Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Psych Exam 2
| Term | Definition |
|---|---|
| Developmental psychology | examines our physical, cognitive, and social development across the lifespan |
| Cross-sectional studies | comparing people of different ages |
| Longitudinal studies | following people across time |
| Nurture | Researchers who see development as a function of experience tend to see development as continuous and gradual |
| Nature | Researchers who focus on biological maturation see sports of growth and other changes that make one stage of development very different from another. |
| stability | provides our identity |
| change | gives us our hope for a brighter future, allowing us to adapt and grow from experience |
| stability | helps us form identity |
| potential for change | gives us control over our lives |
| Zygotes | fertilized eggs |
| Embryo: | inner cells become embryo, outer cells become placenta |
| Fetus | offspring/young one |
| Teratogens | agents such as viruses and drugs can damage an embryo/fetus |
| Habituation | decreased responding with repeated stimulation |
| Inborn skills | rooting reflex, sucking reflex, crying when hungry |
| rooting reflex | when something touches a newborn’s cheek, the infant turns toward that side with an open mouth |
| sucking reflex | can be triggered by a fingertip |
| Maturation | changes that occur primarily because of the passage of time |
| timing | Experience (nurture) can adjust the |
| sequence | maturation (nature) sets the |
| Infantile Amnesia | In infancy the brain forms memories so differently from the episodic memory of adulthood that most people cannot really recall memories from the first three years of life |
| procedural memories | This three month old can learn and recall a month later, that specific food movements move specific mobiles |
| Cognition | refers to the mental activities that help us function, including: Problem solving Figuring out how the world works Developing models and concepts Storing and retrieving knowledge Understanding and using language Using self-talk and inner thoughts |
| Schemas | concepts or mental molds into which we pour our experiences |
| Assimilate | interpret new experiences according to our current schemas (understandings) |
| Jean Piaget | Cognitive development (studied the errors in cognition made by children in order to understand in what ways they think differently than adults) |
| Erikson | Social Development |
| Kohlberg | Moral Development |
| sensorimotor, preoperational, concrete operational, and formal operational | Cognitive development consisted of four major stages: |
| Egocentris | have difficulty perceiving things from another’s perspective |
| Concrete Operational Stage | By about age 7, children enter the concrete operational stage Given physical materials, they begin to grasp operations such as conservation |
| Formal Operational Stage | Systematic reasoning called formal operational thinking (encompasses abstract thinking involving imagined realities and symbols) |
| Birth to nearly 2 years | sensorimotor |
| About 2 to 6 or 7 | preoperational |
| About 7 to 11 years | concrete operational |
| About 12 through adulthood | formal operational |
| Theory of Mind | allows preschoolers, although still egocentric, to develop an ability to infer others’ mental states |
| Stranger anxiety | develops after about 8 months soon after object permanence emerges and children become mobile |
| Attachment | bond is a powerful survival impulse that keeps infants close to their caregivers |
| Secure attachment | in their mother’s presence they play comfortably, happily exploring their new environment. When she leaves, they become distressed. When she returns, they seek contact with her. |
| Insecure attachment | marked either by anxiety or avoidance of trusting relationships. Infants are less likely to explore their surroundings, and may even cling to their mother. When she leaves, they either cry loudly and remain upset/seem indifferent to her departure/return |
| Temperament | a person’s characteristic emotional reactivity and intensity |
| Heredity | affects temperament and temperament affects attachment style |
| Basic Trust | a sense that the world is predictable and reliable |
| authoritarian parenting style | coercive: impose rules and expect obedience: “don’t interrupt” “keep your room clean” “why? Because I said so” |
| Permissive parenting style | unrestrained: they make few demands, set few limits, and use little punishment |
| Neglectful parenting style | uninvolved: they are neither demanding nor responsive. They are careless, inattentive, and do not seek a close relationship with their children |
| authoritative parenting style | confrontive: they are both demanding and responsive. They exert control by setting rules, but, especially with older children, they encourage open discussion and allow exceptions |
| object permanence | the idea that objects exist even when they can’t be seen |
| Conservation | refers to the ability to understand that a quantity is conserved (does not chance) even when it is arranged in a different shape |
| Adolescence | the years spent morphing from child to adult (starts with the physical beginnings of sexual maturity and ends with the social achievement of independent adult status) |
| “High road" | deliberate, conscious thinking |
| “Low road” | unconscious and automatic |
| Three levels of moral thinking | Preconventional Conventional Postconventional |
| Postconventional | placing others’ comfort above our own |
| Preconventional morality | Self-interest; obey rules to avoid punishment or grain concrete rewards (before age 9) |
| Conventional morality | Uphold laws and rules to gain social approval or maintain social order (early adolescence) |
| Postconventional morality | Actions reflect belief in basic rights and self-defined ethical principles (adolescence and beyond) |
