Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC 1105 > Mid Term #2 > Flashcards

Mid Term #2 Flashcards

1
Q

Developmental Psychology

A

Change in physical, cognitive, moral, emotional and social functioning as you progress from birth to childhood to adolescence to adulthood

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Piaget and Cognitive Development

A
  • Learn how to be adaptive to environment

- Develop different schemes/script to learn/deal with environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Assmilation

A

Process of incorporating new info into existing understanding
One of two ways of acquiring knoewledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Accomodation

A

Process of modifying one’s exiting through process and framework of knowledge in response to new info
One of two ways of acquiring knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Stages of Cognitive Development

A

Sensorimotor
Preoperational
Concrete operational
Formal operational

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Sensorimotor

A
  • Birth to 2 yrs
  • Motor skills and senses
  • Object permanence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Preoperational

A
  • 2-7 yrs

- Imagination, no other’s point of view, centrisism and egocentrism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is Memory?

A

The faculty for recalling past events and past learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Three activities of Memory

A

Encoding
Storage
Retrieval

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Encoding

A

Getting information into memory in the first place

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Storage

A

Retaining memories for future use

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Retrieval

A

Recapturing memories when we need them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Information-Processing Model

A

View of memory suggesting that information moves among three memory stores during encoding, storage and retrieval

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Three memory stores of Information Processing Model

A

Sensory Memory
Working Memory
Long-term Memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Sensory Memory

A

Purpose: Holds sensory information
Duration: Last up to half a seconds for visual, 2-4 seconds for auditory
Capacity: Large
Information not transferred is lost

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Working Memory

A

Purpose: Holds information temporarily for analysis
Duration: up to 30 seconds without rehearsal
Capacity: limited to 5-9 items
Information not transferred is lost

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Long Term Memory

A

Purpose: Relatively permanent storage
Duration: Relatively permanent
Capacity: Relatively unlimited

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Cognitive Development

A

Changes in thinking that occur over thee course of time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Scheme

A

Piaget’s proposed mental structures or frameworks for understanding or thinking about the world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Concrete Operational

A
  • 7-11 yrs
  • Talk about complex relationships
  • Categorization and Cause and Effect
  • Limited to understanding ideas of real-world relationships
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Egocentrisim

A

Flaws in children’s reasoning based on their inability to take another person’s perspective

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Formal Operational Stage

A
  • 11 on wards
  • Achieve hypothetical deductive reasoning
  • Ability to think abstractly
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Information-Processing Theory

A
  • Alternate learning theory
  • Focused on how children learn, remember, organize and use information from their environment
  • Piaget looked at what could do rather than mental facilities (object permanence could be seen in younger children too young to reach for the ball)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Habituation

A

The process where individuals pay less attention to a stimulus after it is presented to them over and over again
- This technique was used to determine object permanence as young as 3 months old

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Theory of Mind

A

An awareness of one’s own mental states and the mental states of others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Scaffolding

A

Developmental adjustments that adults make to give children the help that they need, but not so much that they fail to move forward

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Zone of Proximal Development

A

The gap between what a child could accomplish alone and what the child can accomplish with help from others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Temperment

A

A biologically based tendency to respond to certain situations in similar ways throughout a person’s lifetime

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Types of Temperment

A

Easy
Difficult
Slow to warm up
Unique

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Easy

A
  • 40%
  • Cheerful, regular in routines
  • Open to novelty
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Difficult

A
  • 10%
  • Irritable
  • Negative reactions to changes or new situations
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Slow to Warm Up

A
  • 15%
  • Less active and less responsive
  • Tend to withdraw in the face of change, though not as sharply negative as those with difficult
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Unique

A
  • 35%

- Unique blends of characteristics from the other categories

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Key Aspects of Temperment

A
  1. Temperament is inborn

2. Temperament is stable across situations and time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Attachment

A

A significant emotional connection to another person such as a baby to a primary caregiver

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Attachment styles

A

Secure Attachment
Anxious/avoidance Attachment
Anxious/ambivalent/resistant attachment
Disorganized/disoriented Attachment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Secure Attachment

A
  • 60%
  • Infant used mother as a secure base from which to explore and as a support in time of trouble
  • Infant is moderately distressed when the mother leaves and happy when she returns
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Anxious/avoidant Attacment

A
  • 15%

- Infant is unresponsive with the mother and is usually indifferent when she leaves the room and when she returns

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Anxious/ambivalent/resistant Attachment

A
  • 10%
  • Infant reacts strongly when the mother leaves the room. When mother returns, the infant shows mixed emotions, seeking close contact, then squirming away angrily
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Disorganized/Disoriented Attachment

A
  • 15%

- Infant displays confused and contradictory behaviour when mother returns

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Parentlng Styles

A

Authoritative
Authoritarian
Permissive
Uninvolved

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Authoritative

A

Warm, sensitive to child’s needs, nirturing, makes reasonable demands and encourages appropriate autonomy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Authoritrian

A

Cold, rejecting, makes coercive demands, frequently critical of child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Permissive

A

Warm, accepting, but overindulgent and inattentive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Uninvolved

