Psychology Ch. 8 And Ch. 9

Front 1

motive

Back 1

propelling one toward a goal

Front 2

Needs

Back 2

can be psychological or physical

Front 3

incentive

Back 3

object, person, or situation viewed as capable of satisfyiing a need or as desirable for its own sake

Front 4

instinct

Back 4

an inherited disposition to do a specific behavior.

spiders build webs, birds build nests

Front 5

instinctive behaviors are

Back 5

species-specific

inborn

genetically transmitted

Front 6

drive-reducion theory

Back 6

organisims learn to engage in behaviors that reduce tension

Front 7

drive-reduction theory example

Back 7

we eat when hungry to reduce the discomfort that hunger causes

-triggered in a state of deprivation

Front 8

homeostasis

Back 8

tendency of the body to maintain a steady state

Front 9

stimulus motives

Back 9

motivate individuals to increase stimulation, contact, the need for affection and closeness

Front 10

hierarchy of needs

Back 10

proposed by Abraham Maslow

Order of needs from most basic to most elaborate or sophisticated

Front 11

The Order of needs from the top

Back 11

self-actualization (fullfillment or potential)

Esteem Needs (achievement & Confidence)

Love & Belonging (relationships, Friends)

safety needs (protection from environment

Physiological Needs (hunger, thirst, sleep)

Front 12

Cognitive perspective on motivation

Back 12

How Individuals represent their world mentally

Front 13

Piaget's Cognitive Development Theory

Back 13

Individuals strive to eliminate inconsistencies

Front 14

Cognitive-dissonance Theory

Back 14

people are motivated to hold consistent beliefs and to justify their behaviors

Front 15

Biological influences on Hunger

Back 15

mouth and digestive tract

stomach

blood sugar levels

receptors in the liver

hypothalamus

Front 16

Ventromedial Nucleus (VMN)

Back 16

function as a stop eating center

Front 17

Hyperphagia

Back 17

over eating

Front 18

Lateral hypothalamus

Back 18

functionsas a start eating center

Front 19

aphagia

Back 19

under eating

Front 20

psychological influences on hunger

Back 20

sight and aroma of food

feelings

research evidence

Front 21

factors of becoming over weight

Back 21

biological and pyschological factors

Front 22

biological

Back 22

hereditary, adaptive thermogenesis, differences in metabolism

Front 23

pyschological

Back 23

obesogenic environment, lifestyle and stress, negative emotion

Front 24

eating disorders

Back 24

characterized by persistant, gross disturbances in eating pattern

Front 25

types of eating disorders

Back 25

anorexia nervosa

bulimia nervosa

Front 26

anoerxia nervosa

Back 26

individuals are too thin

Front 27

bulimia nervosa

Back 27

individuals use dangerous methods to maintain normal weight, triggers hormonal imbalances

Front 28

female athlete triad

Back 28

low energy

mentrual problems

loss of bone density

Front 29

origins of eating disorders

Back 29

family dynamics

social culture climate

Front 30

family dynamics

Back 30

role of eating and dieting, child abuse

Front 31

sociocultural climate

Back 31

idealization of slimness

Front 32

sex hormones

Back 32

promote development of male and female sex organs, regulate the menstrual cycle

Front 33

activating effects

Back 33

affect sex drive and promte sexual response

Front 34

estrus

Back 34

when an animal is in heat

Front 35

sexual response cycle

Back 35

bodily changes that occur when people are sexually aroused

Front 36

vasoconstriction

Back 36

swelling of genetial tissues with blood

Front 37

myotonia

Back 37

muscle tension that causes grimaces, spasms in the hands and feet, spasms or orgasm

Front 38

excitement phase

Back 38

erection in men

vaginal lubrication in women

Front 39

plateau phase

Back 39

increase in vasocongestion, muscle tension, heart rate and BP

testes elevate into a position for ejactulation

Front 40

orgasmic phase

Back 40

orgasm

Front 41

orgasms

Back 41

involuntary muscle contractions and release of sexual tensions

Front 42

resolution

Back 42

men enter the refractory period

women can be rearoused

Front 43

sexual orientation

Back 43

direction of one romantic interests

(heterosexual, homosexual, bisexual)

