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Psych 150 > Unit2 > Flashcards

Unit2 Flashcards

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1
Q

Faith

A

Belief, trust, and loyalty to something for which there is no proof

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2
Q

Religion

A

What a person does to answer the basic existential questions of life

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3
Q

Function of religion in society

A

Moral foundation

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4
Q

Personal function of religion

A

Meaning, control, social

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5
Q

Religion ID

A

Sinful nature

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6
Q

Religion SUPEREGO

A

God (holiness)

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7
Q

Religion EGO

A

Man’s pursuit of God

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8
Q

Faith is an orientation of the total person, giving purpose and hope to goals and strivings, thoughts and actions.

WHO SAID

A

Fowler

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9
Q

Fowler’s stages 1-3

A

Rely on outside authority for religious belief

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10
Q

Fowler’s stages 4+

A

Personal faith and development

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11
Q

Faith stage 0

A

Undifferentiated/Primal

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12
Q

Undifferentiated-Primal faith

A

0-2 years.

Safety and trust set foundation for faith.

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13
Q

Stage 1 Faith

A

Intuitive-projective (imaginative) Faith

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14
Q

Intuitive-projective faith

A

3-7
Concrete/absolute terms.
No difference between fantasy and reality.

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15
Q

Faith stage 2

A

Mythic-literal (literal) faith

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16
Q

Mythic-literal faith

A

7-12
More logical/skeptical
Tendency towards rigidity
God rewards good and punishes bad

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17
Q

Faith stage 3

A

Synthetic conventional (guiding) faith

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18
Q

Synthetic conventional faith

A

12+
believing what “everyone else” believes
non-analytical

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19
Q

Faith stage 4

A

Individual-reflective (personal) faith

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20
Q

individual-reflective faith

A

18+
Capable of taking full responsibility for religious beliefs
in-depth exploration of values and beliefs

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21
Q

faith stage 5

A

conjunctive (paradoxical) faith

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22
Q

conjunctive faith

A

40+
more open to paradox and opposing viewpoints
awareness of one’s limitations
develop universal ideas and orient towards other people

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23
Q

Faith stage 6

A

Universalizing (inclusive) faith

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24
Q

Universalizing faith

A

50+
Transcending belief systems to achieve sense of oneness with all being
conflict no longer viewed as paradox
altruism

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25
Q

Two religious orientations

A

Intrinsic, Extrinsic

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26
Q

5 dimensions of religious life

A

belief, practice, feeling, knowledge, effects

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27
Q

a strong emotional bond with special others that endures over time

A

attachment

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28
Q

who did the rhesus monkey experiment

A

Harry Harlow

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29
Q

Who did strange situation and 4 degrees of attachment

A

Mary Ainsworth

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30
Q

4 degrees of attachment

A

secure
avoidant
ambivalent
disorganized/disoriented

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31
Q

distressed when caregiver leaves, quickly comforted upon return

A

secure child

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32
Q

not distressed when caregiver leaves, avoids caregiver upon return

A

avoidant child

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33
Q

inconsolably upset when caregiver leaves. both seeks and rejects contact when caregiver returns

A

ambivalent child

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34
Q

caregivers are sensitive and responsive to signals of distress, happiness, and fatigue

A

secure child

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35
Q

caregivers are aloof and distant

A

avoidant child

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36
Q

caregivers are inconsistent and alternate between strong affection and indifference

A

ambivalent child

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37
Q

caregivers are severely negligent or abusive

A

disoriented child

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38
Q

4 parenting styles

A

permissive-neglectful
permissive-indulgent
authoritarian
authoritative

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39
Q

“life doesn’t make any sense without interdependence”

A

Erik Erikson

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40
Q

Theory based on the idea that we develop as people based on our interactions with others

A

Erikson’s theory of psychosocial development

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41
Q

who characterized each freudian stage as an inner conflict resolved towards positive or negative side, depending on child’s experience with others

