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105 Cards in this Set
- Front
- Back
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Behavior genetics
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The study of the relative power and limits of genetic and environmental influences on behavior
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Identical
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twins who develop from a single egg that splits in two, genetically identical
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fraternal twins
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develop from separate eggs. No more genetically similar than regular siblings but share the same environment
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Adoption and twin studies
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seperated identical twins raised in different environments (how much genetics reflects a person) and fraternal twins raised in the same environment (how much the environment influenses someone)
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Heritability
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Proportion of variation among individuals that we can attribute to genes (example: %50 genetic intelligence = %50 of the differences in intelligence amoung individuals explained by genetics)
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Natural selection (and basic principles)
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among inherited trait variation those that lead to reproduction and survival will most likely be passed on
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Gender development and identity
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Gender
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the biologically and socially influenced characteristics by which people define male and female
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Experience's effect on development
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rats in cage with more toys developed a heavier and thicker brain cortex
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Piaget’s stages
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1) Sensorimotor(birth-2), 2)Preoperational (2-7), 3) Concrete operational stage (7-11), 4) Formal operational stage (11 onward)
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Sensorimotor Stage
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Babies take in the world through their senses and develop object permanence
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Object permanence
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awarness that object continues to exist when not percieved
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Preoperational stage
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don't understand conservation and egocentrism
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Conservation
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quanityt remains the same despite changes in shape
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Egocentric
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difficulty percieving from another's point of view
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Concrete Operational Stage
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start to understand conservation and basic math
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Formal Operational Stage
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abstract thinking
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Abstract thinking
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solving hypothetical problems and understanding consequences
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schemas
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concepts or molds we pour our experiences in to "catagories" animals vs plants
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assimilation
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interpreting our new experiences in terms of our existing schemas
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accomidation
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adapting (changing) our current schemas to incporporate new information
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Stranger anxiety
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ability to evaluate people as unfamiliar and threatening (protects babies 8 months and older)
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Attachment
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emotional tie to other person, shown in young children crying when mom leaves
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Imprinting
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certain animals form attatchments during a critical reiod early in life
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AuthorITARIAN Parenting
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rules and expected opbedience (children tend to have less social skill and self esteme)
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Permissive parents
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submit to children, few demands and little punishment, tend to be more aggressive and immature
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AuthorITATIVE parents
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Demanding and responsive, set rules and enforce them but explain rules, allow rule exceptions and reason with children (best way to raise kids, high self esteme and such)
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Strange situation
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Views whether child is securly attatched or insecurely attatched to parent when child is stuck in an unusual situation
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Securly attatched child
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child raised having its needs quickly met and feels safe exploring new enrionment (misses mom when gone and happy when she comes back)
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Insecurely attatched child
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not likely to explore, highly distressed when mom leaves and clingy or may be indifferent
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Kohlberg’s theory of moral development
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Preconventional morality (before age 9), conventional morality (adolecense onward), postconventional morality (may not make it to this stage
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Preconventional morality
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focus on self interest, avoiid punishment or gain reward
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Conventional Morality
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caring for others, upholding laws and social rules
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Postconventional morality
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actions right or wrong based on ethical principals (highest level of morality)
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Erikson’s theory of social development
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trust vs mistrust, autonomy vs shame and doubt, initiative vs guilt, industry vs inferiority, identity vs role confusion, intimacy vs isolation, generativity vs stagnation, integrity vs despair
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trust vs mistrust
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Theory of social development: needs met
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Autonomy vs shame
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learn to do things for yourself
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initiative vs guilt
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carry out tasks or feel guilty about independence
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industry vs inferiority
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pleasure in accomplishing tasks or inferior feeling
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Identity vs role confusion
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form integrated identity or remain confused
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Inimacy vs Isolation
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form close bonds or feel socially isolated
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Generative vs stagnation
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feel contributing to world or lack or purpose
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Integrity vs despair
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life satisfaction or life failure
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Developmental tasks of middle age
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mate slecetion, cohabitation, meaningful work, satisfaction
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Late live development and decline
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Normally see some declines in cognitive skills and memory (loss mild for most) after 65
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Cross-sectional study
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people of different ages are compared to eachother
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longitudinal studies
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same people studied over period of time
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Crystallized Intelligence
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accumulated knowledge and verbal skills (increases with age)
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fluid intelligence
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our ability to reason speedily and abstractly (decreases during late adulthood)
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Sensation
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sensory receptors receive external stimuli
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Perception
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brains organize and interpret sensory info to provide meaning
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Absolute thresholds
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minimal intesity required to perceive stimulous %50 of the time
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Difference threshold
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minimal difference that someone can detect difference between 2 stimuli
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Weber’s law
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for difference to be noticible it must deffer by a constant proportion (not constant amount)
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Sensory adaptation
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diminishing sensitivity as a consequence of constant stimulation (Can't smell the cow poo!)