Front 44

positive psychology

Back 44

deals with positive emotions

Front 45

optimism

Back 45

is a cognitive bias

Front 46

facial- feedback hypothesis

Back 46

argues that facial expression can affect ones emotional state

Front 47

emotional responses

Back 47

various components of an experience contribute to emotional responses

cognitive

physiological

behavioral

Front 48

polygraphs

Back 48

montior indicators of sympathetic arousal during an interrogation (heart rate, BP, respiration rate)

Front 49

accuracy of polygraph

Back 49

85% to 95%

Front 50

germinal stage

Back 50

period from conception to implantation

Front 51

zygote

Back 51

divides repeatedly and gets implanted in the uterine wall

Front 52

embryonic stage time frame

Back 52

implantation to eight weeks of development

Front 53

embryonic stage: what happens

Back 53

major organ systems formed

head growth

Front 54

amniotic sac

Back 54

where the embryo is and is surrounded by amniotic fluid

Front 55

placenta

Back 55

where nutrients and waste is exchanged between mom and embryo

Front 56

umbilical cord

Back 56

embryo and placenta are connected throught it

Front 57

fetal stage time frame

Back 57

3 months until birth

Front 58

fetal stage: what happens

Back 58

movement

maturation

increase in size

Front 59

reflexes

Back 59

simple, inborn responses elicited by specific stimuli

Examples: rooting, sucking, startle (moro), grasp (palmar), babinski

Front 60

motor development

Back 60

progression from simple acts

Front 61

perceptual development

Back 61

newborns can track light within 2 days and discriminate colors in 3 months

Front 62

fixation time

Back 62

measure of visual preferences of infants

Front 63

hearing

Back 63

newborns hear normally and prefer mothers voice

Front 64

cognitive development

Back 64

way in which children mentally represent and think about the world

Front 65

Jean Piaget

Back 65

cognitive development theory

Front 66

Lev Vygotsky

Back 66

sociocultural theory

Front 67

Lawrence Kohlberg

Back 67

theory of moral development

Front 68

assimilation

Back 68

responding to new stimuli through existing cognitive structures

Front 69

schema

Back 69

mental structure in acquiring or organizing knowledge

Front 70

accommodation

Back 70

creating new ways of responding to objects.

transforming existing schemas to incorporate new events

Front 71

sensor motor stage

Back 71

coordination of sensory information and motor activity. exploration of the environment

Front 72

Before 6 months old

Back 72

objects are not mentally represented in infants

Front 73

object performance

Back 73

infants show it by 8 to 12 months

Front 74

preoperational stage

Back 74

use of words and symbols to represent objects and relationships between them

Front 75

objective responsibility

Back 75

moral judgement is one dimensional

Front 76

concrete operational stage

Back 76

capacity for adult logic, capability for decentration, exhibition of subjective moral judgement

Front 77

decentration

Back 77

the gradual progression of a child away from egocentrism toward a reality shared with others

Front 78

subject moral judgement

Back 78

our morals are all human made and can vary from person to person

Front 79

Piagets Theory

Back 79

he underestimated childrens abilities at different ages. development may be gradual and not in stages. developmental sequences do not vary

Front 80

Lev Vygotsky's sociocultural Theory

Back 80

focused on influence of culture and childrens interactions with adults, transmission of cognitive skills across generations

Front 81

Key Concepts of Sociocultural Theory

Back 81

Zone of Proximal Development (ZPD)

Scaffolding

Front 82

Zone of Proximal Development

Back 82

the space between what a learner can do without assistance and what a learner can do without guidance or collaboration with more capable peers

Front 83

Scaffolding

Back 83

the role of teachers in supporting the learners development and providing support structures to get to that next stage and level

Front 84

Lawrence Kohlberg's Theory of Moral Development

Back 84

uses a story of moral dilemma to research childrens moral reasoning and follows a specific sequence

Front 85

Preconventional Level

Back 85

moral judgement is based on consequences of behavior. Stage 1 and 2

Front 86

Stage 1

Back 86

good behavior is obedient and allows one to avoid punishment

Front 87

Stage 2

Back 87

good behavior allows people to satisfy their needs and those of others

Front 88

conventional level

Back 88

moral judgement is based on conformity to conventional standards of right and wrong. Stage 3 and 4