A

Erikson

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42
Q

who expanded freud’s stages

A

Erikson

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43
Q

Psychosocial stage 1

A

Trust vs. Mistrust

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44
Q

Trust vs. Mistrust age and stage

A

birth-1 yr.
oral
are my needs met

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45
Q

Psychosocial stage 2

A

Autonomy vs. shame and doubt

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46
Q

autonomy vs. shame and doubt age and stage

A

1-3 yr
anal
can i do it

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47
Q

psychosocial stage 3

A

initiative vs. guilt

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48
Q

initiative vs. guilt age and stage

A

3-5 yr
phallic
challenge to control behavior

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49
Q

psychosocial stage 4

A

Industry vs. Inferiority

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50
Q

Industry vs. Inferiority age and stage

A

5-12
Latency
learning new skills and obtaining new knowledge

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51
Q

psychosocial stage 5

A

identity vs. role confusion

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52
Q

Identity vs. role confusion age and stage

A

adolescent
genital
who/what do i want to be

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53
Q

psychosocial stage 6

A

intimacy vs. isolation

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54
Q

intimacy vs. isolation age and stage

A

early adulthood

can i share who i am with others?

55
Q

Psychosocial stage 7

A

Generativity vs. stagnation

56
Q

Generativity vs. stagnation age and stage

A

middle adulthood

be creative, productive, and nurturant

57
Q

Psychosocial stage 8

A

Ego Integrity vs. Despair

58
Q

Ego Integrity vs despair age and stage

A

Late adulthood

will i reach wisdom/spiritual tranquility/wholeness/acceptance

59
Q

behavioral, mental, and physical processes occurring when events match or exceed ability to respond in a healthy way

A

stress

60
Q

environmental event or stimulus that threatens an organism

A

stressor

61
Q

2 types of stressors

A

Distress (unpleasant), Eustress (positive)

62
Q

physical, behavioral, psychological reaction to stressors

A

stress response

63
Q

Mediating factors

A

things like personality and coping strategies that affect a person’s response to stress

64
Q

7 sources of stress

A

Catastrophes, Major life changes, Chronic stressors, Job, hassles, frustrations, conflicts

65
Q

3 types of conflict

A

approach-approach
avoidance-avoidance
approach-avoidance

66
Q

choosing between 2 desirable goals

A

approach-approach

67
Q

choosing between two undesirable outcomes

A

avoidance-avoidance

68
Q

choosing between things that have both positive and negative aspects

A

approach-avoidance

69
Q

Body’s mechanism for dealing with invading microorganisms

A

immune system

70
Q

Consistent pattern of physical responses to stress

A

general adaptation syndrome

71
Q

General adaptation syndrome stages (3)

A

Alarm
Resistance
Exhaustion

72
Q

2 parts of autonomic nervous system

A

Sympathetic system

Parasympathetic system

73
Q

System that responds to stressful events

A

sympathetic

74
Q

System that restores the body to normal functioning after stress

A

parasympathetic

75
Q

female tendency to respond to stressors by protecting, caring, and forming alliances

A

tend and befriend

76
Q

Type A

A

ambitious, time conscious, competitive, impatient, hostile

77
Q

Type B

A

relaxed, slow to anger

78
Q

Type C

A

pleasant but repressed, internalized anger and anxiety, lonely

79
Q

Hostile personality

A

hot-tempered, cynical, combative

80
Q

Hardy personality

A

thrives on stress, lacks anger/hostility

81
Q

3 components of hardy personality

A

commitment
challenge
control

82
Q

extent to which people can reduce or control stress

A

personal control

83
Q

Who did cognitive appraisal

A

Richard Lazarus

84
Q

Estimating the severity of a stressor and classifying it as a threat or challenge

A

Primary appraisal

85
Q

estimating the resources available to the person for coping with stressor

A

secondary appraisal

86
Q

actions people can take to master, tolerate, reduce, or minimize effects of stressors