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Muller-Lyer illusion
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Perception of length of lines (culturally affected)
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Figure
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main thing focusing on
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ground
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everything not being focused on
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Binocular depth perception cues
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(both eyes) retinal disparity, convergence
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monocular depth perception cues
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(one eye) interposition, size/clarity, relative hieght, relative motion
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retinal disparity
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both eyes see something different and the brain makes it into one picture
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convergence
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muscle feedback (cross eyed)
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interposition
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how items are stacked
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Visual cliff
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child will not walk off a visual cliff (depth perception developed young)
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Retina
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light sensitive inner part of the eye, contains rods, cones and neurons
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rods
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detect black and white, peripheral vision and night vision
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cones
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fine details and colors when well lit
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blind spot
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where the optic nerves leave the eye
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fovea
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central focal point in the reitna where eye's cones cluster
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Perceptual constancy
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object veiwed from different angles is percieved as the same
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Properties of lightwaves
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length = color, hieght = brightness of color
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Properties of soundwaves
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length = pitch, hieght = volume
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Middle ear
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chamber between eardrum and cochlea, contains the hammer anvil and stirrup, concentrate the sound for the cochlea
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cochlea
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fluid filled coiled bone tube, inner ear, turns sound waves to nerve impluses
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conduction hearing loss
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eardrum punctured or bones of middle ear don't work
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Transduction loss
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the massage does not get sent properly to brain
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sensorineural loss
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damage to hair cell receptors
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Associative learning
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process by which an element is taught through association with a separate, pre-occurring element
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Classical conditioning
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repeatedly pairing an unconditioned stimulus with another previously neutral stimulus
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Acquisition
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taking on the response to stimuli, depends on contingency not just contiruity
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Contingency
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number of times items (US and CS) are paired together
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Contiguity
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things which occur in proximity to each other in time or space are readily associated
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Extinction
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diminishing a CR (present CS withoug UCS)
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Spontaneous recovery
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after long time can have CR again
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Generalization
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eat a berry get sick don’t eat ANY berries again
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discrimination
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Eat a certain berry and get sick can discriminate between various berries to eat and not eat
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Conditioned taste aversions (and why they’re unique relative to other conditioned responses)
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Normally get sick once and no need to repeat the response for us to learn not to eat that
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Unconditioned stimulous
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clanging and fear with little albert
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Unconditioned response
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fear to the clanging noise with little albert
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Conditioned stimulous
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white rat in little albert
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Conditioned response
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fear to white rat in little albert
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anatbuse
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medicine that makes you sick when drinking alcohol (classical conditioning)
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Classical vs operant conditioning
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Classical: learning about environment and relationships between two stimuli, Operant: our behavior and its consequences
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Positive reinforcement
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given something nice, increase frequency of behavior
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negetive reinforcement
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take away something negetive when do something, increases likilihood of behavior
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Punishment
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give something unpleasant after activity, decrease activity
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Response cost
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form of punishment, take away something nice, less likely to do activity
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primary reinforcement
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sex, food, elimination of pain, thirsty,
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secondary reinforcement
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social reinforcement, money (we learn that is has value), grades
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fixed ratio reinforcement
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FR-1 enforced everytime, FR-5 get reinforced every 5 times
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continuos reinforcement
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FR-1 best way to train but as soon as you quit reinforcing the behavior it stops
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Identical Mz
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Monozygotic
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Fraternal Dz
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Dizygotic
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More similar the environment
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the more that differences in people can be attricuted to heritability
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