriately

98
Q

milestones

A
  • 1 to 2 mo: cooing
  • 4 to 10 mo: babbling
  • 8 to 16 mo: single word stage
  • 24: two word stage
  • 24+ : meaningful phrases
99
Q

fast mapping

A

-ability to map words onto concepts or objects after only one single exposure

100
Q

intelligence

A

-ability to think, understand, reason, and cognitively adapt to and overcome obstacles

101
Q

achievement tests

A

-measure knowledge and thinking skills that an individual acquires

102
Q

aptitude test

A

-designed to measure an individuals potential to perform well on a specific range of tasks

103
Q

psychometrics

A
  • the measurement of psychological traits and abilities

- includes personality, attitudes, and intelligence

104
Q

important concepts in psychometrics

A
  • validity: degree of which a test measures the intended factor
  • reliability: giving consistent results
105
Q

standardized test

A

-test that has a set of questions or problems that are administered and scored in a uniform way across large numbers of individuals

106
Q

norms

A

-statistics that allow individuals to be evaluated relative to a typical or standard score

107
Q

standard deviation

A
  • 1 deviation = 15 points
  • average intelligence range = 85 - 115 (68%)
  • borderline intelligence = 70 - 85 (14%)
  • gifted range = 115 - 130 (14%)
  • over intelligent = 130 - 145 (2%)
108
Q

Binet and Simon

A
  • developed a method of assessing children’s academic achievement at school
  • test measures the mental age
109
Q

mental age

A

-the average or typical test score for a specific chronological age

110
Q

Lewis Termon

A
  • modified Binet and Simons test

- called Standford-Binet test

111
Q

Stanford -Binet test

A

-intended to measure innate (genetic) intelligence

112
Q

William Stern

A

-developed intelligence quotient (IQ)

113
Q

intelligent quotient

A
  • measurement in which the mental age of an individual is divided by persons chronological age and then multiplied by 100
  • was not a true measurement
114
Q

Wechsler Adult Intelligence Scale (WAIS)

A
  • developed by Wechsler
  • most commonly used intelligence test used on adolescents and adults
  • provides an overall score, a general ability index, and a cognitive proficiency index
115
Q

Overall score

A
  • full scale IQ score

- broken down into GAI and CPI

116
Q

General Ability Index (GAI)

A
  • based on Verbal comprehension (define words, general knowledge) and perceptual reasoning (engage in visuospatial tasks)
  • focuses on individuals general intellectual abilities
117
Q

Cognitive Proficiency Index

A
  • based on Working memory (how you manipulate info quick and effectively) and processing speed subtests
  • thought style and ability to think
118
Q

Ravens progressive matrices

A
  • an intelligence test that emphasizes problems that are intended not to be bound to a particular language or culture
  • measures deductive reasoning and reproductive reasoning
119
Q

Anthropometrics

A
  • Galtons measure of intelligence (intelligence is genetic)
  • referring to method of measuring physical and mental variation in humans
  • tests did not correlate with eminence
  • now we look at working memory and problem solving for intelligence
120
Q

Charles spearmen

A
  • believed we have general intelligence (g)

- came up with the technique of factor analysis

121
Q

factor analysis

A

-statistical technique that reveals similarities among a wide variety of items

122
Q

general intelligence (g)

A
  • concept that intelligence is a basic cognitive trait comprising of the ability to learn, reason, and solve problems regardless of their nature
  • high g score = high ability to solve problems in any domain
123
Q

Fluid intelligence

A
  • type of intelligence that is used to adapt to new situations and solve new problems without relying on previous knowledge
  • creative
  • ex: ravens matrices
124
Q

Crystalized intelligence

A
  • form of intelligence that relies on extensive experience and knowledge and tends to be relatively stable and robust
  • vocab and reading comprehension etc
125
Q

savants

A

-individuals with low mental capacity in most domains but extraordinary abilities in other specific areas such as music, math, or art

126
Q

Triarchic theory of intelligence

A
  • model of intelligence bases on three domains : analytical intelligence, practical intelligence, creative intelligence
  • created by Robert Sternberg
127
Q

Analytical Intelligence

A
  • verbal, mathematical problem solving
  • book smarts
  • close to notion of general intelligence (g)
128
Q

Practical intelligence

A
  • ability to address real world problems in daily life

- street smarts

129
Q

creative intelligence

A

-ability to create new ideas to solve problems

130
Q

multiple intelligences

A
  • model claiming that 9 different forms of intelligence exist, each independent from the others
  • see chart in book (pg 324)
131
Q

flynn affect

A
  • steady population level increases in intelligence over time
  • because of technology and education etc
132
Q

siblings and intelligence

A
  • .4-.5 of intelligence is passed down from parents
  • siblings have .8 similar intelligence
  • identical twins have .85
  • first born usually has higher IQ
133
Q

health and nutrition

A
  • those who have more nutrients have more energy to learn

- no direct correlation

134
Q

income

A

-more affluent parents can provide more for children leading to more learning

135
Q

gender

A
  • men score higher on IQ but intelligence is diff from women
  • women preform higher on verbal ability
  • males perform higher on visuospatial tasks
136
Q

