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Psych Test Three
| Term | Definition |
|---|---|
| Longitudinal Cross-Sections | research methods that involve observation of all of a population, or a representative subset, at one specific point in time |
| Prenatal Devolopment | Development from conception to birth |
| Temperament | Person's behavioral style or characteristic way of responding to the environment |
| Easy Children (temperament) | 40% of study group, pleasant moods, adaptable, positive, regular body patterns |
| Attachment (psychological devopment) | Strong affectionate bond a child forms with mother or primary caregiver |
| Secure Attachment | 65% of infants, distressed when separated, eager to connect, then shows interest in play, more responsive, obedient, cooperative, and content, show advanced social skills and friendships |
| Piaget's Theory | Changes in schemes underlie 4 stages of cognitive development |
| Scheme (Piaget's Theory) | Cognitive structure or concept used to identify and interpret information |
| Assimilation (Piagetian Terms) | Process by which new objects, events, or experiences, or information is incorporated into existing schemes (child calling any male "Daddy") |
| Object Permanence | Realization that objects continue to exist, even after they can no longer be perceived |
| Piaget's stages of cognitive development | describes the stages of normal intellectual development, from infancy through adulthood |
| Adolescent person fable | Exaggerated sense of personal uniqueness and indestructabillity |
| Imaginary Audience | Adolescents believe they are (or will be) the focus of attention in social situations & others will be as critical or approving as they are. |
| Authoritarian Parenting | Set rules, expect obedience, punish (often physically), value obedience to authority, uncommunicative, unresponsive, distant, Preschoolers are withdrawn, anxious, unhappy. Low intellect, lack of social skills, especially with boys |
| Erickson's Psychosocial development | explain eight stages through which a healthily developing human should pass from infancy to late adulthood. |
| Instinctual Motivations | motivation is the result of biological, genetic programming. Thus, all beings within a species are programmed for the same motivations. |
| Extrinsic Motications | Activities motivated by the pleasant or unpleasant consequences that follow them |
| Intrinsic Motivations | Activities motivated without external rewards, activities done for the joy of doing them |
| James Lange Theory | An event causes physiological arousal. You experience emotion only after you interpret the physical responce |
| Emotion | Identifiable feeling state involving: Physiological arousal, cognitive appraisal, outward behaviors |
| Approach-Approach | Choice between two positive alternatives |
| PTSD Symptoms | Flashbacks, nightmares, intrusive memories, anxiety, combat related guilt, survivor guilt |
| Selye's General Adaptation Syndrome (GAS) Stages | The predictable sequence of reactions (stages) that organisms show in response to stressors |
| Socioeconomic status | A collective term for economic, occupational, and educational factors that influence an individual’s relative position in society |
| Socioeconomic Status and Stress | Low-SES individuals suffer from stress-related illnesses and higher levels of stress hormones |
| 5 stages of grief | Process which a person goes though in order to deal with traumatic events. |
| Erikson's Psychosocial Stages | Individuals progress though 8 psychosocial stages |
| Teratogen | Harmful agents in prenatal environment, depends on intensity and time during development. Heroin/cocaine/crack: miscarriage, premature, low weight, hard breathing, defects, fetal death |
| Problem-Focused Coping | changing or eliminating the source of the stress |
| Emotion-focused coping | managing the emotions that accompany the perception of stress |
| Conception | Beginning of prenatal period,takes place in Fallopian tubes, fertilization |
| Zygote | Cell that results from fertilization, during first 2 weeks there is rapid cell division, about the size of a period. |
| Germinal | Zygote, 1-2 weeks |
| Embryo | 3-8 weeks, devoloping human organism, major systems (organs and body structures) devolop |
| Fetus | Week 9-birth, rapid growth, fetus can respond to outside stimuli (sounds) |
| Critical Period | Period so important to development that a harmful environmental influence at this time can: cause birth defects, and later intellectual or social development |
