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Psychology Final > Psychology Final Part 2 (#23) > Flashcards

Psychology Final Part 2 (#23) Flashcards

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1
Q

Basing the estimated
probability of an event on the ease with which relevant
instances come to mind. Ex. People overestimate the
frequency of dramatic deaths and underestimate the
frequency of undramatic deaths (airplane deaths vs.
tobacco related deaths).

A

Availability heuristic

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2
Q

Basing the
estimated probability of an event on how similar it
is to the typical prototype of that event. Ex.
Parents have 4 girls and yearn for a baby boy. They
believe the probability of having 5 girls in a row is
pretty low, so they go for it. In reality the
probability of having another girl is exactly the
same as the probability of having a boy.

A

Representativeness heuristic

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3
Q

The process that involves evaluating
alternatives and making choices among them
is known as

A

Decision Making

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4
Q

Tendency to think of an object functioning only in its usual or
customary way.

A

Functional Fixedness

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5
Q

The capacity to gain an accurate and deep intuitive
understanding of a person or thing.

A

Insight

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6
Q

reaching a sudden realization of a solution to a problem.

A

Insightful thinking

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7
Q

Thinking that produces many alternatives from a single
starting point; a major element of creativity.

A

Divergent Thinking

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8
Q

Evidence to suggests that Intellectual development is influenced more by

A

genetics than by environmental factors is due to the correlation in IQ scores between identical twins reared apart being higher than the IQ scores between fraternal twins reared together.

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9
Q

examined the IQ test scores of 130 black or interracial children adopted by advantaged white families. The aim of the study was to determine the contribution of environmental and genetic factors to the poor performance of black children on IQ tests as compared to white children.

A

Minnesota Transracial Adoption Study

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10
Q

The study found that

A

“(a) putative genetic racial differences do not account for a major portion of the IQ performance difference between racial groups, and (b) black and interracial children reared in the culture of the tests and the schools perform as well as other adopted children in similar families.“

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11
Q

provide support for the influence of both environmental and genetic factors on intelligence.

A

Adoptions studies

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12
Q

A set of factors that activate,
direct, and maintain behavior,
usually toward some goal.

A

Motivation

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13
Q

are biological and
social.

A

Motives

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14
Q

include
hunger, thirst, and sex.

A

Biological motives

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15
Q

include needs
for affiliation, arousal,
autonomy, achievement,
dominance, and order.

A

Social motives

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16
Q

Subjective feeling that
includes:
* arousal (heart pounding),
* cognitions (thoughts,
values, and
expectations)
* expressive behaviors
(smiles, frowns, crying,
and running).

A

Emotion

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17
Q

Deviations from homeostasis or equilibrium create internal physiological needs that result in psychological drives (an internal state of bodily tension that arises from an unmet need) that direct behavior to meet the need and ultimately bring the system back to homeostasis or physiological equilibrium.

A

Drive Reduction Theory of Motivation

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18
Q

maintains that external stimuli pull people toward desirable goals or away from undesirable ones. Most of us initially eat because our hunger “pushes” us (drive-reduction theory). But the sight of apple pie or ice cream too often “pulls” us toward continued eating
This explains why we continue to eat even when we are completely satisfied and why someone works overtime when his or her salary is sufficient to meet their needs. They are incentivized toward desirable goals: pie tastes so good, and upward mobility is a desire in this job.

A

incentive theory

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19
Q

This is mostly determined by environmental factors, such as parental upbringing.

A

Activation Motivation

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20
Q

People high in nAch (need for achievement) avoid tasks that are too easy because they offer little challenge or satisfaction. They also avoid extremely difficult tasks because the probability of success is too low.

A

Preference for moderately difficult tasks

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21
Q

High achievement–oriented people are more attracted to careers and tasks that involve competition and an opportunity to excel.

A

Competitiveness

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22
Q

High achievement–oriented people tend to prefer tasks with a clear outcome and situations in which they can receive feedback on their performance. They also prefer criticism from a harsh but competent evaluator to criticism from one who is friendlier but less competent.

A

Preference for clear goals with competent feedback

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23
Q

People with high nAch prefer being personally responsible for a project so that they can feel satisfied when the task is well done.

A

Responsibility

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24
Q

. High achievement–oriented people are more likely to persist at a task when it becomes difficult. In one study, 47 % of high nAch individuals persisted on an “unsolvable task” until time was called, compared with only 2 % of people w/ low nAch.

A

Persistence

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25
Q

People who have high nAch scores do better than others on exams, earn better grades in school, and excel in their chosen professions. They work harder and it pays off.

A

More accomplished

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26
Q

Average American newborn is … inches long and weight ….. lbs

A

20 & 7 1/2

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27
Q

Infants usually double their birth weight by the age of four months and

A

nearly triple their birth weight by the age of one year.