hormones

A
  • both men and women have testosterone but in varying levels
  • women with high testosterone preform high on visuospatial tasks
  • men with low testosterone perform better on verbal tasks
137
Q

racial effects on intelligence

A
  • Asians score highest on intelligence measures
  • next is Europeans, Latin Americans, then African Americans
  • Asian and Europeans have 2.5 difference
  • Asian and A.A = 15 difference (1 standard deviation)
138
Q

culture

A
  • diff cultures emphasize different intelligences
  • American = books smarts and common sense (individualistic)
  • African and Asian = respectfulness and empathy (collectivist)
  • poor judgment of own intelligence (.10 to .30 correlation)
139
Q

personal beliefs and intelligence

A
  • our beliefs affect performance

- childs self perception plays huge role in academics

140
Q

entity theory

A
  • intelligence is a fixed characteristic and relatively difficult to change
  • no help or attention
141
Q

incremental theory

A
  • intelligence that can be shaped by experiences, practice, and effort
  • help and attention
142
Q

stereotype threat

A

-individuals are aware of stereotypes about their social group and may fear being reduced to that stereotype

143
Q

disidentification

A

-experiences become part of ones self concept

144
Q

physiological anxiety

A
  • anxiety related to ones physiological experiences (sympathetic)
  • increase of cortisol leads to change in brain activity
145
Q

developmental psychology

A

-study of the change and stability of human physical, cognitive, social, and behavioral characteristics across the life span

146
Q

stages

A
  • change and transitions are abrupt
  • overnight changes
  • ex: growth spurts
147
Q

continuous

A

-development is a slow and varying process

148
Q

sensitive period

A
  • window of time during which exposure to a specific type of environment stimulation is need for normal development of a specific ability
  • ex: language fluency, perception, balance, adaptation
149
Q

gestation

A

-pregnancy

150
Q

fertilization

A

-sperm meets egg and penetrates it

151
Q

germinal stage

A
  • first phase of prenatal development

- spans from conception to 2 weeks

152
Q

zygote

A

-cell formed by fusion of a sperm and an ovum (egg cell)

153
Q

embryonic stage

A
  • spans from week 2 - 8 when the embryo begins developing major physical structures
  • ex: heart and nervous system, beginnings of arms, legs, hands, and feet
154
Q

fetal stage

A
  • spans week 8 to birth

- skeletal, organ, and nervous systems become more developed and specialized

155
Q

fetal brain development

A
  • develops at embryonic stage

- stops at 24/25 years old

156
Q

premature birth

A
  • normal gestation: 37 wks / 9 mo
  • pre term: 36 wk or earlier
  • 25 wk = 50% survival
  • survival rates decline the earlier baby is born
  • 30 wk = 95% survival
  • not all pre-me babies have developmental problems
157
Q

teratogen

A

-substance (drug) that is capable of producing physical defects

158
Q

fetal alcohol syndrom

A
  • abnormalities in mental functioning, growth, and facial development in the offspring of women who use alcohol during pregnancy
  • 1 in 1000 worldwide
  • often goes unreported
159
Q

vaccinations and autism

A

-VACCINATIONS DO NOT CAUSE AUTISM

160
Q

sensory before birth

A
  • 4 mo gestation (2nd trimester) brain and senses start developing
  • 1st senses are eyes and ears
  • 3rd trimester = fetus actively listens and responds to external cues
161
Q

vision at birth

A
  • can see 12 - 15 inches
  • 20/20 by 12 mo
  • genetics kick in causing need for corrective lenses
  • color vision develops at 2 mo
162
Q

smell at birth

A
  • very important for infant since eyesight isnt fully developed (strong memory cue)
  • cringe @ foul odors, no response to good odors
  • discriminate towards mothers breastmilk
163
Q

motor abilities

A
  • voluntary motor movements at 5 mo gestation

- 3rd trimester and birth = nervous system develops to demonstrate reflexes to allow communication

164
Q

rooting reflex

A

-believes its feeding time when corner of mouth is stimulated

165
Q

moro reflex

A
  • occurs when infants lose support of their head

- startled reflex

166
Q

grasping reflex

A

-stimulation to infants palm causes them to grip tightly

167
Q

physical changes in infancy

A
  • laying on stomach
  • crawling, rolling
  • sit up (balance)
  • walking and running
  • brain develops, cerebral cortex thickens (sensory>motor>perception>executive functioning)
168
Q

Piaget Development theory

A
  • study of changes in memory, thought, and reasoning processes that occur through lifespan
  • development includes assimilation and accommodation
169
Q

assimilation

A

-add new information but interpret it based on what they already know

170
Q

accomodation

A

-children modify their belief structures based on experience

171
Q

sensorimotor stage

A
  • 1st stage of Piagets
  • spanning birth to 2 yrs
  • infants thinking and understanding of world is based on sensory experiences and physical actions when they perform on objects
172
Q

pre operational stage

A
  • 2nd stage in Piagets
  • spans 2 yrs to 7 yrs
  • understanding of symbols, pretend play, and mastery of the concept of conservation
  • conservation: quantity or amt of object is not related to appearance
173
Q

concrete operational stage

A
  • 3rd step of Piaget
  • spanning 7 to 11 years
  • children develop skills in using and manipulating numbers as well as logical thinking
174
Q

formal operational stage

A
  • final step in Piaget
  • spans 11 yr to adult
  • development of advanced cognitive process such as abstract reasoning and hypothetical reasoning
175
Q

core knowledge hypothesis

A

-view on development proposing that infants have inborn abilities for understanding some key aspects of their environment

