PSY Test Three

Question 1

is the ability to retain information over time through three processes: encoding (forming), storing, and retrieving.

Answer 1

memory

Question 2

refers to making mental representations of information so that it can be placed into our memories.

Answer 2

encoding

Question 3

is the process of placing encoded information into relatively permanent mental storage for later recall.

Answer 3

storing

Question 4

is the process of getting or recalling information that has been placed into short-term or long-term storage.

Answer 4

retrieving

Question 5

Three types of memory

Answer 5

sensory, short term, long term

Question 6

refers to an initial process that receives and holds environmental information in its raw form for a brief period of time, from an instant to several seconds.

Answer 6

sensory memory

Question 7

also called working memory , refers to another process that can hold only a limited amount of information— an average of seven items—for only a short period of time—2 to 30 seconds.

Answer 7

short term memory

Question 8

refers to the process of storing almost unlimited amounts of information over long periods of time.

Answer 8

long term memory

Question 9

Two kinds of sensory memory

Answer 9

iconic, auditory/echoic

Question 10

is a form of sensory memory that automatically holds visual information for about a quarter of a second or more; as soon as you shift your attention, the information disappears.

Answer 10

iconic memory

Question 11

is a form of sensory memory that holds auditory information for 1 or 2 seconds.

Answer 11

echoic memory

Question 12

refers to the practice of intentionally repeating or rehearsing information so that it remains longer in short-term memory.

Answer 12

maintenance rehearsal

Question 13

results when new information enters short-term memory and overwrites or pushes out information that is already there.

Answer 13

interference

Question 14

is combining separate items of information into a larger unit, or chunk, and then remembering chunks of information rather than individual items.

Answer 14

chunking

Question 15

is when people’s senses become intertwined

Answer 15

synesthesia

Question 16

refers to better recall, or improvement in retention, of information presented at the beginning of a task.

Answer 16

primacy effect

Question 17

refers to better recall, or improvement in retention, of information presented at the end of a task.

Answer 17

the recency effect

Question 18

refers to better recall of information presented at the beginning and end of a task.

Answer 18

primacy-recency effect

Question 19

involves memories for facts or events, such as scenes, stories, words, conversations, faces, or daily events. We are aware of and can recall, or retrieve, these kinds of memories

Answer 19

declarative memory

Question 20

is a type of declarative memory and involves knowledge of facts, concepts, words, definitions, and language rules.

Answer 20

semantic memory

Question 21

is a type of declarative memory and involves knowledge of specific events, personal experiences (episodes), or activities, such as naming or describing favorite restaurants, movies, songs, habits, or hobbies.

Answer 21

episodic memory

Question 22

also called non-declarative memory , involves memories for motor skills (playing tennis), some cognitive skills (learning to read), and emotional behaviors learned through classical conditioning (fear of spiders).

Answer 22

procedural memory

Question 23

is the transfer of information from short-term into long-term memory without any effort and usually without any awareness.

Answer 23

automatic encoding

Question 24

involves the transfer of information from short-term into long-term memory either by working hard to repeat or rehearse the information or, especially, by making associations between new and old information.

Answer 24

effortful encoding

Question 25

involves using effort to actively make meaningful associations between new information that you wish to remember and old or familiar information that is already stored in long-term memory.

Answer 25

elaborative rehearsal

Question 26

says that remembering depends on how information is encoded. If you encode by paying attention only to basic features (length of phone number), information is encoded at a shallow level and results in poor recall. If you encode by making new associations, this information will be encoded at a deeper level, which results in better recall.

Answer 26

levels-of-processing theory

Question 27

is the process by which the mind pushes a memory of some threatening or traumatic event deep into the unconscious.

Answer 27

repression

Question 28

which occurs in adults, is the ability to form sharp, detailed visual images after examining a picture or page for a short period of time and to recall the entire image at a later date.

Answer 28

photographic memory

Question 29

are vivid recollections, usually in great detail, of dramatic or emotionally charged incidents that are of interest to the person.

Answer 29

flashbulb memories

Question 30

chunking and interference are both part of blank memory

Answer 30

short term

Question 31

three funcitons of short term memory

Answer 31

attending, rehearsing, storing

Question 32

Three memory systems of storing long term memory

Answer 32

primacy, recency, primary recency effect

Question 33

Three different parts of storing long term memory

Answer 33

nondeclarative, declarative, procedural

Question 34

two types of declarative memory

Answer 34

semantic and episodic

Question 35

approach that measures or quantifies cognitive abilities or factors that are thought to be involved in intellectual performance.

