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PSY 1010
Exam 3
| Term | Definition |
|---|---|
| motivation | a desire that stimulates and steers behavior |
| intrinsic motivation | the desire to perform a behavior because the behavior itself is rewarding |
| extrinsic motivation | the desire to perform a behavior to obtain an external reward |
| instinct theory | a theory of motivation stating that humans are motivated by instinct |
| drive-reduction theory | a theory of motivation stating that unmet biological drives cause unpleasant sensations that motivate you to meet those needs |
| arousal theory | a theory of motivation stating that you are motivated to obtain and maintain an optimal level of arousal |
| Yerkes-Dodson curve | moderate levels of arousal are linked to higher levels of performance |
| mastery goals | involve doing something well, or mastering it |
| performance goals | involve demonstrating that you can do something well, or performing for others |
| Maslow's Hierarchy of Needs | physiological, safety, belongingness & love, esteem, self-actualization, self-transcendence |
| facial feedback theory | a theory of emotion stating that your brain can influence your emotions by monitoring your facial expressions |
| James-Lange theory | a theory of emotion stating that you experience emotion by noticing bodily changes first and then interpreting them as particular feelings |
| Cannon-Bard theory | a theory of emotion stating that you experience emotion by simultaneously becoming aware of bodily changes and feelings |
| Schachter-Singer (2-factor) theory | a theory of emotion stating that the label you assign to your bodily reaction determines your mental reaction |
| cognitive appraisal (cognitive mediational) theory | a theory of emotion stating that what you think about a stimulus causes the emotion, deemphasizing physical reactions |
| hunger | a psychological state that involves a desire to eat |
| regulatory focus theory | a theory of motivation stating that there are two primary motivation systems, promotion and prevention, that affect different people in different ways |
| self-determination theory | a theory of motivation stating the the strongest and healthiest motivations are those that come from within yourself |
| stress | an unpleasant physical or psychological reaction to circumstances you perceive as challenging |
| health psychology | psychological specialization that focuses on the relationship between mind and body |
| primary appraisal | determining how stressful an event is for you |
| secondary appraisal | determining how capable you are of coping with a stressful event |
| general adaptation syndrome | a widely accepted understanding of the way bodies respond to ongoing stress, consisting of the three-step sequence of alarm, resistant, and exhaustion |
| personality A | a personality featuring high levels of competitiveness, drive, impatience, and hostility |
| personality B | a personality in which the person is noncompetitive, easy going, relaxed, and rarely angry |
| personality C | a personality featuring a low level of emotional expression, a high level of agreeableness with other people, and a tendency to feel helpless |
| personality D | a personality featuring high levels of negative emotions, like depression and anxiety, and a reluctance to share those emotions with others |
| instrumental support | gain something more tangible from your family and friends (money, a place to stay) |
| informational support | gain knowledge or understanding from your family and friends |
| emotional support | receive warmth, reassurance, or other expressions of feeling from friends and family |
| hardiness | behaviors that reflect resilience under stressful circumstances |
| meditation | an activity designed to increase focused attention with the ultimate purpose of improving your mental state |
| emotion-focused coping | a style of coping with stress that emphasizes changing your emotional reaction to the stressor |
| problem-focused coping | a style of coping with stress that emphasizes changing the stressor itself |
| What are the three-stage of the general adaptation syndrome? | alarm and resistance (short-term stressors); exhaustion (chronic stressors) |
| People from individualistic cultures are more likely to feel stress about what? | personal achievements |
| People from collectivistic cultures are more likely to feel stress about what? | family harmony |
| schema | a concept or mental representation that guides the way ou make sense of new information |
| assimilation | making sense of new information by sorting it into already existing schemas |
| accommodation | making sense of new information by revising or creating new schemas |
| What did Piaget believe in terms of the progression of children's thinking? | progressed through distinct stages, each stage mostly biologically determined |
| Piagets sensorimotor stage | babies understand the world through sensory experience; struggles with object permanence |
| Piagets pre-operational stage | ages 2-7; children use language and other symbols for real objects but still can't complete many mental operations; struggles with conservation; develops a theory of mind |
| Piagets concrete operational stage | ages 7-11; children acquire the ability to think logically about concrete things |
| Piagets formal operational stage | ages 11-adulthood; person becomes able to think logically about abstract things |
