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Psych 101 Modules 12-17 > Modules 12-17 > Flashcards

Modules 12-17 Flashcards

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1
Q

Childhood

A

Before puberty

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2
Q

Critical period

A

A window of time when exposure to certain stimuli is necessary for an aspect of development

ex. may be a critical period for language (i.e. if not exposed to language within first few years of life, language capabilities may never develop, debated since can’t ethically be studied experimentally)

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3
Q

Brain cell development

A

Brain needs input to develop

Impoverished environment produces less developed brain cell

Enriched environment produces more developed brain cell

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4
Q

Schema

A

Conceptual framework for understanding what something is, what it involves, and what it is like

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5
Q

Assimilation

A

Interpreting new information based on existing schema

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6
Q

Accommodation

A

adapting schema to incorporate new information

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7
Q

Piaget’s stages of cognitive development

A

How we develop understanding of how the world works by interacting with the world

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8
Q

Sensorimotor phase

A

Birth-nearly 2 years old

Experiencing the world through senses and actions (looking, hearing, touching, mouthing, and grasping)

Key milstones: object permanence, stranger anxiety

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9
Q

Preoperational phase

A

About 2-6/7 years old

Representing things with words and images, using intuitive rather than logical reasoning

Key milestons: pretend play, egocentrism

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10
Q

Concrete operational phase

A

About 7-11 years old

Thinking logically about concrete events; grasping concrete analogies and preforming arithmetic operations

Key milestones: conversation, mathematical transformations

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11
Q

Formal operational

A

About 12-adulthood

Reasoning abstractly

Key milestones: abstract logic, potential for mature, moral reasoning

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12
Q

Autism Spectrum Disorder

A

Deficits in communication, social interaction, interpreting emotions, unusual posture, tone of voice (or sometimes completely nonverbal), fixated interests, repetitive behaviors

Reduced communication among brain regions that normally work together in perspective taking which requires theory of mind (understanding that different minds have different perspectives and different access to information)

Genetic, prenatal influences (e.g. “extreme male” brain)

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13
Q

Attachment styles of infants

A

Assessed using strange situation paradigm (infant is in room with mother and stranger, mother leaves, then mother returns)

Reflects infant’s temperament and caregivers’ responsiveness

Associated with relationships later in life

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14
Q

Secure attachment

A

Infant is comfortable exploring if mother nearby, when mother leaves, infant becomes distressed, mother returns and infant can be quickly comforted

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15
Q

Insecure attachment

A

Any deviation from secure attachment responses

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16
Q

Parenting Styles

A

Correlated with different outcomes for children

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17
Q

Permissive style

A

Few boundaries

Children tend to be aggressive and immature

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18
Q

Authoritarian style

A

Extremely strict and unreceptive

Children tend to have impaired social skills, lower self-esteem

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19
Q

Authoritative style

A

Clear boundaries, but communicative

Children tend to have better social skills, higher self-esteem

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20
Q

Neglectful Style

A

Children tend to have poor academic and social outcomes

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21
Q

Adolescence

A

Begins at puberty “sexual maturity”

End not clearly defined (somewhere around 19-24 years old)

Frontal lobe continues to develop, myelinate allows for development of reasoning, long-term planning, impulse control, moral thinking, etc.

Frontal lobe development lags behind limbic system development

Often impulsivity, struggles with emotion

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22
Q

Parent relationships in adolescence

A

Parent-child arguments increase (usually over mundane things) but most adolescents report liking their parents

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23
Q

Peer relationships in adolescence

A

Peers influence behavior, social inclusion important

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24
Q

Erikson’s stages of psychosocial development

A

Different periods of development are characterized by different social issues/conflict that affect social development

Adolescence (teen years into 20s): identity vs. role confusion, teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity or they become confused about who they are