Front 89

Stage 3

Back 89

good-boy orientation that meets the needs and expectations of others

Front 90

Stage 4

Back 90

judgements are based on rules that maintain social order

Front 91

postconventional level

Back 91

judgement is based on the need to maintain social order and personal conscience

Front 92

evaluation of Kohlberg's Theory of moral development

Back 92

research supports that development of moral reasoning follows an upward sequence

Front 93

postconventional level

Back 93

requires formal operational thinking

Front 94

Kohlberg underestimated

Back 94

the influence of social, cultural, and educational institutions and parents

Front 95

Erik Erikson's Stages of Psychosocial Development

Back 95

trust vs. mistrust

autonomy vs. shame & doubt

initiative vs. guilt

industry vs. inferiority

Front 96

attachment

Back 96

emotional tie between one animal/person and another specific individual (Ainsworth)

Front 97

behaviors that define attachment include

Back 97

attempts to maintain contact

signs of anxiety when seperated

Front 98

strange situation method

Back 98

assesses infants response to seperations and reunions with a caregiver and a stranger

Front 99

types of attachment

Back 99

secure attachment

avoidant attachment

ambivalent/ resistant attachment

Front 100

attachment phase

Back 100

initial-preattachment phase (indiscriminate attachment)

attachment-in-the-making phase

clear-cut-attachment phase

Front 101

initail preattachment phase

Back 101

birth to 3 months

Front 102

attachment-in-the-making phase

Back 102

preference of familiar faces 3 to 4 months

Front 103

clear-cut-attachment phase

Back 103

dependence on the primary caregiver occurs at 6 to 7 months

Front 104

theorotical views of attachment

Back 104

attachment behavior is learned through experience

Front 105

Harry F. Harlow

Back 105

an inborn need for contact comfort exists

Front 106

Ethologists Konrad Lorenz

Back 106

holds that attachment is inborn

Front 107

Diana Baumrind

Back 107

focused on aspects of parental behavior.

restrictiveness, communication ability, warmth and involvement

Front 108

Styles of Parenting

Back 108

authoritative, authoritarian, permissive, uninvolved

Front 109

authoritative

Back 109

parents who are strict and warm. parents demand mature behavior but use reason rather then force in discipline

Front 110

authoritarian

Back 110

parents who are rigid in their rules and who demand obedience for the sake of obedience

Front 111

permissive

Back 111

parents who impose few rules and who do not supervise their children closely

Front 112

uninvolved

Back 112

parents who generally leave their children to themselves

Front 113

adolescence - physical development

Back 113

brain development, repetitive actions increase the thickness of the parts of the cerebral cortex being used

Front 114

immaturity of the frontal lobes

Back 114

leads to poor judgement, insight and reasoning ability

Front 115

Piaget's Formal Operations Stage

Back 115

represent cognitive maturity

achievements, classifications, logical thoughts, and ability

engage in abstract thinking

deal with hypothetical situations

Front 116

Egocentrism

Back 116

adolescents demand acceptance of their logic without considering exceptions and practical problems

Front 117

imaginary audience

Back 117

belief that other people are as concerned with one's thoughts and behaviors as he/she is

Front 118

personal fable

Back 118

belief that one's feelings and ideas are special and that he/she is invulnerable

Front 119

Kohlbergs Postconventional Level of Moral Reasoning

Back 119

judgement is based on one's own personal values.

Stage 5 and 6

Front 120

Stage 5

Back 120

laws are made from agreed procedures but exceptions can occur

Front 121

Stage 6

Back 121

demand adherence of laws to universal ethical principles

Front 122

5th Stage of Erikson's Psychosocial Development

Back 122

Ego identity versus role diffusion

Front 123

emerging adulthood

Back 123

between ages 18 and 25

attend college, sort out identity issues and create life plans

Front 124

features of emerging adulthood

Back 124

age of identity exploration, instability, self focus, feeling in between, possibilities

Front 125

early adulthood

Back 125

peak of physical development , establish one's self as independent

Front 126

middle adult hood

Back 126

gradual physical decline, menopause in woman

Front 127

late adulthood

Back 127

bones become brittle, skin less elastic, slower response time

Front 128

memory functioning

Back 128

declines with age

Front 129

crystallized intelligence

Back 129

one's lifetime of intellectual achievement as shown largely through vocabulary and knowledge of world affairs

Front 130

fluid intelligence

Back 130

mental flexibility as shown in learning rapidly to solve new kinds of problems

Front 131

Eriks Erikson's stage of intimacy vs isolation

Back 131

early adulthood

Front 132

Erik Erikson's stage of generativity vs. stagnation

Back 132

Middle adulthood

Front 133

generativity

Back 133

doing things one believes is worth while

Front 134

Ego integrity vs. despair

Back 134

late adulthood