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intro 2 psych > week 10 health and developmental psychology > Flashcards

week 10 health and developmental psychology Flashcards

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1
Q

jean Piaget stages of development

A

sensorimotor, pre operational, concrete operational and formal operational

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2
Q

age of sensorimotor

A

birth - 2

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3
Q

age of preorperational

A

2-7

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4
Q

age of concrete operational

A

7-12

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5
Q

age of formal operational

A

12 +

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6
Q

what did Piaget focus on

A

cognitive structures that children acquire by interaction with environemt

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7
Q

concepts

A

rules that describe properties of environments and their relations to other concepts

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8
Q

assimilation

A

new info fit into existing schema

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9
Q

accommodation

A

new schema for new info

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10
Q

stage 1 sensorimotor period

A

object permanence =
out of sight - out of existence

deferred imitation =
forming mental representation of actions that are recalled later

rudimentary symbolic thinking =
words to represent objects

search and investigate = understand world through trial and error

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11
Q

stage 2 pre operational

A

language ability develops

counting numbers

increased thinking symbolically and logically

start to develop theory of mind = ability to imagine what other people are thinking

failure to master conservation problems eg water in short fat cup is same as tall skinny

egocentrism but start to lose towards the end

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12
Q

stage 3 concrete operational

A

development of organized and rational thinking

logical analyses but only to physical or specific things

inductive reasoning = eg if Childs friend is rude then all friends are rude

abstract or hypothetical thinking not developed

complex cause and effect relations

classification of objects

empathize with others - loss of egocentrism

mastery of conservation problems

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13
Q

stage 4 formal operational

A

abstract reasoning BUT not everyone reaches this

ability to hypothesis and test

think in formal systematic way

logical thinking

ability to work through abstract problems and use logical without presence of concrete manipulation

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14
Q

criticism of piaget

A

used his own children, small sample size

all children are different!

other theories

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15
Q

sociocultural theory of cognitive developnet VYGOTSKY

A

development depends on social environment and is VITAL for cognitive development

language drives cognitive development by internalizing social interactions

children learn from more competent others that present alternative perspectives

zone of proximal development = range of skills child is unable to master alone but can with help of others

scaffolding = assistance

intellectual growth is not universal but product of environment

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16
Q

what scale can you use to measure stress

A

holmes and rahe stress scale

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17
Q

stress

A

pattern of physiological, cognitive, emotional and behavioral response to real or imagined stimuli that are perceived as preventing a goal or endangering or otherwise threatening well-being

18
Q

what theory did Walter cannon make

A

fight or flight

19
Q

3 sources of stress

A

approach-approach

approach-avoidance

avoidance-avoidance

20
Q

approach-approach

A

choice between 2 desirable outcomes

21
Q

approach avoidance

A

one outcome is desirable, the other is not

22
Q

avoidance-avoidance

A

both outcomes are undesirable

23
Q

what is Selye’s general adaptation syndrome GAS about

A

what happens when you’re stressed for a long period of time

24
Q

3 stages of GAS

A
  1. ALARM
    - shock phase
    - bodys first reaction - fight or flight
  2. RESISTANCE
    - occurs with continued exposure
    - adaptation begins when body starts to benefit from increased energy reserves provided from alarm reaction
  3. EXHAUSTION
    - physiological resources are depleted
    - acquired adaptation is lost and exhaustion sets in
25
Q

criticism of Selye’s GAS

A
  1. little consideration of pyscholgical factors eg cognitive appraisal
  2. assumed all responses to stress are uniform = not considering personality and biology and types of challenge
  3. stress is assessed as an outcome - what about anticipation of a stressful occurrence?
26
Q

what did Robert Lazarus suggest

A

cognitive appraisal - our own reactions/ the way we interpret what is happening also affects stress

27
Q

stage 1 of cognitive appraisal

A

evaluations of threat, if perceived as real then stage 2

28
Q

stage 2 of cognitive appraisal

A

determination if sufficient resources available to cope with stress - individual differences though

29
Q

hardiness

A

some people view stressors as challenges and meet them head on - less illness from long term stress

30
Q

perceived control

A

situations allow some form of control produce less signs of stress

31
Q

brown et al 2003

A

Participants: Data were drawn from the Detroit Area Study, involving 423 older married individuals.
Design: Researchers assessed the participants’ levels of giving and receiving social support, stress levels, and other demographic and health-related factors.
Measures:
Providing Social Support: Measured by participants’ reports of helping others (e.g., offering emotional or practical support).
Receiving Social Support: Measured by how much support participants received from others.
Mortality Risk: Tracked over five years through public death records.
Key Findings
Protective Effects of Providing Support:
Individuals who provided high levels of social support experienced lower mortality rates, even under significant stress.
The act of helping others appeared to buffer the negative effects of stress on health.
Limited Benefits of Receiving Support:
Receiving social support did not show a significant association with reduced mortality risk.
The benefits of support were linked more strongly to providing rather than receiving help.
Stress Moderation:
Providing social support diminished the harmful impact of stress on health outcomes, highlighting the psychological and physiological benefits of altruistic behavior.

32
Q

lazarus and folkman 1984 2 types of coping with stress

A
  1. problem focused coping
    directed towards source of stress
    ONLY IF SOLUTION
  2. emotion focused coping directed towards personal reaction to stressor eg comfort of friends
    ONLY IF NO SOLUTION
33
Q

cognitive repappraisal

A

when stressor is re-evaluated as less threatening then stress should be reduced

34
Q

progressive relaxation

A

substitute incompatible response for the stress reaction

35
Q

other forms of coping

A

disclosure interventions eg writing about stress, hypnosis, conditioning interventions

36
Q

One result of a child’s new ability to form mental representations of the actions he or she has seen others perform is

A

deferred imitation

37
Q

Tasks in the zone of ________ development are those that the learner can master with help, but not alone.

A

proximal

38
Q

Brown et al (2003) found that ________ is increased by receiving instrumental social support.

A

mortality

39
Q

One’s perception of any stressful situation is called ________.

A

cognitive appraisal

40
Q

Altering one’s perception of the threat imposed by a stressor is called cognitive_______.

A

reappraisal

intro 2 psych (9 decks)

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