Psych 2000 Test 3

Front 1

what are Ainsworth’s Strange Situation
Major attachment types

Back 1

1. Securely – attached
2. Insecure avoidance
3. Insecure anxious/ambivalent
4. Insecure disorganized or disoriented

Front 2

a. When mom leaves the room they are okay when she comes back they want her

Back 2

securely attached

Front 3

a. Don’t check in with mom, just explore.
b. When she leaves they may or may not notice and when she comes back they may or may not have contact

Back 3

insecure aviodance

Front 4

a. Attached to her
b. When she leaves they freak out, when she comes back they want contact but they are angry for leaving

Back 4

insecure anxious/ambivilant

Front 5

a. Not severely attached but don’t avoid

Back 5

insecurely disorganized/ disoriented

Front 6

what are the effects of insitutional care?

Back 6

o Affectionless characters – unable to form an attachment with another human being
o Reactive attachment disorder
 Destructive children or people who just don’t care, psychopathic as adults
 Don’t know what to do with these kids, if they could be put into therapy at 2 ½ years old possibly be helped . but in most cases no.

Front 7

 Destructive children or people who just don’t care, psychopathic as adults
 Don’t know what to do with these kids, if they could be put into therapy at 2 ½ years old possibly be helped . but in most cases no.

Back 7

reactive attachment disorder

Front 8

what are the deminsions-braumrind of parenting styles?

Back 8

demandingness and responsiveness

Front 9

degree to which parents set down rules / expectations for behavior and require children to comply

Back 9

demandingness

Front 10

degree to which parents are sensitive to children’s needs and express love, warmth, and concern for children

Back 10

responsiveness

Front 11

What are the high low parenting styles?

Back 11

authoritive, authoritarian, indulgent, and indifferent

Front 12

– high in demandingness and responsiveness
a. Fair rules and fair consequences but at the same time parents are willing to communicate with children
b. Most positive outcomes for kids

Back 12

authoritive

Front 13

high in D but low in R
a. My way or no way parents
b. Rebellion or dependency
c. Parents never let them make their own decisions
d. More likely to use physical discipline violence in and out home .
e. Less creative, less socially competent, and less self-assured.

Back 13

authoritarian

Front 14

low in D and high in R
a. Over indulged but not guided or properly socialized, kids not prepared to accept frustrations or responsibilities

Back 14

indulgent

Front 15

low in both
a. Impulsive, delinquent
b. No one checks up on child

Back 15

indifferent

Front 16

what are the normal american parent styles ranked?

Back 16

Indifferent, authoritative, indulgent authoritatirn
• A more complex view- reciprocal/ bidirectional interactions

Front 17

• Saw cognitive development as a series of stages

Back 17

piaget's cognitive development theory

Front 18

cognitive structures – organized ideas that grow / differentiate with experience

Back 18

schemas

Front 19

learning new information; including/adjusting to new info

Back 19

adaptation

Front 20

absorbing new info into existing schemas

Back 20

assimilation

Front 21

adjusting old schemas or developing new ones to better fit with new info

Back 21

accomodation

Front 22

What are Piaget’s Cognitive –Developmental Stages?

Back 22

Sensorimotor
Preoperational
Concrete-operational
Formal-operational

Front 23

birth – 2- learning to coordinate motor reactions with sensory input

Back 23

sensorimotor

Front 24

just because something is out of sight doesn’t mean it no longer exists

Back 24

object permanence - evident in stage 1: sensorimotor

Front 25

2 to 7 yrs – symbolic representational ability – objects can be represented with symbols

Back 25

preoperational

Front 26

what are the problems within the preoperational stage?