Answer 35

psychometric

Question 36

theory that says that intelligence has two factors: a general mental ability factor, g, which represents what different cognitive tasks have in common, plus many specific factors, s, which include specific mental abilities (mathematical, mechanical, or verbal skills).

Answer 36

spearman’s two-factor theory

Question 37

theory thatsays that instead of one kind of general intelligence, there are at least nine different kinds, which include verbal intelligence, musical intelligence, logical-mathematical intelligence, spatial intelligence, body movement intelligence, intelligence to understand oneself, intelligence to understand others, naturalistic intelligence, and existential intelligence.

Answer 37

gardner’s multiple-intelligence theory

Question 38

theory says that intelligence can be divided into three different kinds of reasoning processes (triarchic means “three components”).

Answer 38

sternberg’s triarchic theory

Question 39

three reasoning processes of triarchic theory

Answer 39

analytical, problem solving, practical

Question 40

scale that contained items arranged in order of increasing difficulty. The items measured vocabulary, memory, common knowledge, and other cognitive abilities.

Answer 40

binet-simon intelligence scale

Question 41

is a method of estimating a child’s intellectual progress by comparing the child’s score on an intelligence test to the scores of average children of the same age.

Answer 41

mental age

Question 42

is computed by dividing a child’s mental age (MA), as measured in an intelligence test, by the child’s chronological age (CA) and multiplying the result by 100.

Answer 42

intelligence quotient (IQ)

Question 43

most widely used iq tests are the blank

Answer 43

Wechsler Adult Intelligence ScaleWechsler Adult Intelligence Scale

Question 44

means that the test measures what it is supposed to measure.

Answer 44

validity

Question 45

refers to consistency: A person’s score on a test at one point in time should be similar to the score obtained by the same person on a similar test at a later point in time.

Answer 45

reliability

Question 46

refers to a statistical arrangement of scores so that they resemble the shape of a bell and, thus, is said to be a bell-shaped curve.

Answer 46

normal distribution

Question 47

refers to a substantial limitation in present functioning that is characterized by significantly subaverage intellectual functioning, along with related limitations in two of eleven areas, including communication, self-care, home living, social skills, academic skills, leisure, and safety (American Psychiatric Association, 2000).

Answer 47

mental retardation

Question 48

retardation that results from genetic problems or brain damage.

Answer 48

organic retardation

Question 49

retardation that retardation results from a greatly impoverished environment. There is no evidence of genetic or brain damage.

Answer 49

cultural-familial

Question 50

means that the wording of the questions and the experiences on which the questions are based are more familiar to members of some social groups than to others.

Answer 50

cultural bias

Question 51

factors that refer to noncognitive factors, such as attitude, experience, and emotional functioning, that may help or hinder performance on tests.

Answer 51

nonintellectual factors

Question 52

refer to noncognitive factors, such as attitude, experience, and emotional functioning, that may help or hinder performance on tests.

Answer 52

nature nurture question

Question 53

like siblings (brothers and sisters), develop from separate eggs and have 50% of their genes in common.

Answer 53

fraternal twins

Question 54

develop from a single egg and thus have almost identical genes, which means they have nearly 100% of their genes in common.

Answer 54

identical twins

Question 55

is a number that indicates the amount or proportion of some ability, characteristic, or trait that can be attributed to genetic factors (nature).

Answer 55

heritability

Question 56

indicates the extent to which traits, abilities, or IQ scores may increase or decrease as a result of interaction with environmental factors.

Answer 56

reaction range

Question 57

helps disadvantaged children from low socioeconomic classes to achieve better intellectual, social, and personal-emotional development, as well as physical health.

Answer 57

intervention program

Question 58

blank proposed that there are several kinds of intelligence

Answer 58

gardner

Question 59

intelligence is measured by cognitive abitlities in the blank test

Answer 59

binet-simon

Question 60

associated with the two-factor theory of intelligence

Answer 60

charles spearman

Question 61

associated with the multiple intelligence theory of intelligence

Answer 61

Howard Gardner

Question 62

Associated with the Triarchic theory of intelligence

Answer 62

Robert Sternberg

Question 63

Tried measuring intelligence by head size

Answer 63

Francis Galton

Question 64

Tried measuring intelligence by measuring the brain size

Answer 64

Paul Broca

Question 65

This man came up with mental age

Answer 65

Alfred Binet

Question 66

This man developed a formula for IQ

Answer 66

Lewis Terman

Question 67

This man had an intelligence breakthrough and he believed intelligence was a collection of mental abilites

Answer 67

Alfred Binet

Question 68

95% of IQ scores are between blank and blank

Answer 68

70 and 130

Question 69

two nature nurture factors

Answer 69

genetics and evironment

Question 70

refers to the various physiological and psychological factors that cause us to act in a specific way at a particular time.

