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PSYCH 107 Ch. 8,9,11
PSYCH Ch. 8,9,11
| Question | Answer |
|---|---|
| human development | scientific study of changes the occur to ppl as they age |
| longitudinal design | group of ppl that are followed & assessed at diff times as they age----GOLD STAND |
| cross-sectional design | several diff age groups are studied at one time |
| cross-sequential design | combination of longitudinal & cross-sectional |
| advantages of longitudinal | looking at real age-related changes |
| disadvantage of longitudinal | lengthy, expensive, req. lots of effort, loss of participants (death, boredom, move) |
| advantages of cross-sectional | quick, cheap, easier |
| disadvantages of cross-sectional | does not compare individual at diff ages rather only individuals to other individuals of diff ages |
| cohort effect | impact in development when a group of ppl share a common time period or life experience |
| behavioral genetics | field of investigations origins of behavior whether it's origin comes from nature or nurture |
| genetics | study of heredity |
| DNA | smallest particle of a substance that has all properties of substance |
| chromosomes | tightly wound strand of DNA |
| genes | section of DNA located in a chromosome w same arrangement of chemical elements as organism |
| amines | certain genetic codes |
| autosomes | 22 pairs of chromosomes |
| sex chromosomes | last 2 chromosomes (last pair) |
| polygenic inheritance | process of how almost all traits are controlled by more than 1 pair of genes |
| recessive genes carry | several genetic disorders (down syndrome, klinefeller's syndrome, turner's syndrome)----chromosome is the problem |
| downs syndrome | 21 chromosome pair has an extra chromosome |
| klinefeller's syndrome | sex chromosome is XXY (reduced masc., breasts, obesity, excessive height) |
| turner's syndrome | sex chromosome is missing so only one X (short, underdeveloped, infertile females) |
| zygote cell | when egg unites w sperm cell |
| identical twins | 1 egg |
| fraternal twins | 2 eggs |
| germinal stage | first 2 weeks after fertilization----zygote moves to uterus & implant self on lining |
| embryonic stage | 2-8 weeks after fert.----major organs & structures form (specialized) |
| fetal stage | 8 weeks after fert. until birth |
| teratogens | hazards to fetal dev. |
| physical dev. ------reflexes | sucking, stepping, moro (startle), rooting (feeding), grasping |
| physical dev. -------sensory | touch, taste, smell: well-developed hearing: functional but not fully dev. vision: least dev., rods functional but cones take ~6 months to fully dev. |
| motor milestones (2-4 months) | raising head & chest |
| motor milestones (6-7 months) | sitting up w no support |
| motor milestones (7-8 months) | crawling |
| motor milestones (8-18 months) | walking |
| preferential looking | infant spends longer looking at something bc they like it |
| habituation | infant looks away bc bored w stimulus |
| most likely time for miscarriage/spontaneous abortion | 3 months |
| most developed at birth | taste, touch, smell |
| moderately developed at birth | hearing |
| least developed at birth | vision |
| cognitive developed | dev of thinking, memory, problem solving |
| piage's T: 4 stages of cognitive dev | 1. sensorimotor stage 2. pre operational stage 3. concrete operations 4. formal operations |
| schemes | piaget: formation of mental concepts in children; assimilating & accommodating |
| assimilating | using schemes already learned to understand new things |
| accommodation | adjusting old schemes to fit new info ("apple" when orange to "orange" when orange) |
| sensorimotor stage | birth-2 y/o; start w reflexes & eventually develop object permanence |
| object permanence | object still exists even if not seen |
| preoperational stage | 2-7 y/o; dev lang. & concepts; animism; egocentric; centration; irreversibility |
| animism | anything that moves is alive |
| egocentric | seeing world thru own eyes only; think whats important to you is important to everyone else |
| centration | focusing on one feature rather than all of them (cutting smaller piece of pie tricks kid into thinking he is getting more) |
| conservation | opposite of contrition; taking into consideration all features |
| concrete operations stage | 7-12 y/o; conservation; reversible; inability to effectively understand abstract thoughts |
| formal operations stage | 12-adulthood; abstract thought; |
| piaget | studied on own 3 kids; schemes (assimilation & accommodation); infant thinking differs from adults |
| vygotsky's T: | THE IMPORTANCE OF BEING 3: stressed importance of social interactions w ppl (not objects: piaget) esp. smarter ppl; scaffolding; zone of proximal dev |
| scaffolding | smarter person asks leading qs & helps then weans away; vygotsky |
| zone of proximal dev | diff betw what a child can do alone vs what it can do w teacher; vygotsky |
| child directed speech | baby talk |
| reptile-productive lag | babies understand more than they can say |
| stages of lang dev | 1. cooing 2. babbling 3. one word speech 4. telegraphic speech 5. whole sentences |
| cooing | 2 mo. |
| babbling | 6 mo. ----deaf kids decrease & gesture instead |
