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PSYCH 100 Exam 2 Pt3
Chapter 9-11
| Question | Answer |
|---|---|
| developmental psychology | The study of changes, over the life span, in physiology, cognition, emotion, and social behavior. |
| synaptic pruning | A process whereby the synaptic connections in the brain that are used are preserved, and those that are not used are lost. |
| sensitive periods | Time periods when specific skills develop most easily. |
| Monkey Experiment | 2 monkeys = 1 soft w/o milk & 1 wired w/ milk Q: Which mother the infant monkeys prefer? Result: clung to the cloth mother most of the day (comfort) and only approached the wire one when they were hungry. Shows importance of physical touch & reassurance |
| oxytocin | Hormone related to social behaviors, including infant/caregiver attachment. Plays role in maternal tendencies, feelings of social acceptance & bonding, & sexual gratification. Ex:infant sucking during nursing triggers release of oxytocin in mother |
| Jean Piaget | Introduced idea that cognitive development occurs in 4stages: sensorimotor, preoperational, concrete operational, and formal operational. Ex: how children make errors as they succeed on tasks. |
| Stage 1: Sensorimotor (birth-2yrs) | 1)Differentiates self from objects. 2)Recognizes self as agent of action & begins to act intentionally. Ex: shaking rattle to make noise. 3)Achieves object permanence. |
| Stage 2: Preoperational (2-7yrs) | 1)Learns to use language & represent object by images and words. 2)Thinking egocentric; difficulty taking viewpoint of others. 3)Classifies objects by single feature. Ex: groups together all red blocks regardless of shape. |
| Stage 3: Concrete Operational (7-12yrs) | 1)Can think logically about objects & events; no longer fooled by appearances. 2) Achieves conservation of number, mass, and weight. 3)Classifies objects by several features & order them in series along a single dimension, such as size. |
| Stage 4: Formal Operational (12yrs+) | 1)Can think logically about abstract propositions and test hypotheses systematically. 2)Becomes concerned w/ the hypothetical, future, and ideological problems. |
| assimilation | The process by which we place new information/experience into an existing schema. |
| accommodation | Process by which we create a new schema/drastically alter an existing schema to include new information that otherwise would not fit into the schema. |
| object permanence | Understanding that an object continues to exist even when it cannot be seen. |
| egocentric | 1)cognitive limitation characteristic of the preoperational period. 2)refers to the tendency for pre operational thinkers to view the world through their own experiences. Ex: child plays hide&seek standing behind a large tree - believes others can't see |
| centration | 1)Key cognitive limitation of the preoperational period. 2)Occurs when a preschooler cannot think about more than one. 3)Detail of a problem solving task at a time. 4)Limits the child's ability to think logically; lack of conservation skills. |
| language acquisition device | 1)Born with it. 2)Contains a universal grammar. 3)hypothetical neurological structure in the brain allows all humans to come into the world prepared to learn any language. |
| gender identity | Personal beliefs about whether one is male or female. |
| gender roles | 1) The characteristics associated with males and females b/c of cultural influence or learning. 2)Culturally defined norms that differentiate behaviors, and attitudes, according to maleness and femaleness. |
| gender schemas | Cognitive structures that reflect the perceived appropriateness of male and female characteristics and behaviors. Ex: nurses = women, surprised with male is a nurse. |
| brain chemistry | ? |
| emotion (aka affect) | Feelings that involve subj evaluation, physiological processes & cognitive beliefs. 1)subj: feelings that accompany an emotion. 2)physical changes: ex. increases in heart rate/skin temp & brain activation. 3)cogn: ppl's beliefs & understanding about feel. |
| James-Lange Theory of Emotion | Bodily perception comes before the feeling of emotion. Ex: grizzly bear threatens you, you BEGIN to sweat, experience a pounding heart, and run. Ex: feel sorry b/c we cry, angry b/c we strike, afraid b/c we tremble |
| Cannon-Bard Theory of Emotion | Emotion and physical reaction happen together Ex: grizzly bear threatens you, you SIMULTANEOUSLY feel afraid, begin to sweat, experience a pounding heart, and run -info from an emotion-producing stimulus is processed in subcortical structures. |
| amygdala | 1)1 of the most important brain regions. 2)Processes emotional significance of stimuli, and it generates immediate emotional & behavior reactions. 3)w/o it people don't develop conditioned fear responses to objects w/ danger. |
