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PSY-10000 > exam 5 (IM LOCKED THIS TIME) > Flashcards

exam 5 (IM LOCKED THIS TIME) Flashcards

1
Q

Newborn Perception

A

Born with basic senses though they may not be fully developed.

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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.

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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.

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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.

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5
Q

infantile amnesia

A

inability to remember events from childhood. freud named it.

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6
Q

attachment

A

a strong, intimate, emotional connection between people that persists over time and across circumstances.

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7
Q

attachment theory

A

Bowlby. early infantile interactions with others shape the child’s development. criticized as western-centric.

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8
Q

imprinting

A

baby animals (usually birds) attaching to and following the first thing they see, which is typically their mother/father.

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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.

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10
Q

strange situation test

A

experiment by Ainsworth. a series of separations and meetings between child and parent/adult. developed attachment styles.

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11
Q

secure attachment style

A

distressed when the figure leaves, comforted quickly when they return.

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12
Q

insecure/avoidant attachment style

A

not distressed when figure leaves, avoids figure when they return.

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13
Q

insecure/ambivalent attachment style

A

inconsolably upset when figure leaves, both rejects and wants the figure upon return.

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14
Q

oxytocin

A

related to attachment and caregiving/receiving

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15
Q

assimilation

A

new information placed into an existing schema

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16
Q

scheme

A

schema

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17
Q

accommodation

A

changing schemas or creating new ones to account for new information

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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.

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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.

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20
Q

object permanence

A

the ability to know something exists even when it’s not right in front of you.

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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.

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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.

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23
Q

egocentrism

A

children only viewing the world from their own viewpoint and not others’.

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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.

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25
Q

formal operational stage

A

12-adulthood. (final stage). can now reason in sophisticated, complex, and abstract ways. critical thinking. hypothesis forming and testing.

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26
Q

theory of mind

A

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.

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27
Q

prosocial behavior

A

behaving in a way that just helps others

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28
Q

moral reasoning

A

cognitive process led

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29
Q

moral emotions

A

linked to social interests as a whole. motivate people to do good things and avoid bad things.

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30
Q

Kohlberg’s Stages of Moral Development

A

preconventional, conventional, postconventional

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31
Q

Preconventional Stage

A

earliest stage of moral development. self interest and consequence led.
-egocentric punishment and obedience morality
-determined by consequences for the actor

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32
Q

Conventional Stage

A

middle stage of moral development. adherence to societal rules and seeking approval from others.
-interpersonal expectations and conformity
-social norms driven

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33
Q

Postconventional Stage

A

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

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34
Q

inequity aversion

A

a preference to avoid unfairness when making decisions about the distribution of resources.

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35
Q

Erikson’s Stages of Psychosocial Development

A

Infancy, Toddler, Preschool, Childhood, Adolescence, Young Adulthood, Middle Adulthood, Old age.
Criticism: lacks empirical support, not culture specific, not necessarily so sequential.

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36
Q

Infancy

A

0-1, trust vs mistrust. Feeding.

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37
Q

Toddler

A

1-3, autonomy vs shame. Toilet training.

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38
Q

Preschool

A

3-6, initiative vs guilt. Independence.

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39
Q

Childhood

A

6-12, industry vs inferiority. School.

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40
Q

Adolescence

A

12-18, identity vs role confusion. Identity exploration.

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41
Q

Young Adulthood

A

18-29, intimacy vs isolation. Love relationships.

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42
Q

Middle Adulthood

A

30-60, generativity vs stagnation. Parenting.

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43
Q

Old age

A

60+, integrity vs despair. Life reflection.

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44
Q

gender identity

A

one’s self knowledge of their gender.

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45
Q

gender roles

A

norms typically associated with the genders in a society

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46
Q

personality

A

the enduring patterns of thought, feeling, motivation, and behavior that we express in different contexts.

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47
Q

personality trait

A

a pattern of thought, emotion, and behavior that is relatively consistent over time and across situations

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48
Q

psychophysical systems

A

personality arises both from biological and social/situational factors.

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49
Q

temperaments

A

biologically based tendencies to feel or act a certain way

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50
Q

three characteristics considered temperaments

A

activity level, emotionality, sociability

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51
Q

activity level

A

overall amount of energy a person exhibits

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52
Q

emotionality

A

intensity of emotional reactions

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53
Q

sociability

A

general tendency to affiliate with others

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54
Q

trait approach to personality

A

focuses on how individuals differ in personality dispositions, such as sociability, cheerfulness, and aggression.

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55
Q

five-factor theory of personality

A

openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism.

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56
Q

biological trait theory

A

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.

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57
Q

rRST model of personality

A

-behavioral approach system (BAS),
-behavioral inhibition system (BIS),
-fight-flight-freeze system (FFFS)

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58
Q

Behavioral approach system (BAS)

A

part of rRST model. the “go” system. consists of brain structures that lead organisms to approach stimuli in pursuit of rewards.

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59
Q

Behavioral inhibition system (BIS)

A

part of rRST model. the “slow down” system. sensitive to punishment, inhibits or slows behavior when there are signs of danger, threat, or pain.