Answer 70

motivation

Question 71

are innate tendencies or biological forces that determine behavior.

Answer 71

instincts

Question 72

is an innate biological force that predisposes an organism to behave in a fixed way in the presence of a specific environmental condition.

Answer 72

fixed action pattern

Question 73

includes several areas of the brain, such as the nucleus accumbens and the ventral tegmental area, and involves several neurotransmitters, especially dopamine.

Answer 73

reward/pleasure center

Question 74

involves engaging in certain activities or behaviors that either reduce biological needs or help us obtain incentives or external rewards.

Answer 74

extrinsic motivation

Question 75

involves engaging in certain activities or behaviors because the behaviors themselves are personally rewarding or because engaging in these activities fulfills our beliefs or expectations.

Answer 75

intrinsic motivation

Question 76

are physiological requirements that are critical to our survival and physical well-being.

Answer 76

biological needs

Question 77

are needs that are acquired through learning and experience.

Answer 77

social needs

Question 78

results from an almost perfect balance between how much food an organism eats and how much it needs to meet its body’s energy needs.

Answer 78

ideal weight

Question 79

means that a person is 20% over the ideal body weight.

Answer 79

overweight

Question 80

means that a person is 30% or more above the ideal body weight.

Answer 80

obesity

Question 81

come from physiological changes in blood chemistry and signals from digestive organs that provide feedback to the brain, —which, in turn, triggers us to eat or stop eating.

Answer 81

biological hunger factors

Question 82

come from learned associations between food and other stimuli, such as snacking while watching television; sociocultural influences, such as pressures to be thin; and various personality problems, such as depression, dislike of body image, or low self-esteem.

Answer 82

psychological hunger factors

Question 83

come from changes in blood chemistry or signals from digestive organs, which secrete various hormones.

Answer 83

peripheral cues

Question 84

result from activity in different brain areas, which in turn results in increasing or decreasing appetite.

Answer 84

central cues

Question 85

the blank secretes a hormone, ghrelin, which carries “hunger signals” to the brain’s hypothalamus, the master control for hunger regulation

Answer 85

stomach

Question 86

the blank monitors the level of glucose (sugar) in the blood.

Answer 86

liver

Question 87

the blank also secrete ghrelin, which carries “hunger signals” to the hypothalamus, increasing appetite.

Answer 87

intestines

Question 88

blank secrete a hormone, called leptin, which acts on the brain’s hypothalamus.

Answer 88

fat cells

Question 89

refers to a group of brain cells that receives “hunger signals” from digestive organs—increase in ghrelin, fall in level of blood glucose, and fall in levels of leptin

Answer 89

lateral hypothalamus

Question 90

refers to a group of brain cells that receives “full signals” from digestive organs—a full stomach activates stretch receptors, rise in level of blood glucose, rise in levels of leptin, and increase in the hormones PYY and CCK.

Answer 90

ventromedial hypothalamus

Question 91

factors that come from inherited instructions found in our genes. These instructions determine the number of fat cells or metabolic rates of burning off the body’s fuel, which push us toward being normal, overweight, or underweight.

Answer 91

genetic hunger factors

Question 92

refers to how efficiently our bodies break food down into energy and how quickly our bodies burn off that fuel.

Answer 92

metabolic rate

Question 93

refers to a certain level of body fat (adipose tissue) that our bodies strive to maintain constant throughout our lives.

Answer 93

set point

Question 94

play a role in influencing appetite, body metabolism, and secretion of hormones (leptin) that regulate fat stores.

Answer 94

weight regulating genes

Question 95

include inherited instructions for the development of sexual organs, the secretion of sex hormones, and the wiring of the neural circuits that control sexual reflexes.

Answer 95

genetic sex factors

Question 96

include the action of sex hormones, which are involved in secondary sexual characteristics (facial hair, breasts), sexual motivation (more so in animals than in humans), and the development of ova and sperm.

Answer 96

biological sex factors

Question 97

play a role in developing a sexual or gender identity, gender role, and sexual orientation.

Answer 97

psychological sex factors

Question 98

which is in the sperm or the egg, contains 23 chromosomes, which in turn have genes that contain Sperm instructions for determining the sex of the child.