176
Q

habituation

A

-decrease in responding with repeated exposure to an event

177
Q

dishabituation

A

-increase in responsiveness with the presentation of a new stimulus

178
Q

Vygotsky

A
  • tried understanding sociocultural factors in child development
  • children have zone of proximal development
179
Q

zone of proximal development

A

-development is ideal when a child attempts skills and activities that are just beyond what he or she can do alone, but the child has guidance from adults who are attentive to his or her progress

180
Q

scaffolding

A

-approach to teaching in which teacher matches guidance to the students needs

181
Q

attachment

A

-enduring emotional bond formed between individuals

182
Q

Harry Harlow Monkey Experiment

A

-monkey felt attachment from a comforting object rather than an object that provided food

183
Q

Strange Situation experiement

A
  • Ainsworth

- how babys act to caregiver when faced with a stranger

184
Q

Secure attachment

A

-baby is calmed down immediately by caregiver

185
Q

disorganized attachment

A
  • may or may not be calmed down

- varies from time to time

186
Q

Resistant

A

-child is upset when mother leaves and angry when she returns

187
Q

Avoidant

A

-child does not get upset when mother leave and doesn’t seek contact when she returns

188
Q

self awareness

A

-the aability to recognize ones individuality

189
Q

egocentric

A
  • perceive and interpret the world in terms of self

- see world through their own perspective

190
Q

theory of mind

A
  • ability to recognize the thoughts, beliefs, and expectations of others and to understand that these can be different from ones own
  • pass the false belief task around 5 yrs
191
Q

temperament

A
  • general emotional reactivity, which is regarded as the root from which several aspects of adult personality grow
  • BUILDING BLOCKS OF PERSONALTY
192
Q

puberty

A
  • physical transition from childhood to adolescence, culminating in reproductive maturity
  • females - 11 yrs
  • males - 13 yr
193
Q

primary sex traits

A

-genitals and gonads (testes or ovaries)

194
Q

secondary traits

A

-growth in breasts and hips, body hair, voice changes etc

195
Q

menarche

A
  • the onset of menstruation

- occurs around age 12

196
Q

spermarche

A
  • their first ejaculation of sperm

- 14 years of age as a wet dream (nocturnal emission)

197
Q

Kohlbergs trolly experiment

A
  • examined how people reason about moral dilemmas and identified three stages of moral reasoning
  • asked young boys what they would do with trolly lever
198
Q

pre conventional morality

A
  • finding solution through egocentric methods
  • fearful of punishment
  • lacks abstract or depth
199
Q

conventional morality

A
  • focused on rule of law

- law=moral

200
Q

post conventional morality

A
  • high order thinking
  • abstract
  • rules are relevant but not abstract
201
Q

identity

A
  • self image and perception of ones unique and individual characteristics
  • personal, social, future goals
202
Q

identity crisis

A

-curiosity, questioning, and exploration of different identities

203
Q

Identity statuses

A

-process and outcomes of identity development that include elements of both crisis and personal commitment

204
Q

identity achievement

A

-committing to a particular ID youre happy with

205
Q

identity diffusion

A

-refusal to commit to one identity

206
Q

identity foreclosure

A
  • do not experience an identity crisis

- commit to roles that are handed down by parents

207
Q

identity moratorium

A

-prolonged experiment with different identities

208
Q

sociometric popularity

A

-well respected individuals with low levels of aggression

209
Q

perceived popularity

A
  • perceived popular and more well known than sociometric populars
  • not well liked and more aggressive
210
Q

peer rejection

A

-rejected by peers

211
Q

cyber bullying

A
  • more common now than in person bullying

- leads to problems with mental health

212
Q

romantic relations

A
  • 80% have sexual acts (not intercourse)
  • 60 % same sex
  • dating can elevate social status
213
Q

adulthood

A
  • young to middle age = weight gain, greying hair
  • 50 years old = menopause (low estrogen)
  • older = 65 yr and up
214
Q

dementia

A

-mild to severe disruption of mental functioning, memory loss, disorientation, poor judgement, and decision making

215
Q

alzheimers disease

A

-degenerative and terminal condition resulting in severe damage of entire brain

216
Q

authoritative parenting

A
  • expression of warmth and responsiveness to the needs of children
  • excersizing control over certain actions and decisions made by children
  • best parenting
217
Q

authoritarian parenting

A
  • emphasizes control over children

- express less warmth

218
Q

indulgent permissive parenting

A
  • warm but indifferent
  • do not attempt to control children even in positive helpful ways
  • spoiled and give everything they want
219
Q

indifferent uninvolved parenting

A
  • show neither warm or control toward children

- dont care either way

Psychology (4 decks)

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