Exam #4 Flashcards
1
Q
developmental psychology
A
- study of changes across the lifespan
- physical, cognitive, moral, social
- as a result of biological & environmental influences
2
Q
cross-sectional design
A
different age groups are studied at one time
3
Q
longitudinal design
A
group of participants is studied over time
4
Q
nature
A
human development is governed by automatic, genetically predetermined signals
5
Q
nurture
A
development occurs by learning through experience
6
Q
examples of nature vs. nurture
A
- intelligence
- language
- aging
7
Q
intelligence
A
- nature: genes/biology determines IQ
- nurture: environment & learning from early on
8
Q
language
A
- nature: Language Acquisition Device (innate “program” that contains a schema for human language)
- nurture: operant and observational learning
9
Q
aging
A
- nature: cellular clock theory (limits on # of times cells can reproduce)
- nurture: wear-and-tear theory (repeated use and abuse of body’s tissues)
10
Q
interactionist perspective
A
development results from combination of genes and experiences in the environment
11
Q
continuity of stages
A
- cognitive development/skills develop in stages (qualitative)
- physical development/motor skills continuous (quantitative)
12
Q
Jean Piaget
A
- children are driven by an innate need to know, as part of our overall need for survival
- in order to survive, we need to adapt to out environment
- cognitive development
13
Q
3 concepts of cognitive development
A
- schemas
- assimilation
- accommodation
14
Q
schemas
A
files of knowledge that act like a set of blueprints for figuring out our environment
15
Q
assimilation
A
process of taking in new info that fits into schema
ex. 5 year old thinks all cats are furry bc she has a cat
16
Q
accommodation
A
occurs when new info cannot be assimilated and the schema must be changed
17
Q
Piaget’s 4 stages
A
- sensorimotor
- pre-operational
- concrete operational
- formal operational
18
Q
sensorimotor stage
A
- birth to 2
- cannot think about their environment using language, symbols, images
- object permanence > awareness that objects and people continue to exist even if they are out of sight
19
Q
pre operational stage
A
- 2 to 7
- can represent things w/ words (language) & pictures but lack logical reasoning (operations)
- egocentrism > view of the world entirely form own perspective
- animism > belief that all things are living
- understanding of conservation > awareness that physical quantities remain constant despite changes in shape of appearance
20
Q
concrete operational stage
A
- 7 to 12
- develop ability to think logically but not abstractly or hypothetically
- master principle of conservation & reversibility
21
Q
formal operational stage
A
- 12 to adulthood
- adds abstract, reasoning, & conceptualization
- hypothetical thinking (What if…?)
- deductive reasoning (If… then)
- only 40-60% reach this stage
- Important bc values and beliefs, can reason from the “real” to the “possible”, & thinking about what “could be” to “should be” (right vs wrong)
22
Q
Kohlberg’s Levels
A
-pre conventional
-conventional
-post conventional
(moral development)
(based on white men)
23
Q
pre conventional level
A
- birth to adolescence
- self-centered
24
Q
conventional level
A
- adolescence and young adulthood
- other-cenetered (think about other people)
25
post conventional level
- adulthood
- personal standards for right/wrong, or on universal principles of justice, equality, respect for human life
- decisions don't matter, but reasons for decision do
- most adults don't reach this level
26
Gilligan (moral development in women)
- for women, morality is more an issue of relationships and compassion
- stage 1 = individual survival (transition from selfishness to responsibility of others
- stage 2= self-sacrifice (to be good & approved of, one must sacrifice own needs to meet the needs of others; transition from self-sacrifice to acceptance of individual needs)
- stage 3= equality (belief that sacrifices should be shared equally; principle of nonviolence)
27
attachment
- an emotional tie w/ another person
- secure attachment shown in young children by seeking closeness to the caregiver & showing distress on separation
- ex. Harlow's monkeys
28
basic trust
- a sense that the world is predictable & trustworthy
| - said to be formed during infancy by appropriate experiences w/ responsive caregivers
29
identity
- one's sense of self
| - the adolescent's task is to solidify a sense of a self by testing & integrating various roles
30
intimacy
- the ability to form close, loving relationships
| - a primary developmental task in late adolescence and early adulthood
31
personality
- unique way an individual thinks, feels, and acts throughout the lifespan
- often represented in behaviors or traits
32
self report measures
- asking people about themselves
- large measures assess many aspects of personality
- small measures assess one aspect of personality
33
projective tests
- shown an ambiguous stimulus & asked to describe it or tell a story about it
- ex. inkblots
- Thematic Appreciation Test
34
Thematic Appreciation Test
- show a picture and ask a respondent to tell a story about it
- client projects unconscious and fears onto ambiguous visual stimuli
35
behavioral assessment
-direct measures of an individual's behavior
36
3 qualities of measurement
