PSY Test Three Flashcards
1
Q
is the ability to retain information over time through three processes: encoding (forming), storing, and retrieving.
A
memory
2
Q
refers to making mental representations of information so that it can be placed into our memories.
A
encoding
3
Q
is the process of placing encoded information into relatively permanent mental storage for later recall.
A
storing
4
Q
is the process of getting or recalling information that has been placed into short-term or long-term storage.
A
retrieving
5
Q
Three types of memory
A
sensory, short term, long term
6
Q
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.
A
sensory memory
7
Q
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.
A
short term memory
8
Q
refers to the process of storing almost unlimited amounts of information over long periods of time.
A
long term memory
9
Q
Two kinds of sensory memory
A
iconic, auditory/echoic
10
Q
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.
A
iconic memory
11
Q
is a form of sensory memory that holds auditory information for 1 or 2 seconds.
A
echoic memory
12
Q
refers to the practice of intentionally repeating or rehearsing information so that it remains longer in short-term memory.
A
maintenance rehearsal
13
Q
results when new information enters short-term memory and overwrites or pushes out information that is already there.
A
interference
14
Q
is combining separate items of information into a larger unit, or chunk, and then remembering chunks of information rather than individual items.
A
chunking
15
Q
is when people’s senses become intertwined
A
synesthesia
16
Q
refers to better recall, or improvement in retention, of information presented at the beginning of a task.
A
primacy effect
17
Q
refers to better recall, or improvement in retention, of information presented at the end of a task.
A
the recency effect
18
Q
refers to better recall of information presented at the beginning and end of a task.
A
primacy-recency effect
19
Q
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
A
declarative memory
20
Q
is a type of declarative memory and involves knowledge of facts, concepts, words, definitions, and language rules.
A
semantic memory
21
Q
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.
A
episodic memory
22
Q
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).
A
procedural memory
23
Q
is the transfer of information from short-term into long-term memory without any effort and usually without any awareness.
A
automatic encoding
24
Q
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.
A
effortful encoding
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.
elaborative rehearsal
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.
levels-of-processing theory
27
is the process by which the mind pushes a memory of some threatening or traumatic event deep into the unconscious.
repression
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.
photographic memory
29
are vivid recollections, usually in great detail, of dramatic or emotionally charged incidents that are of interest to the person.
flashbulb memories
30
chunking and interference are both part of blank memory
short term
31
three funcitons of short term memory
attending, rehearsing, storing
32
Three memory systems of storing long term memory
primacy, recency, primary recency effect
33
Three different parts of storing long term memory
nondeclarative, declarative, procedural
34
two types of declarative memory
semantic and episodic
35
approach that measures or quantifies cognitive abilities or factors that are thought to be involved in intellectual performance.
psychometric
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).
spearman's two-factor theory
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.
gardner's multiple-intelligence theory
38
theory says that intelligence can be divided into three different kinds of reasoning processes (triarchic means “three components”).
sternberg's triarchic theory
39
three reasoning processes of triarchic theory
analytical, problem solving, practical
40
scale that contained items arranged in order of increasing difficulty. The items measured vocabulary, memory, common knowledge, and other cognitive abilities.
binet-simon intelligence scale
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.
mental age
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.
intelligence quotient (IQ)
43
most widely used iq tests are the blank
Wechsler Adult Intelligence ScaleWechsler Adult Intelligence Scale
44
means that the test measures what it is supposed to measure.
validity
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.
reliability
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.
normal distribution
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).
mental retardation
48
retardation that results from genetic problems or brain damage.
organic retardation
49
retardation that retardation results from a greatly impoverished environment. There is no evidence of genetic or brain damage.
cultural-familial
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.
cultural bias
51
factors that refer to noncognitive factors, such as attitude, experience, and emotional functioning, that may help or hinder performance on tests.
nonintellectual factors
52
refer to noncognitive factors, such as attitude, experience, and emotional functioning, that may help or hinder performance on tests.
nature nurture question
53
like siblings (brothers and sisters), develop from separate eggs and have 50% of their genes in common.
fraternal twins
54
develop from a single egg and thus have almost identical genes, which means they have nearly 100% of their genes in common.
identical twins
55
is a number that indicates the amount or proportion of some ability, characteristic, or trait that can be attributed to genetic factors (nature).
heritability
56
indicates the extent to which traits, abilities, or IQ scores may increase or decrease as a result of interaction with environmental factors.
