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Intro to Psychology > Intro to Psych Exam #2 > Flashcards

Intro to Psych Exam #2 Flashcards

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1
Q

what three issues have engaged developmental psychologists

A

nature and nurture
change and stability
continuity vs. stages

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2
Q

course of prenatal development

A

zygote: fusion of egg and sperm
embryo: implantation of zygote to uterine wall - 10 days after conception
placenta: delivers nutrients from the mother to the embryo and fetus
fetus: point where embryo is clearly a human - around 9 weeks

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3
Q

fetus development

A

5-6 months baby begins to hear mom’s voice
28 weeks baby is likely to survive if born
baby begins to move down uterine tube and orient correctly when birth is imminent

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4
Q

effect of teratogens to baby

-fetal alcohol syndrome

A

teratogens
-certain chemicals pass the placenta barrier that the placenta doesn’t weed out
FAS
-more relevant term is Fetal Alcohol Spectrum

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5
Q

inborn skills

A

reflexes are responses that are inborn and do not have to be learned

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6
Q

types of inborn skills

A

rooting reflex
-baby opens mouth and looks for bottle/breast
sucking reflex
-know how to suck out milk
crying when hungry
newborns one hour old will look twice as long at an image that looks like a face

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7
Q

how do researchers explore infants’ mental abilities

A

Baby Lab

test how long they look and pay attention to different things

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8
Q

maturation

A

the average of our earliest conscious memory is 3.5 years
infantile amnesia
-during development of hippocampus
implicit vs. explicit memory

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9
Q

pruning

A

if you don’t use a part of your brain, you lose it
increases in first 1-3 years
allows brain to start using the areas that are helpful
increases at puberty
happens around 11-12 in boys, earlier in girls

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10
Q

brain development

A

fastest growth of all body parts
highest growth rate during middle trimester
at birst, brain is 25% of total size
by 2, it is 75%
most synaptic connections are developed
myelin sheath develo
sbrainstem (survival) develops first
between 3-6, frontal lobe develops rapidly
connection of R and L hemispheres can help children deal with trauma

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11
Q

motor development

A 
takes place in the body and the cerebellum
sitting unsupported - 6 months
crawling - 8-9 months
beginning to walk - 12 months
walking independently - 15 months
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12
Q

frontal lobe and limbic system development

A

BOOK

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13
Q

Piaget

-Piaget’s theory

A 
stage theorist
as we learn we develop schemas
Piaget's theory
-sensorimotor
-preoperational
-concrete operational
-formal operational
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14
Q

what is a schema

A

concept we have of an experience or a mental mold of the experience
how our mind makes sense of the world

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15
Q

schemas take place via

A

assimilation
-learn something new but assimilate it into a previous schema
-kid learns what a cow is; every animal is a cow
accommodation
-learn something new and alter/add new schema
-kid learns when an animal is not a cow

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16
Q

stage 1: sensorimotor

-object permanence

A 
birth-age 2
senses and actions
object permanence
-point where child learns an object doesn't just disappear, it is just out of sight
-begins around 9 months
stranger anxiety
-around 7 months
-desire for primary caregiver rather than care from a stranger
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17
Q

stage 2: preoperational

  • egocentric
  • conservation
  • theory of mind
A

until 6-7
think symbolically
-play house, have an imaginary friend
conservation
-if something changes shape, it doesn’t mean it’s changed volume
-children don’t understand this during this stage
egocentric
-“what I’m experiencing, you’re experiencing”
-hide in the corner during hide-and-seek

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18
Q

theory of mind

A

theory of mind
-what i know, you might not know
-age 4-5
example
-Sally puts ball in one cupboard and leaves
-Anne moves ball to different cupboard
-Anne thinks Sally will first look in the different cupboard

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19
Q

stage 3: concrete operational

A

age 6-11
can begin to understand mathematical concepts
understand conservation
mathematical transformations
cannot think hypothetically or abstractly

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20
Q

stage 4: formal operational

A 
11+
personal fable
-person believes they are unique
-no one understands them
-leads them to feel invincible
imaginary audience
-everyone is watching you
hypothetical thinking
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21
Q