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60
Q

fight-flight-freeze system (FFFS)

A

part or rRST model. the “stop or escape” system. promotes behaviors that can protect the organism from harm, such as remaining motionless or escaping.

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61
Q

humanistic approaches to personality

A

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.

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62
Q

person-centered approach to personality

A

Carl Rogers. emphasized people’s subjective understandings of their lives. humans are born good (true self, goal of self-actualization).

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63
Q

unconditional positive regard

A

rogers suggested parents raise their children this way: they accept and prize their children no matter how they behave, express disapproval and love simultaneously.

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64
Q

redemption

A

things start out badly but recover

65
Q

contamination

A

things start out well but something causes them to go awry

66
Q

meaning-making

A

an event yields a deep insight about life

67
Q

locus of control

A

how much control people believe they have over what happens in their lives; internal or external.

68
Q

internal locus of control

A

believe they bring about their own rewards

69
Q

external locus of control

A

believe that rewards result from forces outside of their own control.

70
Q

personal constructs

A

personal theories of how the world works

71
Q

reciprocal determinism

A

Bandura. the theory that expression of personality can be explained via the interactions of environment, personal factors, and the behavior itself.

72
Q

personal factors (reciprocal determinism)

A

the person’s characteristics, self-confidence, and expectations.

73
Q

need for cognition

A

how much people enjoy thinking about complex problems and difficult questions

74
Q

situationism

A

the theory that personality is determined more by situation than personality traits (ex extraversion around friends but not strangers)

75
Q

cognitive affective processing system

A

people react in predictable ways in to specific conditions. people will exhibit stable behavior if they find themselves in similar situations over time.

76
Q

interactionism

A

the theory that behavior is determined jointly by situations and underlying dispositions

77
Q

ideographic approaches to assessing personality

A

look at what makes people unique. small groups, individual focus. not generalizable. qualitative methods: case studies, interviews, autobiographies

78
Q

nomothetic approaches to assessing personality

A

group focus in order to be generalizable. trait theory. qualitative methods: (psychometric) measurement, observation.

79
Q

projective measures

A

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
Q

Self-Reports

A

questionnaires for determining personality that are self-report based. including MMPI, Q-Sort, SAPA Project, etc.

81
Q

Thematic Aperception Test (TAT)

A

shown images and told to tell the story of them. can reveal your own personality traits. freudian.

82
Q

Rorschach Inkblot Test

A

what do you see in blots of ink. can reveal your own personality traits. freudian.

83
Q

MMPI

A

objective for experimenter, but it’s self report.

84
Q

Psychodynamic Approach (Freudian Theory)

A

within us we have many things at work, pushing and pulling us in different directions. clinically based. fundamental irrationality. 4 models.

85
Q

fundamental irrationality

A

humans are not naturally rational

86
Q

Model 1: Topographic Model of Mental Processes

A

Where mental processes take place:
conscious, preconscious, unconscious

87
Q

conscious mind

A

active thoughts and behaviors

88
Q

preconscious mind

A

memories and stored knowledge

89
Q

unconscious mind

A

fears, desires, shameful things, repressed things

90
Q

Model 2: Drive/Instinct Model of motivation

A

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
Q

role of conflict/ambivalence

A

we are filled with conflict between needs and wants and what’s socially acceptable. built into us. conscious vs unconscious. rational vs irrational.

92
Q

Eros

A

libido

93
Q

Thanatos

A

a death wish that we are born with and we turn it towards others when we’re socialized. ex: competitiveness, aggression

94
Q

Psychosexual stages of development

A

oral, anal, phallic, latency, genital

95
Q

Oral stage of development

A

(infancy). dependence. quality of care infants get will shape their personality. regulating emotions through mouth––eating, smoking, pen

96
Q

anal stage of development

A

(toddler). compliance/defiance/control. when you’re potty training. how the crisis is resolved leads to anal retentive/recessiveness.

97
Q

phallic stage of development

A

(childhood) identification. children become focused on and aware of differences in sexuality. identifying w/ parent of the same sex here.

98
Q

latency stage of development

A

(adolescence). sexual/aggressive sublimation for a period. focus is on learning about the world.

99
Q

genital stage of development

A

(adulthood). mature sexuality. to relate and love in mature ways.

100
Q

Model 3: Structural Model of Personality

A

personality contains the id, ego, and superego.

101
Q

Id

A

driven by pleasure principle. home of eros and thanatos. instinctive drives located here. primary process thinking.

102
Q

primary process thinking

A

thinking that is wishful, illogical, and has emotional association. (is irrational).

103
Q

superego

A

conscience + ego ideal. conscious/internal societal voice. places demands and expectations upon the person, conflicts with the id.

104
Q

ego ideal

A

what you think you should strive for.

105
Q

ego

A

mediator. manager between id and superego. makes compromises and resolves conflicts. secondary process thinking. reality principle.