reaction range
57
helps disadvantaged children from low socioeconomic classes to achieve better intellectual, social, and personal-emotional development, as well as physical health.
intervention program
58
blank proposed that there are several kinds of intelligence
gardner
59
intelligence is measured by cognitive abitlities in the blank test
binet-simon
60
associated with the two-factor theory of intelligence
charles spearman
61
associated with the multiple intelligence theory of intelligence
Howard Gardner
62
Associated with the Triarchic theory of intelligence
Robert Sternberg
63
Tried measuring intelligence by head size
Francis Galton
64
Tried measuring intelligence by measuring the brain size
Paul Broca
65
This man came up with mental age
Alfred Binet
66
This man developed a formula for IQ
Lewis Terman
67
This man had an intelligence breakthrough and he believed intelligence was a collection of mental abilites
Alfred Binet
68
95% of IQ scores are between blank and blank
70 and 130
69
two nature nurture factors
genetics and evironment
70
refers to the various physiological and psychological factors that cause us to act in a specific way at a particular time.
motivation
71
are innate tendencies or biological forces that determine behavior.
instincts
72
is an innate biological force that predisposes an organism to behave in a fixed way in the presence of a specific environmental condition.
fixed action pattern
73
includes several areas of the brain, such as the nucleus accumbens and the ventral tegmental area, and involves several neurotransmitters, especially dopamine.
reward/pleasure center
74
involves engaging in certain activities or behaviors that either reduce biological needs or help us obtain incentives or external rewards.
extrinsic motivation
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.
intrinsic motivation
76
are physiological requirements that are critical to our survival and physical well-being.
biological needs
77
are needs that are acquired through learning and experience.
social needs
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.
ideal weight
79
means that a person is 20% over the ideal body weight.
overweight
80
means that a person is 30% or more above the ideal body weight.
obesity
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.
biological hunger factors
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.
psychological hunger factors
83
come from changes in blood chemistry or signals from digestive organs, which secrete various hormones.
peripheral cues
84
result from activity in different brain areas, which in turn results in increasing or decreasing appetite.
central cues
85
the blank secretes a hormone, ghrelin, which carries “hunger signals” to the brain's hypothalamus, the master control for hunger regulation
stomach
86
the blank monitors the level of glucose (sugar) in the blood.
liver
87
the blank also secrete ghrelin, which carries “hunger signals” to the hypothalamus, increasing appetite.
intestines
88
blank secrete a hormone, called leptin, which acts on the brain's hypothalamus.
fat cells
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
lateral hypothalamus
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.
ventromedial hypothalamus
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.
genetic hunger factors
92
refers to how efficiently our bodies break food down into energy and how quickly our bodies burn off that fuel.
metabolic rate
93
refers to a certain level of body fat (adipose tissue) that our bodies strive to maintain constant throughout our lives.
set point
94
play a role in influencing appetite, body metabolism, and secretion of hormones (leptin) that regulate fat stores.
weight regulating genes
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.
genetic sex factors
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.
biological sex factors
97
play a role in developing a sexual or gender identity, gender role, and sexual orientation.
psychological sex factors
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.
sex chromosome
99
the testes begin to grow and produce tiny amounts of male hormones or blank
androgens
100
most commonly known androgens
testosterone
101
secreted during puberty both directly and indirectly affect our bodies, brains, minds, personalities, self-concepts, and mental health.
sex hormones
102
the major female sex hormones secreted by the ovaries are
estrogens
103
the blank hypothalamus triggers a continuous release of androgens, such as testosterone, from the testes.
male
104
the blank hypothalamus triggers a cyclical release of estrogens from the ovaries.
female
105
which was formerly called sexual identity, refers to the individual's subjective experience and feelings of being either a male or a female.
gender identity
106
is commonly referred to as transsexualism.
gender identity disorder
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.
sexual orientation
108
refers to a pattern of sexual arousal by persons of the same sex.
homosexual orientation
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.
interactive model of sexual orientation
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.
double standard
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.
biosocial theory
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.
evolutionary theory
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).
paraphilias
114
refer to problems of sexual arousal or orgasm that interfere with adequate functioning during sexual behavior.
sexual dysfunctions
115
refer to medical conditions or drug or medication problems that lead to sexual difficulties.
organic factors
116
refer to performance anxiety, sexual trauma, guilt, and failure to communicate, all of which may lead to sexual problems.
psychological factors
117
four stage model of sexual response
excitement, plateau, orgasm, resolution
118
learning to pleasure one's partner without genital touching or making sexual demands. This nongenital pleasuring is called
sensate focus
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.
premature ejaculation
120
refers to a persistent delay or absence of orgasm after becoming aroused and excited.
inhibited female orgasm
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.
