Midterm Flashcards
behavior genetics
genetic and environmental influences on behavior
environment
nongenetic influence, from prenatal nutrition to people and things around us
chromosomes
a structure made of DNA genes.
DNA
a molecule containing genetic information
Genes
a segment of DNA that makes proteins
Identical twins
are twins who are born from the same egg and looks identical to each other.
fraternal twins
twins who are born the same day but has different DNA
culture
traditions and belief, share by a group of people that is passed on to generation
norm
a rule for accepted and expected behavior
personal space
a comfort zone we like to have around our bodies
individualism
works better alone
collectivism
works better in a group
learning
a permanent change in one’s behavior due to experience
observational learning
learn by watching others
modeling
imitating a specific behavior
mirror neurons
frontal lobe neurons that imitate the actions of what you see
prosocial behavior
positive, helpful behavior
memory
learning over time by storing information
encoding
processing information into memory system
retrieval
getting information out of memory storage
sensory memory
very brief recording of sensory information in the memory storage system
short - term memory
memory that’s being hold for a short time
long - term memory
permanent information that is stored in the memory system
working memory
memory that focuses on incoming auditory and visual information
automatic processing
unconscious encoding of incidental information
effortful processing
encoding that requires attention
rehearsal
conscious repetition of information
spacing effect
tendency for distributed study
serial position effect
able to remember the first and last thing in a list
imagery
mental pictures
mnemonics
memory aids
chunking
organizing items into familiar units
iconic memory
a momentary memory of visual stimuli
echoic memory
a momentary memory of audio stimuli
long - term potentiation
an increase in a synapse’s firing potential after brief, rapid stimulations
flashbulb memory
memory of an emotional significant moment
implicit memory
retention independent of conscious recollection
explicit memory
memory of facts and experiences
hippocampus
a neural center that is located in the limbic system
recall
a measure of memory where a person retrieve earlier information
recognition
memory where a person only identifies items previously learned
relearning
memory that assesses the amount of time saved when learning
priming
the activation of particular associations in memory
deja vu
the sense of experiencing something before
mood-congruent memory
able to recall experiences that are consistent with one’s mood
proactive interference
disruptive effect of prior learning new information
retroactive interference
disruptive effect of new learning on the recall of old information
repression
defense mechanism that banishes consciousness anxiety - arousing thoughts
misinformation effect
incorporating misleading information into one’s memory
source anmesia
attributing to the wrong source an event we have experienced
maturation
orderly sequence of growth process
cognition
mental activities associated with thinking
schema
concepts or mental modes, in which we build our learning
assimilation
interpreting our new experiences in terms of our existing schemas
accommodation
adapting our understanding to incorporate new information
object permanence
awareness that things continue to exist
conservation
volume or mass remains the same even when the form changes
egocentric
all about me
theory of mind
people’s ideas about their own or others’ mental state
autism
a disorder that appears in childhood and has difficulties with social interactions
stranger anxiety
fear of strangers that infants begin to display by 8 months of age.
attachment
an emotional tie with another person
critical period
a period after birth when an organism’s exposure to certain stimuli, produces proper development
imprinting
the process by which certain animals form attachments during a critical period in life
parts of physical development
brain development - maturation
motor development
maturation and infant memory
what happens between ages 3-6
most rapid growth occurs
Piagets stages of cognitive development
sensorimotor (0-2 yrs)
preoperational (2-6yrs)
concrete operational (7-12yrs)
formal operational (12yrs- adult)
sensorimotor stage
explores through direct sensory and motor contact
preoperational stage
uses symbols to represent objects.
do not reason logically
has ability to pretend
concrete operational stage
think logically about concrete object.
can add+subtract
understands conversations
formal operational stage
can reason abstractly
thinking hypothetical terms
secure and insecure attachments
Secure: will play and explore as long as mom is near by
insecure: less likely to explore surrounding, and clings to mother
deprivation of attachment
grew up abused - withdrawn, frightened, and afraid to speak
basic trust
according to Erick Erikson, a sense that the world is trust worthy; said to be formed during infancy by appropriate experiences from caregivers
parenting styles
authoritarian - strict
permissive - make few demands - doesn’t follow through - kids rule
authoritative - set rules - concern for kids - balanced
adolescence
the transition period form childhood to adulthood
psychologist though? then and now?
then: use to believe what happened in your childhood effected our adult life
Now: recognize that development is life long
puberty
the period of sexual maturation where a person is able to reproduce
primary sex characteristics
the body structures that make sexual reproduction possible
secondary sex characteristics
non-reproductive sexual characteristics (breast, hips, male voice, body hair)
menarche
the first menstrual period
consequences of early or later maturation
boys- early maturation can be good (strong, more athletic, and more popular.