Answer 98

sex chromosome

Question 99

the testes begin to grow and produce tiny amounts of male hormones or blank

Answer 99

androgens

Question 100

most commonly known androgens

Answer 100

testosterone

Question 101

secreted during puberty both directly and indirectly affect our bodies, brains, minds, personalities, self-concepts, and mental health.

Answer 101

sex hormones

Question 102

the major female sex hormones secreted by the ovaries are

Answer 102

estrogens

Question 103

the blank hypothalamus triggers a continuous release of androgens, such as testosterone, from the testes.

Answer 103

male

Question 104

the blank hypothalamus triggers a cyclical release of estrogens from the ovaries.

Answer 104

female

Question 105

which was formerly called sexual identity, refers to the individual’s subjective experience and feelings of being either a male or a female.

Answer 105

gender identity

Question 106

is commonly referred to as transsexualism.

Answer 106

gender identity disorder

Question 107

also called sexual preference, refers to whether a person is sexually aroused primarily by members of his or her own sex, the opposite sex, or both sexes.

Answer 107

sexual orientation

Question 108

refers to a pattern of sexual arousal by persons of the same sex.

Answer 108

homosexual orientation

Question 109

says that genetic and biological factors, such as genetic instructions and prenatal hormones, interact with psychological factors, such as the individual’s attitudes, personality traits, and behaviors, to influence the development of sexual orientation.

Answer 109

interactive model of sexual orientation

Question 110

the blank for sexual behavior refers to a set of beliefs, values, and expectations that subtly encourages sexual activity in men but discourages the same behavior in women.

Answer 110

double standard

Question 111

theory that emphasizes social and cultural forces, says that differences in sexual activities and in values for selecting mates developed from traditional cultural divisions of labor: Women were primarily childbearers and homemakers, while men were primarily providers and protectors.

Answer 111

biosocial theory

Question 112

theory that emphasizes genetic and biological forces, says that our current male-female differences in sexual behavior, which we call the double standard, arise from genetic and biological forces, which in turn grew out of an ancient set of successful mating patterns that helped the species survive.

Answer 112

evolutionary theory

Question 113

commonly called sexual deviations, are characterized by repetitive or preferred sexual fantasies involving nonhuman objects, such as sexual attractions to particular articles of clothing (shoes, underclothes).

Answer 113

paraphilias

Question 114

refer to problems of sexual arousal or orgasm that interfere with adequate functioning during sexual behavior.

Answer 114

sexual dysfunctions

Question 115

refer to medical conditions or drug or medication problems that lead to sexual difficulties.

Answer 115

organic factors

Question 116

refer to performance anxiety, sexual trauma, guilt, and failure to communicate, all of which may lead to sexual problems.

Answer 116

psychological factors

Question 117

four stage model of sexual response

Answer 117

excitement, plateau, orgasm, resolution

Question 118

learning to pleasure one’s partner without genital touching or making sexual demands. This nongenital pleasuring is called

Answer 118

sensate focus

Question 119

refers to persistent or recurrent absence of voluntary control over ejaculation, in which the male ejaculates with minimal sexual stimulation before, upon, or shortly after penetration and before he wishes to.

Answer 119

premature ejaculation

Question 120

refers to a persistent delay or absence of orgasm after becoming aroused and excited.

Answer 120

inhibited female orgasm

Question 121

refers to the presence of HIV antibodies, which means that the individual has been infected by the human immunodeficiency virus (HIV), which is believed to cause AIDS.

Answer 121

HIV positive

Question 122

is a life- threatening condition that is present when the individual is HIV positive and has a level of T-cells (CD4 immune cells) no higher than 200 per cubic milliliter of blood or has developed one or more of 26 specified illnesses (for example, pneumonia, skin cancer)

Answer 122

aids

Question 123

involves cutting away the female’s external genitalia, usually including her clitoris and surrounding skin (labia minora).

Answer 123

genital cutting

Question 124

refers to the desire to set challenging goals and to persist in pursuing those goals in the face of obstacles, frustrations, and setbacks.

Answer 124

achievement need

Question 125

commonly called the TAT , is a personality test in which subjects are asked to look at pictures of people in ambiguous situations and to make up stories about what the characters are thinking and feeling and what the outcome will be.

Answer 125

thematic apperception test

Question 126

is shown by those who persist longer at tasks; perform better on tasks, activities, or exams; set challenging but realistic goals; compete with others to win; and are attracted to careers that require initiative.

