Psych 101 Exam 3 Study Cards

Front 1

what is human developement

Back 1

the scientific study of the changes that occur in people as they age from conception until death

Front 2

what is being referred to when we talk about “nature” (inherited characteristics) and “nurture” (environment)

Back 2

Nature - the influence of our inherited characteristics on our personality, physical growth, intellectual growth, and social interactions.

Nurture - the influence of the environment on personality, physical growth, intellectual growth, and social interactions

Front 3

what the study of heredity is

Back 3

Genetics - the science of inherited traits.

Front 4

the different research designs that are used in developmental research (3 mentioned in your notes

Back 4

DNA, genes, chromosomes

Front 5

the difference between dominant genes and recessive genes

Back 5

Dominant - referring to a gene that actively controls the expression of a trait.

Recessive - referring to a gene that only influences the expression of a trait when paired with an identical gene.

Front 6

what a zygote is

Back 6

cell resulting from the uniting of the ovum and sperm

Front 7

how monozygotic twins are developed

Back 7

identical twins formed when one zygote splits into two separate masses of cells, each of which develops into a separate embryo.

Front 8

the stages of pregnancy, what they are called, when they occur, and what is happening during each one (germinal, embryonic, fetal)

Back 8

Germinal period - first two weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining embryo name for the developing organism from two weeks to eight weeks after fertilization.

Embryonic period - the period from two to eight weeks after fertilization, during which the major organs and structures of the organism develop

Fetal period - the time from about eight weeks after conception until the birth of the child

Front 9

the senses at birth—which are developed and what is least developed

Back 9

The senses, except for vision, are fairly well developed at birth

Front 10

what may cause developmental delay

Back 10

down, syndrome, fetal alcohol syndrome, fetal X syndrome, lack of oxygen at birth, damage to th fetus in the womd from disease, infecton or drug use by the mother

Front 11

Know about Piaget’s stages (there are 4) and what is significant at each stage

Back 11

1. Sensorimotor stage - object permanence

2.Preoperational stage - the preschool child learns to use language as a means of exploring the world

3.Concrete operations stage - school-age child becomes capable of logical thought processes but is not yet capable of abstract thinking.

4.Formal operations - the adolescent becomes capable of abstract thinking.

Front 12

Know about the stages of language development and what we are doing at each stage—(cooing, babbling, holophrase, telegraphic speech)

Back 12

cooing
babbling
holophrase
telegraphic speech

Front 13

Know about temperament—easy, difficult, and slow to warm up—and what each one looks like

Back 13

Easy - regular, adaptable, and happy

Difficult - irregular, nonadaptable, and irritable

Slow to warm up - need to adjust gradually to change.

Front 14

Know about the different attachments and what each one looks like

Back 14

secure - willing to explore, upset when mother departs but easily soothed upon her return

avoidant - unattached; explore without “touching base"

ambivalent - insecurely attached; upset when mother leaves and then angry with mother upon her return.

disorganized/disoriented - insecurely attached and sometimes abused or neglected; seemed fearful, dazed, and depressed.

Front 15

Know about Erikson’s psychosocial stages: what they are called, the order in which they occur, and the features of each—there will be one question on the first 4 that occur during childhood and one question for the 5th stage

Back 15

Trust versus mistrust - first stage of personality development in which the infant’s basic sense of trust or mistrust develops as a result of consistent or inconsistent care

Autonomy versus shame and doubt - second stage of personality development in which the toddler strives for physical independence.

Initiative versus guilt - third stage of personality development in which the preschool-aged child strives for emotional and psychological independence and attemps to satisfy curiosity about the world

Industry versus inferiority - fourth stage of personality development in which the adolescent strives for a sense of competence and self-esteem.

Front 16

There are two questions about egocentric thinking in adolescence (personal fable and imaginary audience—know what these are)

Back 16

Personal fable - type of thought common to adolescents in which young people believe themselves to be unique and protected from harm.

Imaginary audience - type of thought common to adolescents in which young people believe that other people are just as concerned about the adolescent’s thoughts and characteristics as they themselves are.

Front 17

the activity theory of aging

Back 17

theory of adjustment to aging that assumes older people are happier if they remain active in some way, such as volunteering or developing a hobby

Front 18

what is a synonym for thinking and what is a definition for it?

Back 18

cognition - mental activity that goes on in the brain when a person is organizing and attempting to understand information and communicating information to others.

Front 19

concepts in general, and particularly formal and natural concepts

Back 19

Concepts - ideas that represent a class or category of objects, events, or activities

Formal concepts - concepts that are defined by specific rules or features.

Natural concepts - concepts people form as a result of their experiences in the real world.

Front 20

what is a heuristic

Back 20

an educated guess based on prior experiences that helps narrow down the possible solutions for a problem. Also known as a “rule of thumb.”

Front 21

problem-solving barriers

Back 21

Mental set - the tendency for people to persist in using problem-solving patterns that have worked for them in the pas

Confirmation bias – the tendency to search for evidence that fits one’s beliefs while ignoring any evidence that does not fit those beliefs

Front 22

how IQ used to be calculated

Back 22

mental age/chronological age X 100

Front 23

what is intellgence

Back 23

the ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems

Front 24

standardization—what is done when a test is standardized, and also about validity and reliability—what do those terms mean?

Back 24

Standardization - the process of giving the test to a large group of people that represents the kind of people for whom the test is designed.

Validity - the degree to which a test actually measures what it’s supposed to measure.

Reliability - the tendency of a test to produce the same scores again and again each time it is given to the same people.

Front 25

creativity

Back 25

the process of solving problems by combining ideas or behavior in new ways.

Front 26

converent thinking

Back 26

type of thinking in which a problem is seen as having only one answer, and all lines of thinking will eventually lead to that single answer, using previous knowledge and logic.

Front 27

divergent thinking

Back 27

type of thinking in which a person starts from one point and comes up with many different ideas or possibilities based on that point

Front 28

what is giftedness

Back 28

the 2 percent of the population falling on the upper end of the normal curve and typically possessing an IQ of 130 or above

Front 29

Spearman’s theory of intelligence (know what g-factor and s-factor are)

Back 29

Spearman’s Theory
g factor – the ability to reason and solve problems, or general intelligence.
s factor – the ability to excel in certain areas, or specific intelligence

Front 30

Sternberg’s Triachic Theory—the three types of intelligence

Back 30

Sternberg’s theory that there are three kinds of intelligences: analytical, creative, and practical.

Front 31

what is language

Back 31

a system for combining symbols (such as words) so that an unlimited number of meaningful statements can be made for the purpose of communicating with others

Front 32

syntax and semantics

Back 32

Syntax - the system of rules for combining words and phrases to form grammatically correct sentences

Semantics – govern morphemes and are the rules for determining the meaning of words and sentences

Front 33

mental set

Back 33

the tendency for people to persist in using problem-solving patterns that have worked for them in the past

Front 34

conformation bias

Back 34

the tendency to search for evidence that fits one’s beliefs while ignoring any evidence that does not fit those beliefs.

Front 35

the two subtests of the Wechsler’s intelligence test

Back 35

Wechsler Intelligence Tests yield a verbal score and a performance score, as well as an overall score of intelligence

Front 36

what IQ score you need to attain to be considered gifted

Back 36

130 or above

Front 37

Gardner’s theory of intelligence

Back 37

Gardner’s Theory
Multiple intelligences - ranging from verbal, linguistic, and mathematical to interpersonal and intrapersonal intelligence.

Front 38

what is "insight"

Back 38

sudden perception of a solution to a problem