HIV positive
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)
aids
123
involves cutting away the female's external genitalia, usually including her clitoris and surrounding skin (labia minora).
genital cutting
124
refers to the desire to set challenging goals and to persist in pursuing those goals in the face of obstacles, frustrations, and setbacks.
achievement need
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.
thematic apperception test
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.
high need for achievement
127
is shown by people who are motivated to avoid failure by choosing easy, nonchallenging tasks where failure is unlikely to occur.
fear of failure
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
self handicapping
129
are individuals who score relatively high on tests of ability or intelligence but perform more poorly than their scores would predict.
underachievers
130
refer to how people evaluate or perceive a situation and how these evaluations and perceptions influence their willingness to work.
cognitive factors in motivation
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.
anorexia nervosa
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
bulimia nervosa
133
maslow's heirarchy of needs from the bottom up
physiological, safety, love, esteem, self-actualization
134
Three characteristics exhibited by motivation
energized, direction, intensity
135
is a psychiatric illness characterized by serious problems in emotional attachments to others beginning before age 5.
reactive attachment disorder
136
psychologists that study a person's biological, emotional, cognitive, personal, and social development across the life span, from infancy through late adulthood.
developmental
137
is a child who shows a highly unusual talent, ability, or genius at a very early age and does not have mental retardation.
prodigy
138
extends from conception to birth and lasts about 266 days (around nine months)
prenatal period
139
three successive phases of prenatal period
germinal, embryonic, fetal
140
is the first stage of prenatal development and refers to the two-week period following conception.
germinal stage
141
is the release of an ovum or egg cell from a woman's ovaries.
ovulation
142
occurs if one of the millions of sperm penetrates the ovum's outer membrane.
fertilization
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.
embryonic stage
144
Most fragile stage of prenatal period
embryonic stage
145
which is the third stage in prenatal development, begins two months after conception and lasts until birth.
fetal stage
146
is an organ that connects the blood supply of the mother to that of the fetus.
placenta
147
is any agent that can harm a developing fetus (causing deformities or brain damage).
teratogen
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.
amniocentesis
149
results from a mother drinking heavily during pregnancy, especially in the first 12 weeks.
fetal alcohol syndrome
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.
visual cliff
151
refers to the stages of motor skills that all infants pass through as they acquire the muscular control necessary for making coordinated movements.
motor development
152
states that parts closer to the center of the infant's body (proximo in Latin means “near”) develop before parts farther away
proximodistal principle
153
states that parts of the body closer to the head (cephalo in Greek means “head”) develop before parts closer to the feet (
cephalocaudal
154
refers to developmental changes that are genetically or biologically programmed rather than acquired through learning or life experiences.
maturation
155
refer to the average ages at which children perform various kinds of skills or exhibit abilities or behaviors.
developmental norms
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).
emotional development
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.
temperament
158
is a close, fundamental emotional bond that develops between the infant and his or her parents or caregiver.
attachment
159
is an infant's distress—as indicated by loud protests, crying, and agitation—whenever the infant's parents temporarily leave.
separation anxiety
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.
secure attachment
161
is characteristic of infants who avoid or show ambivalence or resistance toward their parent or caregiver.
insecure attachment
162
means that the same group of individuals is studied repeatedly at many different points in time.
longitudinal method
163
means that several groups of different-aged individuals are studied at the same time.
cross-sectional method
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.
inhibited/fearful children
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.
cognitive development
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
piaget's theory
167
is the process by which a child uses old methods or experiences to deal with new situations.
assimilation
168
is the process by which a child changes old methods to deal with or adjust to new situations.
accomodation
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.
piaget's cognitive stages
170
four stages of piaget's cognitive stages
sensorimotor, preoperational, concrete operations, formal operations
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).
sensorimotor stage
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.
object permanence
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.
preoperational stage
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
conservation
175
refers to seeing and thinking of the world only from your own viewpoint and having Difficulty appreciating someone else's viewpoint.
egocentric thinking
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).
concrete operations
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.
formal operations stage
178
refers to the belief adolescents have that everyone is watching all of their actions.
imaginary audience
179
refers to an adolescent's belief that he or she is invulnerable, unique, and special.
personal fable
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.
social development
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.