Answer 126

high need for achievement

Question 127

is shown by people who are motivated to avoid failure by choosing easy, nonchallenging tasks where failure is unlikely to occur.

Answer 127

fear of failure

Question 128

If a person is motivated primarily by the fear of failure, how does this individual explain his or her poor performances yet keep a good self-image? one solution is to use blank

Answer 128

self handicapping

Question 129

are individuals who score relatively high on tests of ability or intelligence but perform more poorly than their scores would predict.

Answer 129

underachievers

Question 130

refer to how people evaluate or perceive a situation and how these evaluations and perceptions influence their willingness to work.

Answer 130

cognitive factors in motivation

Question 131

is a serious eating disorder characterized by refusing to eat and not maintaining weight at 85% of what is expected, having an intense fear of gaining weight or becoming fat, and missing at least three consecutive menstrual cycles.

Answer 131

anorexia nervosa

Question 132

is characterized by a minimum of two binge-eating episodes per week for at least three months; fear of not being able to stop eating; regularly engaging in vomiting, use of laxatives, or rigorous dieting and fasting; and excessive concern about body shape and weight

Answer 132

bulimia nervosa

Question 133

maslow’s heirarchy of needs from the bottom up

Answer 133

physiological, safety, love, esteem, self-actualization

Question 134

Three characteristics exhibited by motivation

Answer 134

energized, direction, intensity

Question 135

is a psychiatric illness characterized by serious problems in emotional attachments to others beginning before age 5.

Answer 135

reactive attachment disorder

Question 136

psychologists that study a person’s biological, emotional, cognitive, personal, and social development across the life span, from infancy through late adulthood.

Answer 136

developmental

Question 137

is a child who shows a highly unusual talent, ability, or genius at a very early age and does not have mental retardation.

Answer 137

prodigy

Question 138

extends from conception to birth and lasts about 266 days (around nine months)

Answer 138

prenatal period

Question 139

three successive phases of prenatal period

Answer 139

germinal, embryonic, fetal

Question 140

is the first stage of prenatal development and refers to the two-week period following conception.

Answer 140

germinal stage

Question 141

is the release of an ovum or egg cell from a woman’s ovaries.

Answer 141

ovulation

Question 142

occurs if one of the millions of sperm penetrates the ovum’s outer membrane.

Answer 142

fertilization

Question 143

is the second stage of the prenatal period and spans the 2–8 weeks that follow conception; during this stage, cells divide and begin to differentiate into bone, muscle, and body organs.

Answer 143

embryonic stage

Question 144

Most fragile stage of prenatal period

Answer 144

embryonic stage

Question 145

which is the third stage in prenatal development, begins two months after conception and lasts until birth.

Answer 145

fetal stage

Question 146

is an organ that connects the blood supply of the mother to that of the fetus.

Answer 146

placenta

Question 147

is any agent that can harm a developing fetus (causing deformities or brain damage).

Answer 147

teratogen

Question 148

which is a medical test done between weeks 14 and 20 of pregnancy, involves inserting a long needle through the mother’s abdominal muscles into the amniotic fluid surrounding the fetus.

Answer 148

amniocentesis

Question 149

results from a mother drinking heavily during pregnancy, especially in the first 12 weeks.

Answer 149

fetal alcohol syndrome

Question 150

is a glass tabletop with a checkerboard pattern over part of its surface; the remaining surface consists of clear glass with a checkerboard pattern several feet below, creating the illusion of a clifflike drop to the floor.

Answer 150

visual cliff

Question 151

refers to the stages of motor skills that all infants pass through as they acquire the muscular control necessary for making coordinated movements.

Answer 151

motor development

Question 152

states that parts closer to the center of the infant’s body (proximo in Latin means “near”) develop before parts farther away

Answer 152

proximodistal principle

Question 153

states that parts of the body closer to the head (cephalo in Greek means “head”) develop before parts closer to the feet (

Answer 153

cephalocaudal

Question 154

refers to developmental changes that are genetically or biologically programmed rather than acquired through learning or life experiences.

Answer 154

maturation

Question 155

refer to the average ages at which children perform various kinds of skills or exhibit abilities or behaviors.

Answer 155

developmental norms

Question 156

refers to the influence and interaction of genetic factors, brain changes, cognitive factors, coping abilities, and cultural factors in the development of emotional behaviors, expressions, thoughts, and feelings (Goldsmith, 2003).

Answer 156

emotional development

Question 157

refers to relatively stable and long-lasting individual differences in mood and emotional behavior, which emerge early in childhood because these differences are largely influenced by genetic factors.

