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Psychology 101 > Psychology Final Exam > Flashcards

Psychology Final Exam Flashcards

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1
Q

Motivation

A

Biological, social, cognitive or emotional forces that activate and direct behavior

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2
Q

Emotion

A

a psychological state involving subjective experience, psychological response or behavioral/expressive response

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3
Q

What are the three basic characteristics associated with emotion?

A
  1. Activation (start of a behavior)
  2. Persistence (pull that makes a behavior reoccur)
  3. Intensity (vigor in which a behavior is presented
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4
Q

What are the theories of motivation?

A

Incentive, instinct, drive, humanistic and arousal

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5
Q

Instinct Theories

A

People are motivated to engage in certain behaviors because of evolutionary programming

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6
Q

Drive Theories

A

Behavior is motivated by a desire to reduce an internal tension caused by an unmet biological need

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7
Q

Incentive Theories

A

behavior is motivated by a “pull” of external goals such as rewards, money or recognition

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8
Q

Arousal Theories

A

When arousal is too high, we seek to reduce it. When arousal is too low (boredom) we seek to increase it.

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9
Q

Humanistic Theory

A

Emphasized the importance of psychological and cognitive factors in motivation. People are motivated to realize their personal potential
- Rodgers and Maslow

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10
Q

Hierarchy Of Needs

A

Maslow’s division of motivation into levels that progress from basic physical needs to psychological needs to self fulfillment needs

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11
Q

Critiques of Self Actualization

A
  • Vague and almost impossible to present in a way that can be scientifically tested
  • Most people never achieve self actualization
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12
Q

Hunger

A

A biological motive

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13
Q

Eating Behavior

A

Complex interaction of biological, social and psychological factors

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14
Q

Set Point Theory

A

Our bodies have a set weight that it defends through regulating hunger, energy expenditure, metabolism, etc.

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15
Q

Obesity

A

BMI equal to or greater than 30.0

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16
Q

Overweight

A

BMI between 25 and 29.9

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17
Q

Factors involved in becoming overweight

A

Positive incentive value, BMR, too little sleep, environment, etc.

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18
Q

Factors involved in becoming obese

A

BMR, environment, genetics, metabolism, eating habits

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19
Q

6 basic emotions

A

Fear, anger, disgust, surprise, happiness, sadness

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20
Q

Mood

A

Milder emotional state that is more general

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21
Q

Neuroscience of emotion

A

Emotions are associated with distinct patterns of responses by the sympathetic nervous system

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22
Q

Two Factor theory of Emotion

A

emotion is the interaction between physiological arousal and the cognitive label we apply to explain arousal

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23
Q

Developmental Psychology

A

the study of how people change over a lifetime

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24
Q

Developmental Psychologists

A

investigate the influence of biological, social, environmental, cultural and behavioral factors on development at every stage of life

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25
Q

Longitudinal Design

A

studying one person at multiple stages of life

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26
Q

Cross Sectional Design

A

Research design in which several different age people are compared

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27
Q

Zygote

A

single cell formed at conception (egg + sperm)

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28
Q

Prenatal Development

A

conception, zygote, germinal period, embryonic period, fetal period

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29
Q

Teratogens

A

harmful agents or substances that can cause malfunctions or defects in an embryo or fetus

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30
Q

Prenatal Brain Development

A

begins as a fluid filled neural tube; divides into three bulges which become the mid, fore and hindbrains; stem cells divide and some become glial cells

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31
Q

Newborn Reflexes

A

inborn automatic response to a particular form of stimulation that all healthy babies are born with
- rooting, sucking, babinski, and grasping

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32
Q

Importance of attachment

A

Secure attachment in infancy forms the basis for emotional bonds later in childhood

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33
Q

Securely Attached

A

infants explore the room when the mother is present; explore less when the mother is not present. Show happiness when mother returns

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34
Q

Insecurely Attached

A

infant does not explore the room even when the mother is present

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35
Q

Language Development

A

Noam Chomsky
- Infant Direct speech is a beneficial way for children to learn language because of the short sentences, distinct pronunciation and simple vocabulary

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36
Q

Cognitive Development

A

Jean Piget
- Believes children actively try to make sense of their environment rather than passively soaking up info
- 4 distinct Cognitive Stages: Sensorimotor, pre operational, concrete operational, formal operational

