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AP Psych > Unit 11 Review > Flashcards

Unit 11 Review Flashcards

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1
Q

Threadlike structure made of DNA molecules, which contain the genes:

A

Chromosomes

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2
Q

Complex molecule containing the genetic information that makes up the chromosomes:

A

DNA

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3
Q

Biochemical units of heredity that make up the chromosomes; they are segments of the DNA molecules capable of synthesizing a protein:

A

Genes

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4
Q

Genes are active:

A

Expressed Genes

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5
Q

Features associated with it will appear if the gene is present:

A

Dominant Genes

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6
Q

Features associated with it will appear only if it is paired with another recessive gene:

A

Recessive Gene

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7
Q

Complete set of genetic instructions for making an organism:

A

Genome

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8
Q

Person’s specific genetic blueprint which is determined by the total pattern of chromosomes inherited from each parent:

A

Genotype

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9
Q

Actual characteristic a person devlops:

A

Phenotype

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10
Q

Evolutionary principle that traits that contribute to reproduction and survival are most likely to be passed on to succeeding generations:

A

Natural Selection

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11
Q

Random errors in gene replication that are the source of genetic diversity within a species:

A

Mutations

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12
Q

Study of the evolution of behavior using the principles of natural selection:

A

Evolutionary Psychology

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13
Q

Biological and social characteristics by which people define male and female:

A

Gender

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14
Q

Study of genetic and environmental influences on specific behaviors and can lead to specific behavior and mental abilities:

A

Behavior Genetics

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15
Q

Refers to every nongenetic, or external, influence on our traits and behaviors:

A

Environment

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16
Q

Develop from single fertilized egg that splits in two and therefore are genetically identical:

A

Identical Twins

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17
Q

Develop from two separate eggs fertilized by different sperm and therefore are no more genetically similar than ordinary siblings:

A

Fraternal Twins

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18
Q

Refers to a person’s characteristic emotional reactivity and intensity:

A

Temperament

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19
Q

Proportion of variation among individuals in a trait that is attributable to genetic factors. Estimates place the heritability of intelligence at about 50-70%:

A

Heritability

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20
Q

Occurs when the effects on one factor depend on another factor:

A

Interaction

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21
Q

Subfield of biology that seeks to identify the specific genes that influence specific human traits and behaviors:

A

Molecular Genetics

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22
Q

Study of environmental influences on gene expression that occur without a DNA change:

A

Epigenetics

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23
Q

Enduring behaviors, ideas, attitudes, and traditions shared by a large group of people and transmitted from one generation to the next:

A

Culture

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24
Q

Understood social prescriptions or rules for accepted and expected behavior:

A

Norms

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25
Q

Buffer zone or mobile territory that people like to maintain around their bodies:

A

Personal Space

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26
Q

Variations in ideas, fashions, and innovations passed from one person to another that cause rapid cultural mutations:

A

Memes

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27
Q

Sex chromosome found in both men and women:

A

X Chromosome

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28
Q

Sex chromosome found only in men:

A

Y Chromosome

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29
Q

Principal male sex hormone that during prenatal development, stimulates the development of the external male sex organs:

A

Testosterone

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30
Q

Culturally prescribed set of behaviors expected of those who occupy a social position:

A

Role

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31
Q

Culturally prescribed set of behaviors for male and females:

A

Gender Role

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32
Q

One’s personal sense of being male or female:

A

Gender Identity

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33
Q

Acquisition of a traditional feminine or masculine gender role:

A

Gender Typing

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34
Q

People learn social behavior by observing and imitating and by being rewarded or punished:

A

Social Learning Theory

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35
Q

Children acquire a cultural concept of what it means to be female/male and adjust their behavior accordingly:

A

Gender Schema Theory

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36
Q

Branch of psych concerned with physical, cognitive, and social change throughout the life span:

A

Developmental Psychology

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37
Q

Stages are marked by age-specified periods of time:

A

Discontinuous Development

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38
Q

Relatively even process without distinct stages:

A

Continuous Development

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39
Q

Fertilized egg or cluster of cells formed during conception by the union of sperm and egg

A

Zygote

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40
Q

Developing prenatal organism from about 2 weeks though 2 months after conception:

A

Embryo

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41
Q

Developing prenatal human from 9 weeks after conception to birth:

A

Fetus

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42
Q

Any drugs, viruses, or other substances that cross the mother’s placenta and can harm the developing embryo or fetus:

A

Teratogens

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43
Q

Physical and cognitive abnormalities that heavy drinking by a pregnant woman may cause in the developing child:

A

Fetal Alcohol Syndrome

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44
Q

Newborns curl their fingers around objects when their palms are touched:

A

Grasping Reflex

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45
Q

Newborn’s tendency when the cheek is stroked to orient toward the stimulus and begin sucking:

A

Rooting Reflex

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46
Q

Baby sucks objects placed in their mouth or when the lips are touched:

A

Sucking Reflex

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47
Q

Response when a sudden absence of support producing a feeling of falling:

A

Moro Reflex

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48
Q

Appearance of taking steps when the baby’s feet touch a flat surface:

A

Stepping Reflex

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49
Q

Splaying the baby’s toes when the bottom of the foot is stroked:

A

Babinski Reflex

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50
Q

Decreasing responsiveness to a stimulus that is repeatedly presented; simple form of learning used to study infant cognition:

A

Habituation

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51
Q

Biological growth processes that enable orderly changes in behavior and are relatively uninfluenced by experience or other environmental factors:

A

Maturation

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52
Q

Mental concepts or frameworks that organize and interpret information; a theory of cognitive development by Piaget:

A

Schemas

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53
Q

Interpreting a new experience in terms of an existing schema:

A

Assimilation

54
Q

Changing an existing schema to incorporate new information that cannot be assimilated:

A

Accommodation

55
Q

The infant explores the world through direct sensory and motor contact. Object permanence and separation anxiety develop during this stage:

A

Sensorimotor Stage (0-2 Years)

56
Q

The child uses symbols to represent objects but does not reason logically. The child also has the ability to pretend. During this stage the child is egocentric:

A

Preoperational Stage (2-6 Years)

57
Q

The child can think logically about concrete objects and can thus add and subtract. The child also understands conservation:

A

Concrete Operational Stage (7-12 Years)

58
Q

The adolescent can reason abstractly and think in hypothetical terms:

A

Formal Operational Stage (12-Adult)

59
Q

Created the Stages of Cognitive Development:

A

Jean Piaget

60
Q

Awareness that things do not cease to exist when not perceived/are hidden:

A

Object Permanence

61
Q

Fear and distress that develops when children are confronted by individuals who are unknown to them:

A

Stranger Anxiety

62
Q

Belief that inanimate objects have feelings and humanlike qualities:

A

Animism

63
Q

Belief that anythin that exists must have ben ade by a conscious entity:

A

Artificialism

64
Q

Piaget’s theory that during the preoperational stage, children have difficulty considering others’ viewpoints:

A

Egocentrism

65
Q

Principle that properties remain constant despite changes in the forms of objects:

A

Conservation

66
Q

Suggested by Lev Vygotsky under the belief that social and cultural environment allows children to progress throughout development stages more quickly/slowly depending on the stimuli in that environment:

A

Sociocultural Perspective

67
Q

The difference between what a learner can do without help and what they can do with help; by Lev Vygotsky:

A

Zone of Proximal Development

68
Q

Our ideas about our own/others’ thoughts, eelings, and perceptions and the behaviors these might prodeict:

A

Theory of the Mind

69
Q

Emotional tie with another person, shown in young children by their seeking closeness to a caregiver and showing distress on separation:

A

Attachment

70
Q

When the caregiver leaves the baby with a stranger, the baby is upset and cries for a while but then will engage in the environment/toys, and when the caregiver returns, the baby will try to touch the caregiver and return to playing:

A

Secure Attachment

71
Q

When the caregiver leaves the baby with a stranger, the baby is very distressed and when the caregiver returns, the baby is resentful:

A

Anxious/Ambivalent

72
Q

When the caregiver leaves the baby with a stranger, the baby is indifferent, and when the caregiver returns, the baby may seek contact but then pull away:

A

Avoidant Attachment

73
Q

Physical comfort a caregiver provides:

A

Contact Comfort

74
Q

An item that helps to soothe a child when contact comfort cannot be provided:

A

Transitional Object

75
Q

Limited time shortly after birth during which an organism must be exposed to certain experiences/influences if it is to develop properly:

A

Critical Period

76
Q

Instinctive bonding to the first moving object seen within hours after birth:

A

Imprinting

77
Q

A sense that the world is predictable and trustworthy:

A

Basic Trust

78
Q

Right and wrong is determined by rewards/punishments:

A

Preconventional Morality

79
Q

Views of others matter; avoidance of blame; seeking approval:

A

Conventional Morality

80
Q

Abstract notions of justive; rights of others can override obedience to laws/rules:

A

Post-conventional Mrality

81
Q

Created moral development:

A

Lawrence Kohlberg

82
Q

Development: Weaning off of breastfeeding/formula
Adult Fixation: Smoking, overeating

A

Oral Stage

83
Q

Development: Toilet training
Adult Fixation: Orderliness, messiness

A

Anal Stage

84
Q

Development: Resolving Oedipus/Electra Complex
Adult Fixation: Deviancy, sexual dysfunction

A

Phallic Stage

85
Q

Development: Developing defense mechanisms
Adult Fixation: None

A

Latency Stage

86
Q

Development: Reaching full sexual maturity
Adult Fixation: The person should be sexually matured and mentally healthy

A

Genital Stage

87
Q

Created the Psychosexual Stages:

A

Sigmund Freud

88
Q

Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust:

A

Trust vs. Mistrust (Birth - 18 months)