Answer 157

temperament

Question 158

is a close, fundamental emotional bond that develops between the infant and his or her parents or caregiver.

Answer 158

attachment

Question 159

is an infant’s distress—as indicated by loud protests, crying, and agitation—whenever the infant’s parents temporarily leave.

Answer 159

separation anxiety

Question 160

is characteristic of infants who use their parent or caregiver as a safe home base from which they can wander off and explore their environments.

Answer 160

secure attachment

Question 161

is characteristic of infants who avoid or show ambivalence or resistance toward their parent or caregiver.

Answer 161

insecure attachment

Question 162

means that the same group of individuals is studied repeatedly at many different points in time.

Answer 162

longitudinal method

Question 163

means that several groups of different-aged individuals are studied at the same time.

Answer 163

cross-sectional method

Question 164

show avoidance, anxiety, or fear (measured by avoiding or crying) when in a strange or novel environment; they also show increased physiological arousal (increased heart rate) and brain activity (increased response of amygdala—threat detector) to novel or strange situations.

Answer 164

inhibited/fearful children

Question 165

refers to how a person perceives, thinks, and gains an understanding of his or her world through the interaction and influence of genetic and learned factors.

Answer 165

cognitive development

Question 166

believed that from early on, a child acts like a tiny scientist who is actively involved in making guesses or hypotheses about how the world works

Answer 166

piaget’s theory

Question 167

is the process by which a child uses old methods or experiences to deal with new situations.

Answer 167

assimilation

Question 168

is the process by which a child changes old methods to deal with or adjust to new situations.

Answer 168

accomodation

Question 169

stages refer to four different stages—sensorimotor, preoperational, concrete operations, and formal operations—each of which is more advanced than the preceding stage because it involves new reasoning and thinking abilities.

Answer 169

piaget’s cognitive stages

Question 170

four stages of piaget’s cognitive stages

Answer 170

sensorimotor, preoperational, concrete operations, formal operations

Question 171

(from birth to about age 2) is the first of Piaget’s cognitive stages. During this stage, infants interact with and learn about their environments by relating their sensory experiences (such as hearing and seeing) to their motor actions (mouthing and grasping).

Answer 171

sensorimotor stage

Question 172

Beginning at around 9 months, if Sam is shown a toy dog that is then covered by a screen, he will try to push the screen away and look for the dog. Sam has learned that a toy dog that is out of sight still exists behind the screen.

Answer 172

object permanence

Question 173

stage (from about 2 to 7 years old) is the second of Piaget’s cognitive stages. During this stage, children learn to use symbols, such as words or mental images, to solve simple problems and to think or talk about things that are not present.

Answer 173

preoperational stage

Question 174

As 4-year-old Sam watches you pour milk from a tall, thin glass into a short, wide glass, will he know that the amount of milk remains the same even though its shape changes? This is called the problem of

Answer 174

conservation

Question 175

refers to seeing and thinking of the world only from your own viewpoint and having Difficulty appreciating someone else’s viewpoint.

Answer 175

egocentric thinking

Question 176

stage (from about 7 to 11 years) is the third of Piaget’s cognitive stages. During this stage, children can perform a number of logical mental operations on concrete objects (ones that are physically present).

Answer 176

concrete operations

Question 177

stage (from about 12 years old through adulthood) is Piaget’s fourth cognitive stage. During this stage, adolescents and adults develop the ability to think about and solve abstract problems in a logical manner.

Answer 177

formal operations stage

Question 178

refers to the belief adolescents have that everyone is watching all of their actions.

Answer 178

imaginary audience

Question 179

refers to an adolescent’s belief that he or she is invulnerable, unique, and special.

Answer 179

personal fable

Question 180

refers to how a person develops a sense of self or a self-identity, develops relationships with others, and develops the kinds of social skills important in personal interactions.

Answer 180

social development

Question 181

are five different developmental periods—oral, anal, phallic, latency, and genital stages—during which the individual seeks pleasure from different areas of the body that are associated with sexual feelings.

Answer 181

psychosexual stages

Question 182

five psychosexual stages

Answer 182

oral, anal, phallic, latency, genital

Question 183

lasts for the first 18 months of life and is a time when the infant’s pleasure seeking is centered on the mouth.

Answer 183

oral stage

Question 184

lasts from the age of about 1½ to 3 and is a time when the infant’s pleasure seeking is centered on the anus and its functions of elimination.

Answer 184

anal stage

Question 185

lasts from about age 3 to 6 and is a time when the infant’s pleasure seeking is centered on the genitals.