Back 26

 Egocentric – difficulty comparing
• Ask a kid a question over the phone hear silence its b/c they are nodding and they think you know that
 Animistic
 Syncretism – the belief that two unrelated events are somehow related

Front 27

the belief that two unrelated events are somehow related; example if child trips the same time lightening stricks the chlid thinks the lightening caused him or her to fall

Back 27

syncretism

Front 28

attribution of conscious life to objects in and phenomena of nature or to inanimate objects

Back 28

Animistic

Front 29

7 to 11 – reasoning becomes more flexible, logical, organized
o Limitation – can only reason about concrete things

Back 29

concrete - operational

Front 30

11 and above – abstract, logical, idealistic
o Adolescent egocentrism

Back 30

formal-operational

Front 31

believe that they are unique and special none else is going through the same thing

Back 31

personal fable- a part of adolescent egocentrism

Front 32

everyone is staring at my clothes or bad hair ; self conscious

Back 32

imgainary audience- pary of adolescent egocentrism

Front 33

• Initial study included 72 boys aged 10, 13, and 16
• 10 moral dilemmas were presented to each boy
• Boys asked to select one of two acts, then questioned about reasons for choice
• No right or wrong answers; individual was scored according to mode of reasoning

Back 33

Kolberg’s Theory of Moral Development

Front 34

There are 3 levels and 6 stages of Kolberg’s Theory of Moral Development consisting of:

Back 34

L1:Preconventional Reasoning
Stg1:: Punishment and obedience orientation
Stg2:Instrumental exchange orientation
L2:Conventional Reasoning
Stg3:“Good Child” orientation
Stg4:Law and Order orientation
L3:Postconventional Reasoning
Stg5:: Social contract orientation
Stg6:Universal Ethics orientation

Front 35

children using definitions of good / bad provided by parental authority figures

Back 35

level 1- preconventional reasoning

Front 36

moral thinking tied to punishment
 Motivation – to avoid punishment

Back 36

L1- stage 1: punishment and obediance orientation

Front 37

I’ll be nice to you so you will be nice to me
 Motivation – to satisfy one’ self and to gain rewards from others

Back 37

L1- stage 2: instrumental exchange orientation

Front 38

conformity to social conventions based on desire to maintain social order

Back 38

Level 2 - conventioal reasoning

Front 39

maintaining good relationships with approval of others
 Motivation – to avoid disapproval of others

Back 39

L2 - stage 3: "Good Child" orientation

Front 40

judgments’ based on understanding social order, law, justice, and duty
 Motivation – to maintain law and order ; concern for community

Back 40

L2 - stage 4: law and order orientation

Front 41

– self accepted moral principles

Back 41

level 3 - postconventional reasoning

Front 42

individual defines morality in terms of general principles and human rights
 Motivation – to gain respect of individual / community

Back 42

L3 - stage 5: social contract orientation

Front 43

universal ethical principles that all religions or moral authorities might view as right
 Do not have to adhere to existing laws
 Motivation – to avoid self condemnation for lapses (avoid guilt)

Back 43

L3 - stage 6 : universal ethics orientation

Front 44

What were the problems with Kolhberg's theory of moral development?

Back 44

1. Difficulty of determining what stage an individual is in
2. Stage regression
3. May not be true or fair to say that higher stages have higher level of morality
4. No evaluation of levels or moral judgment can be used to predict moral behavior
5. Gender – original research tested only males
6. Richard Shweder – theory biased in favor of individualistic thinking , focused on upper class instead of society as a whole

Front 45

_______ - theory was biased towards males and a justive perspective – places a premium on abstract principles of justive equality and fairness
o Women use a care perspective emphasixe responsibility to human beings rather than to abstract principles

Back 45

Carol Gilligan : proved error in kolberg's thoery of moral development b/c it only tested males

Front 46

________ – theory biased in favor of individualistic thinking of Western elitism – highest social classes / levels of education

Back 46

Richard Shweder

Front 47

Richard Shweder based his theory off of ______

Back 47

ethic of autonomy, ethic community, and ethic divinity

Front 48

individual as primary moral authority

Back 48

ethic of autonomy

Front 49

individuals are members of social groups to which they have commitments / responsibilities

Back 49

ethic community

Front 50

individual is a spiritual entity, subject to rules of dive authority

Back 50

ethic divinity

Front 51

first true lifespan theorist; first to focus on life to death

Back 51

Erikson

Front 52

what is Erikson’s Psychosocial Theory?