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28
Q

By 2 years, infants weigh approximately

A

26 to 32 pounds and average 32-35 inches tall

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29
Q

At birth, the brain weighs about … of its adult weight

A

25%

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30
Q

By 2 years, the brain is … of its adult weight

A

75%

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31
Q

Period of psychological development between childhood and adulthood

A

Adolescence

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32
Q

Biological changes during adolescence that lead to an adult sized body and sexual maturity

A

Puberty

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33
Q

Lasts for 2 to 3 years with Rapid increases in height, weight, and skeletal growth
Changes in reproductive structures and sex characteristics
Boys tend to benefit from early maturation while girls tend to benefit from late maturation

A

Growth spurt during Adolescence

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34
Q

Piaget believed humans progress through four distinct stages of cognitive development

A

-Learning in 1 period enables progress to next
-Each marked by different abilities, ways of thinking
-Concept of cognitive disequilibrium

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35
Q

Object permanence-understanding that things exist even when we cannot see them Birth to 2 years

A

Sensorimotor /Object permanence

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36
Q

centering thoughts on one aspect of a problem to the exclusion of other information 2 to 7 years

A

Preoperational/Egocentrism, Centration

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37
Q

Decentration, Reversibility, Conservation 7 to 11years

A

Concrete Operational

38
Q

Formal Operational age 11 through adulthood

A

Abstraction, Hypothetical thinking

39
Q

This initial attachment is most often to the mother, but later extends to fathers and others (siblings, grandparents). Around 7-9 months old most children will clearly prefer some people over others and have emotional bonds. Infants will try hard to maintain the presence of their primary caregiver—they will crawl up to her, climb on her, follow her around.

A

Separation anxiety / Stranger Anxiety

40
Q

from which to explore—so they’ll venture into the environment and then return to her for emotional support.

A

secure base

41
Q

which means they know their loved one will return.

A

object permanence

42
Q

Look at CH. 10 # 9 slide

A

Look at Ch.10 #9 slide

43
Q

Infants play and explore comfortably with their mother present, become visibly upset when she leaves, and are quickly calmed by her return.

A

Secure attachment

44
Q

resistant attachment) – Infants appear anxious even when their mothers are near and protest excessively when she leave, but are not particularly comforted when she returns.

A

Anxious-ambivalent attachment

45
Q

Infants seek little contact with their mothers and often are not distressed when she leaves.

A

Avoidant attachment

46
Q

Focus is on self-interest-obedience to authority and avoidance of punishment. because children at this stage have difficulty considering another’s point of view, they also ignore people’s intentions.

A
47
Q

obedience to authority and avoidance of that punishment building a moral compass

A

Punishment-obedience orientation

48
Q

exchange of perspectives

A

Instrumental-exchange orientation

49
Q

approved by others and intent of others

A

Good-Child Orientation

50
Q

Understanding laws and rules of

A

Law-and-Order

51
Q

like voting appreciate the laws and are obeyed because of social contract and that

A

social contact orientation

52
Q

what is our own right what is our own truth what is right in their own mind

A

universal-ethics orientation

53
Q

Trust v. Mistrust

A

Can I trust others? (Birth- Age 1)

54
Q

Autonomy v. Shame and Doubt

A

(Can I act on my own) (Ages 1-3)

55
Q

Initiative V. Guilt

A

(ages 3-6)(Can I carry out my plans successfully?)

56
Q

Industry v. Inferiority

A

(ages 6-12) (Am I competent compared to others?)

57
Q

Prone to anxiety, worry, guilt, impulsivity, and emotional instability versus
relaxed, calm, secure, and emotionally stable- Have negative outlook on life

A

Neuroticism

58
Q

Outgoing, friendly, enthusiastic, fun-loving versus solitary, shy, serious,
reserved- People high in extroversion have a positive outlook on life

A

Extraversion

59
Q

Imaginative, curious, intellectual, open to nontraditional values versus
conforming, practical, conventional (likes doing things the same way always
done, very traditional)

A

Openness to new experiences

60
Q

Sensitive, warm, tolerant, easy to get along with, concerned with other’s
feelings and needs versus cold, suspicious, hostile, or callous

A

Agreeableness

61
Q

Reliable, responsible, self-disciplined, ethical, hard working, ambitious versus
disorganized, unreliable, lax, impulsive, careless

A

Conscientiousness

62
Q

Five developmental periods during which particular kinds of pleasures must be gratified if personality development is to proceed normally

A
  1. Oral
  2. Anal
  3. Phallic
  4. Latency
  5. Genital
63
Q

Freud believed that physical activities connected to basic life functions are generally sexual in nature. He believed personality is formed through these 5 stages of development. He believed our behaviors are attempts to

A

cope with these sexual and aggressive urges.

64
Q

Freud believed our personalities
were shaped by our childhood
experiences. He also believed that if
a child’s needs are not met or are
overindulged at one particular
psychosexual stage, that the child
may become

A

fixated, and a part of
his or her personality will remain
stuck at that stage.