| Difficult Children (Temperament) | 10% of study group, generally unpleasant, negative, intense emotional reactions, irregular body functions |
| Slow-to-Warm-Up Children (temperament) | 15% of study group, tends to withdraw, slow to adapt, somewhat negative |
| Peronality | Molded by continuous interaction of temperament and environment |
| Under-controlled/Impulsive Children | Aggressive, danger seeking, impulsive, strong and negative emotions |
| Over-controlled children | Social withdrawals, lack in social potency, submissive, follower |
| Avoidant Attachment | 20% of infants, not responsive to parent when present, not troubled when parent leaves, avoids parent at return, no more attention than strangers. Mothers tend to show little affection, generally unresponsive to infant needs/crying |
| Resistant Attachment | 10-15% of infants, seeks&prefer close contact with parent, branch out&explore, angry&pushes parent away at return, hard to comfort even after picked up |
| Disorganized/Disoriented Attachment | Acts contradictory/disorentated when reunited, looks away when held, goes to parent expressionless or depressed, dazed/vacant/frozen when being calmed |
| Sensorimotor Stage | (0-2 years)Infants gain understanding of world through senses and motor activities |
| Preoperational Stage | Symbolic Funtion: Understanding one this is another (word/object/drawing, words present objects), Pretend play |
| Concrete Stage | (7-11/12 years) Reversibility: Any change in shape/position/order of matter can be reversed mentally |
| Formal Operations | (11/12 years and beyond) Apply logical thought to abstract, verbal, and hypothetical situations and to problems in past/present/future |
| Authoritative Parenting | High, but realistic standards, reasons with child, limits, open communication and independence, discuss rules, warm, nurturant, supportive, responsive, respect for children. Child is mature, happy, self-reliant, self-controlled, assertive, |
| Permissive Parenting | Few rules/demands, don't enforce rules, allow children to make own decisions. CHildren are immature, impulsive, dependent, not self-controlled or self-reliant |
| Trust vs. Mistrust | (birth - 1 year) Depends on degree and regularity of care, love, and affection they receive from mother or primary caregiver |
| Autonomy Vs. Shame and Doubt | (1-3 years) CHildren demonstrate independence by saying "no." Physical and mental abilities develop |
| Initiative vs. Guilt | (3-6 years) Initiate activities, plan tasks, develop motor skills |
| Industry vs. Inferiority | (6-11 years) Children begin to enjoy and take pride in accomplishments, inferiority develops if child rebuffed by parents/teachers |
| Identity Vs. Role Confusion | (11-22 years) Identity crisis should lead teens to isea of how they fit into the world, healthy identity leads to next stage |
| Intimacy Vs. Isolation | (22-40 years) Leeds to finding a life partner or acceptance of single life |
| Generativity Vs. Stagnation | (40-65 years) Desire to guide the next generation via parenting, teaching, or mentoring |
| Ego Integrity Vs. Despair | (65+ years) Acceptance of one's life in preparation for facing death |
| Denial | (1) Shock and disbelief, "this is not right." |
| Anger | (2) Anger, resentment, and envy |
| Bargaining | (3) Often with God, making a deal to postpone death |
| Depression or Sadness | (4) Sadness over past and impending losses |
| Acceptance | (5) Struggling against death ends, contemplating its coming without fear or dispair |
| Cannon-Band Theory | An event causes a physiological and emotional response at the same time. One doesn't cause the either. |
| Schachter-Singer Theory | Event causes physiological arousal. You must then be able to identify the reason behind it in order to label emotion |
| Lazarus Theory | Event occurs, cognitive appraisal is made then the emotion and physiological arousal follows. |
| Alarm stage | (1) Burst of energy that aids in dealing with the stressful situation, Adrenal cortex releases hormones called glucocorticoids, Increased heart rate, blood pressure, and blood sugar levels |
| Resistance Stage | (2) Effort to resist or adapt, hormone continues to be releases, length depends on strength of stressor and ability to adapt |
| Exhaustion Stage | (3) Occurs if failed to resist stressor, energy is depleted, disintegration and death may follow |
| Avoidance-Avoidance | Forced choice between two negative alternatives |
| Approach-Avoidance | Choice with good and bad alternative |
| Conflict | Stress arising from knowing that choosing one choice foregoes another |
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