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
Exam #2
Topics 6-10
| Definition | Term |
|---|---|
| The study of changes across the lifespan | Developmental Psychology |
| Stages of development | Infancy Early childhood middle childhood adolescence young adulthood emerging adulthood middle adulthood late adulthood |
| Normative Research | Understanding the age at which certain tasks get accomplished |
| Cross Sectional Designs | Looking at different ages during the same timeframe |
| Longitudinal Designs | Recruit people at one age and follow developmental years |
| Problem with longitudinal | Attrition |
| Three assumptions of Stage Theories | -Each stage builds on the previous one -Progress related to age -Changes are dramatic |
| Piaget studied what form of development? | Cognitive |
| Sensorimotor | (birth-2 years) Cannot do until later on at the end of the stage |
| Object Permanence | If a baby cannot see it, it is not real |
| Self aware | Looking at themselves in the mirror knowing its them |
| Symbolic Representation | Engage in pretend play |
| Intenionality | Understanding actions to obtain goals |
| Preoperational | (2-7years) |
| Overgeneralization | Understanding the rule but making mistakes ex. grammar mistakes |
| Egocentrism | Believes everyone sees what they are seeing |
| Semi-logical | Beginning to reason with the world around them (notices its snowing but doesnt know why) |
| Preoperational Problems | Perspective talking- Cannot take another person's perspective Conservation of matter- Understanding the physcial properties of an object. Ex. amount of liquid in a glass can remain the same even when its form or appearance changes |
| Why preoperational children fail at conservation task | Irreversibility- the inability to mentally reverse a sequence of events or operations, making it difficult for children to understand that a process can be undone Centration- They can only focus on one thing at a time |
| Concrete Operational | (7-11 years) |
| Logic | Applied to tangible objects and events, allowing children to reason about the physical world |
| Reversability | They grasp that an action can be reversed. For example, they understand that if a ball of clay is rolled into a snake, it can be rolled back into a ball. |
| Formal Operational | (11- adult) - 50% of adults never get to this stage |
| Thinking becomes abstract | Ability to understand syllogism (take assumptions and draw conclusions) |
| Piagets Criticisms | -Underestimated children's abilities -Does not account for cultural variations -Problem with the idea of "stages" |
| Kohlberg studied what form of Development? | Moral Reasoning |
| Morality | Reasoning with right or wrong |
| Preconventional | (2-6 years) Egoistic standards; Deciding for yourself if something is right or wrong |
| Conventional (social) | (+7) Societies determination of right or wrong; Do other people think its good or bad? |
| Erikson studied what form of development? | Psychosocial |
| Erikson's view | Saw the lifespan as a series of crisises - positive vs negative resolution |
| Trust vs mistrust (birth- 1) | Are there people in my life who will repsond to my needs? or will I be neglected and think I have no one? |
| Autonomy vs. shame and doubt (1- 3) | Is it okay to be me? - self confidence Is it NOT okay?- shame and doubt |
| Initiative vs guilt (3-6) | Can I influence others? Will my ideas be recieved? |
| Industry vs inferiority (6-12) | Can I contribute to the community? (outside of the family) |
| Identity vs confusion (12-20) | Who am I? |
| Intimacy vs Isolation (20-40) | Am I willing to share myself/be vulnerable with another? or am I scared to be emotionally intimate with another? |
| Generativity vs Self absorption (40-65) | What do I have to offer to pass onto the next generation? |
| Integrity vs despair (65 +) | Have I lived a good life? Did I live a life with purpose? Or am I filled with regret? |
| Temperament | Characteristics, mood level of a young child - Emotionality - Activity level -Sociability |
| Attachment | A long lasting, intimate, and emotional bond that persists acorss different types of interaction and social situation |
| Strange Situation Technique | To study the nature of the attachent caregivers and babies |
| Identity Diffusion | Apathy, not wanting to confront the question of who you want to be |
| Identity foreclosure | Choosing identity without exploration |
| Identity moratorium | Putting conclusion on hold and actively trying to find out |
| Identity achievement | A conclusion with a following exploration |
| Middle adulthood | (40- 60) |
| Sandwich generation | Anybody from any generation might get sandwiched between the aging parents and children |
| Mid -life crisis | Most middle aged people do not have a mid life crisis |
| Concern shifts from career to family | Established your own ambitions and now want to help next gerneration |
| Learning | A durable (long lasting) change in behavior/knowledge as a result of experience |
| Classical Conditioning | Previously neutral stimulus becomes able to elict a response by association with unconditioned stimulus (UCS) |
| Unlearned relationships | Uncondintioned stimulus and Unconditioned response |
| Reflexive Responses | Conditioned stimulus and Conditioned response |
| Acquisition | The association being formed |
| Extinction | Unlearn the aquired response |
| Spontaneous recovery | After a break of conditioned response and the response does not comeback as strong, but is elevated |
| Fastest way to extinct response | Presenting the stimulus on its own |
| Discrimination | Only get the conditioned response when you use the original stimulus |
| Generalization | Getting the response form similar stimuli |
| Stimulus generalization | No discrimination |
| Operant Conditioning | Using contingencies to modify behavior |
| Reinforcement | Anything that INCREASES the likelihood that the behavior wil be performed again |
| Punishment | Anything that DECREASES the likelihood that the behavior will be performed again |
| Positive reinforcement | Adding a desired stimulus (rewarding good behavior( |
| Negative reinforcement | Taking away an unpleasent stimulus (does not equal punishment) |
| Positive punishment | Adds an aversive stimulus |
| Negative punishement | Removes an unpleasent stimulus |
