exam 5 (IM LOCKED THIS TIME) Flashcards
1
Q
Newborn Perception
A
Born with basic senses though they may not be fully developed.
2
Q
Visual Acuity
A
The ability to distinguish differences among shapes, patterns, and colors. This increases to adult level strength until they are about 1 years old.
3
Q
Preferential Looking Technique
A
The longer an infant looks at one of two things, the more visually appealing we can determine visual preferences of infants.
4
Q
Habituation Technique
A
A way to study how infants categorize a series of objects, such as faces, based on the principle that after looking at objects that are all from the same category, babies will look for a longer time at objects from a new category.
5
Q
infantile amnesia
A
inability to remember events from childhood. freud named it.
6
Q
attachment
A
a strong, intimate, emotional connection between people that persists over time and across circumstances.
7
Q
attachment theory
A
Bowlby. early infantile interactions with others shape the child’s development. criticized as western-centric.
8
Q
imprinting
A
baby animals (usually birds) attaching to and following the first thing they see, which is typically their mother/father.
9
Q
Harlow Monkeys
A
deprived monkeys of attachment. showed them a more realistic fake monkey or one that was robotic but provided food. results were that they preferred comfort over other biological needs. this established the importance of attachment in social development.
10
Q
strange situation test
A
experiment by Ainsworth. a series of separations and meetings between child and parent/adult. developed attachment styles.
11
Q
secure attachment style
A
distressed when the figure leaves, comforted quickly when they return.
12
Q
insecure/avoidant attachment style
A
not distressed when figure leaves, avoids figure when they return.
13
Q
insecure/ambivalent attachment style
A
inconsolably upset when figure leaves, both rejects and wants the figure upon return.
14
Q
oxytocin
A
related to attachment and caregiving/receiving
15
Q
assimilation
A
new information placed into an existing schema
16
Q
scheme
A
schema
17
Q
accommodation
A
changing schemas or creating new ones to account for new information
18
Q
Piaget’s stages of development
A
sensorimotor, pre-operational, concrete operational, formal operational. criticism: real life isn’t as linear, there are always exceptions, and the theory doesn’t account for other cultures.
19
Q
sensorimotor stage
A
birth-2yrs. firmly in present/here-and-now. reflex based. acquire info through senses and developing motor skills. develop first schemas. object permanence develops here. egocentrism.
20
Q
object permanence
A
the ability to know something exists even when it’s not right in front of you.
21
Q
pre-operational stage
A
2-7yrs. here-and-now world perception. beginnings of symbolic thinking. ex. playing pretend. operational thinking not developed, developing though: see; conservation.
22
Q
conservation
A
children’s inability to conserve something. the same level of water, but one placed in a wide glass the other in a tall glass, the child will think the tall glass has more.
23
Q
egocentrism
A
children only viewing the world from their own viewpoint and not others’.
24
Q
concrete operational stage
A
7-12yrs. gaining the ability to think logically about concrete objects, can relate them so long as they are both concrete. the ability to understand reversible actions.
25
formal operational stage
12-adulthood. (final stage). can now reason in sophisticated, complex, and abstract ways. critical thinking. hypothesis forming and testing.
26
theory of mind
the ability to understand that other people have mental states which influence their behavior. children's development of this coincides with the growth of their frontal lobes.
27
prosocial behavior
behaving in a way that just helps others
28
moral reasoning
cognitive process led
29
moral emotions
linked to social interests as a whole. motivate people to do good things and avoid bad things.
30
Kohlberg's Stages of Moral Development
preconventional, conventional, postconventional
31
Preconventional Stage
earliest stage of moral development. self interest and consequence led.
-egocentric punishment and obedience morality
-determined by consequences for the actor
32
Conventional Stage
middle stage of moral development. adherence to societal rules and seeking approval from others.
-interpersonal expectations and conformity
-social norms driven
33
Postconventional Stage
final stage of moral development. moral decisions depend on abstract principles and the value of all life.