| one-word speech | 1 yr: holophrases----whole phrases in one word (milk) |
| telegraphic speech | 1 1/2 y/o: "mommy go", "he go bye-bye" |
| whole sentences | ~6 y/o almost as fluent as adult |
| temperament | behavioral and genetic characteristics well established at birth (may be a mix) 1. easy 2. difficult 3. slow to warm up |
| attachment | bond between baby and caregiver formed in the first 6 months |
| attachment styles | strange situation: 1. secure 2. avoidant 3. ambivalent 4. disorganized-disoriented |
| secure | touching base; explore & see strangers but need mom close by; sad when mom leaves but calm down when she comes back (HEALTHY) |
| avoidant | explore alone; don't look back to mom or look at the stranger; and no reaction to when mom left or came back |
| ambivalent | mixed feelings; unwilling to explore; scared of stranger even if mom was close; protested when mom left and hard to soothe; demanded to be picked up but fuzzed as they were |
| disorganized-disoriented | approach mom when she came back but didnt look at her; fearful and dazed and depressed look |
| harlow's monkeys | tried to prove attachment to mothers involves more than food; monkeys preferred when they felt imitation of mom warmth by the cloth when feeding to no warmth |
| self-concept | image of self that develops after interactions w significant others a. rouge test |
| rouge test | red lipstick on baby's nose then placed in front of mirror (earlier age: reaches to mirror bc thinks its a diff baby; older age: touches own nose) |
| erikson's T | disagree w letting a baby "cry it out"; developmental crises |
| developmental crises (1-4) | 1. trust vs mistrust 2. autonomy vs shame & doubt 3. initiative vs guilt 4. industry vs inferiority |
| developmental crises (5-8) | 5. identity vs role confusion 6. intimacy vs isolation 7. generatively vs stagnation 8. ego integrity vs despair |
| trust vs mistrust | infant learns to trust if needs are regularly met by parents: birth-1 yr |
| autonomy vs shame & doubt | toddlers begin to understand they can control own actions: 1-3 yr (PHYSICALLY INDEPENDENT) |
| initiative vs guilt | learn to take responsibility for own actions----feel capable: 3-5 yr (PSYCH. INDEPENDENT) |
| industry vs inferiority | compare their abilities to others to measure success or failure: 5-12 yr (SELF-ESTEEM & COMPETENCE) |
| identity vs role confusion | adolescents must decide on identity: 13-early 20s |
| intimacy vs isolation | young adults task of with finding someone to be close to and share their identity with: 20s-30s |
| generativity vs stagnation | finding way to be creative and productive person to nurture the next generation: 40s-50s |
| ego integrity vs despair | coming to terms with death and accepting having lived a life |
| adolescence | 13-early 20s |
| brain impulse control doesn't stabilize until | 30s-----why teens are are impulsive when they know better |
| adolescent egocentrism | 1. personal fable 2. imaginary audience |
| personal fable | feeling unique and special from everyone else, no one understands them |
| imaginary audience | extreme self-consciousness |
| moral development----Kohlberg's T | tested through moral dilemmas: 1. preconventional morality 2. conventional morality 3. postconventional morality |
| preconventional morality | morality faction is based on consequence of reward or punishment: not wrong if you don't get caught |
| conventional morality | morally right if conforms to society's rules and wrong if it doesn't |
| postconventional morality | morality dependent on experiences and judgement of person even if judgment disagrees w society's norms |
| menopause | menstruation & ovulation ceases |
| andropause | less dramatic and more gradual than menopause; still reproductive ability not completely gone; fatigue, low sperm count, irritability, possible sexual malfunction |
| intellectual abilities in adulthood | do not decline overall, but the processing speed slows down |
| adulthood | young adult, middle age, late adulthood |
| keeping brain young | challenging problems, reading, watching plays, taking classes, social life, exercise |
| authoritarian parenting | strict and may use physical punishment |
| permissive parenting | parents put very little demands for their children' behavior |
| permissive neglectful | parent allows child to do whatever, ignores child, but may be abusive if child interferes with what parents want |
| permissive indulgent | spoil the child, allow child to do whatever, puts no boundaries on child's behavior |
| authoritative parenting | listen to child, punishment based on restrictions not violence, set limits with love |
| ego integrity | wholeness; looking back at life and being OK w it all |
| cellular-clock theory | cells are limited in the number of times they can reproduce to repair damage----telomeres (at ends of chromosomes; shorten w each reproduction until too short to reproduce & damage accumulates) |
| wear-and-tear theory | external influences of stress, phys, exertion, and bodily damage; body wears out w repeated use over time |
| free-radical theory | (latest version wear-and-tear) O molecules w unstable e- steal e- from others and damage them; as ppl get older they have more of them & more damage |