A

Emotionally detached and depressed, little time or energy for child rearing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Theory of Moral Development

A

Preconventional
Conventional
Postconventional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Preconventional

A
  • Morality centres on what you can get away with

- Will be caught and go to jail

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Conventional

A
  • Morality centres on avoiding others disapproval and obeying society’s rules
  • People will think they are a criminal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Postconventional

A
  • Morality is determined by abstracct ethical principles

- Laws are necessary to maintain order, citizens cannot break laws just because disagree with them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Stages of Psychosocial Development

A
  1. Trust versus mistrust
  2. Autonomy versus shame and doubt
  3. Initiative versus Guilt
  4. Industry versus inferiority
  5. Identity versus role confusion
  6. Intimacy versus isolation
  7. Generativity versus self absorption
  8. Integrity versus despair
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q
  1. Identity versus role confusion
A
  • Ages 12-20
  • Adolescents seek to develop a satisfying identity and a sense of their role in society
  • Failure = lack of stable identity and confusion about their adult role
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q
  1. Intiacy versus isolation
A
  • Ages 20-30
  • Young adults work to establish intimate relationships with others
  • Failure = Isolation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q
  1. Generativity versus self absorption
A
  • Ages 30-65
  • Middle agesd adults seek ways to influence the welfare of the next generation
  • Failure = May become self absorbed
54
Q
  1. Integrity versus despair
A
  • Ages 65+
  • Older people reflect on the lives they have lived
  • Do not feel sense of accomplishment, live in fear of death
55
Q

Emotional Intelligence

A

Ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in oneself and others

56
Q

What is Emotional Intelligence comprised of?

A 
Self Awareness
Self Management
Self Motivation
Empathy
Social Skills
57
Q

Self Awareness

A

Being aware of what you are feeling.

It is exhibited by self confidence, realistic self assessment and a self deprecating sense of humour

58
Q

Self Management

A

The ability to manage your own emotions and impulses.

It is exhibited by trustworthiness and integrity, comfort wit ambiguity and openness to change

59
Q

Self Motivation

A

The ability to persist in the face of setbacks and failures.

It is exhibited by a strong drive to achieve, optimism and high organizational commitment

60
Q

Empathy

A

The ability to sense how others are feeling.
It is exhibited by expertise in building and retaining talent, cross cultural sensitivity and service to clients and customers

61
Q

Social Skills

A

The ability to handle the emotions of others.

It is exhibited by persuasiveness and expertise in building and leading groups and teams

62
Q

Learning

A

A lasting change caused by experience

63
Q

Associative learning

A

Learning that involves forming associations between stimuli

64
Q

Non Associative learning

A

Learning that does not involve forming associations between stimuli

65
Q

Habituation

A

A form of non associative learning whereby repeated presentation of a stimulus leads to a reduction in response

66
Q

Dishabituation

A

A form of non associative learning whereby there is a recovery of attention to a novel stimulus following habituation

67
Q

Sensitization

A

A form of non associative learning whereby a strong stimulus results in an exaggerated response to the subsequent presentation of weaker stimuli (loud bang)

68
Q

Types of Associative Learning

A

Classical Conditioning

Operant Conditioning

69
Q

Classical Conditioning

A
  • A form of assiciative learning between two previously unrelated stimuli that results in a learned response
  • Unconditioned Stimulus, Unconditioned response, Conditioned stimulus, Conditioned Response
70
Q

Unconditioned Stimulus

A

Triggers a response that does not have to be taught

71
Q

Unconditioned Response

A

Response that does not have to be learned

72
Q

Conditioned Stimulus

A

A neutral stimulus that eventually elicits the same response as an unconditioned stimulus with which it has been paired

73
Q

Conditioned Response

A

A physical response elicited by a conditioned stimulus.

It is acquired through experience and is usually the same as the unconditioned response

74
Q

Stimulus Generalization

A

What occurs when stimuli similar to the originial conditioned stimulus trigger the same conditioned response

75
Q

Stimulus Discrimination

A

What occurs when an organism learns to emit a specific behaviour in the presence of a conditioned stimulus, but not in the presence of stimuli similar to the conditioned stimulus

76
Q

Phobia

A

A persistent, irrational, or obsessive fear of a specific object or situation that may arise as a result of fear conditioning

77
Q

Systematic Desensitization

A

A process used to condition extinction of phobias though gradual exposure to the feared object or situation

78
Q

Conditioned Taste Aversion

A

A form of classical conditioning whereby a previously neutral stimulus elicits an aversion reaction after it’s paired with illness

79
Q

Operant Conditioning

A

Form of associative learning whereby behaviour is modified depending on its consequences
Uses behaviourism

80
Q

Law of Effect

A

Behavious leading to rewards are more likely to occur again, while behaviours producing unpleasantness are less likely to occur again

81
Q

Reinforcer

A

An experience that produces an increase in a certain behaviour

82
Q

Positive Reinforcement

A

Presentation of a pleasant consequence following a behaviour to increase the probability that the behaviour will reoccur

83
Q

Negative Reinforcement

A

Removal of an unpleasant stimulus after a response to increase the probability that the behaviour will reoccur