Lee Vygotsky

A

scaffolding
-recognize what they do and challenge
-moving towards higher cognitive functions by interaction
recognized our need for social interaction for learning

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22
Q

autism and the stages

A

BOOK

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23
Q

types of attachment

A

secure attachment
insecure-anxious attachment
insecure-avoidant attachment

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24
Q

secure attachment

A

when caregiver leaves, baby cries
when caregiver comes back, baby is soothed very quickly
baby calmed down quickly and wants to play again

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25
Q

insecure-anxious

A

overly obsessed with where caregiver is

clingy, can’t be soothed

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26
Q

insecure-avoidant

A

can’t depend on caregiver to be around

fend for themselves

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27
Q

how do we learn our attachment type

A

from our parent

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28
Q

attachment

A

refers to an emotional tie to another person
we need connection to learn
we need a physical sensation to create attachment
when you hold a baby, its HR will slow and match yours

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29
Q

Harlow’s monkeys

A

body contact
secure base
-somewhere to run to when in an unknown environment
-when child has a secure base they are more likely to explore

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30
Q

critical period

A

there may be windows during which you can teach things to children
Lorenz and imprinting
-ducks will attach to a caregiver based on who they see first
children do better in a not-so-stable home if they are their real parents rather than in an adopte, stable home

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31
Q

girls vs boys development

A

girls optimize brain connections
-by around 2 this evens out
attention choices
-girls want human contact while boy swould rather watch wind shield wipers
girls excel at mimicry
girls would rather hear voices while boys would rather listen to toys

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32
Q

Mary Ainsworth

A 
the strange situation
the goal was to assess attachment in babies and their caregiver
process
-caregiver and kid in an strange room
-stranger comes in, caregiver leaves
-caregiver comes back
-both leave
-stranger comes back in
-caregiver comes back in
is the kid soothed
attachment was determined by quality of communication between baby and caregiver
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33
Q

basic trust

A

attachment leads to basic trust - John Bowlby
world is reliable and predictable
this creates a template for us for all future relationships
helps us to know what good relationships look like

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34
Q

Erik Erikson

-trust vs. mistrust

A 
stage theorist
after we learn to trust in people, we move toward autonomy
adolescence (teens to late 20s)
-define your identity
middle adulthood (40s to 60s)
-discover a sense of contributing to the world
late adulthood (late 60s and older)
-want to give back to the world
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35
Q

John Bowlby

A

Father of Attachment Theory
impact of attachment in childhood on lives later on
attachment leads to basic trust
when parent attaches to you, you are more likely to help others
-may be caused by empathy

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36
Q

resilient

A

why are some children fine with lack of attachment
a resilient child is more likely to have an easy temperament in early childhood
in middle childhood, they are more likely to have autonomy (ask for help, able to talk with others)
-develop a hobby
-have someone/something that was supportive

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37
Q

hormonal changes caused by abuse

A

brain changes: less serotonin - linked with depression
hormone changes: higher cortisol levels
-higher baseline stress level
use more limbic system (become stronger), frontal cortex becomes weaker

38
Q

the abuse cycle

A

since they have a higher stress level, they are more likely to be impulsive and act in a way that they know

39
Q

parenting styles and children’s traits

A

authoritarian: rigid ruler
-lower warmth
-high control/expectations
-children: easily upset, moody or aggressive
permissive-neglectful
-low warmth
-low control, avoidant
-children: low social skills, low self control
permissive-indulgent
-high warmth
-low control
-wants to be your friend
-children: low self-control, difficulty with respect
-impulsive
authoritative
-high warmth
-high control
-tender teacher
-children: self-control
-high-achieving
-socially competent

40
Q

adolescence

A

the growing and morphing period between childhood and adulthood

41
Q

boys and girls physical brain development

A

boys who develop (puberty) earlier are more likely to be involved in delinquent behavior
-may be because they look older and are involved in an older crowd
girls who develop earlier get teased