Answer 185

phallic stage

Question 186

which lasts from about age 6 to puberty, is a time when the child represses sexual thoughts and engages in nonsexual activities, such as developing social and intellectual skills.

Answer 186

latency stage

Question 187

lasts from puberty through adulthood and is a time when the individual has renewed sexual desires that he or she seeks to fulfill through relationships with members of the opposite sex.

Answer 187

genital stage

Question 188

are eight developmental periods during which an individual’s primary goal is to satisfy desires associated with social needs.

Answer 188

psychosocial stages

Question 189

eight psychosocial stages

Answer 189

trust, autonomy, initiative, industry, identity, intimacy, generativity, ego integrity

Question 190

refers to psychological or environmental Difficulties that make children more at risk for developing later personality, behavioral, or social problems.

Answer 190

vulnerability

Question 191

refers to various personality, family, or environmental factors that compensate for increased life stresses so that expected problems do not develop.

Answer 191

resiliency

Question 192

refers to the individual’s subjective experience and feelings of being a female or male.

Answer 192

gender identity

Question 193

are the traditional or stereotypical behaviors, attitudes, and personality traits that parents, peers, and society expect us to have because we are male or female.

Answer 193

gender roles

Question 194

theory that

Answer 194

emphasizes the influence of social and cognitive processes on how we interpret, organize, and use information.

Question 195

emphasizes the influence of social and cognitive processes on how we interpret, organize, and use information.

Answer 195

social role theory

Question 196

theory that says that, as children develop mental skills and interact with their environments, they learn one set of rules for male behaviors and another set of rules for female behaviors.

Answer 196

cognitive developmental theory

Question 197

are sets of information and rules organized around how either a male or a female should think and behave (S. L. Bem, 1985).

Answer 197

gender schemas

Question 198

(physical and emotional) result from inadequate care or acts of the parent that put the child in danger, cause physical harm or injury, or involve sexual molestation.

Answer 198

child abuse/neglect

Question 199

says that a child’s behaviors influence how his or her parents respond, and in turn the parents’ behaviors influence how the child responds.

Answer 199

principle of bidirectionality

Question 200

three hunger factors

Answer 200

psychosocial, genetic, biological

Question 201

peripheral and central hunger cues are blank hunger factors

Answer 201

biological

Question 202

is a developmental period, lasting from about ages 12 to 18, during which many biological, cognitive, social, and personality traits change from childlike to adultlike.

Answer 202

adolescence

Question 203

refers to a developmental period, between the ages of 9 and 17, when the individual experiences significant biological changes that result in developing secondary sexual characteristics and reaching sexual maturity.

Answer 203

puberty

Question 204

is the first menstrual period; it is a signal that ovulation may have occurred and that the girl may have the potential to conceive and bear a child.

Answer 204

menarche

Question 205

during puberty, estrogen increases blank times

Answer 205

eight

Question 206

whose development is triggered by the increased secretion of estrogen, include growth of pubic hair, development of breasts, and widening of hips.

Answer 206

female secondary sexual characteristics

Question 207

which are triggered by the increased secretion of testosterone, include the growth of pubic and facial hair, development of muscles, and a change (deepening) in voice.

Answer 207

male secondary sexual characteristics

Question 208

approach views adolescent development as a process that occurs simultaneously on many levels and includes hormonal, neural, sexual, cognitive, social, cultural, and personality changes that interact and influence each other (Herdt, 2004; D. L. Tolman et al., 2003).

Answer 208

biopsychosocial

Question 209

Three levels of Kohlberg’s moral reasoning

Answer 209

self interest, social approval, abstract ideas

Question 210

which represents Kohlberg’s lowest level of moral reasoning, has two stages. At stage 1, moral decisions are based primarily on fear of punishment or the need to be obedient; at stage 2, moral reasoning is guided most by satisfying one’s self-interest, which may involve making bargains.

Answer 210

preconventional level

Question 211

which represents an intermediate level of moral reasoning, also has two stages. At stage 3, moral decisions are guided most by conforming to the standards of others we value; at stage 4, moral reasoning is determined most by conforming to laws of society.

Answer 211

conventional level

Question 212

which represents the highest level of moral reasoning, has one stage. At stage 5, moral decisions are made after carefully thinking about all the alternatives and striking a balance between human rights and laws of society.

Answer 212

postconventional level

Question 213

which is based on caring, having concern for others, and avoiding hurt,

Answer 213

care orientation

Question 214

based on law, equality, and individual rights.