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37
Q

Sensorimotor

A

Birth to 2 years
- Mainly use senses and motor actions to make sense of environment
- Child manipulates but does not reason

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38
Q

Object Permanence

A

understanding that objects exist independently of one’s actions or perceptions of them

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39
Q

Preoperational

A

2-7 years
- Child’s increasing capacity for thought is delightfully reflected in symbolic play and deferred imitation

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40
Q

Concrete Operational

A

7 to adolescence
- Understanding mental operations leading to increasingly logical thought , using classification and categorization

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41
Q

Formal Operational

A

12-Adulthood
- logical thinking develops and child becomes capable of applying logical thinking to hypothetical situations and abstract concepts

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42
Q

Adolescence

A

Transition between late childhood and early adulthood when sexual maturity is reached

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43
Q

Social Development in Adolescence

A

parent child relationships are mostly good; friends become more of an influence; romantic relationships may be positive or negative on social development

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44
Q

Kohlberg

A
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45
Q

Adulthood Development

A

Physical Strength peaks in early adulthood; by middle adulthood, physical and mental strengths decline; by late adulthood, physical and mental strengths decline faster

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46
Q

Activity Theory Of Aging

A

life satisfaction is highest when people maintain the level of activity they had in previous years

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47
Q

Kubler-Ross’ Stages of Dying

A

denial, anger, bargaining, depression, acceptance

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48
Q

Personality

A

individual’s unique and relatively consistent way of thinking, feeling and behaving

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49
Q

Personality Theory

A

Describes and explains why people are similar, different and why every individual is unique (tries to explain the whole person)

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50
Q

What are the four major theoretical perspectives on personality?

A

Psychoanalytic, humanistic, trait, and social cognitive

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51
Q

Psychoanalytic Perspective

A

Emphasized unconscious motivation - the main cause of behavior lies buried in the unconscious. FREUD

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52
Q

Structure Of Personality (according to Freud)

A

The unconscious (ID), preconscious (superego) and conscious (ego)

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53
Q

ID

A

instinctual drives present at birth that are immune to logic and operates according to a pleasure principle

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54
Q

Superego

A

internal of parental and societies standards
- responsible for guilt; this is your conscious

55
Q

Ego

A

partly conscious rational component of personality that develops out of the id (but understands reality + logic)
- in touch with the demands of the world

56
Q

Reality Principle

A

Ability to postpone gratification in accordance to the demands of the external world
- ability to repress desires that can not be met in an acceptable manner

57
Q

Freud’s 5 Psychosexual Stages

A

foundations of adult personality are determined by first 5 years of life

58
Q

Psychosexual Stages Numbered

A
  1. Oral - mouth is focus of pleasure
  2. Anal - toilet training
  3. Phallic- Genitals are focus of pleasure
  4. Latency - sexual impulses repressed
  5. Genital - physical sexual maturity
59
Q

The Oedipus Complex

A

Child’s unconscious sexual desire for the opposite sex parent, usually accompanied by hostile feelings toward the same sex parent

60
Q

Neo-Freudians

A

Agreed with Freud on the fact that early life experiences are important and unconscious, but developed their own theories

61
Q

3 points Neo-Freudians agreed with

A
  1. behavior was primarily motivated by sexual urges
  2. personality is fundamentally determined by early childhood experiences
  3. Freuds pessimistic view of human nature and society
62
Q

Carl Jung

A

Created concept of collective unconscious
- people are motivated by more general psychic energy to achieve growth

63
Q

Karen Horney

A

Created concept of “womb envy”
- proposed women do not envy a mans penis but men envy a women’s child bearing capacity

64
Q

Alfred Adler

A

Created concept of inferiority
- most fundamental human motive is striving for superiority that arises from universal feelings of inferiority experienced during childhood

65
Q

Strengths of Freuds Psychoanalytic Theory

A

Unconscious nature of mental life
- critical influence on early experiences on intrapersonal relationships and psychological development

66
Q

Limitations of Freud’s Psychoanalytic Theory

A
  • inadequacy of evidence
  • sexism
  • problems with testability
67
Q

Humanistic Perspective

A

Emphasizes free will, self awareness, and psychological growth. People are inherently good and able to reach potential and healthy personal development