Back 52

1. Basic trust vs. mistrust
2. Autonomy vs. shame and doubt
3. Initiative vs. guilt
4. Industry vs. inferiority
5. Identity vs. identity confusion
6. Intimacy vs. isolation
7. Generativity vs. stagnation
8. Intergrity vs. despair

Front 53

1st year. Most important – consistency, predictability, and reliatbility in caretaker’s actions

Back 53

basic trust vs mistrust

Front 54

1 to 3 yrs. Trying to exercise sense of autonomy

Back 54

autonomy vs. shame and doubt

Front 55

preschool. Child makes plans, sets goals, and perseveres in attaining them

Back 55

iniative vs guilt

Front 56

elementary school. Learning the useful skills and tools of the wider culture

Back 56

industry vs inferiority

Front 57

adolescence. Establishing an EGO IDENTITY – who one is; one’s place in the larger social order

Back 57

identity vs identity confusion

Front 58

early adulthood . Having found a FIRM IDENTITY for ourselves, we can then begin to give ourselves to others

Back 58

intamacy vs isolation

Front 59

Adulthood. Generativity – creation of children/production of things and idea through work . will be concerned with issues such as: the future ofthe environment, what kind of world will we leave the next generation, equalityfor all people, etc

Back 59

Generativity vs. Stagnation

Front 60

Old age. Life review – accomplishments, regrets
Ego integrity – order to life – did best they could with their life circumstances

Back 60

integrity vs despair

Front 61

What are the 5 stages of dying developed by elisabeth kublar ross?

Back 61

• 1. Denial
• 2. Anger
• 3. Bargaining
• 4. Depression
• 5. Acceptance

Front 62

• Psychiatrist _________interviewed more than 200 dying people of all ages to try to understand the psychological aspects of dying

Back 62

Elisabeth Kubler-Ross

Front 63

What are the 4 stages of greiving?

Back 63

Numbness
Yearning and searching
Disorganization, anger, and despair
Reorganization/resolution

Front 64

– feelings of numbness, emptiness; denial of the death

Back 64

numbness

Front 65

intense longing for the loved one; guilt, anger, and resentment

Back 65

yearing and searching

Front 66

life seems to lose its meaning. Disruption of normal activities

Back 66

disorganization, anger, and dispair

Front 67

acceptance of the loss; reorganization of new roles

Back 67

reorganization/resolution

Front 68

biological status of being male or female; • Genetically and hormonally determined

Back 68

sex

Front 69

internal sense of being male or female

Back 69

gender identity

Front 70

social categories of male and female

Back 70

gender role

Front 71

instrumental roles –taking charge, standing up for themselves, etc

Back 71

masculinity

Front 72

expressive roles –taking care of others, being kind and nurturing

Back 72

feminity

Front 73

combination of masculine / feminine traits in one person

Back 73

adrogyny

Front 74

when an individuals competence is at issue, it should be conceptualized on a person basis

Back 74

gender role transcendence

Front 75

What are the theories of gender role developement?

Back 75

Social Learning Theory
Cognitive-Development Theory
Gender Schema Theory
Evolutionary Approach

Front 76

Bandura and Mischel. Gender role instruction is no different from any other kind of social learning
• Direct Tuition – AKA differential reinforcement
• Observational learning

Back 76

social learning theory

Front 77

• Children have to reach a level where they form a gender identity
• Actively socialize themselves

Back 77

cognitive development theory

Front 78

network of gender information that color perceptions / shape behaviors

Back 78

gender schema theory

Front 79

natural selection and adaptation as major determinants of social behavior

Back 79

evolutionary approach

Front 80

irrational fear and hatred of homosexuals
o Can result in ridicule, beatings, or even murder

Back 80

homophobia

Front 81

hiding ones real social identity

Back 81

passing

Front 82

• Gay and lesbian adolescents attempt suicide at rates of _____

Back 82

20-35%

Front 83

Hormone studies – inconsistent
 2nd to 5th months after conception ,exposure of fetus to ________ might cause individual – male of female – to be attracted to males

Back 83

hormone levels characteristic of females

Front 84

. Brain Studies – LeVay found an area of __________ that governs sexual behavior is twice as large in heterosexual men as in homosexual men

Back 84

hypothalamus

Front 85

Twin Studies
 Monozygotic twins –almost 2/3 concordance rate
 Dizygotic twins – less than 1/3 concordance rate
 Sexual orientation – most likely determined by a combination of __________

Back 85

genetic, hormonal, cognitive, and environmental factors

Front 86

• What doesn’t cause homosexuality?