Answer 214

justice orientation

Question 215

attempt to shape, control, and evaluate the behavior and attitudes of their children in accordance with a set standard of conduct, usually an absolute standard that comes from religious or respected authorities.

Answer 215

authoritarian parents

Question 216

attempt to direct their children’s activities in a rational and intelligent way. They are supportive, loving, and committed, encourage verbal give-and-take, and discuss their rules and policies with their children.

Answer 216

authoritative parents

Question 217

are less controlling and behave with a nonpunishing and accepting attitude toward their children’s impulses, desires, and actions; they consult with their children about policy decisions, make few demands, and tend to use reason rather than direct power.

Answer 217

permissive parents

Question 218

three cognitive processes that slow down in the late 50s

Answer 218

processing speed, perceptual speed, reaction time

Question 219

refer to how a person develops a sense of self or self-identity, develops relationships with others, and develops the skills useful in social interactions.

Answer 219

personality and social development

Question 220

refers to how we describe ourselves and includes our values, goals, traits, perceptions, interests, and motivations.

Answer 220

self identity

Question 221

is how much we like ourselves and how much we value our self-worth, importance, attractiveness, and social competence.

Answer 221

self esteem

Question 222

involves continuously thinking about the loved one and is accompanied by warm sexual feelings and powerful emotional reactions.

Answer 222

passionate love

Question 223

involves having trusting and tender feelings for someone whose life is closely bound up with one’s own.

Answer 223

companionate love

Question 224

has three components: passion, intimacy, and commitment.

Answer 224

triangular theory of love

Question 225

three components of the triangular theory of love

Answer 225

passion, intimacy, commitment

Question 226

is feeling physically aroused and attracted to someone.

Answer 226

passion

Question 227

is feeling close and connected to someone; it develops through sharing and communicating.

Answer 227

intimacy

Question 228

is making a pledge to nourish the feelings of love and to actively maintain the relationship.

Answer 228

commitment

Question 229

is an organized mental or cognitive list that includes characteristics, facts, values, or beliefs about people, events, or objects.

Answer 229

schema

Question 230

is a gradual and natural slowing of our physical and psychological processes from middle through late adulthood.

Answer 230

normal aging

Question 231

may be caused by genetic defects, physiological problems, or diseases, such as Alzheimer’s (p. 47), all of which accelerate the aging process.

Answer 231

pathological aging

Question 232

the study of aging,

Answer 232

gerontology

Question 233

is caused by a combination of certain genes and proteins that interfere with organ functioning and the natural production of toxic molecules (free radicals), which in turn cause random damage to body organs and DNA (the building blocks of life).

Answer 233

aging process

Question 234

occurs in women at about age 50 (range 35–60) and involves a gradual stoppage in secretion of the major female hormone (estrogen), which in turn results in cessation of both ovulation and the menstrual cycle.

Answer 234

menopause

Question 235

results in having low self-esteem and becoming unstable or socially withdrawn.

Answer 235

role confusion

Question 236

On the negative side, without intimacy we will have a painful feeling of blank, and our relationships will be impersonal.

Answer 236

isolation

Question 237

blank can be achieved through close relationships with children of friends or relatives.

Answer 237

generativity

Question 238

results from having done nothing for the younger generation.

Answer 238

stagnation

Question 239

if we reflect and see a series of crises, problems, and bad experiences, we will have a feeling of regret and

Answer 239

despair

Question 240

if we can look back and feel content about how we lived and what we accomplished, we will have a feeling of satisfaction or

Answer 240

integrity

Question 241

FAE is blank severe than FAS

Answer 241

less

Question 242

percentage of slow to warm up babies

Answer 242

15

Question 243

FAE results from blank to blank drinks per week during pregnancy

Answer 243

7-14

Question 244

Most developed sense of babies

Answer 244

touch

Question 245

Two principles of motor development

Answer 245

proximodistal and cephalocaudal

Question 246

percentage of easy babies

Answer 246

40

Question 247

percentage of difficult babies

Answer 247

10

Question 248

percentage of no single category babies

Answer 248

35

Question 249

percentage of secure attachment

Answer 249

65

Question 250

percentage of insecure attachment

Answer 250

20

Question 251

ages of sensorimotor of piaget

Answer 251

birth - 2

Question 252

ages of preoperational of piaget

Answer 252

2-7

Question 253

ages of concrete operations of piaget

Answer 253

7-11

Question 254

ages of formal operations of piaget

Answer 254

12 - adult