-general principles that reflect values
-universal, abstract principle of justice
34
inequity aversion
a preference to avoid unfairness when making decisions about the distribution of resources.
35
Erikson's Stages of Psychosocial Development
Infancy, Toddler, Preschool, Childhood, Adolescence, Young Adulthood, Middle Adulthood, Old age.
Criticism: lacks empirical support, not culture specific, not necessarily so sequential.
36
Infancy
0-1, trust vs mistrust. Feeding.
37
Toddler
1-3, autonomy vs shame. Toilet training.
38
Preschool
3-6, initiative vs guilt. Independence.
39
Childhood
6-12, industry vs inferiority. School.
40
Adolescence
12-18, identity vs role confusion. Identity exploration.
41
Young Adulthood
18-29, intimacy vs isolation. Love relationships.
42
Middle Adulthood
30-60, generativity vs stagnation. Parenting.
43
Old age
60+, integrity vs despair. Life reflection.
44
gender identity
one's self knowledge of their gender.
45
gender roles
norms typically associated with the genders in a society
46
personality
the enduring patterns of thought, feeling, motivation, and behavior that we express in different contexts.
47
personality trait
a pattern of thought, emotion, and behavior that is relatively consistent over time and across situations
48
psychophysical systems
personality arises both from biological and social/situational factors.
49
temperaments
biologically based tendencies to feel or act a certain way
50
three characteristics considered temperaments
activity level, emotionality, sociability
51
activity level
overall amount of energy a person exhibits
52
emotionality
intensity of emotional reactions
53
sociability
general tendency to affiliate with others
54
trait approach to personality
focuses on how individuals differ in personality dispositions, such as sociability, cheerfulness, and aggression.
55
five-factor theory of personality
openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism.
56
biological trait theory
Eysenck. personality traits have two major dimensions: introversion/extraversion and emotional stability. Later a third dimension was added: Psychoticism.
-Personality traits are based on biological processes that produce behaviors, thoughts, and emotions.
57
rRST model of personality
-behavioral approach system (BAS),
-behavioral inhibition system (BIS),
-fight-flight-freeze system (FFFS)
58
Behavioral approach system (BAS)
part of rRST model. the "go" system. consists of brain structures that lead organisms to approach stimuli in pursuit of rewards.
59
Behavioral inhibition system (BIS)
part of rRST model. the "slow down" system. sensitive to punishment, inhibits or slows behavior when there are signs of danger, threat, or pain.
60
fight-flight-freeze system (FFFS)
part or rRST model. the "stop or escape" system. promotes behaviors that can protect the organism from harm, such as remaining motionless or escaping.
61
humanistic approaches to personality
emphasize personal experiences, belief systems, the uniqueness of each human life, and the inherent goodness of each person. proposes that people seek to fulfill potential.
62
person-centered approach to personality
Carl Rogers. emphasized people's subjective understandings of their lives. humans are born good (true self, goal of self-actualization).
63
unconditional positive regard
rogers suggested parents raise their children this way: they accept and prize their children no matter how they behave, express disapproval and love simultaneously.
64
redemption
things start out badly but recover
65
contamination
things start out well but something causes them to go awry
66
meaning-making
an event yields a deep insight about life
67
locus of control
how much control people believe they have over what happens in their lives; internal or external.
68
internal locus of control
believe they bring about their own rewards
69
external locus of control
believe that rewards result from forces outside of their own control.
70
personal constructs
personal theories of how the world works
71
reciprocal determinism
Bandura. the theory that expression of personality can be explained via the interactions of environment, personal factors, and the behavior itself.
72
personal factors (reciprocal determinism)
the person's characteristics, self-confidence, and expectations.
73
need for cognition
how much people enjoy thinking about complex problems and difficult questions
74
situationism
the theory that personality is determined more by situation than personality traits (ex extraversion around friends but not strangers)
75
cognitive affective processing system
people react in predictable ways in to specific conditions. people will exhibit stable behavior if they find themselves in similar situations over time.