84
Q

Punishment

A

An experience that produces a decrease in a particular behaviour

85
Q

Positive Punishment

A

Presentation of an unpleasant consequence following a specific behaviour to decrease the probability of the hehaviour being repeated

86
Q

Negative Punishment

A

Removal of a pleasant stimulus as a consequence of a behaviour to decrease the probability of the behaviour being repeated

87
Q

Primary Reinforcer

A

A stimulus that has survival value and is therefore intrinsically rewarding

88
Q

Primary Punisher

A

A stimulus that is naturally aversive to an organism

89
Q

Secondary Punisher

A

A stimulus that becomes aversive when associated with a primary punisher

90
Q

Schedules of Reinforcement

A

Fixed Ratio
Variable Ratio
Fixed Interval
Variable Interval

91
Q

Fixed Ratio

A
  • Reinforcement occurs after a predetermined number of responses
  • High response rate
92
Q

Variable Ratio

A
  • Reinforcement occurs after an average number of responses

- High response rate

93
Q

Fixed Interval

A
  • Reinforcement occurs after a fixed periods of time

- Low response rate

94
Q

Variable Interval

A
  • Reinforcement occurs after varying lengths of time

- Low response rate

95
Q

Continuous Reinforcement

A

What occurs when behaviour is reinforced every time it occurs

96
Q

Intermittent/Partial Reinforcement

A

A schedule of reinforcement where the behaviour is followed by reinforcement only some of the time

97
Q

Shaping

A

Introducing new behaviour by reinforcing close approximations of the desired behaviour

98
Q

Behaviour Modification

A

A systematic approach to change behaviour using principles of operant conditioning

99
Q

Vicarious Learning

A

Learning that occurs when an individual observes the consequences to another’s actions and then chooses to duplicate the behaviour or refrain from doing so

100
Q

Parallel distributed Processing Model

A

Theory of memory suggesting that information is represented in the brain as a pattern of activation across entire neural networks

101
Q

Ways to encode to Memory

A

Automatic

Effortful

102
Q

Automatic Processing

A

Encoding of information with little conscious awareness or effort

103
Q

Effortful processing

A

Encoding of information through careful attention and conscious effort

104
Q

Spaced Practice Effect

A

Facilitated encoding of material through rehearsal situations spread out over time

105
Q

Mnemonic Devices

A

Techniques used to enhance the meaningfulness of information as a way of making them more memorable

106
Q

Varieties of Long Term Memory

A

Explicit Memory

Implicit Memory

107
Q

Explicit Memory

A

Memory with conscious recall

108
Q

Varieties of Explicit Memory

A

Semantic Memory

Episodic Memory

109
Q

Semantic Memory

A

Facts and knowledge

110
Q

Episodic Memory

A

Personal experiences and events

111
Q

Implicit Memory

A

Memory without conscious recall

112
Q

Varieties of Implicit Memory

A

Procedural Memory
Classically Conditioned Memory
Priming

113
Q

Procedural Memory

A

Motor skills and habits

114
Q

Classically Conditioned Memory

A

Conditioned responses to conditioned stimuli

115
Q

Priming

A

Earlier exposure facilitates retrieval

116
Q

Stress

A

State brought on by any situation that threatens or appears to threaten a person’s sense of well being, thus challenging the individuals ability to cope

117
Q

Acute Stressor

A

A stressful situation or circumstance that happens in the short term and has a definite endpoint

118
Q

Chronic Stressor

A

A stressful situation or circumstance that is more long term and often lacks a definite endpoint

119
Q

Conflict

A

Discomfort brought about by two or more goals or impulses perceived to be incompatible

120
Q

Approach-Approach Conflict

A

Conflict that occurs when a person must choose between two equally desirable options

121
Q

Avoidance-Avoidance Conflict

A

Conflict that occurs when a person must choose between two equally undesirable options

122
Q

Approach-Avoidance Conflict

A

Conflict that occurs wehn any available choice has both desirable and undesirable qualities

123
Q

Stressor Pathways

A

SNS

HPA Axis

124
Q

SNS Pathway

A

Stimulates Sympathetic Nervous System
Activates adrenal medulla
Relases norephinephrine and epinephrine
Rise in heart rate, blood pressure, respiration, muscle tensions

125
Q

HPA Axis

A 
Hypothalamus stimulates Pituitary gland
Releases ACTH
Stimulates adrenal cortex
Releases cortisol
Increases blood sugar, metabolism
126
Q

General Adaptation Syndrome

A

A three stage response to stress

Alarm, resistance, exhaustion

127
Q

Type A

A

Personality type characterized by competitiveness, impatience, anger, and hostility

128
Q

Type B

A

Personality type that is less aggressive, more relaxed and less hostile than Type A

129
Q

Type C

A

A personality type characterized by difficulty in expressing or acknowledging negative feelings

130
Q

Problem Fixed Coping

A

Coping strategies focused on dealing directly with the stressor, such as by changing the stressor in some way

131
Q

Emotion Focused Coping

A

Coping strategies focused on changing one’s feelings about the stressor

PSYC 1105 (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions