Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
51 Cards in this Set
- Front
- Back
|
Behavioral method
|
associate desired behavior with a cue (stimulus control)
|
|
|
anaclitic depression
|
prolonged separation from the mothering figure in the 2nd half of the 1st yr of life
can result in syndrome of weeping, withdrawl, apathy, weight loss, sleep disturbance, and developmental decline linked to milestone of object permanence |
|
|
normal aging - problems with secondary memory involve
|
encoding and retrieval
|
|
|
dementia - problems with secondary memory involve
|
storage
|
|
|
w/ aging: registration
|
unstable, related to attention
|
|
|
w/ aging: implicit/incidental recall
|
minimal decline
|
|
|
w/ aging: remote/long term recall
|
generally well-maintained, but variable
|
|
|
first words
|
12 mo
|
|
|
2-3 word phrases
|
24 mo
|
|
|
walking
|
12mo
|
|
|
toilet training
|
36 mo
|
|
|
sensorimotor stage
|
birth-2
object permanence develops develops schemas (representations of the environment) assimilation accommodation |
|
|
assimilation
|
taking new object/experience and grouping it with other objects in his schema which have the same or a simmilar fct
|
|
|
accomadation
|
modifying schema to account for new information
|
|
|
preoperational stage
|
2-7
2 substages symbolic 2-4 decentration 4-7 |
|
|
symbolic
|
2-4
symbolic activity and make believe play language (symbolocally rather than motorically) talk about objects not in sight egocentric can only attend to one perceptual dimention or attribute at a time no concept of time, but may know sequence cannot distinguish reality/fantasy, cause/effect |
|
|
decentration
|
4-7
begins to recognize other pts of view begins to interact with others and realizes that what he thinks may be diff from others |
|
|
concrete operational
|
7-11
no longer thinks one dimentionally conservation - mass/volume |
|
|
formal operational
|
12-15
abstract thinking philosophical discussions hypothesis, experiment, make deductions, and reason from the particular to the general |
|
|
preconventional morality
|
prior to 10
1)punishment and obedience orientation - depends on consequences 2)instrumental hedonism - depends on consequences, but more on obtaining rewards than avoiding punishment |
|
|
conventional morality
|
10-11
1)good boy/girl - right action is the one approved by others 2)law and order - based on rules by authority |
|
|
post conventional morality
|
late adolescence/adult
1)morality of contract, individual rights - right vs wrong determined by democratically accepted laws 2)moality of individual principles of concience - right vs wrong determined on basis of self-chosen, universally applied principles |
|
|
mature defense mechanisms
|
sublimation, humor, altruism, anticipation, supression
|
|
|
sublimation
|
finding socially acceptable means of expressing the unacceptable
|
|
|
rection formation
|
turning unacceptable feelings into their opposite
|
|
|
identification
|
assuming behavior patterns of another idealized person
|
|
|
rationalization
|
making excuses to save face
|
|
|
projection
|
one's own unacceptable feelings are disowned and attributed to (projected onto) others
|
|
|
stages of change
|
precontemplation
contemplation preparation action maintenance |
|
|
CAH
|
genetic female
male gonads male gender identity 1/3 gynephillic |
|
|
5 alpha reductase deficiency
|
genetic males
female phenotype raised as phemale at puberty develop masculin traits and switch identity to male |
|
|
anti-androgens
|
depo-provera
cyproterone acetate |
|
|
systematic desensitization based on principle of reciprocal inhibition
|
1)teach relaxation skills
2)create heirarchy of anxiety-provoking events 3)pair relaxation response with each item |
|
|
contingency management
|
$10 back
|
|
|
cingulate
|
highest order of feelings-knowing
|
|
|
secind order map structures
|
superior colliculous
cingulate cortex thalamus prefrontal cortex |
|
|
emotions and ________ go together
|
core conciousness
|
|
|
core conciousness does not require
|
language
conventional learning WORKING memory reason plaaning, problem solving, creativity |
|
|
result of core conciousness
|
more wakefulness
more focoused attention allows for novel responses, not just automated ones allows for language allows for planning, problem solving, and creativity |
|
|
disrupt core conciousness
|
1)affect maps of somatosensory information (location of the proto self)
upper brain stem hypothalamus insula S2 S1 (parietal association cortex) 2)nuclei of thalamus and cingulate cortex |
|
|
extended conciousness
|
necessary for recalled knowledge
prerequisite of intelligence genetic, but also evolves over life aware of past, anticipate future depends on conventional and working memory enhanced by language |
|
|
areas of the brain affected in the disruption of extended conciousness
|
temporal corticies
hippocampus prefrontal cortex vision, hearing cortex |
|
|
disorders of extended conciousness
|
transient global amnesia-migranes
traumatic amnesias progression of alzheimers frontal lobe damage |
|
|
proto-self situated in
|
brain stem nuclei
hypothalamus basal forebrain somatosensory cortex |
|
|
protoself is
|
preconcious
|
|
|
core self
|
occurs whenever an object modifies the proto self
continuous concious minimal change throughout life |
|
|
what is responsible for wakefulness
|
classical reticular nuclei
|
|
|
what makes up the proto self
|
non classical nuclei
|
|
|
elements in loss of conciousness
|
brainstem
classical reticular nuclei non classical nuclei hypothalamus |
|
|
primary/univaersal hormones
|
hapiness, sadness, fear, anger, surprise, disgust
|
|
|
secondary/social emotions
|
embarassment, jealousy, guilt, pride
|