76
interactionism
the theory that behavior is determined jointly by situations and underlying dispositions
77
ideographic approaches to assessing personality
look at what makes people unique. small groups, individual focus. not generalizable. qualitative methods: case studies, interviews, autobiographies
78
nomothetic approaches to assessing personality
group focus in order to be generalizable. trait theory. qualitative methods: (psychometric) measurement, observation.
79
projective measures
Personality tests that examine tendencies to respond in a particular way by having people interpret ambiguous stimuli. include inkblot test and Thematic Aperception Test (TAT)
80
Self-Reports
questionnaires for determining personality that are self-report based. including MMPI, Q-Sort, SAPA Project, etc.
81
Thematic Aperception Test (TAT)
shown images and told to tell the story of them. can reveal your own personality traits. freudian.
82
Rorschach Inkblot Test
what do you see in blots of ink. can reveal your own personality traits. freudian.
83
MMPI
objective for experimenter, but it's self report.
84
Psychodynamic Approach (Freudian Theory)
within us we have many things at work, pushing and pulling us in different directions. clinically based. fundamental irrationality. 4 models.
85
fundamental irrationality
humans are not naturally rational
86
Model 1: Topographic Model of Mental Processes
Where mental processes take place:
conscious, preconscious, unconscious
87
conscious mind
active thoughts and behaviors
88
preconscious mind
memories and stored knowledge
89
unconscious mind
fears, desires, shameful things, repressed things
90
Model 2: Drive/Instinct Model of motivation
role of conflict. has been mostly discredited. instinctive basis of behavior which says we want to avoid pain and seek out pleasure. Sensual beings--> the senses. Eros + Thanatos.
91
role of conflict/ambivalence
we are filled with conflict between needs and wants and what's socially acceptable. built into us. conscious vs unconscious. rational vs irrational.
92
Eros
libido
93
Thanatos
a death wish that we are born with and we turn it towards others when we're socialized. ex: competitiveness, aggression
94
Psychosexual stages of development
oral, anal, phallic, latency, genital
95
Oral stage of development
(infancy). dependence. quality of care infants get will shape their personality. regulating emotions through mouth––eating, smoking, pen
96
anal stage of development
(toddler). compliance/defiance/control. when you're potty training. how the crisis is resolved leads to anal retentive/recessiveness.
97
phallic stage of development
(childhood) identification. children become focused on and aware of differences in sexuality. identifying w/ parent of the same sex here.
98
latency stage of development
(adolescence). sexual/aggressive sublimation for a period. focus is on learning about the world.
99
genital stage of development
(adulthood). mature sexuality. to relate and love in mature ways.
100
Model 3: Structural Model of Personality
personality contains the id, ego, and superego.
101
Id
driven by pleasure principle. home of eros and thanatos. instinctive drives located here. primary process thinking.
102
primary process thinking
thinking that is wishful, illogical, and has emotional association. (is irrational).
103
superego
conscience + ego ideal. conscious/internal societal voice. places demands and expectations upon the person, conflicts with the id.
104
ego ideal
what you think you should strive for.
105
ego
mediator. manager between id and superego. makes compromises and resolves conflicts. secondary process thinking. reality principle.
106
secondary process thinking
rational and logical thinking, delaying gratification
107
Model 4: Defense Mechanisms
how the ego manages the conflict between the id and superego
108
repression
push things that cause problems into the unconscious (motivated forgetting)
109
denial
constant denial that something occurred
110
projection
project our own flaws onto other people. what we dislike in others we often most dislike in ourselves.
111
reaction formation
replacing threatening wishes/desires with an exaggerated example of the opposite.
112
rationalization
giving reasonable/alternative explanations
113
displacement
putting desires into something else less threatening. ex: slamming a door.
114
identification
identify something able to take care of the issue and take on those traits.
115
sublimation
taking the desire and finding an appropriate way to express it. ex: aggression and sports.
