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Psy100-OSU-ThruMid1
OSU Psych 100 Textbook p. 493-510 (Last lecture before midterm one)
| Question | Answer |
|---|---|
| stress | the tension, discomfort, or physical symptoms that arise when a situation strains our ability to cope |
| primary appraisal | initial decision regarding whether an event is harmful |
| secondary appraisal | perceptions regarding our ability to cope with an event (done after primary appraisal) |
| problem-focuses-coping | coping strategy by which we tackle life's challenges head on |
| emotion focused coping | coping strategy ffeaturing a positive outlook on feelings or situations accompanied by behaviors that reduce painful emotions |
| corticosteroids | stress hormones that activate the body and prepare us to respond to stresful circumstances |
| SRSS Scale | scale used to determine stess levels with corresponding life events and ratings. |
| hassles and stress | hassles of everday life also contribute to stress, above and beyond the events mentioned by SRSS and whatnot |
| general adaptation syndrome | stress-response patter proposed Hans Seyle that consists of three stages: alarm, resistance, and exhaustion |
| nature via nurture | tendency of individuals with certain genetic predispositions to seek out and creat environments that permit the expression of those predispostions |
| gene expression | activation or deactivation of genes by environmental experiences throughout development |
| blastocyst | ball of identical cells early in pregnancy that haven't begun to take on any specific function in a body part |
| embryo | second to eight week of prenatal development, during which the limbs, facial features, and major organs take form |
| fetus | period of prenatal devleopment from ninth week until birth, after all major organs are established and physical maturation is the primary change |
| teratogens | environmental factors that can exert a negative impact on prenatal development |
| motor behaviors | bodily motions that occur as a result of self initiated force that moves the bones and muscles |
| cognative development | study of how children learn, think, reason, communicate, and remember |
| constructivist theory | piaget's theory that childreen construct an understanding of their world based on understanding of observations of the effects of their behaviors |
| assimilation | piagetian process of absorbing new experience intop current knowledge structures |
| accomodation | piagetian process of altering a belief to make it more compatable with experience |
| sensorimotor stage | stage in piaget's theory characterized by a focus on the here and now without the ability to represent experiences mentally |
| object permenence | the understanding that objects continue to exist even when out of view |
| preoperational stage | stage in piaget's theory characterized by the ability to construct mental representations of experience, but not yet perform operations on them |
| egocentrism | inability to see the world from others' perspectives |
| conservation | piagetian task requiring children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same |
| concrete operations stage | stage in piaget's theory characterized by the ability ti perform mental operations on physical events only |
| formal operations stage | stage in piaget's theory characterized by the ability ti perform hypothetical reasoning beyond the here and now |
| theory of mind | abiltiy to reason about what other people know of believe |
| stranger anxiety | a fear of strangers developing at 8 or 9 mos. of age |
| attachment | the strong emotional connection we feel with those to whom we feel closest |
| imprinting | phonomneon observed in which baby birds begin to follow around and attach themselves to any large moving object they see in the hours after hatching |
| contact comfort | positive emotions afforded by touch |
| mono-operation bias | drawing conclusions on the basis of only a single measure |
| temperment | basic emptional style that appears early in development AND is largeley genetic in origin |
| gender identiy | individual's sense of being male or female |
| gender roles | behaviors that tend to be associated with being male or female |
| adolescence | the transition between childhood and adulthood commonly associated with the teenage years |
| language | largely arbitrary system of communication that combines sysmbols (such as words or gestural signs) in rule based ways to create meaning |
| phonemes | categories of sounds our vocal apparatus produces |
| morphemes | smallest meaningful units of speech |
| syntax | grammatical rules that govern how words are composed into meaningful strings |
| extralinguistic information | elements of communication that arent part of the language but are critical to interpreting its meaning |
| dialects | language variations used by groups of people who share geographic proximitiy or ethnic background |
| phonesthemes | similar sounding words with related meanings (ie: glisten, glow, gleam, glass, glare) |
| bilinugal | proficient and fluent at speaking and comprehending two different languages |
| babbling | intentional vocalization that laughs specific meaning |
| holophrases | single word phrases used early in language development to convey an entire thought |
| generative | allowing an infinite number of unique sentences to be created by combining words in novel ways |
| nativist | account of language acquisition that suggests children are born knowning how language works |
| language acquisition device | hypothetical organ in the brain which nativists believe knowledge of syntax resides |
| social pragmatics | account of language acquisition that proposes children infer what words and sentences mean from context and social interactions |
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neill89
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