68
Q

Carl Rodgers

A

Most basic human motive is actualizing tendency
- people are motivated in accordance with self concept
- reward can be conditional or unconditional

69
Q

Strengths of Humanistic Perspective

A

Made contributions to psychotherapy, counseling, education, parenting, etc.
- subjective experience and self concept has become widely accepted

70
Q

Limitations of Humanistic Perspective

A
  • difficult to test and validate
  • based on physiological assumptions rather than empirical research
  • too optimistic, minimizing some destructive aspects of human nature
71
Q

Social Cognitive Perspective

A

Emphasizes conscious, self regulated behavior rather than unconscious mental influences and instinctual drives
- sense of self can vary, depending on thoughts, feelings and behaviors in a given situation

72
Q

Albert Bandura

A

Believed human behavior and personality are caused by the interaction of behavioral, cognitive and environmental factors.
- social cognitive theory

73
Q

Strengths of Social Cognitive Perspective

A
  • well grounded in empirical lab research
  • major impact in study of personality
  • emphasizes self regulation of behavior
  • places responsibility of behavior on the person
74
Q

Limitations of Social Cognitive Perspective

A

Lab experiences simple and may not reflect the complexity of human interactions in the real world

75
Q

Trait

A

Formally defined as relatively stable, enduring predisposition to behave in a certain way

76
Q

Trait Theorists

A

Focus on identifying, describing and measuring individual differences in behavioral predispositions

77
Q

Raymond Cattell

A

proposed 16 personality factors

78
Q

Hans Eyesneck

A

Proposed 3 categories of traits
1. introversion-extroversion
2. neuroticism-stability
- Psychoticism

79
Q

McCrae and Costa

A

five factor model

80
Q

Behavior Genetics

A

studies the effects of genes and heredity on behavior
- studied by comparing subjects and their degree of genetic relatedness (twin studies)

81
Q

Strengths of Trait Perspective

A

Psychologists generally agree that people can be described and compared in terms of basic personality traits

82
Q

Limitations of Trait Perspective

A

human personality not really explained; explanation of how or why individual differences develop not explained; failure to address other important personality issues

83
Q

Psychological Tests

A

Assesses a person’s abilities, aptitudes, interests or personality on the basis of a systematically obtained sample of behavior

84
Q

Any psychological test is useful if:

A
  1. it accurately and consistently reflects a person’s characteristics on some dimension
  2. it predicts the person’s future psychological behavior
85
Q

Projective Tests

A

type of personality test that involves a person’s interpreting an ambiguous image: used to assess unconscious motives, conflicts psychological defenses and personality traits

86
Q

Rorsach Inkblot Tests

A

projective test that uses 10 inkblots as the ambiguous stimuli

87
Q

Strengths of Perspective Tests

A

Provision of qualitative information about individual’s psychological functioning
Information can facilitate psychotherapy

88
Q

Limitations of Perspective Tests

A

Influence of testing situation or examiner’s behavior
Highly subjective scoring
Failure to produce consistent results
Poor at predicting future behavior

89
Q

Strengths of Self Report Inventories

A

-standardization
-use of established norms

90
Q

Limitations of Self Report Inventories

A

Deliberate deception
- set way responding
- inaccuracy in self behavior judgement

91
Q

Social Psychology

A

Investigation of how thoughts, feelings, and behavior are influenced by the presence of other people and by the social and physical environment

92
Q

Sense of Self

A

Unique sense of identity influenced by social, cultural and psychological experiences

93
Q

What are the two key research areas of social psychology?

A

Social cognition and social influence

94
Q

Social Cognition

A

refers to how we form impressions of other people, how we interpret the meaning of other people’s behavior and how our behavior is influenced by our attitudes

95
Q

Social Influence

A

focuses on how our behavior is affected by other people and by situational factors

96
Q

Person Perception

A

Mental process we use to form judgements about other people

97
Q

4 Key Components of Person Perception

A
  1. characteristics of the person you are trying to evaluate
  2. your own self perception
  3. your goals in the situation
  4. Specific situation in which the process occurs
98
Q

Social Categorization

A

Mental Process of categorizing people into groups (or social categories) on the basis of their shared characteristics

99
Q

Implicit Personality Theory

A

network of assumptions/beliefs about relationships among people, traits and behaviors