Back 86

o 1. Modeling Theory
o 2. Poor parenting theory
o 3. Role Models
o 4. Seduction Theory
o 5. “By default” myth

Front 87

factors that activate, direct, maintain behavior toward a goal

Back 87

motivation

Front 88

subjective feeling that includes arousal, cognitions, and expressions.

Back 88

emotion

Front 89

What are the theories of motivation?

Back 89

instincts, drive, arousal, arousal theory

Front 90

specific, inborn behavior patterns characteristic of an entire species

Back 90

instincts

Front 91

state of tension or arousal that motivates behavior

Back 91

drive

Front 92

behavior aimed at reducing a state of bodily tension/arousal and returning organism to homeostasis(balance)

Back 92

drive-reduction theory

Front 93

unlearned, found in all animals; motivate behavior vital to survival of individual species

Back 93

primary drives

Front 94

learned drives not based ona physiological state

Back 94

secondary drives

Front 95

What are the reasons for the instinct theory of motivation falling out of favor?

Back 95

most important behavior is learned, human beahvior is rarely rigid, inflexible, unchaning, and found throughout species, linking every conceivable human havior to a corresponding intinct explains nothing

Front 96

state of altertness

Back 96

arousal

Front 97

each individual has an optimum level of arousal; varies from one situation to next and over course of day

Back 97

arousal theory

Front 98

a basic motivation that varies greatly from person to peron

Back 98

zuckerman- sensation seeking

Front 99

Higher needs only come into focus once all lower needs are mainly or entirely satisfied.

Back 99

Maslow's hierarchy of needs

Front 100

physiological needs, safety needs, love/belonging needs, esteem needs are all a ________ of maslow's hierarchy of needs

Back 100

deficiency needs

Front 101

what are the 2 being needs of maslow's hierarchy of needs?

Back 101

self-actualization & self-trancendence

Front 102

make most of unique abilities; these people embrace facts/realities of world, are spontaneous in their ideas and actions, are creative, are intrested in solving problems, feel a closeness to other people, and generally appreciate life, have a system of morailty that is fully internalized and independent of exteral authority, judge others without prejudice

Back 102

self-actualization

Front 103

spiritual needs

Back 103

self-transcendence

Front 104

desire to perform a behavior that stems from behavior performed

Back 104

intrinsic motivation

Front 105

desire to perform a behavior to obtain an external reward or avoid punishment

Back 105

extrinsic motivation

Front 106

What are the 2 phases of metabolism?

Back 106

absorptive (when you are eating) and fasting (when you’re done eating)

Front 107

What is the brains influence on hunger?

Back 107

"Onswitch"-> lateral hypothalamus
"off switch"-> ventromedial hypothalamus

Front 108

What is the stomachs influence on hunger?

Back 108

physical sensations

Front 109

self-starvation- 15% below ideal weight

Back 109

anorexia

Front 110

____ of those diagnosed with anorexia will die. most lethal mental disease

Back 110

10%

Front 111

higher levels of serotonin/ genetic predisposition(tends to run in families)

Back 111

biological cause of anorexia

Front 112

professions/ sports/ cultural values/ family influences

Back 112

social cause of anorexia

Front 113

personality/major life events/ powerlessness

Back 113

physiologial/emotional cause of anorexia

Front 114

Binge and purge-often maintain normal body weight

Back 114

bulimia nervosa

Front 115

• Robert Plutchik proposed eight basic emotions: ________

Back 115

fear, surprise, sadness, disgust, anger, anticipation, joy, and acceptance.

