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100 Cards in this Set

  • Front
  • Back
developmental psychology
study of how humans grow, develop, change thru life
longitudinal study
study same group of people over years
cross sectional study
compare groups of different ages
piaget
-4 stages
-sensorimotor
-preoperational
-concrete operations
-formal operations
schemes
-cog concepts used to identify and interpret the world
assimilation
children try to fit things into existing schemes
accommodation
process of modifying or creating new schemes
sensorimotor stage
-p's 1st stage
-birth-->2 yrs
-understand world through senses/body movements
-development of object permanence marks end
object permanence
things still exist when you're not looking at them
preoperational stage
-P's stage 2
-children acquire symbolic function
-2-7 years
-words, pretend play
-egocentrism
-thinking about objects is dominated by appearances (cookie!)
symbolic function
-one thing can stand for another
concrete operations stage
-P's 3rd stage
-7 to 11/12 years
-conservation understood (juice glass)
-reversibility
conservation
amt of matter stays the same even if you morph it
reversibility
any change in matter can be reversed mentally-cookie still the same thing
formal operations stage
-P's stage 4
-11 to 12 years and beyond
-hypothetico-deductive thinking (philosophy, own theories)
-naive idealism (think of what might be)
-imaginary audience
-personal fable
hypothetico-deductive thinking
-abstract subjects
-formulate own theories
naive idealism
adolescents begin to concieve ideal or perfect situations, divorce, everything would be perfect with other parent, etc
imaginary audience
belief that others are super critical
personal fable
exaggerated sense of personal uniqueness and indestructibility
info processing approach
-older kids have faster rates of memory processing, that's why they know that there are not more pennies
vygotsky's sociocultural approach
most cog development is from socialization through language
-private speech important
-zone of proximal development (rage of cognitive tasks that can be performed with help)
-scaffolding (the help)
kohlberg's theory of moral development
-three levels of moral development

preconventional level:
1. children obey from fear of punishment
2. self interest (you scratch my back...)

Conventional level:
3. child acts to please and help others
4. morality is duty, respecting authority

Postconventional level:
5. respect for ind rights/laws that are dmocratically agreed on, obeying the law is good for society
6. morality of universal ethical principles
-acting according to internal standards
-legality or others opinions don't matter
erikson
-8 psychosocial stages
1. trust vs. mistrust birth-1 yr
2. autonomy vs shame/doubt 1-3 yr
3.initiative vs. guilt 3-6 yr
4. industry vs. inferiority 6-puberty
5. identity vs. role confusion, adol.
6. intimacy vs. isolation, young ad.
7. generativity vs. stagnation, middle adulthood
8 ego integrity vs. dispair, old
prenatal development
conception to birth
teratogens
substqnces that can cause negative effects on prenatal development
critical periods
-period of embryo
-certain developing body structures can be harmed easily
fetal alchohol syndrome
-retarded
-small head
-wideset eyes
-short nose
-hyperactivity
low birth weight
-less than 5.5 lbs
-preterm infants (or less than 37 weeks)
neonates
-newborns up to 1 month old
-good reflexes
Ainsworth
-patterns of attatchment
overextention
-any man dada
-any four legged animal doggie
underextention
poodle is a doggie, german shepard is not
telegraphic speech
-rigid
-only essential content
`overregularization
error when grammatical rule is misapplied, goed, comed
chomsky
-language ability i nnate
-language aacquisition device LAD enables kids to acquire language and rules o fgrammar
-biology! nativist
-accounts for the similar errors all children make at first
presbyopia
-need reading glasses
crystalized intelligence
-verbal ability and total knowledge
fluid intelligence
-abstract reasoning and mental flexibility
elisabeth kubler-ross
-5 stages of dying
-denial, anger, bargaining, depression, acceptance
motivation
all processes that initiate, direct, and sustain behavior.
components of motivation
activation, persistence, and intensity
intrinsic motivation
activities are pursued as ends in themselves
extrinsic motivation
ACT TO GAIN SOME EXTERNAL REWARD OR TO AVOID A CONSEQUENCE
Drive reduction theory
clark hull
-all organisms have bio needs that must be met if they are to survive, we want to reduce our drives (hunger drive, thirst drive, sex drive)
homeostasis
natural tendency of body to maintain a balanced internal state to ensure physical survival
stimulus motives
things that increase arousal and decrease boredom
yerkes-dodson law
performan ce on tasks is best when the person's arousal level matches the difficulty
-simple=high a
-moderate=moderate a
-high=low a
maslow
pyramid thing
-self actualization happens when you meet lower needs first
social motive
learned through experience and interaction with others
thematic apperception test
henry murray
-pitures of ambiguous situations
-person asked to create a story
-reveals needs for achievement, or n Ach
n Ach
motive to accomplish something difficult, overcome obstacles, and attain a high standard to excel. rival and surpass others, increase self regard by the successful exercise of talent
goal orientation theory
four goal orientations
1.mastery approach (want to increase knowledge and overcome challenges)
2.mastery avoidance (do whatever to avoid failing)
3.performance avoidance (motivated to avoid being behind peers)
4.performance approach (want to surpass peers for feeling of self-worth)
primary drives
bio needs
lateral hypothalamus
feeding center to excite eating
ventromedial hypothalamus
fullness center that inhibits eating
set point
the weight the body maintains when one is trying neither to gain nor to lose weight
emotion
an identifiable feeling state involving physiological arousal, a cognitive appraisal of the situation or stimulus causing that internal body state, and and outward behavior expressing the state.
james-lange theory of emotion
stimulus-->physiological arousal/action-->experience of emotion based on interpretation of arousal/action

footsteps, pounding heart, interpret as fear
cannon-bard theory of emotion
stimulus received by senses-->relayed simultaneously to cerebral cortex for emotion, and to the sympathetic nervous system for arousal

footsteps, pounding heart AND fear at the same time
schachter-singer theory of emotion
-two things must happen for someone to feel an emotion
1. person must first have physiological arousal
2. must then be a cognitive explanation of the arousal so the person can label it as a specific emotion
-basically a true emotion can only occur if the person is physiologicaly aroused and can find some reason for it. otherwise not true emotion. if have no reason, then tend to just label it as an emotion that would be appropriate at the time.