100
Q

Attractiveness Schema

A

Attractive people are percieved as more intelligent, happier and better adjusted. They tend to be higher in self esteem, intelligence, and other desirable personality traits than people of more average appearance
- likely due to attention

101
Q

Attribution

A

Process of inferring the causes of people’s behavior, including one’s own
- it is an explanation given for a particular behavior

102
Q

Fundamental Attribution Error

A

Tendency to spontaneously attribute the behavior of others to internal, personal characteristics, while ignoring or underestimating the role of external, situational factors
-ex. calling someone an idiot while driving

103
Q

Actor Observer Bias

A

Tendency to attribute our own behavior to external, situational characteristics, while ignoring/underestimating the effects of internal, personal factors
- when you pull in front of someone and try to justify your behavior

104
Q

Blaming The Victim

A

Tendency to blame an innocent victim of misfortune for having somehow caused the problem or for not having taken steps to avoid or prevent it

105
Q

Hindsight Bias

A

Tendency to overestimate our ability to predict the outcome of an event

106
Q

Components of Attitude

A

affective, behavioral, cognitive

107
Q

Affective (attitude)

A

feelings or emotions about topic

108
Q

Behavior (attitude)

A

your actions regarding the topic or situation

109
Q

Cognitive (attitude)

A

thoughts and conclusions about given topic or situations

110
Q

Prejudice

A

Negative attitude toward people who belong to a specific group

111
Q

Stereotypes

A

typically include qualities that are unrelated to the objective criteria that define a given category
- based on the assumption that people have certain characteristics because of their membership in a particular group

112
Q

In group

A

The social group to which one belongs

113
Q

In Group Bias

A

tendency to make favorable attributions to members of your in group

114
Q

Out Group

A

the social group to which one does not belong

115
Q

Out Group Homogeneity Effect

A

Tendency to see members of the out group as more similar to one another

116
Q

Stereotype Problems

A
  • Negatively impacts performance
  • hard to shake
  • can become expectations applied to all members of a group
  • misleading and damaging
  • etc.
117
Q

Implicit Attitudes

A

Evaluations that are automatic, unintentional and difficult to control

118
Q

Robbers Cave Experiment

A

Teaches a cooperative goal can bring two hostile groups together, thus reducing the competition and enhancing cooperation

119
Q

Conformity

A

Adjusting opinions, judgment, or behavior so that it matches that of other people, or the norms of a social group or situation

120
Q

Solomon Asch’s Experiment

A

-Individuals tend to conform to majority when they rely less on their experience and insight
-Dominance of conformity can cause people to make decisions that go against their values
- used a standard line task

121
Q

Normative Social Influence

A

Subjects desired to be linked and accepted by the group

122
Q

Informative Social Influence

A

Subjects reported having doubted their own perceptual abilities, which led to their conformance

123
Q

You are more likely to conform to social group norms when:

A
  • facing a unanimous grip of at least 4-5 people
  • giving your response in front of a group
  • finding the task to be ambiguous or difficult
  • doubting your abilities or knowledge in the situation
  • Strongly attached to a group and want to be a member of it
124
Q

Stanley Milgram

A

Obedience is the performance of a behavior in response to a direct command

125
Q

Factors that Influence Obedience

A
  • a previously well established framework to obey
  • the situation, or context, in which the obedience occurred
  • the gradual, repetitive escalation of the task
  • experimenters behavior and reassurance
126
Q

Factors that Undermine Obedience

A

people are more likely to muster up the courage to defy an authority when they saw others do it

127
Q

Prosocial Behavior

A

any behavior that helps another, whether the underlying motive is self serving or selfless

128
Q

Altruism

A

Helping another person with no expectation of personal reward or benefit

129
Q

Bystander Effect

A

a phenomenon in which the greater number of people present, the less likely the person will help someone in distress

130
Q

Two Reasons for bystander effect:

A
  • diffusion of responsibility
  • motivation to some extent by desire to behave in socially acceptable way and appear correct
131
Q

Normative Social Influence

A

Conforming because they ant to be a part of the group

132
Q

Informative Social Influence

A

conforming because they are not confident with their answers

133
Q

James-Lange Theory

A

Psychology 101 (5 decks)

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