Front 116

_____ help us to adjust to demands of our enviornment

Back 116

8 emotions

Front 117

shared by people throughout the world, regardless of culture

Back 117

primary emotions

Front 118

What classifies a primary emotion?

Back 118

be evident in all cultures, contribute to survival, be associated with a distinct facial expression,

Front 119

found throughout one or more cultures, but not all cultures

Back 119

secondary emotion

Front 120

_____used to name or describe an emotion may influence how that emotion is experienced

Back 120

words

Front 121

What are the theories of emotion

Back 121

James-Lange theory, Canon-Bard theory, Schacter's two-factor theory, Facial Feedback theory

Front 122

- stimuli in environment cause physiological changes in our bodies that we interpret as emotions.

Back 122

James-Lange theory

Front 123

What did the research of the james lange theory show?

Back 123

• Different Physiological responses for some emotions
• Different emotions associated with different brain areas

Front 124

What were the problems with the james lange theory?

Back 124

claimed that emotions went through our spinal cord there fore if someone injured their spinal cord they would no longer have emotions varying in intensity, and most emotions are accompanied with quite simliar physiological changes(butterflies in stomach, sweaty hands = love)

Front 125

we experience emotion and physiological changes at the same time

Back 125

canon-bard theory

Front 126

stimuli -> thalamus -> cortex and hypothalamus

Back 126

canon-bard theory

Front 127

trigger-> bodily changes-> cognitive label(label as specific emotions)

Back 127

schacter's two factor theory

Front 128

emotion is experience of changes in our faival muscles

Back 128

facial feedback theory

Front 129

Age- related changes in behavior/ mental processes from conception to death (entire life span)

Back 129

development psychology

Front 130

what are the 3 major issues in developmental psychology?

Back 130

1. nature and nurture (what makes us us? DNA/Eviornment)
2. Continuity and Discontinuity (nature of development)
3. Stability and change AKA early and Later Experience (looking at can we change)

Front 131

AKA maturational approach- development proceeds in an orderly (predictable) fashion, is result of genetics (you are who you are before birth)

Back 131

nature approach

Front 132

AKA experience approach- emphasized importance of environment for development (you are who you are b/c how raised)

Back 132

nurture approach

Front 133

development is a gradual, additive process without sudden change (babies learn to sit, then crawl, then stand, then walk… buildup)

Back 133

continuity view

Front 134

development is discontinuous qualitative transformations (stages-- childhood to adolecense to adulthood)

Back 134

discontinuity view

Front 135

 experiences of infancy especially important for later development (are who we are by 7)

Back 135

early experience view (stability)

Front 136

early experiences are important to development, but no more important than later experiences or phases of life

Back 136

later experience view (change)

Front 137

aspects on both sides effect development (nature/nurture/contiguity/later and early)

Back 137

interactionist persepective

Front 138

what are the Research Methods (used in developmental psychology) to show what changes as we age?

Back 138

cross sectional research, and longitudinal research

Front 139

studying people all at one time… processual… (several age groups at the same time)

Back 139

cross sectional research

Front 140

studying same group of people for a period of time
Problems (follow 20 year olds for the next 40 years)

Back 140

longitudinal reseach

Front 141

what is the problem with cross sectional research?

Back 141

cohort effects- differences that result from specific histories of age group studied (time when born not aging. ex child from 80s thinks russia = scary! Diff historical issue

Front 142

What is the problem with longitudinal research?

Back 142

are expensive, both in time and money Attrition loss of research participants over time… (non-random =trouble… random like death doesn’t hurt facts)

Front 143

What are the 3 stages of prenatal development?