A

coping strategies

87
Q

2 types of coping mechanisms

A

problem-focused

emotion-focused

88
Q

study of strengths and virtues that allow people to thrive

A

positive psychology

89
Q

3 components of happiness

A

positive emotion/pleasure
engagement in life
meaningful life

90
Q

regulation of biological cycles into regular daily rhythms

A

circadian rhythms

91
Q

drifting off. body slows, muscles relax

A

lightest sleep

5-10 mins

92
Q

brain activity, heart rate, breathing slow

temperature falls

A

light sleep 5-15 mins

93
Q

slow wave sleep
occasional bursts of fast brain
groggy upon waking

A

start of deep sleep

5-15 mins

94
Q

only slow wave sleep
difficult to wake
bed wetting and night terrors
regeneration

A

deepest sleep

1-2 hours

95
Q

active sleep
dreams
muscle paralysis
first cycle 10 mins, each cycle longer

A

REM

96
Q

development of thinking, problem solving, and memory schemas

A

cognitive development

97
Q

‘the principle goal of education should be creating people capable of doing new things”

A

Jean Piaget

98
Q

Babies begin at primitive level and progress in distinct stages. children aren’t little adults.

A

piaget

99
Q

ways of thinking about how the world works

A

schemas

100
Q

Sensorimotor stage (birth-2)

A

infants explore through senses and motor activities. until language acquisition. OBJECT PERMANENCE

101
Q

Pre operational stage (2-7)

A

using language to explore. Symbols and intuition. No reversibility or conversation. Animism, centrism, egocentrism

102
Q

Concrete Operational (7-11)

A

Conversation, rational thought. No abstract ability.

103
Q

Formal Operational (11+)

A

abstract thought, hypothesis testing. Not all adults reach this. Imaginary Audience, Personal Fable

104
Q

Sensorimotor Milestone

A

Object Permanence

105
Q

Pre operational milestone

A

Symbolic thought

106
Q

Concrete operational milestone

A

Conversation

107
Q

Formal operational milestone

A

abstract thought

108
Q

Children develop through social operations and scaffolding

A

Vygotsky

109
Q

Process by which skilled learner gives less and less help to unskilled learner

A

scaffolding

110
Q

Difference between what child can do alone and with help of teacher

A

Zone of proximal development

111
Q

Freud said foundation of moral behavior is?

A

avoiding guilt feelings

112
Q

Moral branch of personality

A

Superego

113
Q

2 parts of superego

A

Ego Ideal and Conscience

114
Q

reward for acting ideally-pride, value

A

ego ideal

115
Q

punishment for disapproval

A

conscience

116
Q

“Right action defined by individual standards determined by society”

A

Kohlberg

117
Q

Doing something wrong to do something right (value of life)

A

Heinz dilemma

118
Q

Kohlberg 3 levels of moral reasoning

A

pre-conventional, conventional, post-conventional

119
Q

Who said men and women had different perspectives on morality?

A

Carol Gilligan

120
Q

Men/women moral perspectives

A

Justice vs. Care

121
Q

3 Learning Psychologists

A

Watson, Pavlov, Skinner

122
Q

“learning dependent on environment. anyone can be anything”

A

Watson

123
Q

3 ways of learning

A

associative, non-associative, watching others

124
Q

Learning info about one external stimulus

A

non-associative

125
Q

understanding how info is related

A

associative

126
Q

2 stimuli go together

A

classical conditioning

127
Q

behavior leads to outcome

A

operant conditioning

128
Q

pavlov conditioning?

A

classical

129
Q

who did little albert

A

watson

130
Q

who laid foundation for operant conditioning

A

thorndike

131
Q

actions with pleasant effects will be repeated

A

thorndike law of effect

132
Q

who did cat puzzle box

A

thorndike

133
Q

who emphasized reinforcement after behavior of interest

A

skinner

134
Q

who named operant

A

skinner

Psych 150 (2 decks)

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