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25
Q

Social identity

A

Comes from social group memberships

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26
Q

Identity

A

Sense of self

Adolescents may try out various roles

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27
Q

Intimacy

A

Developing close relationships

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28
Q

Kohlber’s levels of moral thinking

A

Preconventional morality

Conventional Morality

Post-conventional morality

29
Q

Preconventional morality

A

Before 9

Self interest; obey rules to avoid punishment or gain concrete rewards, “if you save your dying wife, you’ll be a hero”

30
Q

Conventional morality

A

Early adolescence

Uphold laws and rules to gain social approval or maintain social order “if you steal the drug for her, everyone will think you’re a criminal”

31
Q

Post-conventional morality

A

Actions reflect belief in basic rights and self-defined ethical principles “people have the right to live”

32
Q

Sex

A

Biological maleness/femaleness

Chromosomal (XX=female, XY=male)

Genital (internal and external sex organs)

Hormonal (higher levels of testosterone stimulate male development, estrogen with women)

In vast majority of cases, sex is unambiguously male or female because all starts with chromosomes

Chromosomes cause either male or female genitals to develop and chromosomes and genitals influence sex hormones that cause secondary sex characteristics (breasts, facial hair, etc.) and various male/female typical characteristics

33
Q

Intersex

A

Rare cases where people are “between sexes” not fully male or female

e.g. missing or extra sex chromosome (X, XXX, XXY)

XY with female external genitals or XX with male external genitals

External genitals that are between male and female

34
Q

Gender

A

General term for societal, behavioral aspects of maleness/femaleness, masculine/feminine

Exists in every culture though specific gender expressions differ

35
Q

Gender identity

A

Deeply felt sense of one’s own maleness/femaleness

36
Q

Gender expression

A

All the signifiers of gender (clothing, speech, interests, etc.) which may or may not reflect one’s gender identity

37
Q

Transgender “trans”

A

General term that includes various ways one’s gender identity can differ from one’s sex

Male sex, female gender identity

Female sex, male gender identity

Gender identity neither male nor female, or mixture of both

38
Q

Gender dysphoria

A

Intense distress over conflict between one’s sex and gender identity

Typically starts in childhood, worsens in puberty

Most people who identify as trans are not diagnosed with gender dysphoria

39
Q

Prenatal sexual development

A

Around 7th week: Y chromosome prompts testes develop and produce testosterone

Between 4th and 5th month: sex hormones in fetal brain support male/female typical development

It’s thought that slightly more or less than typical amount of given sex hormone during development may lead to more ‘masculinized’ and ‘feminized’ brain in different ways depending on particular point of development

Perhaps causing brain to develop in way that leads to same-sex attraction later in life, or in a way leads to transgender identity later in life

40
Q

Adolescent sexual development

A

Largely driven by sex hormones

41
Q

Primary sex characteristics

A

Sex characteristics directly related to reproduction (e.g. maturation of ovaries/testes, external genitals)

42
Q

Secondary sex characteristics

A

Sex characteristics not directly related to reproduction (e.g. breasts and widened hips in girls, voice change, body hair)

43
Q

Males vs. females sex differences

A

Exist in all sexual species

Boys are more physically aggressive, girls are more relationally aggressive (using gossip, ostracization)

44
Q

Testosterone

A

Main male sex hormone

In both males and females but much higher amount in males

Stimulate growth male sex organs during fetal period and development of male sex characteristics during puberty

45
Q

Estrogen

A

In both males and females but much higher amounts in females

Contributes to female sex organs during fetal period and development of female sex characteristics

46
Q

Sexual Response Cycle

A

Defined by William Masters and Virginia Johnson (1966)

Excitement

Plateau

Orgasm

Resolution

Refractory period

47
Q

Sexual dysfunction

A

Consistent impairment of sexual arousal or functioning causing distress (erectile disorder, premature ejaculation, inability to orgasm, lack of interest/arousal, typically more physiological than psychosocial)

48
Q

Paraphilia

A

Unusual sexual interest that causes distress for the person or causes harm to self/others

e.g. pedophilia (sexual interest in prepubescent children)

