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PSYCH 101 TEST 2
| Term | Definition |
|---|---|
| Attachment Theory | Anxious, Avoidant, Secure, Disorganized |
| Sex and Gender | Sex is your biological characteristics Gender is you behavioral characteristics |
| Gender differences: Male | suicide, alcohol dependency autism, color blind, adhd antisocial personality disorder independent - large groups problem solving male answer syndrome dominant |
| Gender differences: Female | puberty first express emotions more freely sexually rearoused sooner depression, ed interdependent-smaller groups intimate, friendly less assertive more flirtatious |
| Gender Bias | perception compensation family care responsibility social norms leadership styles interaction styles everyday behavior |
| puberty | mature sexually-capable of reproducing |
| gender roles | set of expected behaviors, attitudes, and traits |
| identity | personal sense of being male, female, or combination |
| social learning theory | social behavior is learned by observing and imitating and by being rewarded/punished |
| gender typing | learning the male and female roles |
| androgny | displaying both male and female characteristics |
| gender schemas | organize experiences of male and female characteristics |
| cisgender | gender corresponds with birth designated sex |
| transgender | gender identity differs from birth designated sex |
| gender dysphoria | distress from conflict between birth designated sex and gender identity |
| sexual harassment | unwanted sexual advances, obscene remarks, or sexual favor requests |
| How to reduce sexual aggression | encourage, empower, educate |
| examples of STI's | sexually transmitted infection chlamydia, gonorrhea, herpes simplex virus, human papillomavirus |
| Biosocial influences on sexual motivation | Bio: sexual maturity, hormones Psych: exposure to stimulants, fantasies Social: family and social values, religious and personal values, cultural expectations, media |
| Characteristics of teens who delay having sex | high intelligence religious engagement father presence participation in service learning programs |
| Same sex attraction models-1 | Bio factors: predisposition Psychosocial factors: gender nonconformity by preschool age |
| Same sex attraction models-2 | biological antecedents childhood experiences environment influences adult experiences |
| three tier model | same sex attraction- way in which people discuss sexual orientation- persistent sexual attraction gay identity- identity of sexual attractions |
| Side A and Side B | A: the belief that God blesses same-sex marriages B: the belief that God calls Christian gays and lesbians to life long celibacy |
| Information processing model | external events, sensory memory, encoding, working/short term memory, encoding, long term memory |
| Basic memory processes | encode storage retrieval |
| two track memory system | implicit-automatic processing; classically conditioned; without conscious awareness explicit- effortful processing; facts, personal events; conscious retrieval |
| duration and capacity of three memory systems | sensory- less than one sec for iconic; 4-5 secs for echoic; long short term- up to 30 secs w/o rehearsal; 7+- 2 chunks long term- a long time; essentially unlimited |
| effortful processing strategies | chunking- organizing items into familiar and manageable units mnemonics- memory aids |
| spacing effect | distributed studying yields better long term retention |
| testing effect | practiced retrieval that assesses learning and memory but also improves it |
| self reference effect | if it is meaningful to you, you will retain it better |
| key memory structure | recall- retrieving info learned earlier recognition- identifying items previously learned relearning- learning a second time |
| retrieval cues | anchor points that can be followed to access a memory |
| serial position effect | our tendency to recall the first and last items in a list |
| Reasons for forgetting | amnesia encoding failure retrieval failure |
| misinformation effect | occurs when a memory has been corrupted by misleading information |
| methods to improve memory | rehears repeatedly make material memorable active retrieval cues use mnemonics minimize proactive and retroactive interferences sleep more test your knowledge |
Created by:
AC*
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