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Psychology Exam 3
Psychology 101: Development:Emotions:Sexuality and Gender:Personality:
| Term | Describe | Origin |
|---|---|---|
| Stages or Continutity | abrupt changes development and brain process are often related to enviormental circumstances | A long standing debate leading into the discovery of the critical period |
| Hereditary and Environmental Factors | A debate because of the balance of nature and future to the brain | A debate in psychology on the balance between nature and nurture |
| Stability and Change | Some report personality traits can be identified early in life other report that personality changes as a result to relationships | A long standing debate in psychology on personalilty |
| Sensorimotor | Child uses sensory capabilities and motor activities to learn about the world; develops object permanence. | Piaget's first stage of cognitive development from birth to 2 years of age |
| Preoperational | Child uses symbolic thinking to explore and understand the world; display magical thinking and egocentrism. | Piaget's second stage of cognitive development between the ages of 2 through 7 |
| Concrete operational | Child understand operations and thinks more logically in reference to concrete objects and circumstances. | Piaget's third stage of development between 7 to 11 years old |
| Formal operational | Child is now able to think logically and systematically and is capable of hypothetical thinking. | Piaget's fourth and final stage of cognitive development between the ages of 7-11 |
| Trust vs Mistrust birth-1 year | Trusts others, has faith in others | Mistrusts others, expects the worst of people |
| Autonomy vs Shame and Doubt 1-3 yrs old | learn to be autonomous and independent | learns to feel shame and doubt when freedom to explore is restricted |
| Initiative vs guilt 3-6 yrs old | becomes more responsible, shows the ability to follow through | develops guilt and anxiety when unable to handle resonsibllities |
| ego identity vs role confusion puberty to twenties | tries out roles and emerges with a strong sense of values, beliefs, and goals | lacks a solid identity, experiences withdrawal, isolation, or continued role confusion |
| intimacy vs isolation twenties to forties | creates meaningful, deep relationships | lives in isolation |
| Generality vs stagnation forties to mid sixties | makes a positive impact on the next generation through parenting, community involvement, or work that is valuable and significant. | feels regret and dissatisfaction |
| Preconventional Reasoning Focuses on the consequences of behaviors, good or bad, and is concerned with avoiding punishment. | Stage 1: Punishment and obedience orientation: Moral behavior is determined by what is punished | Stage 2: Instrumental-relativist orientation Moral behavior is determined by what is received in exchange |
| Conventional Reasoning Right and wrong is determined from the expectations of society and important others. | Stage 3: Interpersonal concordance orientation; Moral behavior is determined by approval of others | Stage 4: Law and order orientation; Moral behavior is determined by strict adherence to societal laws |
| Postconventional Reasoning Right and wrong are determined by the individual’s beliefs about morality, which sometimes do not coincide wit | Stage 5: Social contact, legalistic orientation; Moral behavior is determined by societal laws, which adapt to meet the needs of society | Stage 6: Universal ethical principle; Moral behavior is guided by universal principles of justice and equality |
| Authoritarian Parenting | Parents who insist in rigid boundaries, show little warmth, and expect high control | |
| Authoritative Parenting | Parents set high expectations, demonstrate a warm attitude, and are responsive to their children's needs | |
| Permissive Parenting | Parents demands little of the child and imposes few limitations | |
| Uninvolved Parenting | Parents who seem indifferent to their children. | |
| Denial | In the denial stage a person may react to the news with shock and disbelief, perhaps even suggesting that the doctors are wrong. Unable to accept the diagnosis he may seek other medical advice | |
| Anger | A dying person may feel anger toward others who are healthy, or toward the doctor who does not have the cure. | |
| Bargaining | This stage may involve negotiating with God, doctors, or other powerful figures for the way out | |
| Depression | There comes a point when a dying person can no longer ignore the inevitable may be due to symptoms of patients actual illness but it can also result from the overwhelming sense of loss | |
| Acceptance | Eventually a person finally accepts the inevitable this stage can deeply impact family and close friends who may need more support then the person that is dying | |
| Extrinsic motivation | motivated by the incentive of external reinforces in the enviorment | motivating you to continue that behavior |
| Intrinstic Motivation | the drive or urge to continue comes from within | you are motivated because it feels good and bring you satisfaction |
| Anorexia Nervosa | self imposed restrictions on calories needed to maintain a healthy weight | |
| Bulimia Nervosa | recurrent episodes of binge eating ten purging behaviors to prevent weight gain | |
| Binge-Eating Disorder | episodes of excessive food consumption feelings of inability to control her eating that time and experiences psychological effects. | |
| Set Realistic Goals | Set goals and expectations that are specific, realistic, and flexible | |
| Get regular exercise | Exercising just 30 mins a day 5 times a week can help with weight loss | |
| Eat Regularly and track intake | Eat on a set schedule to minimize mindless eating. Eat only when hungry, and write down what aand how much you eat | |
| Control Portions | Watch your portions this is the amount you decide to eat | |
| Drink Water | eliminate sweetened beverages | |
| Join a weight loss support group | social support helps promote healthier coping strategies and accountabillity | |
| Physiological | to have balance of bodily systems | the bottom or base level if Mas low's Hierarchy of of Needs |
| safey | to feel safe and secure | the second to last in the hierarchy of needs |
| love and belongingness | to feel part of the group to have relationships | the third from the bottom |
| esteem | to acheive to have self respect and feelings of interdependence | third from the top right above love and belongingness |
| self actualization | to strive for one's fullest potential | the sencond from the top |
| self transendance | to extend beyond self | the very top peice of the hiararchy of needs |
| emotions | an intensely personal experience; | |
| mood | longer term emotinal states that are less intense then emotions | |
| How are emotions diffrent from moods? | emotions are ususaly quite strong but they dont last as long as mood and they are more likely to hve an indefinate cause an emotion is initiated by a stimulus and is more likely to motivate someone to action | |
| Why are polygraphs considered controversal | they can have error rates anywhere between 25-75% | |
| How does self determination theory relate to motivation? | humans are born with 3 fundamentl needs that are always driving us in the direction of optimal functoning | |
| sex | refers to someone biological status | |
| gender | for cultural roles and expectations | |
| Industry vs inferiority 6 to puberty | feels sense of accomplishment and increased self esteem | feels inferiority or incompetence, which can later lead to unstable work habits |
Created by:
Vina
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