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Psych 1000 > Exam #4 > Flashcards

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
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2
Q

cross-sectional design

A

different age groups are studied at one time

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3
Q

longitudinal design

A

group of participants is studied over time

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4
Q

nature

A

human development is governed by automatic, genetically predetermined signals

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5
Q

nurture

A

development occurs by learning through experience

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6
Q

examples of nature vs. nurture

A
  • intelligence
  • language
  • aging
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7
Q

intelligence

A
  • nature: genes/biology determines IQ

- nurture: environment & learning from early on

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8
Q

language

A
  • nature: Language Acquisition Device (innate “program” that contains a schema for human language)
  • nurture: operant and observational learning
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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)
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10
Q

interactionist perspective

A

development results from combination of genes and experiences in the environment

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11
Q

continuity of stages

A
  • cognitive development/skills develop in stages (qualitative)
  • physical development/motor skills continuous (quantitative)
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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
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13
Q

3 concepts of cognitive development

A
  • schemas
  • assimilation
  • accommodation
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14
Q

schemas

A

files of knowledge that act like a set of blueprints for figuring out our environment

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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

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16
Q

accommodation

A

occurs when new info cannot be assimilated and the schema must be changed

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17
Q

Piaget’s 4 stages

A
  • sensorimotor
  • pre-operational
  • concrete operational
  • formal operational
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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
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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
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20
Q

concrete operational stage

A
  • 7 to 12
  • develop ability to think logically but not abstractly or hypothetically
  • master principle of conservation & reversibility
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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)
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22
Q

Kohlberg’s Levels

A

-pre conventional
-conventional
-post conventional
(moral development)
(based on white men)

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23
Q

pre conventional level

A
  • birth to adolescence

- self-centered

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24
Q

conventional level

A
  • adolescence and young adulthood

- other-cenetered (think about other people)

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25
Q

post conventional level

A
  • 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
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26
Q

Gilligan (moral development in women)

A
  • 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)
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27
Q

attachment

A
  • 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
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28
Q

basic trust

A
  • a sense that the world is predictable & trustworthy

- said to be formed during infancy by appropriate experiences w/ responsive caregivers

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29
Q

identity

A
  • one’s sense of self

- the adolescent’s task is to solidify a sense of a self by testing & integrating various roles

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30
Q

intimacy

A
  • the ability to form close, loving relationships

- a primary developmental task in late adolescence and early adulthood

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31
Q

personality

A
  • unique way an individual thinks, feels, and acts throughout the lifespan
  • often represented in behaviors or traits
32
Q

self report measures

A
  • asking people about themselves
  • large measures assess many aspects of personality
  • small measures assess one aspect of personality
33
Q

projective tests

A
  • shown an ambiguous stimulus & asked to describe it or tell a story about it
  • ex. inkblots
  • Thematic Appreciation Test
34
Q

Thematic Appreciation Test

A
  • show a picture and ask a respondent to tell a story about it
  • client projects unconscious and fears onto ambiguous visual stimuli
35
Q

behavioral assessment

A

-direct measures of an individual’s behavior

36
Q

3 qualities of measurement

A
  • standardized (same procedure for everyone)
  • reliable (produces consistent results)
  • valid (actually measures what it is supposed to measure)
37
Q

behavioral dispositions

A
  • 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
Q

temperament

A
  • behavioral characteristics that are fairly well established at birth
  • activity level
  • approach/withdrawal
  • adaptability
39
Q

behavioral characteristics (temperament)

A
  • 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
Q

activity level (temperament)

A

-general level of activity

41
Q

approach/withdrawal (temperament)

A

-initial responses to new situations or experiences

42
Q

adaptability (temperament)

A

-ability to respond to new situations

43
Q

psychoanalytic analytic approach (Freud)

A
  • 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
Q

social-cognitive/social-learning approach

A
  • important parts of our personalities are learned through conditioning
  • classical & operant conditioning, role models, observational learning
  • social cognitive: reciprocal determinism
45
Q

stress

A

-process by which we appraise (decide how we view the stressor) and bodily respond to certain events

46
Q

threat vs. challenge

A

threat=more stressful

challenge=less stressful

47
Q

primary appraisal

A
  • estimate severity of stressor

- evaluate potential as threat or challenge

48
Q

secondary appraisal

A

-estimate resources available to the person for coping w/ the stressor

49
Q

general adaptation syndrome

A
  • phase 1=alarm
  • phase 2=resistance
  • phase 3=exhaustion
  • want to be above the dashed line on graph
50
Q

major life event

A
  • involves a great deal of change
  • most are single and short term
  • can be positive too
51
Q

chronic stressors

A
  • long term events

- ex. unhappy marriage, roommate troubles, hate job

52
Q

daily hassles

A
  • little, insignificant issues
  • can be most stressful due to frequency
  • ex. stuck in traffic, wait in line
53
Q

stressors

A
  • major life events
  • chronic stressors
  • daily hassles
54
Q

intervening factors (stress)

A
  • appraisal
  • perceived control
  • social support
  • coping behaviors
  • personality
55
Q

outcomes (stress)

A
  • physiologic
  • emotional
  • behavioral
56
Q

coping strategies

A

-actions that master, tolerate, or minimize the effects of stressors

57
Q

problem-focused coping

A
  • strategies to eliminate stress source
  • reduce impact through direct actions
  • ex. roommate problems > talk to them to work it out
58
Q

emotion-focused coping

A
  • 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
Q

type A personality

A
  • ambitious, time conscious, hard working, easily annoyed, high levels of hostility & anger (leads to heart disease)
  • coronary-prone personality
60
Q

type B personality

A
  • relaxed, laid back, less driven & competitive

- slow to anger

61
Q

hardy personality

A
  • challenges aren’t overwhelming to them
  • committed to values, feel in control of lives
  • lack anger and hostility of type A’s
62
Q

immunity

A

-long term bodily process that gets compromised w/ sympathetic during times of stress

63
Q

humanistic approach (personality)

A
  • 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
Q

biological approach (personality)

A
  • 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
Q

personality (lab)

A
  • the enduring characteristics or ways or responding that make each of us unique
  • series of traits (global traits = fewer)
66
Q

Eysenck (lab)

A

-two basic dimensions of personality: extraversion & neuroticism

67
Q

extraversion (lab)

A

extent to which someone is outgoing and sociable versus shy and socially anxious

68
Q

neuroticism (lab)

A

how emotionally stable a person is

69
Q

Big Five Personality Inventory (lab)

A
  • extraversion
  • emotional stability
  • openness
  • agreeableness
  • conscientiousness
70
Q

openness (lab)

A

the extent to which a person likes new and different experiences, is independent, and is more imaginative than practical

71
Q

agreeableness (lab)

A

the extent to which one is soft-hearted, trusting, and helpful

72
Q

conscientiousness (lab)

A

the extent to which someone is organized, careful, and disciplined

73
Q

Health Belief Model (lab)

A
  • perceived susceptibility
  • perceived severity
  • perceived benefits
  • perceived barriers
74
Q

self-efficacy > Bandura (lab)

A

an individual’s belief that she or he is capable of carrying out or succeeding at a given task

75
Q

Consideration of Future Consequences scale (lab)

A
  • 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

Psych 1000 (2 decks)

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