| Psychologist Johnathan Haidt | believes that much of our morality is rooted in moral intuitions (“quick gut feelings”) |
| Erik Erikson | contended that each stage of life has its own psychosocial task, a crisis that needs resolution |
| autonomy | independence |
| competence | feeling able and productive |
| Secure attachment | mild distress when mother leaves, seeking contact with her when she returns |
| Insecure attachment (anxious style) | not exploring, clinging to mother, loudly upset when mother leaves, remaining upset when she returns |
| Insecure attachment (avoidance style) | seeming indifferent to mother’s departure and return |
| Infancy (to 1 year) | Trust vs. mistrust |
| Toddlerhood (1 to 3 years) | Autonomy vs. shame and doubt |
| Preschool (3 to 6 years) | Initiative vs. guilt |
| Elementary school (6 years to puberty) | Competence vs. inferiority |
| Adolescence (teen years into 20s) | Identity vs. role confusion |
| identity | The eventual resolution is a self-definition that unifies the various selves into a consistent and comfortable sense of who one is |
| Gender | biological traits that help define their culture’s expectations about what it means to be a man or woman |
| Intersex | possessing male and female biological sexual characteristics at birth |
| Relational aggression | an act of aggression (physical or verbal) intended to harm a person’s relationship or social standing |
| genetically and physiologically | Although biology doesn’t dictate gender, it can influence our gender psychology in two ways: |
| primary sex characteristics | the reproductive organs and external genitalia |
| Secondary sex characteristics | pubic and underarm hair |
| gender identity | when binary (involving only two options), is our personal sense of being male or female |
| Social learning theory | assumes that we acquire our identity in childhood through observing and imitating others’ gender-linked behaviors and being rewarded/punished for acting a specific way |
| Gender typing | taking on traditional female or male role, varies from child to child Despite parental encouragement/discouragement, children may drift toward what feels right to them |
| androgyny | a blend of male and female roles that feels right to them |
| Cisgender | gender corresponds with birth-assigned sex |
| Hegemonic (influence or power over) myth | the perception that men are the dominant sex, strong, and independent while women need to be protected |
| Sensation | the process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment (the brain receives input from the sensory organs) |
| Sensory Receptors | sensory nerve endings that respond to stimuli |
| Perception | the processes by which her brain organizes and interprets sensory input, enabling us to recognize meaningful objects and events (the brain makes sense of the world) |
| bottom-up processing | enables sensory systems to detect lines, angles and colors that form the images (what am I seeing?) |
| top-down processing | you interpret what your senses detect, using models, ideas, expectations to interpret sensory information (is that something I've seen before?) |
| process of sensation | reception transduction transmission |
| Reception | the stimulation of sensory receptor cells by energy (sound, light, heat, etc) |
| Transduction | transforming this cell stimulation into neural impulses |
| transmission | deliver this neural information to the brain to be processed |
| Perceptual set | what we expect to see, which influences what we do see (top down processing) |
| Transduction | conversion of one form of energy into another. In sensation, the transforming of physical energy, such as sights, sounds, and smells, into neural impulses our brain can interpret. |
| all out senses | receive, transform, and deliver |
| Absolute threshold | the edge of our awareness of these faint stimuli (wing of a bee falling on our cheek, single drop of perfume in a three-room apartment) |
| Signal detection theory | predicts when we will detect weak signals (measured as our ratio of “hits” to “false alarms” |
| Subliminal | stimuli you cannot consciously detect 50% of the time (below your absolute threshold) |
| Difference threshold | the minimum stimulus difference a person can detect half the time, increases with the size of the stimulus |
| Weber’s law | for an average person to perceive a difference, two stimuli must differ by a constant minimum percentage (not a constant amount) |
| Sensory adaptation | diminished sensitivity as a consequence of constant stimulation |
| Perceptual set | a set of mental tendencies and assumptions that affects, top-down, what we hear, taste, feel, and see |
| Color/hue | what we perceive the wavelength/frequency of the electromagnetic waves as |
| intensity/brightness | what we perceive the height/amplitude of these waves as |
| Wavelength | the distance from one peak to the next |
| Hue | the color we experience |
| Intensity | the amount of energy the wave contains |
| cornea | where light enters the eye through |
| superficial to deep of eye layers | cornea, pupil, lens, retina, |
| retina | the multilayered tissue lining the back inner surface of eyeball |
| eye cells from superficial to deep | ganglion cells, bipolar cells, photoreceptors |
| rods and cones | retina’s buried photoreceptor cells |
| Rods | help us see the black and white actions in our peripheral view and in the dark |
| cones | help us see sharp colorful details in bright light |
| Young-Helmholtz trichromatic (three-color) theory | the retina has three types of color receptors (each especially sensitive to wavelengths of red, green, and blue) |
| Opponent-process theory | color vision depends on three sets of opposing retinal processes (red-green, blue-yellow, white-black) |
| Feature detectors | nerve cells in the occipital lobe’s visual cortex that respond to a scene’s specific features––to particular edges, lines, angles, and movements |
Created by:
tiffany.cai