Back 143

1.Germinal period- 1st 2 weeks after conception. Creation of zygote (fertilized egg), cell division, and attachment of zygote to uterine wall (when officially pregnant)
2.Embryonic period - 2-8 weeks after conception. Rate of cell divisions increases, support systems for cells form, and organs appear.
~Mass of cells attached to uterine wall forms layers and is now called “embryo”~
3.Fetal Period - 2-9 months after conception. Fetus is rapidly gaining weight; fine detailing of body organs and systems

Front 144

1st 2 weeks after conception. Creation of zygote (fertilized egg), cell division, and attachment of zygote to uterine wall (when officially pregnant)

Back 144

germinal period of prenatal development

Front 145

2-8 weeks after conception. Rate of cell divisions increases, support systems for cells form, and organs appear.
Mass of cells attached to uterine wall forms layers and is now called “embryo”
Endoderm digestive and respiratory systems
Ectoderm nervous system and sensory receptors
Mesoderm bones, muscles, excretory, reproductive and circulatory systems

Back 145

embryonic period of prenatal development

Front 146

2-9 months after conception. Fetus is rapidly gaining weight; fine detailing of body organs and systems

Back 146

fetal period of prenatal development

Front 147

an agent that produces a malformation or raises population incidence of malformation ( capable of producing birth defects)

Back 147

tetratogen(ic)

Front 148

The severity of damage from a tetratogic substance depends on _____

Back 148

Dose response(more dose, more damage)
Time of exposure(certain stages of development are more vulnerable than others. 1st trimester more vulnerable than 2nd and 3rd)
Genetics susceptibility(genotype of pregnant woman and genotype of fetus
o If you have a high metabolism, then the alcohol will not stay in your body (less damaging). Low metabolism then stay in body longer (more damage) )

Front 149

genotype of pregnant woman and genotype of fetus
o If you have a high metabolism, then the alcohol will not stay in your body (less damaging). Low metabolism then stay in body longer (more damage)

Back 149

genetics susceptibility

Front 150

certain stages of development are more vulnerable than others. 1st trimester more vulnerable than 2nd and 3rd

Back 150

time of exposure

Front 151

more dose more damage

Back 151

dose response

Front 152

a group of abnormalities in babies born to mothers who consume alcohol during pregnancy

Back 152

FAS - fetal alcohol syndrome

Front 153

 Alcohol is broken down more slowly in immature body of fetus than in an adult’s body (stay in their body longer)
 Usually seen in babies born to alcoholic mothers and those consuming 4-5 drinks daily
 NO amount of alcohol has been proven safe
 Fetus may become addicted
 Alcohol withdrawal may begin within a few hours after birth and symptoms may last up to 18 months

Back 153

fetal alcohol syndrome

Front 154

________ during pregnancy is estimated to account for 20-30% of low birth weight babies, up to 14% of preterm deliveries, and some 10% of all infant deaths

Back 154

Smoking

Front 155

a pregnate mother that ______ can result in Nicotine and carob monoxide reach fetus through placenta and prevent fetus from getting nutrients/ oxygen needed to grow

Back 155

smoking

Front 156

greatest development takes place at top of body, and physical development moves gradually downwards

Back 156

Cephalocaudal pattern

Front 157

growth starts at center of body and moves towards extremities

Back 157

Proximodistal patterns

Front 158

removal of connections that are not used

Back 158

pruning

Front 159

an involuntary response to a particular stimulus (inate, inborn)

Back 159

infant reflex

Front 160

what are the importances of refluxes?

Back 160

1. Protective (prevent injury)
2. Provide instincts (nursing)
3. Avoid Injury
4. Development of voluntary movement (later… moving muscles)
5. Diagnosing abnormalities (onset offset is fairly predictable and outside of time frame shows mental damages)

Front 161

what are the type of infant refluxes?

Back 161

1. Blinking (light or change in air pressure= blink)
2. Babinski (baby: when you rub on the bottom of there feet they separate and curl there toes upward…normal adults:curl in)
3. Crawling
4. Moro’s reflex AKA startle reflex (from or past-- if there is a sudden lack of support they push there arms and head back then claps it’s hand like trying to hold onto a tree)
5. Palmar and plantar grasp (grasp to finger)
6. Sucking (automatically know how to nurse)
7. Rooting (helps them find the nipple)

Front 162

focus attention on a moving object and follow it with eyes (fairly alert/ awake)

Back 162

tracking

Front 163

what are the infant senses?