| object permanence | the ability to realize that an object continues to exist even when you can't see, hear, or otherwise sense it |
| conservation | a mental operation in which an amount or quantity remains the same regardless of the shape it takes |
| theory of mind | the understanding of the thoughts, feelings, intentions and other mental activities of oneself and others |
| egocentrism | way of thinking before theory of mind; the inability to understand a situation from a point of view other than their own |
| What did Vygotsky believe in terms of the progression of children's thinking? | social interaction is the primary force behind cognitive development |
| scaffolding | a process by which a person learn new words, ideas, and ways of thinking by interacting with a more advanced person who provides decreasing levels of help |
| zone of proximal development | the range of learning just above what a kid can do alone |
| attachment bond | a close emotional bond between two people, particularly a young child and a caregiver |
| What did the Harlow and monkey research show? | it showed the importance of attachment to guardians, such as a mother or mother-like guardian |
| secure attachment | most stable and well-adjusted; cried with mother left, stopped crying when mother returned |
| resistance attachment | cried when mother left, upset when she returned |
| avoidant attachment | did not cry when mother left, avoided mother when she returned |
| disorganized attachment | confusion when mother left and returned; may exhibit one of the other three attachments |
| temperament | the basic emotional responsiveness that characterizes a person throughout they life span |
| permissive indulgent | an approach to parenting in which parents place minimal demands on children and allow them to run their own lives |
| permissive neglectful | an approach to parenting in which parents place minimal demands on children and allow them to run their own lives; parents usually are neglectful |
| authoritarian | an approach to parenting in which parents require children to obey unquestionable strict rules |
| authoritative | an approach to parenting in which parents set rules, but also explain and negotiate those rules with their children |
| Erikson's infancy stage | 0-18 months; trust vs mistrust; hope |
| Erikson's early childhood stage | 2-3; autonomy vs shame and doubt; will |
| Erikson's preschool stage | 3-5; initiative vs guilt; purpose |
| Erikson's elementary school stage | 6-11; industry vs inferiority; competence |
| Erikson's young adulthood stage | 19-40; intimacy vs isolation; love |
| Erikson's middle adulthood stage | 40-65; generatively vs stagnation; care |
| Erikson's older adulthood stage | 65+; ego integrity vs despair; wisdom |
| Erikson's adolescence stage | 12-18; identity vs role confusion; fidelity |
| personality | a person's distinctive and stable way of thinking, feeling, and behaving |
| psychodynamic approach | Sigmund Freud; emphasized unconscious forces and early childhood experiences |
| id | the animalistic part of the minds that generates our most primal, biologically base impulses such as sex and aggression |
| ego | the part of the mind that serves as a realistic mediator between the id and superego |
| superego | the part of the mind that opposes the id by enforcing rules, restrictions, and morality |
| pleasure principle | the force that guides the id toward immediate gratification |
| reality principle | the force that guides a person toward rational, reality-based behavior |
| What are Neo-freudians? | followers of freud that kept most or some of his ideas, but then added a few more of their ideas to their own work |
| humanistic approach | Carl Rogers; emphasizes our inherent tendencies toward healthy, positive growth and self-fulfillment |
| self-actualization | fully becoming the person you have the potential to become |
| conditions of worth | requirements that you must meet in order to earn positive regard |
| What is the difference between congruence and incongruence? | match between real and ideal; mismatch between real and ideal |
| neurotism | the tendency to experience negative emotions |
| extraversion | the tendency to be socially outgoing |
| openness | the tendency to be receptive to new or unconventional ideas |
| agreeableness | the tendency to cooperate and comply with other people |
| consciousness | the tendency to be organized, responsible, and deliberate |
| behavioral approach | emphasizes the influence of the environment and the importance of observable, measurable behavior |
| social-cognitive approach | Albert Bandura; emphasizes the interaction of environment, thought processes, and social factors |
| reciprocal determinism | the theory that three factors, behavior, environment, and cognition, continually influence each other |
| cultural competence | the ability to work sensitively and expertly with members of a culturally diverse society |
| internal locus of control | belief that your life is under the control of forces inside you |
| external locus of control | belief that your life is under the control of forces outside of you |
| objective personality tests | standardized set of questions (MMPI-2, NEO-PI-3) |
| projective personality tests | clients respond to ambiguous stimuli in a free-form way |
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gracelisabethxo
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