footsteps, pounding heart, walking alone is dangerous (must identify reason for true emotion), afraid
lazarus theory of emotion
emotion and physical arousal occur AFTER cognitive appraisal

footsteps, think it's a mugger, pounding/fear at the same time
basic emotions
found in all cultures
-same facial expressions
-biological
display rules
-cultural rules that dictate how emotions should generally be expressed and where/when their expression is appropriate
facial feedback hypothesis
-controlling ones facial emotions actually may produce the corresponding emotion
`personality
the characteristic patterns of thinking, feeling, and behaving that distinguish one person for
id
-unconscious system of the personality present at birth
-life & death instincts
-operates on pleasure principle
-source of libido
-life instincts (sexual, bio hunger/thirst)
-death instict
preconscious
long term memory we are not consciously thinking about
unconscious
repressed, instincts, wishes, desires
ego
logical, rational, realistic part of the personality
-draws energy from the id
-reality principle
-compromises
superego
-moral component of the personality
-conscience (all behaviros for which child has been punished and about which he or she feels guilty)
ego ideal (behaviors for which child has been praised for and feels proud of)
-judges behavior, feelings, wishes, thoughts etc
defense mechanism
technique used to defend against anxiety adn to maintain self-esteem
fixation
arrested development at a psychosexual stage occurring because of excessive gratification or frustration at that stage
oedipus complex
occurs during phallic stage
boys want to fuck moms
-elektra complex for girls
repression
forgetting something involuntarily sexual stuff
projection
attributing ones own undesirable traits/thoughts/behavior to another
-lonely divorced woman accuses all men of only wanting sex
denial
refusing to take a dangerous situation seriously
rationalization
-supplying a logical reason rather than the real reason for an action/event
-i got fired cause i didn't have connections, etc
regression
reverting to a behavior that reduced stress at an earlier stage (crying when criticized)
reaction formation
expressing exaggerated ideas and emotions the opposite of disturbing unconscious impulses and desires.
(extreme homophobia even though have gay urges.)
displacement
after being spanked by his father, bill hits his baby brother.
sublimation
rechanneling sexual and aggressive nrg into acceptable pursuits
-going to the gym when angry
carl jung
-neo-freudian
-middle age imp.

1. ego

2. personal unconscious
-develops as a result of experiences
-all exp., thoughts, perceptions of conscious, as well as repressed memories, wishes etc

3. collective unconscious
-most inaccessible layer of the unconscious
-contains universal experiences of humankind throughout evolution
-similarity of myths, dreams, symbols, religions etc even when separated by distance and time
-contains archetypes: inherited tendencies to respond to universal human situations in particular ways, believing in a god, devil, evil spirits, heroes, etc.
alfred adler
-emphasized unity of the personality
-struggle to achieve superiority
inferiority complex (prevent personal development)
-individual psychology: a conscious, self aware component of an individual's personality
cardinal trait
-einstein=genius
-
surface traits
observable qualities of personality
source traits
cattel
-deeper underlying qualities of personality
-intelligence: everyone has it to different degrees
-16 personality factor questionnaire 16PF=personality profile widely used
PEN model
-hans eysenck
1. psychoticism: individual's link to reality
2. extraversion:outgoing or shy
3. neuroticism: emotional stability

all linked to neuro. function
-link between dopamine activity adn extraversion
five-factor model
-viewe that personality can be explained in terms of openness, conscientiousness, extraversion, agreeableness, neuroticism OCEAN
social cognitive theory
-view tht personality is a collection of learned behaviors that have been acquired through interactions with others.
situation trait debate
-discussion of situation vs. person in matters of behavior
bandura
-reciprocal determinism (mutual influential relationship among behavior, cog factors, and environment)

-self efficacy (the perception people have of their ability to perform competently whatever t hey attempt.)
locus of control
-rotter
-peopl account for whawt happens in thier lives by either seeing themselves a in control of their behavior/its consequences, or perceiving what happens to them to be in the hands of fate, luck, chance...internal locus vs. external locus
individualism/cellectivism dimension
a measure of a culture's emphasis on either individual achievement or social relationships
inventory
paper and pencil test with select-response questions about thoughts, feelings, behaviors
-measure several dimensions of personality
-can be scored according to a standard procedure
minnesota multiphasic personalit inventory (MMPI or MMPI2)
-developed by mckinley and hathaway
-intended to identify tendencies toward various types of psychiatric disorders
california personality inventory (CPI)
-highly regarded personality test developed especially for normal individuals aged 13 and older
-not designed for abnormality
-predicts school achievement
myers-briggs type indicator (MBTI)
personality test that is useful for measuring normal induvidual differences
-based on jung's personality theory
-scored on extroversion, sensing, thingking, judging
-16 personality profiles can be derived
projective tests
-inkblots, ambuguous human situational drawings, incomplete sentences.
-no correct/incorrect
-people respond by projecting their inner thoughts, feelings, fears, aor conflictgs onto the test materials
rorschach inkblot method
-10 inkblots which test-taker is asked to describe.
-comprehensive system is more reliable for judging these
thematic apperception test
drawings of ambiguous human situations, reveals inner conflicts and motives.