| active theory | ppl adjust better to aging if they are remain active |
| Kubler's 5 stages of reaction to death | 1. denial 2. anger 3. bargaining (w doctors or God) 4. depression 5. acceptance |
| 4 critical areas for adjustment of newborns | 1. respiration 2. digestion 3. circulation 4. temp. regulation |
| climacteric | before menopause |
| most common causes of death in middle age | heart disease, cancer, stroke |
| critical periods | times when environmental factors can have an impact on dev. of infant |
| self-concept | image of self that dev. from interactions w significant plan one's life |
| motivation | process by which things are started, directed, and continued so that psych and phys needs or wants are met |
| extrinsic motivation | motivated by external reward or avoiding external consequence (paycheck or keeping roof over one's head) |
| intrinsic motivation | motivated internally; considers it fun, satisfying, rewarding, or challenging |
| depending on type of motivation, | outcome and effort can vary |
| instincts and evolutionary approach | can describe human behavior but not explain it----did force psychs. to see that hereditary traits influence some of human behavior |
| drive-reduction T | primary drives (needs) & acquired/secondary drives (wants) + homeostasis (balance once needs are met and no longer imbalanced)------doesnt explain why ppl eat when not angry or why some seek to increase arousal |
| 3 types of needs | Mclelland's T: 1. affiliation 2. power 3. achievement |
| nAff | need for affiliation; need for friendly social interaction and friendships; good team player; wants to be liked and regarded |
| nPow | need for power; having control over ppl; want influence and make an impact; want status and prestige; see luxuries as achievements |
| nAch | need for achievement; strong desire to succeed; seek evaluation; incl. ppl who only want the personal challenge & don't care about material things; |
| self-theory of motivation | personality & nAch; locus of control: internal (person believes they control own life) & external (person believes own life controlled by powerful others, luck, or fate) |
| external locus of control | believe life controlled by powerful others, luck, or fate; intel. is fixed and unchangeable---->give up easily, avoid situations they might fail ENSURE OWN FAILURE; learned helplessness; "look smart"; even if success one fail can lead to sad & future fail |
| sensation seeker | someone who needs high arousal |
| incentive approaches | behavior caused by external stimulus and its rewarding properties |
| maslow's hierarchy of needs | 1. transcendence (spiritual meaning---recently added) 2. self-actualization (reach potential) 3. aesthetic needs (value order, beauty, symm.) 4. cognitive (know & explore) 5. esteem (achieve & be recog.) 6. belong 7. safety 8. psych needs |
| peak experiences | the times self-actualization is reached at least temporarily |
| criticism for maslow's pyramid of hierarchy | not based on empirical evidence; based on only Americans |
| self-determination theory | ryan & deci; 3 universal factors that help form r.ships & achieve sense of complete self: 1. autonomy 2. competence 3. relatedness |
| insulin | secreted from pancreas; reduces level of glucose----causes feeling of hunger |
| glucagon | secreted from pancreas; increases level of glucose |
| leptin | hormone that contributes to control of appetite---tells hypothalamus that body is full & satisfied |
| ventromedial hypothalamus | involved in stopping eating response when glucose levels go up----when damaged rats would overeat but only what they liked and wouldn't eat what they didn't |
| lateral hypothalamus | seems to influence onset of eating when insulin levels are up (glucose is down)---when damages rats wouldn't eat & would starve |
| weight set point | particular level of weight body tries to maintain---damage to hypothalamus can raise or lower this level |
| basal metabolic rate (BMR) | rate a which body burns energy when at rest---directly tied to set point (if BMR decreases w age then weight point will increase if calorie intake is constant) |
| obesity | body weight is 20%+ of ideal body weight for that person's height |
| U.S. has highest | rate of obesity in the world; 1/3 of pop. is obese |
| characters in food packages can influence | what they eat + their taste preferences (unhealthy over healthy) |
| 3 elements of emotion | 1. certain physical arousal 2. certain behavior that expresses inner emotions 3. inner awareness of the feeling (labeling) |
| amygdala | involved in emotions of fear & pleasure + facial expressions |
| positive emotions associated w | left frontal lobe |
| negative emotions associated w | right frontal lobe |
| recognition of faces associated w | R hem. |
| ekman | 7 universal facial expressions (anger, sadness, happiness, disgust, fear, surprise, contempt) but display rules determine how cultures use them in certain sits. |
| common sense theory of emotion | stimulus (snarling dog)--->1st response (conscious fear)--->2nd response (shaking: ANS arousal) "I feel this way which is why I am responding that way" |