106
Q

secondary process thinking

A

rational and logical thinking, delaying gratification

107
Q

Model 4: Defense Mechanisms

A

how the ego manages the conflict between the id and superego

108
Q

repression

A

push things that cause problems into the unconscious (motivated forgetting)

109
Q

denial

A

constant denial that something occurred

110
Q

projection

A

project our own flaws onto other people. what we dislike in others we often most dislike in ourselves.

111
Q

reaction formation

A

replacing threatening wishes/desires with an exaggerated example of the opposite.

112
Q

rationalization

A

giving reasonable/alternative explanations

113
Q

displacement

A

putting desires into something else less threatening. ex: slamming a door.

114
Q

identification

A

identify something able to take care of the issue and take on those traits.

115
Q

sublimation

A

taking the desire and finding an appropriate way to express it. ex: aggression and sports.

116
Q

freud’s contributions to the field

A

unconscious thoughts, feelings, motives.
ambivalence, conflict, compromise in personality.
childhood experiences shaping personality.
meaning laden nature of thoughts/behaviors

117
Q

limitations to freud’s findings

A

unscientific basis.
lack of support for aggression as a drive.
overemphasis on sexual motivation.
ignored adult learning.

118
Q

social cognitive theories

A

social, cognitive, and learning (behaviorist) foundation. assume that behavior is rational

119
Q

basis of personality

A

learning. classical and operant conditioning. social/observational learning.

120
Q

personality defined behaviorally

A

function of person by situation interaction. personal constructs.

121
Q

true self

A

the self that is untainted by other people… doesn’t reallllyyyy exist

122
Q

self-concept

A

influenced by interpersonal experiences. we create a false self.

123
Q

false self

A

changing to meet the demands of others to gain approval. over time we see this as our true selves.

124
Q

existentialism

A

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
Q

existential dread

A

knowledge that you will die. what does it all mean?

126
Q

Ernest Becker

A

cultural anthropologist. collective fabrication. symbolic denial of death.

127
Q

collective fabrication

A

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
Q

terror management theory

A

mortality awareness influences behavior. judgements of similar vs different others, behaviors towards those different from us.

129
Q

developmental psychology

A

the study of physical, cognitive, social, and moral changes that occur as a result of aging.

130
Q

relationships between genes and environment

A

independent
interactive
correlated

131
Q

independent relationship

A

ex; eye color and hair color
not influenced by environment, only genetics

132
Q

interactive relationship

A

ex; chances of developing mental illness
both genetic and environmental

133
Q

correlated relationship

A

genetic propensity to choose environments in which certain traits might develop.

134
Q

critical periods

A

in animals. they need to develop certain things immediately or else they will not develop those things at all.

135
Q

continuous development

A

smooth, gradual, uninterrupted

136
Q

discrete development

A

discontinuous, stage/step-like, sequential

137
Q

cross-sectional studies

A

analyzes data from specific people/groups at specific times and comparing two groups

138
Q

longitudinal studies

A

analyzes data from specific people/groups over long periods of time (lifetimes, for example) one group

139
Q

sequential studies

A

combine longitudinal and cross-sectional. comparing groups longitudinally.

140
Q

cephalocaudal rule

A

top to bottom development. control in head first then down.

141
Q

proximodistal rule

A

inside-out development. control central body parts before extremities.

142
Q

4 critical factors for development

A

equilibration, maturation, physical environment, social interactions

143
Q

equilibration

A

ongoing process by which schemas are reformed and refined. constrained by maturation.

144
Q

Piaget’s contributions

A

groundbreaking. impetus for field.
cognitive development, inside-out process.

145
Q

limitations of Piaget’s theory

A

stage-transition: more gradual than he depicts.
children actually develop competencies earlier than he depicts.

146
Q

Ecological Systems Theory

A

social and environmental setting are crucial to development.
5 settings: microsystem, mesosystem, exosystem, macrosystem, chronosystem.

147
Q

microsystem

A

close people. family, peers.

148
Q

mesosystem

A

interaction of microsystem and exosystem

149
Q

exosystem

A

institutions/people that indirectly affect the individual. neighbors, mass media, welfare services, legal services.

150
Q

macrosystem

A

culture, values, morals

151
Q

chronosystem

A

transitions occurring over time. socio-historical conditions.

152
Q

process of socialization

A

process in which children learn the thought and behavior patterns characteristic of their society.

153
Q

Parenting Styles

A

process by which children learn.
-autocratic,
-permissive,
-authoritative-reciprocal

154
Q

autocratic

A

strict and stern. break rules = get punished. children raised this way tend to be withdrawn and lack independence.

155
Q

permissive

A

few rules, no punishments. children raised this way tend to be withdrawn and lack independence. also are immature and lack social responsibility.

156
Q

authoritative-reciprocal

A

explain the rules, a communicative system.

157
Q

Piaget’s Theory of Moral Reasoning

A
  1. realism to relativism - rules are built into reality
  2. prescription to principles
  3. outcomes to intentions
158
Q

socialization of morals

A

instill morals that are internalized. intrinsically motivated to do the right/moral behavior/action.

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