116
freud's contributions to the field
unconscious thoughts, feelings, motives.
ambivalence, conflict, compromise in personality.
childhood experiences shaping personality.
meaning laden nature of thoughts/behaviors
117
limitations to freud's findings
unscientific basis.
lack of support for aggression as a drive.
overemphasis on sexual motivation.
ignored adult learning.
118
social cognitive theories
social, cognitive, and learning (behaviorist) foundation. assume that behavior is rational
119
basis of personality
learning. classical and operant conditioning. social/observational learning.
120
personality defined behaviorally
function of person by situation interaction. personal constructs.
121
true self
the self that is untainted by other people... doesn't reallllyyyy exist
122
self-concept
influenced by interpersonal experiences. we create a false self.
123
false self
changing to meet the demands of others to gain approval. over time we see this as our true selves.
124
existentialism
focus on subjective existence/experience.
ultimate issue: existential dread.
central issues: quest for meaning, self as a subject, free will (bad faith), danger of losing touch with inner feelings
125
existential dread
knowledge that you will die. what does it all mean?
126
Ernest Becker
cultural anthropologist. collective fabrication. symbolic denial of death.
127
collective fabrication
meaning of life systems developed by humans motivated by fear/awareness of our own mortality. allows for meaning and hope beyond our own existence
128
terror management theory
mortality awareness influences behavior. judgements of similar vs different others, behaviors towards those different from us.
129
developmental psychology
the study of physical, cognitive, social, and moral changes that occur as a result of aging.
130
relationships between genes and environment
independent
interactive
correlated
131
independent relationship
ex; eye color and hair color
not influenced by environment, only genetics
132
interactive relationship
ex; chances of developing mental illness
both genetic and environmental
133
correlated relationship
genetic propensity to choose environments in which certain traits might develop.
134
critical periods
in animals. they need to develop certain things immediately or else they will not develop those things at all.
135
continuous development
smooth, gradual, uninterrupted
136
discrete development
discontinuous, stage/step-like, sequential
137
cross-sectional studies
analyzes data from specific people/groups at specific times and comparing two groups
138
longitudinal studies
analyzes data from specific people/groups over long periods of time (lifetimes, for example) one group
139
sequential studies
combine longitudinal and cross-sectional. comparing groups longitudinally.
140
cephalocaudal rule
top to bottom development. control in head first then down.
141
proximodistal rule
inside-out development. control central body parts before extremities.
142
4 critical factors for development
equilibration, maturation, physical environment, social interactions
143
equilibration
ongoing process by which schemas are reformed and refined. constrained by maturation.
144
Piaget's contributions
groundbreaking. impetus for field.
cognitive development, inside-out process.
145
limitations of Piaget's theory
stage-transition: more gradual than he depicts.
children actually develop competencies earlier than he depicts.
146
Ecological Systems Theory
social and environmental setting are crucial to development.
5 settings: microsystem, mesosystem, exosystem, macrosystem, chronosystem.
147
microsystem
close people. family, peers.
148
mesosystem
interaction of microsystem and exosystem
149
exosystem
institutions/people that indirectly affect the individual. neighbors, mass media, welfare services, legal services.
150
macrosystem
culture, values, morals
151
chronosystem
transitions occurring over time. socio-historical conditions.
152
process of socialization
process in which children learn the thought and behavior patterns characteristic of their society.
153
Parenting Styles
process by which children learn.
-autocratic,
-permissive,
-authoritative-reciprocal
154
autocratic
strict and stern. break rules = get punished. children raised this way tend to be withdrawn and lack independence.
155
permissive
few rules, no punishments. children raised this way tend to be withdrawn and lack independence. also are immature and lack social responsibility.
156
authoritative-reciprocal
explain the rules, a communicative system.
157
Piaget's Theory of Moral Reasoning
1. realism to relativism - rules are built into reality
2. prescription to principles
3. outcomes to intentions
158
socialization of morals
instill morals that are internalized. intrinsically motivated to do the right/moral behavior/action.