49
Q

Sexual orientation

A

Enduring sexual attraction to same sex, other sex, or both

50
Q

Heterosexual

A

Attraction to opposite sex

Most common

51
Q

Homosexual

A

~3-4% men, ~2% in women (but women more likely to have same-sex experience)

51
Q
A
52
Q

Bisexual

A

<1% of population

53
Q

Asexual

A

<1% of population

54
Q

Evidence for genetic influence on sexual orientation

A

Sexual orientation more common among identical twins than among fraternal twins

Single gene in fruit flies determines sexual orientation (no single “gay gene” in humans)

55
Q

Prenatal influence on sexual orientation

A

Atypical hormone exposure at particular point in development may lead to development more typical of other sex in some particular way (e.g. sexuality)

56
Q

Subtle gay/straight brain differences

A

Part of hypothalamus in gay men resembles that in straight women more than in straight men

On average, gay people perform between straight men and straight women on certain cognitive tasks (e.g. visual rotation)

57
Q

Same-sex attraction in other species

A

Seen in hundreds of other species (birds, bears, giraffes, gorillas, monkeys, bonobos)

58
Q

Sexual selectivity

A

Across cultures, men less selective in sexual partners than women

Likely evolutionary reasons for differences in mating strategies

Higher cost of mating for females (even risk of life), can only reproduce about once per year at most, with one mate at a time, so more important to find best available mate rather than maximizing number of mating opportunities

We don’t see all men being extremely promiscuous and all women being extremely selective because each strategy at least somewhat beneficial to both sexes (men can’t invest resources in unlimited number of offspring), men and women mostly have the same genes, so if trait is beneficial enough to one sex, it can last in the gene pool and end up in both sexes unless chromosome specific

59
Q

Evolutionary basis for attraction

A

Some traits attractive in all cultures: signs of health and fertility, facial symmetry, “averageness”, social dominance and affluence in men, low waist/hip ratio in women, differential sex characteristics (masculinity in men, femininity in women)

Sexual selection (certain traits being more attractive to potential reproductive partners and thus lasting in the gene pool) is type of natural selection

e.g. male peacock’s tail evolved because sexy to females, offers no survival benefit

60
Q

Sensation

A

Process of receiving sensory information

A stimulus (energy) stimulates sensory receptors

Energy is transduced into electrochemical energy (in form of action potentials) and delivered to the brain

e.g. receiving light bouncing off a table is sensation

61
Q

Perception

A

Process of organizing and interpreting sensations (making “sense” of them)

e.g. recognizing the object is a table is perception

Involves two types processing

62
Q

Bottom-up processing

A

Uses only the raw sensations

63
Q

Top-down processing

A

Uses other information (prior expectations, knowledge, etc.)

64
Q

Absolute threshold

A

Theoretical minimum intensity of stimulus needed to be detectable

In actuality, typically isn’t consistent minimum amount so often measured as intensity that’s detectable some percentage of the time (e.g. 50%) of the time

65
Q

Difference threshold

A

JND “just noticeable difference”

Theoretical minimum change in intensity of stimulus needed to be detectable

In actuality isn’t consistent minimum amount so often measured as change that’s detectable some percentage of the time

66
Q

Probability of detecting stimulus on graph

A

Typically S-shaped function of stimulus intensity

67
Q

Weber’s law

A

JND for given type of stimulus is constant proportion of stimulus intensity and not a constant absolute amount

e.g. JND for weight is some constant proportion of initial weight not constant number of points, in otehr words, JND directly proportional to intensity of stimulus

Not really a law (some types of stimuli approximately follow Weber’s Law but not all)

68
Q

Sensory adaptation

A

Reduced sensitivity resulting from constant stimulation (e.g. stop hearing air conditioner after a while)

Unchanging stimuli aren’t typically important

We perceive the world not exactly as it is but rather in a way that tends to be useful to use

Not habituation because about perception rather than interest (loss of interest vs. sensing stimulus less)

Psych 101 Modules 12-17 (2 decks)

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