65
Q

fixated, and a part of
his or her personality will remain
stuck at that stage.

A

(or regress) to a stage at
which earlier needs were frustrated
or overly gratified.

66
Q

Freud’s levels of awareness can be compared to an iceberg, where the tip of the iceberg represents the conscious mind, open to view, the preconscious mind, which can be viewed with effort, and at the base of the iceberg is the unconscious mind, completely hidden from view. Freud believed that most of the human mind resides

A

in the unconscious, where we mostly operate our lives out of our unconscious awareness.

67
Q

the primitive, instinctive part of personality that works on the pleasure principle (seeks immediate gratification without regard to social rules or customs)

A

ID

68
Q

the rational, decision-making part of personality that operates according to the reality principle (delays gratification of the id’s impulses until it is appropriate)

A

Ego

69
Q

a set of ethical rules for behavior developed from parental and societal standards for morality. Operates on the morality principle (guilt if rules are violated)

A

Superego

70
Q

A person remains unaware of harboring hateful
or destructive impulses toward others

A

Repression

71
Q

Under stress, a college student starts biting his nails or
becomes totally dependent on others

A

Regression

72
Q

A worker slams a door after his boss chews
him out

A

Displacement

73
Q

A person who nearly chokes someone to death acts
afterward like it was “no big deal”

A

Denial

74
Q

A sexually frustrated person goes on a personal crusade to stamp out pornography

A

Reaction Formation

75
Q

When asked why she continues to smoke, a woman
says, “Cancer doesn’t run in my family”

A

Rationalization

76
Q

A sexually inhibited person misinterprets
other people’s friendly approaches as
sexual advances

A

Projection

77
Q

A person channels aggressive impulses into competitive sports

A

Sublimation

78
Q

Unconditional Positive Regard (UPR)
Carl Rogers -Self Theory

A

-Love and acceptance with no conditions
-Important for healthy and full development
-Behavior and value of a person are separate
-Roger’s believed you should separate the evaluation of a person from his or her bad behavior, that shows UPR.
-Maladjustment is the result of incongruence between self-concept and life experiences.
-Our self esteem is a function of how closely we come to matching our self ideals (our sense of who and what we should be).

79
Q

So why are so many people unhappy?

A

Carl Roger’s says it is because we have both a real self and an ideal self, and they are often in conflict. In some cases, the hopes and wishes of one’s ideal self (our sense of who and what we should be) may contradict the abilities and experiences of the real self (our sense of who and what we actually are).

80
Q

Inferences that people draw
about the causes of events, others’ behavior,
and their own behavior. Individuals make
attributions because they have a strong need
to understand their experiences.

A

Attributions

81
Q

Explanations that
ascribe the causes of behavior to personal
dispositions, traits, abilities, and feelings

A

Internal Attributions

82
Q

Explanations that
ascribe the causes of behavior to situational
demands and environmental constraints

A

External Attributions

83
Q

When people make dispositional
attributions for their successes
and situational attributions for
their failures. This is Motivated by
our desire to maintain positive
self-esteem and look good to
others.

A

Self-Serving Bias

84
Q

“I don’t even drink beer, but it’s the best way to meet women.”

A

Situational Attribution

85
Q

“He seems to always have a beer in his hand; he must have a drinking problem.”

A

Dispositional Attribution

86
Q

We tend to explain our own
behavior in terms of external factors (situational
attributions) and others’ behavior in terms of their internal
characteristics (dispositional attributions). Sometimes we
misjudge the causes of another person’s behavior because
we overestimate internal, personal factors (ex. the guy is a
drunk) and underestimate external or situational influences
(ex. the guy is just trying to look cool and meet women).

A

Fundamental Attribution Error

87
Q

I find it relatively easy to get close to others and am comfortable depending on them and having them depend on me. I don’t often worry about being abandoned or about someone getting too close to me.

A

Secure adult attachment style

88
Q

I am somewhat uncomfortable being close to others; I find it difficult to trust them, difficult to allow myself to depend on them. I am nervous when anyone gets too close, and often love partners want me to be more intimate than I feel comfortable being.

A

Avoidant adult attachment style

89
Q

I find that others are reluctant to get as close as I would like. I often worry that my partner doesn’t really love me or won’t want to stay with me. I want to merge completely with another person, and this desire sometimes scares people away.

A

Anxious/ambivalent adult attachment style

90
Q

teach us about how the presence of
others affects our performance? We improve slightly on
tasks that we are good at already while in the presence of
others, but not on new or novel tasks.

A

social facilitation

91
Q

is a problem often seen when people work
in groups. Does it seem to you that one or more people in
a group seem to put forth less that their full effort? The
tendency for people to reduce their efforts when working
as part of a group is called social loafing. Holding each
person accountable for a portion of the task by giving and
individual grade will decrease social loafing.

A

Social Loafing

Psychology Final (3 decks)

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