| james-lange theory of emotion | stimulus (snarling dog)-->1st response (shaking: ANS arousal)--->2nd response (conscious fear) "I am responding this way therefore I must be feeling that emotion" |
| cannon-bard theory of emotion | stimulus (snarling dog)-->1st response (subcortical activity: arousal message to brain & from brain to body)---->2nd response (ANS arousal + conscious fear) [SIMULTANEOUSLY] |
| cognitive arousal/two-factor theory | stimulus (snarling dog)--->cognitive appraisal of sit. + ANS arousal--->conscious fear "That dog looks dangerous so I feel scared" |
| facial feedback hypothesis | if you smile you will feel happy |
| lazarus and cognitive-mediational theory of emotion | stimulus (snarling dog)-->cognitive appraisal of sit.-->conscious fear-->ANS arousal bodily response [if sit. is seen as dangerous then body reacts like scared but if dog is behind fence, not seen as dangerous & wont act afraid) |
| display rules | expressions are universal but context depends on culture |
| yerkes-dodson law | simpler tasks req. more arousal & harder tasks req. less arousal (originally used for stimulus) |
| emotion | feeling part of consciousness |
| stimulus motive | motive that appears to be unlearned but causes arousal (ex. curiosity) |
| arousal theory | ppl are said to have an optimal level of arousal they seek to maintain by lowering of increasing arousal level |
| recessive gene disorders | CF, sickle-cell anemia, tay-sachs, PKU |
| infants' thinking is | different than adults |
| incentives | things that lure ppl into action |
| incentive approaches | behavior is a response to rewards of external stimulus (independent of any NEED) |
| maslow is a | humanist (reaching full potential) |
| why do ppl eat | 1. bodily causes (insulin & glucagon) 2. social cues (culture) 3. maladaptive eating (overeating) |
| anticipation of food | may increase levels of insulin |
| stress | generalized/non-specific physical, emo., cognitive, and behavioral response to threatening or challenging events (emotion is a symptom) |
| stressor | CAUSE of stress |
| distress | EFFECT of stress |
| eustress | effect of positive event---optimal amount of stress (marriage, children, competition) |
| types of stressors | 1. catastrophe 2. major life changes 3. lazarus & folkman: hassles (frustrations, irritation, minor disagreements: traffic, mosquitoes, etc.) 4. psychological stressors (pressure, uncontrollability over sit., frustration, conflict) |
| frustration | goals or fulfillment of perceived need are blocked & may result in 1. persistance 2. aggression 3. displaced aggression 4. escape/withdrawal |
| conflict | pulled toward 2 desires where only one can be attained |
| type of conflict | 1. approach-approach: 2 good things & can't decide which to do 2. avoidance-avoidance: 2 bad things & can't decide which to do 3. approach-avoidance: 1 goal has good & bad aspects to it |
| Autonomic nervous system | sympathetic; "fight or flight" & parasympathetic; "rest & digest" |
| how does stress enter the body | hans selye: H-P-A axis; General Adaptive Syndrome (GAS): noxious agent [stress], experiment w extracts of organs in rats [stage 1: alarm, stage 2: resistance, stage 3: exhaustion] |
| immune system | fights disease, infection, and injury; neg. affected by stress, stress is like an INJECTION |
| chance of getting a cold | increases as stress increases |
| lazarus cognitive appraisal approach | primary appraisal: is the sit. is dangerous/challenging/stressful or harmless/stressless secondary appraisal: do I have the resources?, what can I do?, use past experiences |
| type A | high risk of coronary heart disease; ambitions, time conscious, hardworking, hostile |
| type B | relaxed, less competitive than A, slow to anger |
| type C | pleasant, repressed, internalize anger/anxiety, more prone to cancer |
| stress hardy personality | thrives on stress; deep sense of commitment; feel in control of their life and actions; see problems as challenges |
| social factors of stress | poverty, job stress, entering majority culture diff than own |
| social support system | friends & fam. |
| kohlberg's 6 stages of moral dev. | 1. obedience-punishment (avoid punishment) 2. self-interest (whats in it for me?) 3. conformity, interpersonal accord 4. authority & social order (law & order mentality) 5. social contract 6. universal ethical principles (some things transcend laws) |
| do diff emos create diff physiological reactions?` | yes bc diff in chem composition of happy vs sad tears |
| labeling | learned response form language and culture; cognitive element: bc assoc. w past experiences |
| "faster fear" circuit | reflex |
| "slower circuit" | cognitive |
| for Ts of stimulus & reactions, | all could be correct except common sense T |
| problem-focused coping w stress | eliminate/reduce source of stress via direct action (attack stress source) |
| emotion-focused coping w stress | change stressor impact by changing emotional reaction |
| another way to cope w stress is | meditation (concentrive: focusing on one constant stimulus to relax), exercise, religion (social support, sense of control, meaning + purpose, healthy habits) |
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daisy98
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