Girls- early maturation can be stressful (may suffer from teasing or sexual harassment)
brain growth in adolescents
myelin- fatty tissue around neurons, enable better communication with other brain regions (better judgment, impulse control, ability to plan for long term)
cognitive development in adolescents
develop reasoning power- ideas unique to them
develop morality- begin to debate human nature (good and evil, truth, justice)
erikson’s view
- each stage of life has its own task, a crisis that needs resolution
- resolution or inability to resolve these conflicts effects our personalities and identities
- basis needs versus what society provides
erikson’s stages of social development
trust vs mistrust- infant autonomy vs shame + doubt- toddler 1-3 initiative vs guilt - pre-school 3-6 industry vs inferiority - grade-school 6-12 identity vs role confusion - teen 13-20 intimacy vs isolation - young adult generativity vs stagnation - middle-age adults integrity vs despair - older adult 60+
trust vs. mistrust (0-12 months)
trust comes from the consistent meeting of needs.
a sense of trust helps the acceptance of limits and boundaries
autonomy vs shame + doubt (1-3)
learn independence - to exercise their will to things themselves
initiative vs guilt (3-6)
feels good when they initiate task and carry out plans or they feel guilty about trying to be independent
industry vs inferiority (6-13)
children learn the pleasure of applying themselves to task or they feel inferior
Identity vs role confusion (teens)
work at refining a sense of self by testing roles and mixing them to form a single identity. or they become confused about who they are
Intimacy vs isolation (young adults)
try to gain capacity for intimate love or feel socially isolated
Generativity vs stagnation (mid adults)
discover a sense of contributing to the world, usually through family and work; or may feel a lack of purpose
integrity vs despair (60+)
reflecting on his or her life, and older adult may feel a satisfaction or failure
identity
our sense of self
social identity
looking for a group of people to be accepted by
intimacy
the ability to form close, loving relationships
emerging adulthood
bridging the gap between adolescent dependence and full independence and responsible adulthood
stages of adulthood
early adulthood - 20-30
middle adulthood - 31-65
late adulthood - 66+
physical development in adults
muscular strength- reaction time, sensory keenness, cardiac output- all crest in mid 20’s
women peak earlier
women decline in fertility; menopause - sex drive into 70-80s
sensory changes - middle age to late - health- immune system weakens overtime
crystallized intelligence
our accumulated knowledge and verbal skills; tends to increase with age
fluid intelligence
our ability to reason speedily and abstractly; tends to decrease during late adulthood
social development of adults
major life events: new jobs, marriage, childbirth, death of loved ones.
two basic aspects of lives that dominate adulthood: love and work
Goal is to balance love and work
menopause
the biological changes a woman experiences as her ability to reproduce declines
challenges for elderly
financial issues - income shrinks, work often taken away
Physical abilities- body deteriorates, memory fades
lonely- family members and friends die or moves away
loss of freedom- cant drive, goes to nursing home
Howard gardner’s view
some parts of the brain are bound to be stronger than other parts.
social clock
the culturally preferred timing of social events such as marriage, parenthood and retirement
gardner’s multiple intelligences
logical mathematical - solving problems
musical- discerning sounds (learns by music)
naturalist- loves to be outside
intrapersonal- intune with self
existential- tackle questions why we live
spatial- visualize world in 3d
linguistic- likes lectures
bodily kinesthetic- learns with hands on activity
interpersonal- like working in groups
2 influential figures in research of morality
Jean Piaget
Lawrence kohlberg
what are morals
those attitudes and beliefs that help people determine the difference between right and wrong
how are your morals determined?
by the rules that are set forth by the culture you were raised by
Kohlberg’s view
believes morals are uniquely human and come in identifiable stages
what is a stage
a clear distinction between changes that develop gradually overtime
criteria of stages
uniquely different
occurring the same step by step sequence
pre-potent - understand all stages below current stage
Kohlberg’s stages of moral development
obedience/Punishment- no difference between right and avoiding punishment
self-interest- interest shift to rewards rather than punishment
conformity and personal accord- secure approval and maintain relationships
authority and social order- orientation toward fixed rules
social contract- mutual benefit
universal principles- morality is based on principles that transcend mutual benefit
james fowler’s stage of faith
intuitive- protective (pre-school) mythic and literal (School age) synthetic- conventional (teens) individualiative - reflective (young adult) conjunctive faith (mid-life) universalizing faith
intuitive - projective
fantasy and reality mix together
mythic and literal
accepts stories told by faith community
understands the bible stories literally
synthetic convential
accept an all encompassing belief system
listen to and believe pastor/church- blindly follow
individuative - reflective
outside the box
often seen as backsliders as they leave faith
conjunctive faith
life is a mystery
return to sacred stories and symbols without being stuck in a theological box - really think about them
universalizing faith
live their lives in full service without fear or doubts.
many never reach this stage