| James Papez | 1)Proposed many subcortical brain regions were involved in emotion. 2)Paul MacLean expanded list and called it the limbic system. |
| motivation | Factors that energize, direct or sustain behavior. |
| need | State of biological(eg.water) or social (eg.other ppl) deficiency. |
| need hierarchy | Maslow's arrangement of needs, in which basic survival needs (eg. hunger/thirst) must be met before people can satisfy higher needs(eg. achievement). physiological, safety, belonging & love, esteem, and self actualization. |
| Abraham Maslow | 1)Proposed the influential "need theory" of motivation. 2)Theory an example of humanistic psychology |
| self-actualization | A state that is achieved when one's personal dreams & aspirations have been attained; person living up to his/her potential & therefore truly happy. |
| drive | A psychological state that, by creating arousal, motivates an organism to satisfy a need; particular drive encourages behaviors that will satisfy a particualar need. Ex: Oxygen (need) --> feeling suffocation (drive) --> breathing (behavior). |
| homeostasis | The tendency for bodily functions to maintain equilibrium. Ex: people too warm/cold = sweat/shiver, motivated to put on or take off clothes. |
| extrinsic motivation | Motivation to perform an activity b/c of the external goals toward which that activity is directed; external goal/reward. Ex: work to earn a paycheck. |
| intrinsic motivation | Motivation to perform an activity b/c of the value/pleasure associated w/ that activity, rather than for an apparent external goal/purpose. |
| hypothalamus | Brain structure that most influences eating; integrates various inhibitory & excitatory feeding messages & organizes behavior involved in eating. |
| ventromedial (VMH) | 1)Middle region of the hypothalamus. 2)If damaged, tend to eat great quanties of food. 3)Leads to condition hyperphagia: grow extremely obese. |
| lateral (LH) | 1)Outer region of the hypothalamus. 2)if damaged, tend to eat far less than normal -leads to condition aphagia: weightloss/death |
| glucostatic theory | Proposes that the bloodstream is monitored for its glucose levels (glucose = primary fuel for metabolism & crucial for neuronal activity). Ex: animals become hungry when they are deficient in glucose. |
| lipostatic theory | Proposes a set-point for body fat. Ex: when animal loses body fat, hunger signals motivate eating & return to the set-point. |
| biopsychosocial model | A model of health that integrates the effects of biologial(exposure to germs, gentic predispositions), behavioral(thoughts/actions, stress) and social factors (environments, family relationships) on health and illness. |
| stress | Pattern of behavioral, psychological, and physiological responses to events that match/exceed an organism's ability to respond in a healthy way; 2types = eustress (positive) & distress(negative). |
| oxytocin | A hormone that is important for mothers in bonding to newborns and way encourage affiliation during social stress; esp important for women's stress response. |
| immune system | The body's mechanism for dealing with invading microorganisms, such as allergens, bacteria, and viruses. |
| general adaptation syndrome | A consistent pattern of responses to stress that consists of 3 stages: alarm, resistance,& exhaustion. |
| alarm stage | An emergency reaction that prepares the body to fight or flee; emergency response. |
| resistance stage | The defenses prepare for a longer, sustained attack against the stressor; immunity to infection & disease increases somewhat as the body maximizes its defenses; defenses maximized. |
| exhaustion stage | A variety of physiological & immune systems fail; body organs that were already weak before the stress are the first to fail; system fails. |
| psychoneuroimmunology | Studies the response of the body's immune system to psychological variables. |
| Type A behavior pattern | A pattern of behavior characterized by competitiveness, achievement orientation, aggressiveness, hostility, restlessness, impatience with others, and inability to relax. |
| Type B behavior pattern | A pattern of behavior characterized by noncompetitive, relaxed, easygoing, and accommodating behavior. Strong predictor of heart disease, high blood pressure, high cholesterol, or smoking. |
| anorexia nervosa | An eating disorder characterized by an excessive fear of becoming fat and thus a refusal to eat. |
| bulimia nervosa | An eating disorder characterized by dieting, binge eating, and purging. |
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f.sarwar92
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