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SEMESTER 2 > psych final > Flashcards

psych final Flashcards

1
Q

cooing

A

vowel-like sounds (around 2 months of age)

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2
Q

babbling

A

intentional vocalizations that lack specific meaning (around 4-5 months of age) gradually more complex over first-year

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3
Q

crying

A

when uncomfortable, sleepy, in pain or hungry

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4
Q

jargoning

A

act like they’re talking to you

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5
Q

BF skinner

A

when it comes to children learning language environment plays important role, (when learning to speak they’re imitating environment , reinforcement of children talking (positive reinforcement)

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6
Q

chanski

A

if children learn language like skinner said, it doesn’t explain our language growths, one moment they know a handful of words and then bam. he is arguing language is more biological

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7
Q

cognitive neuroscience view

A
  1. integrates the two skinner and chanksi
  2. biological and environment
  3. skinner young
  4. chanski later
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8
Q

spearman’s factor theory

A 
one oldest (1904)
intelligence equates to two different abilities, g and s factor
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9
Q

g factor

A

general intelligence, ability to reason and solve problems , influence each cluster/test item, amount of influence varies

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10
Q

s factor

A

specific intelligence- unique to each test cluster or item, ability to excel in certain areas (i.e. art, music, business)

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11
Q

traditional iq tests examine what?

A

g factor

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12
Q

gardener’s multiple intelligence

A

theorized eight relatively independent areas

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13
Q

savant

A

someone who has exceptional skills

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14
Q

8 areas of gardeners theory

A
  1. linguistic
  2. logical- mathematical
  3. musical
  4. bodily- kinesthetic
  5. spatial
  6. interpersonal
  7. interpersonal
  8. naturalist
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15
Q

3 sternberg’s triarchic theory of intelligence

A

late 1980s-90s
3 kinds of intelligence ,
analytical, creative, practical

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16
Q

analytical intelligence

A

“book smarts” break problems down into component parts

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17
Q

creative intelligence

A

divergent thing-ability to deal with new and different concepts; come up with new ways to solve problems

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18
Q

practical intelligence

A

“street smarts” ability to use information and to get along in life, know how to be tactful; to manipulate situations to their advantage; how to use inside information to increase their odds of success, predicts success in life, but has low correlation to analytical intelligence.

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19
Q

salovey and Mayer

A

first introduced emotional intelligence.

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20
Q

Goleman

A

1995, later expanded emotional intelligence , impulse control is most important

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21
Q

4 components of emotional intelligence

A
  1. self awareness
  2. to be self- motivated
  3. to have a certain level of empathy
  4. to be socially skilled
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22
Q

self awareness

A

awareness and ability to manage ones own emotions. impulse control.

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23
Q

to be self motivated

A

setting up realistic goals and pursuing them. drive, optimism to achieve these goals

24
Q

to have certain level of empathy

A

the ability to understand how other people are feeling

25
Q

to be socially skilled

A

being able to anticipate when a certain situation might create a certain emotion and being able to make friends

26
Q

walter mischel

A

1960 - stanford university experiment: 4 year old was offered a marshmallow and he could eat it or wait until the experimenter got back and have 2 marshmallows instead.

27
Q

12-14 years later in the mischel marshmallow experiment

A

those who resisted the marshmallow were more socially competent and self-assertive; less likely to freeze under stress; more confident; better able to concentrate; more eager to learn; high SAT scores.

28
Q

delayed gratification is key component of what

A

emotional self-regulation

29
Q

john gottmon

A

longitudinal study, those who had parents who understood their own emotions and transmitted knowledge to their children were likely to be more successful in life.

30
Q

intellectual levels of disability

mild 55-70

A
  • can reach 6th grade skill level; capable of living independently and self support.
31
Q

moderate 40-55

A

can reach second grade skill level: work in sheltered environments with moderate supervision ( significant delays in language and motor skills)

32
Q

severe 25-40

A

can learn to talk and perform basic self-care skills, need constant supervision

33
Q

profound- below 25

A

limited ability to learn; poor language and self care skills needs constant supervision

34
Q

personality ID

A

a moral part of personality, pleasure principle- desire for immediate gratification for needs with no regard for consequences, contains all biological drives, drives are active, person feels increase tension both physically and psychologically

35
Q

libido

A

tension is high, unpleasant, the goal is to reduce libido by fulfilling drive, eat when hungry, drink when thirsty, satisfy sex drive

36
Q

ego

A

rational, logical

37
Q

reality principle

A

will satisfy needs of ID only when it doesn’t lead to negative consequences.

38
Q

superego

A

moral center of personality, develops as pre-school child

39
Q

conscience

A

images/rules of undesirable behavior (morally wrong, guilt)

40
Q

five stages of personality development

A
  1. oral stage
  2. anal stage
  3. phallic stage
  4. latency
  5. genital stage
41
Q

alfred adler

A

inferiority- exaggerated feelings of personal incompetence

superiority- way of maintaining a sense of worth, exaggerated arrogance

42
Q

healthy lifestyles

A

attain meaningful goals and get along with others

43
Q

karen horney

A

believed that personality is driven by personal anxiety

44
Q

basic anxiety

A

have this since birth because born into bigger powerful world compared to child

45
Q

maslow’s hierarchy of needs theory

A

focused on most well adjusted fully functioning people,

46
Q

raymond cattell

A

defined two types of traits 1. surface tries- what aport defined
2. source trait- more basic “basic traits” that underlie surface traits

47
Q

five factor model

A

mcrae and costa

48
Q

five factors model

A
  1. openness (creative, curious to conventional)
  2. conscientiousness (organized, reliable to careless)
  3. extraversion ( sociable to reserved)
  4. agreeableness (good-natured, helpful to rude)
  5. neuroticism ( worrying, insecure to relaxed)

OCEAN

49
Q

reciprocal determinism

A

personalities are shaped by the interaction of

  1. internal personal factors
  2. environmental factors
  3. behaviors
50
Q

4 models to explain psychological disorders

A
  1. behavioral
  2. cognitive
  3. biological
  4. social cognitive
51
Q

behavioral model

A

individuals learn problems or disordered behaviors, looking at modeling and reinforcement

52
Q

cognitive model

A

result of illogical thinking patterns, ex: anxiety
model result of illogical, irrational thought processes, magnification of situations
overgeneralization- single event as a never-ending pattern

53
Q

biological model

A

have a biological/medical cause, chemical imbalance, mood disorders- imbalance of serotonin, norepinephrine, and dopamine

54
Q

social cognitive

A

interactions between ones trait and ones situation,

55
Q

4 disillusions of schizophrenia

A
  1. persecution
  2. reference
  3. granduer
  4. control

SEMESTER 2 (4 decks)

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