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General Psychology > Exam 4 > Flashcards

Exam 4 Flashcards

1
Q

Developmental psychology

A

study of continuity and change across the lifespan

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2
Q

Zygote

A

fertilized egg

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3
Q

Prenatal development

A

germinal stage
embryonic stage
fetal stage

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4
Q

Germinal stage

A

2 week period that begins at conception

* cells are dividing

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5
Q

Embryonic stage

A

period that starts around the 2nd week after conception until 8th week
has arms, legs, beating heart

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6
Q

Fetal stage

A

lasts from the 9th week after conception until birth

has a skeleton and muscles, capable of movement

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7
Q

Teratogen

A

any substance that passes from mother to unborn child and imparts development
ex. lead in water

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8
Q

Fetal alcohol syndrom (FAS)

A

developmental disorder that stems from heavy alcohol use by the mother during pregnancy

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9
Q

Infancy

A

stage of development that begins at birth and lasts between 18-24 months

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10
Q

Motor development

A

emergence of ability to execute physical actions

ex. reaching, grasping, crawling

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11
Q

Two general rules of behaviors

A

cephalocaudal rule

proximodistal rule

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12
Q

Cephalocaudal rule

A

top to bottom
tendency for motor skills to emerge in sequence from the head to the feet
infants gain control of head first

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13
Q

Proximodistal rule

A

inside to outside
tendency for motor skills to emerge in sequence from the center to the periphery
infants learn to control their trunks before their elbows and knees

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14
Q

Cognitive development

A 
infants and children gain the ability to think and understand
four stages
sensorimotor stage
preoperational stage
concrete operational stage
formal operational stage
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15
Q

Sensorimotor stage

A

begins at birth and lasts through infancy
infants are using their ability to sense and move to learn about the world
learning to control bodies and senses

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16
Q

Schemas

A

theories about the way the world works

infants do this by exploring the world with their eyes, mouths, and fingers

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17
Q

Assimilation

A

happens when infants apply their schemas to novel situations

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18
Q

Accommodation

A

infants revise their schemas in light of new information

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19
Q

Object permanence

A

fact that objects exist even when they are not visible

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20
Q

Childhood

A

period that begins at about 18 months to 24 months and lasts until about 11 or 14 years

* children enter childhood at the preoperational stage
* exit childhood at concrete operational stage
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21
Q

Preoperational stage

A

stage of cognitive development 2-6 years old
children develop a preliminary understanding of the physical world
learning about basic things

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22
Q

Conservation

A

notion that quantitative properties of an object are invariant despite changes in the object’s appearance

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23
Q

Formal operational stage

A

final stage of cognitive development that begins around the age of 11
children learn to reason about abstract concepts
learn abstract thinking

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24
Q

Egocentrism

A

failure to understand that the world appears different to different people
preoperational stage