42
Q

girls and time of first period

A

becoming earlier over time

  • due to increased body fat
  • increased body fat is linked to hormones that mimic growth hormone
  • increased stress is linked to early puberty
  • -need to be independent and protect oneself
43
Q

brain development during adolescence

A

pruning
-restarts at puberty (11-12 in boys, earlier in girls)
frontal lobe and myelin sheath
-sheath allows for faster impulses
emotional limbic system
-wired before frontal lobe
-leads to larger mood swings, more impulsive

44
Q

Kohlberg’s levels and stages

-Heinz dilehma

A 
Preconventional level
-Stage 1: punishment-obedience orientation
-stage 2: instrumental-exchange orientation
conventional level
-stage 3: good child orientation
-stage 4: law and order orientation
postconventional level
-stage 5: social-contract orientation
-stage 6: universal ethics orientation
45
Q

stage 1

A 
punishment-obedience orientation
follow the rules
if you don't you might get in trouble, if you do you might get a treat
birth to 9
self-interest
46
Q

stage 2

A 
instrumental-exchange orientation
become aware of others' POV
quid pro quo
morality is reciprocity
if i do what's right, others will do what's right for me
self-interest
47
Q

stage 3

A

good child orientation
adolescence
others-centered
do certain things to maintain social order
morality is about compliance to social norms
may do what’s right to gain social approval

48
Q

stage 4

A 
law and order orientation
larger perspective of social order
doing duty to society
don't speed to help others
most people only get to this stage
49
Q

postconventional level

A

actions reflect belief and basic rights and self-defined ethical principles
when you develop your personal standards of right and wrong
look at abstract standards
things aren’t black and white

50
Q

stage 5

A

social contract orientation
ther is an underlying purpose of laws
think in terms of what is good for the whole - social welfare

51
Q

stage 6

A

universal ethics orientation
some laws need to be broken
religion/spirituality become more pluralistic
moral decisions are more than just social ethics
-they relate to our personal convictions

52
Q

Baby Lab

A

SHEET

53
Q

identity vs role confusion

A

identity
-trying different roles to see how you want to be and where you want to fit into society
identity crisis
-you don’t feel like you fit in any role

54
Q

emerging adulthood

A

time you take after teenage years to establish yourself in adulthood
brief interlude between biological maturity and social independence

55
Q

physical abilities in adulthood

A

peak athletic performance
-20s
-muscular strength and reaction time is highest
running capabilities increase as you get older

56
Q

love

A

marriage

  • positive institution
  • people who are married report higher overall happiness
  • healthier
  • live longer
  • less likely to die of heart disease or be obese
57
Q

generativity vs stagnation

A 
generativity
-thinking about how you can contribute to society in some way
stagnation
-feeling purposeless
middle age problem
58
Q

male vs. female attracting factors

A 
male
-fuller figure
-wider hips and alrger breasts
--signify ability for childbearing
women
-prefer financial stability
59
Q

how couples fight

A

not that important
John Gottman
-doesn’t matter how you fight, it’s how you repair

60
Q

learning

-3 types of learning

A 
permanent change in behavior
types
-classical conditioning
-cognitive learning
-operant conditioning
61
Q

classical conditioning

A

learning that occurs when a previously neutral stimulus (NS) is paired with an unconditioned stimulus (US) to elicit a conditioned response (CS)
associations that are made between 2 or more things
-firetruck and have image
occurs after repeated exposure

62
Q

Pavlov’s dogs

A

NS - bell (stimulus which does not trigger a response)
US - dog food
-dog salivates
pairs NS and US repeatedly
active conditioning
-dog salivates when he hears the bell
-the bell becomes a conditioned stimulus (CS)

63
Q

conditioning responses

  • timing
  • extinction
  • spontaneous recovery
  • generalization
A

timing is key
-if two are not together quickly, CS nay never occur
extinction
-if you stop pairing the two, the CS will go away
spontaneous recovery
-something becomes extinct and then reappears
-a CS can come back after being extinct
generalization
-behavior becomes generalized
-say please to parents - leads to saying please to everyone