psychosexual stages
182
five psychosexual stages
oral, anal, phallic, latency, genital
183
lasts for the first 18 months of life and is a time when the infant's pleasure seeking is centered on the mouth.
oral stage
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.
anal stage
185
lasts from about age 3 to 6 and is a time when the infant's pleasure seeking is centered on the genitals.
phallic stage
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.
latency stage
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.
genital stage
188
are eight developmental periods during which an individual's primary goal is to satisfy desires associated with social needs.
psychosocial stages
189
eight psychosocial stages
trust, autonomy, initiative, industry, identity, intimacy, generativity, ego integrity
190
refers to psychological or environmental Difficulties that make children more at risk for developing later personality, behavioral, or social problems.
vulnerability
191
refers to various personality, family, or environmental factors that compensate for increased life stresses so that expected problems do not develop.
resiliency
192
refers to the individual's subjective experience and feelings of being a female or male.
gender identity
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.
gender roles
194
theory that
emphasizes the influence of social and cognitive processes on how we interpret, organize, and use information.
195
emphasizes the influence of social and cognitive processes on how we interpret, organize, and use information.
social role theory
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.
cognitive developmental theory
197
are sets of information and rules organized around how either a male or a female should think and behave (S. L. Bem, 1985).
gender schemas
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.
child abuse/neglect
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.
principle of bidirectionality
200
three hunger factors
psychosocial, genetic, biological
201
peripheral and central hunger cues are blank hunger factors
biological
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.
adolescence
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.
puberty
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.
menarche
205
during puberty, estrogen increases blank times
eight
206
whose development is triggered by the increased secretion of estrogen, include growth of pubic hair, development of breasts, and widening of hips.
female secondary sexual characteristics
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.
male secondary sexual characteristics
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).
biopsychosocial
209
Three levels of Kohlberg's moral reasoning
self interest, social approval, abstract ideas
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.
preconventional level
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.
conventional level
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.
postconventional level
213
which is based on caring, having concern for others, and avoiding hurt,
care orientation
214
based on law, equality, and individual rights.
justice orientation
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.
authoritarian parents
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.
authoritative parents
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.
permissive parents
218
three cognitive processes that slow down in the late 50s
processing speed, perceptual speed, reaction time
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.
personality and social development
220
refers to how we describe ourselves and includes our values, goals, traits, perceptions, interests, and motivations.
self identity
221
is how much we like ourselves and how much we value our self-worth, importance, attractiveness, and social competence.
self esteem
222
involves continuously thinking about the loved one and is accompanied by warm sexual feelings and powerful emotional reactions.
passionate love
223
involves having trusting and tender feelings for someone whose life is closely bound up with one's own.
companionate love
224
has three components: passion, intimacy, and commitment.
triangular theory of love
225
three components of the triangular theory of love
passion, intimacy, commitment
226
is feeling physically aroused and attracted to someone.
passion
227
is feeling close and connected to someone; it develops through sharing and communicating.
intimacy
228
is making a pledge to nourish the feelings of love and to actively maintain the relationship.
commitment
229
is an organized mental or cognitive list that includes characteristics, facts, values, or beliefs about people, events, or objects.
schema
230
is a gradual and natural slowing of our physical and psychological processes from middle through late adulthood.
normal aging
231
may be caused by genetic defects, physiological problems, or diseases, such as Alzheimer's (p. 47), all of which accelerate the aging process.
pathological aging
232
the study of aging,
gerontology
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).
aging process
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.
menopause
235
results in having low self-esteem and becoming unstable or socially withdrawn.
role confusion
236
On the negative side, without intimacy we will have a painful feeling of blank, and our relationships will be impersonal.
isolation
237
blank can be achieved through close relationships with children of friends or relatives.
generativity
238
results from having done nothing for the younger generation.
stagnation
239
if we reflect and see a series of crises, problems, and bad experiences, we will have a feeling of regret and
despair
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
integrity
241
FAE is blank severe than FAS
less
242
percentage of slow to warm up babies
15
243
FAE results from blank to blank drinks per week during pregnancy
7-14
244
Most developed sense of babies
touch
245
Two principles of motor development
proximodistal and cephalocaudal
246
percentage of easy babies
40
247
percentage of difficult babies
10
248
percentage of no single category babies
35
249
percentage of secure attachment
65
250
percentage of insecure attachment
20
251
ages of sensorimotor of piaget
birth - 2
252
ages of preoperational of piaget
2-7
253
ages of concrete operations of piaget
7-11
254
ages of formal operations of piaget
12 - adult