Back 163

vision, hearing, touch, taste smell

Front 164

roughly, year 10-20

Back 164

adolescence

Front 165

biological changes during adolescence that lead to an adult-sized body/sexual maturity

Back 165

puberty

Front 166

adolescent gains a lot of height, weight, and skeletal growth
o Girls hit this growth spurt about two years before boys do

Back 166

adolescent growth spert

Front 167

a strong affection bond with special others that endures over time

Back 167

attachment

Front 168

What are the theoretical attactments of psychology?

Back 168

Evolutionary psychology
Psychoanalytic orientation
Behaviorist

Front 169

infants are motivated to seek out the attention/ proximity of adults, especially when hurt, scared b/c can’t take care of selves
o Corresponding in adults to provide that care

Back 169

evolutionary psychology

Front 170

physcial traits present in the young of the species that are not present in the adult of the species… facial: huge eyes/ small nose

Back 170

neotenous

Front 171

Freudian--- Early experiences with caregivers (mom) lead to formation of (of self and others) “working models”

Back 171

psychoanalytic orientation

Front 172

significant risk of psychopathology later in life should attachment become inconsistent or less than satisfactory (if she died or abandoned)

Back 172

bowlby

Front 173

Hull’s drive reduction model of attachment
o Mother satisfies baby’s hunger drive; she becomes a learned drive (repeated pairing with satiation)

Back 173

behaviorist

Front 174

babies become attached to people who rarely if ever feed them (grandparents, siblings) (argue against feeding as bases of attachment)
Toddlers separated from attachment figures (daycare) tend to form attachment to something soft and cuddly- blanket, teddy bear, etc.

Back 174

naturlaistic observation

Front 175

What are the actual differences between males and females?

Back 175

1. Verbal Ability- Females are better
2. Visual Spatial ability- Males are better
3. Math- Females are better at math computation, Males are better at higher math theory and problem solving
4. Aggression
a. Males are more overtly aggressive
b. Females are more covertly aggressive- Relational Aggression- spreading rumors, exclusion, etc.

Front 176

what are the recent controversial differences of males and females?>

Back 176

1.Activity level
2.Fear, timidity, and risk-taking
3.Emotionally Expressivity/sensitivity
4. Compliance
5.Differences are more or less prevalent depending on where you live

Front 177

place strong prohibitions on sex before marriage

Back 177

restrictive

Front 178

prohibitions are not as strictly enforced, and there are easy ways around them

Back 178

semi-restrictive

Front 179

encourage and expect sexuality
Mangaian culture of South Pacific

Back 179

permissive

Front 180

a. Sunna circumcision- removal of hood and/or tip of the clitoris.
b. Clitoridectomy (AKA excision)- removal of entire clitoris, and adjacent labia.
c. Infibulation (AKA pharaonic circumcision)- removal of clitoris, adjacent labia (majora and minora), and joining of scraped sides of vulva across vagina.
are all types of .....

Back 180

FGM

Front 181

Alfred Kinsey described _________ as a continuum on a scale, with 0 signifying exclusive heterosexuality and 6 indicating exclusive homosexuality.

Back 181

sexual orientation

Front 182

the stomachs influence on hunger ______

Back 182

physical sensations- Cannon and Washburn (early 1900s)
Washburn fasted, then swallowed a rubber tube to register contractions of stomach
Reported hunger when stomach contacted
More complicated no stomach; can fool stomach in short term by ingesting low-nutrient food/liquid

Front 183

feel hungry when glucostats detect low levels of glucose in blood

Back 183

glucostatic theory of hunger due to chemical signals in the blood stream

Front 184

their blood levels of glucose drop, if we inject them with a little ______(insulin) they delay eating

Back 184

gluocse

Front 185

The body weight 15% or more above the ideal for one’s height/ age; BMI over 30
About 1/3 of the adult population in US in obese, and percentage is growing.

Back 185

obesity