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Intro to Psychology > Social Development > Flashcards

Social Development Flashcards

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1
Q

social referencing

A

process of using others’ facial expressions as a source of information about their current situation

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2
Q

Harlow Monkeys Experiment

A

j

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3
Q

secure base

A

relationship in which child feels safe and protected

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4
Q

imprinting

A

learned attachment that is formed at a particular early period (not found in humans)

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5
Q

pre-conventional reasoning

A

focused on getting rewards and avoiding punishment

“if you let your wife die, you’ll get in trouble”

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6
Q

Conventional Reasoning

A

focused on social relationships, conventions, and duties

“your family will think you are bd if you don’t help your wife”

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7
Q

Post-conventional reasoning

A

focused on ideals and broad moral principles

“it is wrong to let somebody die”

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8
Q

principle of minimal sufficiency

A

children will internalize a certain way of acting better if there is just enough pressure to get him to behave in this new way, but not enough pressure that would make him feel as if he was being forced to do so.

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9
Q

gender role

A

a whole host of external behavioral patterns that a given culture deems appropriate for each sex

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10
Q

Gender identity

A

inner sense of being a male or a female

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11
Q

sexual orientation

A

person’s sexual identity in relation to the gender to which they are attracted

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12
Q

True or False: Homosexuality is somehow related to altered levels of testosterone

A

False

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13
Q

T or F: Homosexualiyt is related to the oedipal/electra complex

A

False

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14
Q

T OR F: Homosexuality is relared to being abused or being seduced by older people

A

False

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15
Q

T or F: Homosexuality is somehow related to childhood experiences/parenting

A

False

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16
Q

T or F: Unusually strong levels of stress that occur during the 2nd to 5th month of pregnancy

A

True

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17
Q

T or F: population control

A

True

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18
Q

T or F: Enhancing the survival of the gene pool in that homosexual adults will take care of their kin’s offspring

A

True

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19
Q

Rosenzweig study

A
  • compared the effects of rats being raised in a stimulus-enriched environment v. a stimulus-impoverished environment on the development of their brains
  • enriched cages had food, water, swings, ramps, tunnels, etc.
  • impoverished cages were devoid of anything but food and water

Results: rats in enriched environment had:
-heavier brains
greater neocortex-to-rest of brain weight ratios
-enzyme indicators fo greater neurotransmitter activity

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20
Q

sensory-motor intelligence (birth-2 years)

A
  • differentiates self from objects

- achieves object permanence

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21
Q

Preoperational (2-7 years)

A
  • learns to use language and to represent objects with images and words
  • classifies objects by a single feature (ex- groups blocks by color rather than shape or size
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22
Q

Concrete operational

A
  • can think logically about concrete objects

- achieves conservation of number, mass, and weight

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23
Q

Formal operation

A
  • can think logically about abstract propositions

- becomes concerned with the possible as well as the real

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24
Q

A-not-B-effect

A

tendency of infants to reach for a hidden object it was previously hidden, rather than where it was hidden most recently (while child watched)

-an object’s existence is independent of his own actions

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25
Q

schema

A
  • coordinated pattern of sensory and motor knowledge and expectations that enables a child to make sense of and interpret their environment
  • ways of interacting with the world and ways of interacting with ideas about the world
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26
Q

assimilation

A

developing child’s process of interpreting the environment in terms of the schemas he already has

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27
Q

accomodation

A

changing his schemas based on his interactions with his environments

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28
Q

conservation

A

young child’s apparent failure to conserve quantity

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29
Q

reversible operations

A

knowing that 1+1=2 and that 2-1=1

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30
Q

habituation procedure

A

to see if infants have object permanence

after some exposure to a stimulus, an infant becomes habituated and stops paying attention to it

if the infant shows renewed interest when a new stimulus is presented, this reveals that the infant regards the new stimulus as different from the old one

31
Q

causal attribution

A
  • an inference about what caused a person’s behavior

- why someone did something

32
Q

situational attributions

A
  • attributions that explain someone’s behavior in terms of the circumstances rather than aspects of that person
  • “she failed the test because it was hard”
33
Q

dispositional attributions

A
  • explain someone’s behavior in terms of factors internal to the person, such as traits or preferences
  • “she failed the test because she is stupid”
34
Q

individualistic culture

A
  • cultures in which people are considered fundamentally independent and which value standing out by achieving private goals
  • ex- USA
35
Q

collectivistic culture

A
  • people are considered fundamentally interdependent and which emphasizes obligations within one’s family and immediate community
  • ex- many asian/ african/ latin american countries
36
Q

(FAE) fundamental attribution error

see Quizmaster Study

A
  • tendency to attribute behaviors to a person’s internal qualities while underestimating situational influence
  • we sometimes organize our thoughts and impressions of a person based on one central trait out of all their other attributes

ex- when someone budges me in line at Starbucks, I think “what the fuck” instead of “oh, it is crowded in here, I am sure she just didn’t see me”

