Final Review (focus) Flashcards
behavioral genetics
study of genetics vs environment on behavior
prenatal environement
not genetic
identical twins:
personality, temperment (extraversion, neurocitism); behaviors/outcomes to situations (ex divorce), intelligence
different homes: attitude interests fears brain wave/heart patterns
adopted kids
closer to genetics
what parents influence
religious belief values manners attitudes politics habits
what peers influence
we self-reflect them the most
social skills conformity/popularity learning skills habits interests/tastes/culture
behavioral genetics predicts
temperment(emotional reactions; ex babies)
heritability
variation due to differing genes
population based (must also have similar environments)
molecular genetics
structure/function of genes
epigenetics
study of envirnoments impact on gene expression
evolution pysch
study of psych with relation to natural selection; what makes humans alike
mating preferences:
- men, more visual
- women, more implications
adaption
must be acquired in order to pass on dna to offspring
enriched env=
enriched brain function
pruning
genetic and env influences
individualism
competition for achievement
collectivism
interdependence, mutual, blended
either way, parental involvment
promotes development
ex: school emphasis by parents
Agression and gender
minor: equal
extreme: men
relational: women
intereaction
Men: opinions
women: support
gender and genetics
genes
hormone influences
primary sex char
what make you able to reproduce: testes, ovary
secondary
distinguish boy from girl: breasts, hips, hair
gender role
expected behavior of a gender
social learning theory: learn with reward?punishment
gender identity
what gender you identify your behaviors to be more similar to
gender typing: free to graviatate
gender schemas
male vs female charactersitics
gender expression
extrinsic to your genetic makeup
androgny
neither
trans
opposite
Piaget and Development
stages with schemas thru use of assimulation and accomedation
found later to be more continuous than he thought
schemas
mental molds for our experience
assiumulation
to interpret from existing mental molds
accomedation
adapting current info to new information
scale errors
18-30 mos
sensorymotor (to age 2)
use of senses;
mastery of object permeance
preoperational stage (to age 6)
language, but no logic
lack test of conservation (milk)
egocentric
develop theory of mind (reading mental states of others)
concrete operational (to 11 yrs)
mental and logic thinking
formal operational (adulthood)
abstract events
ASD
poor brain region comm to help develop “theory of mind”; genetics based
have hard time expressing and reading emotions
higher i boys and twins
infant attachment
post object permanence- develop stranger anxiety
feeling of security
attachment differences
Strange situation:
babies temperment
parents responsiveness
secure vs insecure
less attachment can lead to
lower intelligence scores
anxiety
authoritative
best method
preconventional (before 9)
self interest; obedienence for reward/punishment
conventional (early teens)
upholding for social approval
postconventional
actions based on self-ethic principles
basic rights (for other)
moral intuition
harder to change as it is auto programmedq
moral action
attitudes; awaits greater gratitifcation later (inhbition)
early adulthood
peak health
middle
health and excercise= big roles
gradual defertilization
late
telomeres shorten
everything weakens
end of life
termnal decline
Alhzheimer’s
NCD
plaque
loss of cognitive abilities
loss of memory and AcH braincells
generosity
productivity
supporting future gens