- standardized (same procedure for everyone)
- reliable (produces consistent results)
- valid (actually measures what it is supposed to measure)
37
behavioral dispositions
- the likelihood of an infant behaving in a certain, general way, compared to the population at large
- will develop into traits, based on interaction w/ the environment
38
temperament
- behavioral characteristics that are fairly well established at birth
- activity level
- approach/withdrawal
- adaptability
39
behavioral characteristics (temperament)
- easy > 40% > regular, adaptable, happy
- difficult > 10% > irregularity in schedule, unhappy w/ change, loud
- slow-to-warm-up > 15% > quieter, need to adjust gradually to change
40
activity level (temperament)
-general level of activity
41
approach/withdrawal (temperament)
-initial responses to new situations or experiences
42
adaptability (temperament)
-ability to respond to new situations
43
psychoanalytic analytic approach (Freud)
- problems lead to fixation, in which we exhibit personality traits characteristic of an earlier stage of development
- clear lack of scientific data to support theory
- built on observable, abstract conceptions
- derived based on limited population
44
social-cognitive/social-learning approach
- important parts of our personalities are learned through conditioning
- classical & operant conditioning, role models, observational learning
- social cognitive: reciprocal determinism
45
stress
-process by which we appraise (decide how we view the stressor) and bodily respond to certain events
46
threat vs. challenge
threat=more stressful
| challenge=less stressful
47
primary appraisal
- estimate severity of stressor
| - evaluate potential as threat or challenge
48
secondary appraisal
-estimate resources available to the person for coping w/ the stressor
49
general adaptation syndrome
- phase 1=alarm
- phase 2=resistance
- phase 3=exhaustion
* want to be above the dashed line on graph
50
major life event
- involves a great deal of change
- most are single and short term
- can be positive too
51
chronic stressors
- long term events
| - ex. unhappy marriage, roommate troubles, hate job
52
daily hassles
- little, insignificant issues
- can be most stressful due to frequency
- ex. stuck in traffic, wait in line
53
stressors
- major life events
- chronic stressors
- daily hassles
54
intervening factors (stress)
- appraisal
- perceived control
- social support
- coping behaviors
- personality
55
outcomes (stress)
- physiologic
- emotional
- behavioral
56
coping strategies
-actions that master, tolerate, or minimize the effects of stressors
57
problem-focused coping
- strategies to eliminate stress source
- reduce impact through direct actions
- ex. roommate problems > talk to them to work it out
58
emotion-focused coping
- strategies to change the impact of a stressor
- change personal emotional reaction to stress
- must eventually transfer to problem-focused
- ex. make ourselves feel better
59
type A personality
- ambitious, time conscious, hard working, easily annoyed, high levels of hostility & anger (leads to heart disease)
- coronary-prone personality
60
type B personality
- relaxed, laid back, less driven & competitive
| - slow to anger
61
hardy personality
- challenges aren't overwhelming to them
- committed to values, feel in control of lives
- lack anger and hostility of type A's
62
immunity
-long term bodily process that gets compromised w/ sympathetic during times of stress
63
humanistic approach (personality)
- humans posses an innate drive to grow and reach their full potential
- self concept > our subjective perception of who we are
- ideal self vs real self (match=harmony; mismatch=anxiety)
64
biological approach (personality)
- existence of temperaments indicates some biological predisposition to respond
- extraversion and emotional stability can be traced to inherited differences in NS, which create differences in typical levels of physiological arousal and sensitivity to stress
65
personality (lab)
- the enduring characteristics or ways or responding that make each of us unique
- series of traits (global traits = fewer)
66
Eysenck (lab)
-two basic dimensions of personality: extraversion & neuroticism
67
extraversion (lab)
extent to which someone is outgoing and sociable versus shy and socially anxious
68
neuroticism (lab)
how emotionally stable a person is
69
Big Five Personality Inventory (lab)
- extraversion
- emotional stability
- openness
- agreeableness
- conscientiousness
70
openness (lab)
the extent to which a person likes new and different experiences, is independent, and is more imaginative than practical
71
agreeableness (lab)
the extent to which one is soft-hearted, trusting, and helpful
72
conscientiousness (lab)
the extent to which someone is organized, careful, and disciplined
73
Health Belief Model (lab)
- perceived susceptibility
- perceived severity
- perceived benefits
- perceived barriers
74
self-efficacy > Bandura (lab)
an individual's belief that she or he is capable of carrying out or succeeding at a given task
75
Consideration of Future Consequences scale (lab)
- assesses individuals' tendencies to weigh distant outcomes when making decisions about current behavior
- high CFC = not to smoke bc potential negative distant consequences
- low CFC = more likely to smoke bc focused on relatively positive immediate consequences