37
Q

self-serving bias

A

-we tend to have a greater inclination to make dispositional attributions to our successes and situational attributions to our failures

38
Q

stereotypes

A

schemas that are often negative and are used to categorize complex groups of people

  • can be implicit/explicit
  • are sometimes accurate yet are always a generalization
  • are a natural part in how we construct out ideas of people
  • are often formed due to illusory correlations
39
Q

prejudice

A

a negative attitude toward another person based on the person’s group membership

40
Q

Three parts (ABC’s) of Prejudice

A

Affective, Behavioral, Cognitive

41
Q

Affective (emotional) component

A

viewing the other group as “bad”

42
Q

behavioral component

A

tendencies to discriminate against other groups

43
Q

cognitive component

A

the stereotype itself

44
Q

Out-group Homogeneity Effect

A

the tendency for a member of a group to view members of another group as “all alike” or less varied than the members of their own group

45
Q

Implicit Associations

A

study that suggests that participants arrive at the experiment already primed to associate each race wit a certain evaluation and respond more slowly when the experiment requires them to to break that association

46
Q

stereotype threat

A

studies have shown that before administering an intelligence test, asking students for their race/gender can hinder performance of A/A or female students

47
Q

attitude

A

a fairly stable evaluation of something as good/bad makes a person think, fell, or behave positively/negatively about something

48
Q

central route to persuasion

A

the process involved in attitude change when someone carefully evaluations the evidence and arguments

49
Q

peripheral route to persuasion

A

process involved in attitude change when someone relies on superficial factors (appearance/charisma) of a person presenting the argument

50
Q

cognitive dissonance

A

uncomfortable inconsistency among one’s actions, beliefs, attitudes, or feelings
-people attempt to reduce it by making the foregoing more consistent with one another

51
Q

conformity

A

a change in behavior due to explicit or implicit social pressure

52
Q

Asch experiment

A

conformity

53
Q

Milgram Study

A

obedience

54
Q

social loafing

A

pattern in which people working together on a task generate less total effort than they would have if they each worked alone

(clapping or tug-of-war)

55
Q

deindividation

A

an individual in a group experience a weakened sense of personal identity and diminished self-awareness

(zimbardo’s prison experiment)

56
Q

Group Polarization

A

a pattern in which each member’s attitudes become more extreme, even though the discussion draws attention to arguments that could have moderated their views

57
Q

risky shift

A

group appears more willing to take chances or take an extreme stance than any individual members would have been on their own

58
Q

Group Think

A

occurs when a cohesive group minimizes/ignores members’ differences of opinions

59
Q

Attractiveness

A
  • we tend to like people we are attracted to

- Halo Effect–> we assume people who have one good trait also have other good traits

60
Q

Proximity

A

-living close to another allows you to spend more time together and become more familiar with one another, and thus like each other more

61
Q

Similarity

A

“birds of a feather flock together” is more valid that “opposites attract”

homogamy- tendency of “like” to mate with “like”

62
Q

James-Lange Theory of Emotion (jump-love)

first we jump, then feel the physiological reaction, then we interpret our emotion

A

subjective experience of emotion is the awareness of one’s own bodily reactions in the presence of certain arousing stimuli

“i feel afraid because my heart is pounding”

63
Q

Cannon-Bard Theory of Emotion

A

argued that J-L model doesnt make sense because diff. emotions are associated with the same bodily changes/physiological arousal

theory that a stimulus elicits an emotion by triggering a particular response in the brain which then causes both the physiological changes associated with the emotion and the emotional experience itself

64
Q

Schachter-Singer Theory of Emotion

A

“if diff emotions produce comparable physiological responses, then why do we have the subjective impression that our bodies are doing quite diff things in diff emotional states?”

theory that emotional experience results from the interpretation of bodily responses in the context of situational cues

65
Q

actor-observer difference

A

as observer of another person’s actions, we attribute to that person’s behavior dispositional causes, but when we are the actor, we attribute situational causes to our behavior

66
Q

impression management

A

people often try to manage the image they convey to others so as to be seen in the most favorable light

67
Q

Implicit theories of Personality

A

what kinds of behaviors are associated with particular traits and which traits go together

68
Q

self-schema

A

implicit theory of ourselves (beliefs about our own traits, gender, physical characteristics, values and overall self-views

69
Q

hot cognition

A

emotional and motivational –> attitudes

70
Q

cold cognition

A

dispassionate and analytical –> simple beliefs

71
Q

attitude formation

A
  1. classical conditioning (joe camel)
  2. operant conditioning (instrumental conditioning: by rewarding favorable attributes
  3. observational learning: learning by imitation
72
Q

LaPiere Study

A

inconsistency in attitudes as verbally expressed, and actual behavior

73
Q

self-perception theory

A

need to keep cognitions logically consistent

74
Q

theory of mind

A

the set of interrelated concepts we use to make sense of our own thoughts, feelings and behaviors, as well as those of others

Intro to Psychology (8 decks)

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