| Primary reinforcer | Something that satifies your biological needs ex. food, moving body |
| Secondary reinforcer | Place holder for the primary reinforcement ex. money |
| Continuous reinforcement | Rewarded every instance of the behavior |
| Intermittent (partial) | The behavior is rewarded but not every single time |
| Ratio | Frequency of behavior; how many times |
| Interval | Based on clock time or calender |
| Interval Variable | Change of time |
| Interval fixed | A certain amount of time |
| Shaping | Reward closer and closer approximations to the desired behavior |
| Guiding Principle | Imitating valued models (Bobo doll study) |
| Memory | The ability to restore information that has been learned |
| Declarative memory | Memoriesyou can talk about |
| Semantic memory | general knowledge |
| Episodic | Episodes in your life, things that are connected to you personally ex. When I held Christopher's hand |
| Procedural (implicit) | Memories of how to do things |
| Prospective | Memory for doing things in the future |
| Encoding (stage 1 of memory) | Putting information into our memory store |
| Storage (stage 2 of memory) | Maintaining information in memory |
| Retrival (stage 3 of memory) | Recall information stored in memory |
| Attention | Helps filter what is important and cut off the unimportant |
| Levels of processing | The more effort you put in to get information in your memory, the more long lasting they will stay |
| Shallow | Focused on characteristics |
| Intermediate | Focused on level of word but not meaning |
| Deep | Doing something that connects with memory |
| Maintence rehearsal | Repeat over and over again |
| Vitiate | To make impure |
| Elaboration | Connecting something with what you already know |
| Self referent encoding | Taking new content and connecting it to your personal experience |
| Duration | How long memory lasts |
| Capacity | How much you can store |
| Visuospatial sketchpad | Manipulating visual imagery |
| Phonological loop | Maintence happens |
| Chunking | Separating and making meaningful information |
| Semantic Network | Spreading activation through semantic memory |
| Serial Position Effect (SPE) | People remember words at the beginning and end of the list better than words at the middle |
| Primacy | More likely to remember words at the beginning because they get repeated and go into LTM |
| Recency | In short term memory |
| Recall | Pull out of memory ex. open ended |
| Recognition | Identifying ex. multiple choice |
| Context Dependent Learning | The learning environment and testing environment are the same shows better results |
| Cued recalls | Hints |
| State Dependent Learning | Matching the mental state of learning and taking the test |
| Ineffective encoding | Information was never properly stored |
| Pseudo forgetting | Never take the time to remember it |
| Decay | Forming LTM but if memory trace is not activated it will fade "use it or lose it" |
| Interference theory | When forgetting, it is because another piece of information is impairing the retrival |
| Retroactive interference | New information interferes with old information when trying to recall |
| Proactive interference | Old information interferes with new information |
| Motivated forgetting (recovered memories) | Something you experienced and don't want to remember it anymore |
| Retrograde amnesia | Anything from the past is temporarily forgotten |
| Anterograde amnesia | Can't remember events that occurred after it began, but you can access earlier memories. |
| Source monitoring | Making a mistake from the source, miting up where information came from |
| Reality monitoring | Confusing reality with dream/imaginative world ex. Wizard of Oz |
| Phonological loop | Maintenence rehearsal |
| Visuospatial sketchpad | Mainipulating mental image |
| Central executive | Manages attention, organizes tasks, and integrates information from working memory to LTM |
| Episodic buffer | Information transferred between short-term and long term memory |
| Forgetting curve | When forgetting occurs soon after initial learning and then leveled off |
| Social Psychology | How peoples thoughts, feelings, and behavior are influenced by the real or imagined prescence of other people |
| "The Power of the Situation" | We can put people into any situation that is so powerful that you can push them into any direction |
| Milgram's obedience study | The effetcs of punishment on learning. The study is set upnto deny people to see if they obey |
| Conformity | Yielding to social pressure (social norms) |
| Compliance | Agreeing to perform a specific request (Typically requested from someone without authority) |
| Obiedience | Following a command of an authority figure |
| Solomon Asch's "Line Study" | Uses deception (cover story)- distraction from the true story to the participant |
| Percentage of line study | 75% conformed at least once and 33% of all judgements |
| Unamity | Size is not too important |
| Why do we conform? | To behave effectively, avoid social dissaproval |
| Why do people obey authority? | Lack of personal responsibity |
| Attitude | An enduring evaluation of a person, place, object, idea, etc. |
| ABC's | Affective, Behavioral, Cognitive |
| Explicit | Conscious, deliberate beliefs that a person can easily report |
| Implicit | Unconscious, automatic reactions shaped by experiences and social conditioning |
| Cognitive Dissonance | Unpleasant mental tension causing conflicting attitudes or conflict between an attitude and behavior |
| Reestablish Consistency | Change beliefs, change behavior, minimize the behavior |
| Prejudice | A negative evaluation of an individual or group based on their group membership |
| Stereotypes | Widely held beliefs about the characteristics of social groups |
| Discrimination | Treating members of a group differently, because of their group membership |
| Fixed Interval | Reinforcement is given after a SPECIFIC amount of TIME has passed |
| Variable Interval | Reinforcement is given after RANDOM amounts of TIME has passed |
| Variable Ratio | Reinforcement is given after RANDOM numbers of RESPONSES are completed |
| Fixed Ratio | Reinforcement is given after a SPECIFIC number of RESPONSES are completed |
Created by:
user-1998865
Popular Psychology sets