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25
Theory of the mind
understanding the mind produces representations of the world and that these representations guide behavior
26
Human children have 3 things that allow them to learn from others
joint attention imitation social referencing
27
Joint attention
ability to focus on what another person is focused on | * I see what you see
28
Imitation
tendency to do what an adult does, or means to do | * I do what you do
29
Social referencing
ability to use another person’s reactions as information about how we should think * I think what you think
30
Attachment
emotional bond with a primary caregiver * secure attachment * avoidant attachment * ambivalent attachment * disorganized attachment * attachment style shapes who the child will become
31
Temperate
characteristic pattern of emotional reactivity | * determines what the child’s attachment style is
32
Internal working model of relationships
set of beliefs about the self, primary caregiver, and the relationship between them * developed by infants and all interactions with caregiver
33
Children’s moral thinking tends to shift from
* realism to relativism * prescriptions to principles * outcomes to intentions
34
Moral reasoning develops in 3 stages
preconventional stage conventional stage post conventional stage
35
Preconventional stage
morality of an action is determined by its consequences for the actor "I only do what is right for me"
36
Conventional stage
morality of an action is determined by the extent to which it conforms to social rules "black and white"
37
Postconventional stage
morality of an action is determined by a set of general principles that reflect core values "do whatever is right, whatever it is"
38
Adolescents
period of development that begins with the onset of sexual maturity (11-14) and lasts until the beginning of adulthood (18-21)
39
Puberty
onset of bodily changes associated with sexual maturity primary sex characteristics secondary sex characteristics
40
Primary sex characteristics
body structures directly involved in reproduction
41
Secondary sex characteristics
body structures that change with sexual maturity but are not directly involved in reproduction
42
Adulthood
stage of development 18-21 years and ends at death
43
Personality
an individual’s characteristic style of behaving, thinking, and feelings
44
Four main approaches to understanding personality
* trait-biological * psychodynamic * humanistic-existential * social-cognitive
45
Self report
when people provide subjective information about their own thoughts, feelings, or behaviors, typically via questionnaire or interview
46
Minnesota Multiphasic Personality Inventory (MMPI)
well researched clinical questionnaire that is used to asses personality and psychological problems
47
Projective tests
tests designed to reveal inner aspects of individuals’ personalities by analysis of they responses to a standard series of ambiguous stimuli
48
Rorschach Inkblot Test
projective technique where respondents’ inner thoughts and feelings are believed to be revealed by analysis of their responses to a set of unstructured inkblots
49
Thematic Apperception Test (TAT)
projective technique where respondents’ underlying motives, concerns, and the way they see the social world are believed to be revealed through analysis of the stories they make up about ambiguous pictures of people
50
Trait
relatively stable disposition to behave in a particular and consistent way
51
Big Five - traits of the five-factor personality model
openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism personalities remain fairly stable through their lifetime
52
Psychodynamic approach
an approach that regards personality as formed by needs, strivings, and desires largely operating outside of awareness - motives that can produce emotional disorders
53
Structure of the mind
id superego ego
54
Id
part of the mind containing the drives present at birth; it is the source of our bodily needs, wants, desires, and impulses, particularly sexual and aggressive drives
55
Superego
the mental system that reflects the internalization of cultural rules, mainly learned as parents exercise their authority
56
Ego
the component of personality, developed through contact with the external world, that enables us to deal with life’s practical demands regulating mechanism between id and superego
57
Defense mechanisms
unconscious coping mechanisms that reduce anxiety generated by threats from unacceptable impulses
58
Psychosexual stages
``` distinct early life stages through which personality is formed as children experience sexual pleasures from specific body areas and caregivers redirect or interfere with those pleasures oral anal phallic latency genital ```
59
Oedipus conflict
developmental experience where a child’s conflicting feelings toward the opposite sex parent are usually resolved by identifying with the same sex parent
60
Fixation
can result from disruption of a sexual stage, a phenomenon where a person’s pleasure seeking drives become psychologically stuck at a particular psychosexual stage
61
Humanistic-existential approach
emphasized a positive, optimistic view of human nature, highlights people’s good
62
Self-actualizing tendency
the human motive toward realizing our inner potential major factor in personality the need to be good, to be fully alive, and to find meaning in life
63
Existential approach
school of thought that regards personality as governed by an individual’s death
64
Social cognitive approach
views personality in terms of how the person thinks about the situations encountered in daily life and behaves in response to them
65
Person-situation controversy
question of whether behavior is caused more by personality or by situational factors
66
Personal constructs
dimensions people use in making sense of their experiences
67
Outcome expectancies
a person’s assumptions about the likely consequences of a future behavior
68
Locus of control
tendency to perceive the control of rewards as internal to the self or external in the environment
69
Self-concept
person’s explicit knowledge of his or her own behaviors, traits, and other personal characteristics
70
Self-verification
tendency to seek evidence to confirm the self-concept
71
Self-esteem
the extent to which an individual likes, values, and accepts the self
72
Self-serving bias
people tend to take credit for their successes but downplay responsibility of their failures
73
Narcissism
grandiose view of the self combined with a tendency to seek admiration from and exploit others
74
Desire for self esteem
three key theories social status belonging security
75
People who share genes are
more likely to have similar personalities
76
Difference in personality between genders can be due
sex hormones that start during puberty
77
Extraverts pursue stimulation because their
reticular formation (part of the brain that regulates arousal or alertness) is not easily stimulated
78
Freud believes the relative strength of interactions among the three systems of mind determines
an individual's basic personality structure
79
Mylenation
formation of a fatty sheath around the axons of a neuron
80
Rooting reflex
infants will move their mouths towards any object that touches their cheek
81
Sucking reflex
infants will suck anything that enters their mouth
82
Concrete operational stage
stage of cognitive development, begins at about 6 years and ends at 11 child learns how actions can transform the concrete objects of the physical world learn conservation
83
Preoperational children can't grasp the notion of
conservation
84
Children learn to solve physical problems at which stage?
concrete operational stage
85
Children learn to solve nonphysical problems at which stage?
formal operational stage
86
Primary caregiver
infant targets at about 6 months | whoever responds fastest to baby
87
Socioemotional selectivity theory
younger adults are oriented towards the future and older adults are focused on the present
88
Defense mechanisms
``` repression displacement regression rationalization reaction formation projection identification sublimation (people are unaware that they are doing these things) ```
89
Repression
repressing/burying bad experiences/memories
90
Rationalization
making your thought process seem reasonable | ex. dropping calculus because of a bad teacher
91
Reaction formation
being rude to someone you like | ex. boys teasing girls because they have a crush on them
92
Projection
assigning your qualities to someone else | ex. saying someone is dishonest because you believe you are dishonest
93
Regression
reverting to an immature or earlier stage of development | ex. talking like a baby
94
Displacement
using things to get your anger out | ex. slamming a door, yelling at someone you're not angry at
95
Identification
dealing with feelings by unconsciously taking on the characteristics of someone who is more powerful ex. someone who is bullied becomes a bully
96
Sublimation
using a sport to get your anger out, a way that is socially acceptable

General Psychology (4 decks)

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