89
Q

Children need to develop a sense of personal control over physical skills and a sense of independence:

A

Autonomy vs. Shame & Doubt (2-3 yrs)

90
Q

Children need to begin asserting control and power over the environment:

A

Initiative vs. Guilt (3-5 yrs)

91
Q

Children need to cope with new social and academic demands:

A

Industry vs. Inferiority (6-11 rs)

92
Q

Teens need to develop a sense of self and personal identity:

A

Identity vs. Role Confusion (12-18 yrs)

93
Q

Young adults need to form intimate, loving relationships with other people:

A

Intimacy vs. Isolation (19-40 yrs)

94
Q

Adults need to create or nurture things that will outlast them:

A

Generativity vs. Stagnation (40-65 yrs)

95
Q

Older adults need to look back on life and feel a sense of fulfillment:

A

Integrity vs. Despair (65-death)

96
Q

Babies cry little, are easy to calm, and have predictable sleep/wake cycles:

A

Easy Temperament

97
Q

Less predictable and more irritable and challenging to calm with unpredictable sleep and wake patterns:

A

Difficult Temperament

98
Q

Enforce their rules without input from children and live by philosophy “my way or the highway”:

A

Authoritarian Parents

99
Q

Cannot make decisions for themselves and when older, often make poor decisions and seem to be immature with low levels of self-esteem:

A

Children of Authoritarian Parents

100
Q

Responsive to the input and needs to their children and set rules and expectations but are not as rigid and demanding:

A

Authoritative Parents

101
Q

Well balanced, exhibit decision making abilities and high self-esteem:

A

Children of Authoritative Parents

102
Q

Very lax in parenting; often have more of a friendship with the child and has few boundaries:

A

Permissive Parents

103
Q

Very impulsive and demanding because they have become accustomed to getting their way:

A

Children of Permissive Parents

104
Q

Not involved with their children’s lives and don’t care to be involved:

A

Rejecting-Neglecting Parents

105
Q

Low self-esteem and act as adults prematurely because they have had to make decisions for themselves form a young age:

A

Children of Rejecting-Neglecting Parents

106
Q

Person’s sense of identity and personal worth:

A

Self-Concept

107
Q

Life stage from puberty to independent adulthood:

A

Adolescence

108
Q

Period of sexual maturation during which a person becomes capable of reproduction:

A

Puberty

109
Q

Body structures that enable reproduction:

A

Primary Sex Characteristics

110
Q

Non-reproductive sexual characteristics:

A

Secondary Sex Characteristics

111
Q

First menstrual period:

A

Menarche

112
Q

The primary task of an adolescent per Erikson is to create one’s sense of self:

A

Identity

113
Q

Time in which an adolescent has not yet undergone an identity crisis and has made no commitment about their own identity:

A

Identity Diffusion

114
Q

Teens often simply adopt the view of ther parents or socety than adopt their own core beliefs:

A

Identity Foreclosure

115
Q

Adolescents struggling with their sense of identity and experience identity crisis:

A

Identity Moratorium

116
Q

Post-crisis phase during which individuals have identified and acknowledged who they are/what they want to be:

A

Identity Achievement

117
Q

Primary task of last adolescence and early adulthood when one establishes close, loving relationships:

A

Intimacy

118
Q

Culturally preferred timing of social events, such as leaving home, marrying, having children, and retiring:

A

Social Clock

119
Q

Emotional and identity-questioning crisis occurring in early middle age:

A

Midlife Crisis

120
Q

Study of adulthood and aging:

A

Gerontology

121
Q

Cessation of menstruation and typically occurs in the early fifties:

A

Menopause

122
Q

Brain condition in which thinking, memory, and behavior being to deteriorate:

A

Dementia

123
Q

Degenerative disease in which memory loss is progressive and plaques accumulate in the nervous system tissues and lowers levels and ACh and genetic trait in chromosome 19:

A

Alzheimer’s Disease

124
Q

People of different ages are compared with one another:

A

Cross-Sectional Study

125
Q

People are tested and retested over a period of years:

A

Longitudinal Study

126
Q

Denial
Anger
Bargaining
Depression
Acceptance

A

Stages of Death & Dying by Elizabeth Kubler-Ross

127
Q

Studied the attachmet process with baby monkeys:

A

Harry Harlow

128
Q

Psychologist noted for her work on patterns of attachment:

A

Mary Ainsworth

129
Q

Emphasized the social aspects of moral decision-making rather than the cognitive approach by Kohlberg:

A

Albert Bandura

130
Q

Proposed four stages in developing a sense of identity based on the criteria of crisis:

A

James Marcia

131
Q

Noted for her reasearch on parenting, different parenting styles, and their influence on childrens’ beavior

A

Diana Baumrind

132
Q

Criticized Kohlberg and argued that society encouraged males to be more assertive than females; therefore, females are more likely to forego their own beliefs:

A

Carol Gilligan

AP Psych (42 decks)

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