64
Q

higher order conditioning

A

can expand a simple association and make it more complex

65
Q

behaviorism

A

worldview that operates on the idea of stimulus-response

66
Q

discrimination

A

make goals more specific as you progress to move closer to the ideal behavior

67
Q

acquisition

A

when a neutral stimulus becomes a conditioned stimulus

68
Q

Watson and Little Albert

A 
before conditioning
-NS: rat
-UCS: steel bar hit with hammer
after conditioning
-NS: rat
-CR: fear?
69
Q

application of classical conditioning

A

if you want to eliminate an association you need to replace it
smoking
-chew gum
trauma
-TFCBT
-have person tell their story repeatedly to associate the story with being safe

70
Q

cognitive learning

-observational learning

A

impacted by how we observe others
observing and language leads us to learning
observing behavior leads us to mimicking it
-Bobo experiment
–children who didn’t see adult beat doll didn’t play aggressively
–children who watched adult acted aggressively, more than the adult

71
Q

modeling

A

watch someone do something and then imitate it
we tend to copy people with similar characteristics
-similar to us
-certain role in community
we model when we dont know what to do in a situation
we a re observing the model and making judgments about what they do
most visible in children
Bobo doll

72
Q

mirror neurons

A

neurons that only fire to reflect the actions or feelings of others
if I am watching someone who is experiencing pain, I am more likely to look like I am experiencing pain as well
-we are hard wired in some way for empathy

73
Q

operant conditioning

A

shaping behavior through the medium of rewards

74
Q

Skinner

A

operant chamber: Skinner’s box
placed animal (rat) in box
learned to perform a certain task based on receiving rewards
we are predictable if we know what the consequence is going to be

75
Q

shaping behavior

A

reinforcing successive approximation
-reward behavior as it gets closer to the behavior we want
as I reinforce you, your behavior is also shaping me
-hard time changing diaper, he responds to treats, give him treats when he lets you chang his diaper

76
Q

parent child interactive therapy

A

ignore behavior you don’t want to see

reward behavior you want to see

77
Q

Edward Thorndike

-Law of Effect

A

rewarded behaviors are more likely to occur

reward, rather than punishment, seems to impact behavior the most

78
Q

types of reinforcers

A

positive: adding
negative: taking away
- you have a headache
- take Tylenol
- headache goes away

79
Q

reinforcers

  • primary
  • secondary
A 
primary
-unlearned
--food - can be overused
--sleeping
--people approving of us
conditioned or secondary
-learned value
-grades
-money
-friends
-praise
--certain people we want approval from
80
Q

reinforcement schedule types

A 
continuous
-reinforce every time
-will be learned quickly
-not good for long term learning
-if reward stops, action stops
intermittent
-reinforce some of the time
-longer to learn
-sticks for longer
--not dependent on reward
81
Q

extrinsic vs intrinsic reinforcement

A 
extrinsic
-someone else praises you
intrinsic
-do something because you want to
example
-children in a class were praised for pro-social behaviors
-became less nice
-we desire autonomy
82
Q

fixed-interval reinforcement

A

same interval rate
paycheck on certain days
results in fast, UNSUSTAINED responding

83
Q

variable interval

A

times change

slow, CONSISTENT responding

84
Q

fixed ratio

A

same amount every time
-buy 10 coffee, get 1 free
high rate of responding

85
Q

variable ratio

A

number of times changes

  • gambling
  • high, CONSISTENT responding
86
Q

ratio vs. interval

A

ratio
-number of times
interval
-time between

87
Q

when does operant conditioning now work

A

for complex behaviors

  • love
  • remaining in school
88
Q

punishment

A

punishment behavior is suppressed, not forgotten
-you will decide not to do a behavior to not get punished
-when given a chance to perform the behavior without punishment you will do it
teaches discrimination
teaches fear
physical punishment and aggression

89
Q

types of punishment

A 
positive
-more work for doing something wrong
-feel you have control over finishing extra task
negative
-don't get a phone
90
Q

problem with punishment

A

focuses on what not to do

91
Q

documentary

A

NOTES

92
Q

how to apply Skinner’s ideas

  • school
  • sports
  • work
  • home
A 
school
-offer rewards for attendance, participation
sports
-make some the starter for performance
work
-same as school
home
-allowance for chores

Intro to Psychology (3 decks)

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