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Psychology Test 1
| Question | Answer |
|---|---|
| Development | Patterns of change that are predictable |
| Nature | Instructions from genes |
| Nurture | Everything not instructed by genes |
| Developmental domains | Biological Cognitive Psychosocial |
| Biological developmental domain | Brain maturation, puberty, etc. |
| Cognitive developmental domain | Learning, reasoning |
| Psychosocial developmental domain | Emotions, self-regulation, relationships |
| Three big controversies | Nature/nurture Early determinism Continuity vs. stages (innate moral tendency) |
| Three rounds of nature/nurture debate | Round 1: Ratio Round 2: interactions Round 3: Epigenetics/tagging |
| Round 1 of nature/nurture debate | Ratio - (one part nature to three parts nurture) historically they wanted it to be that simple |
| Round 2 of nature/nurture debate | Interactions - nature and nurture are still two categories, but they interact in 4 ways |
| 4 interactions of nature vs nurture in round 2 | Nature evokes nurture Niche-picking Nature sets boundaries on how much the environment can influence us Nature sets boundaries on when the environment can influence us |
| Round 3 of nature/nurture debate | Epigenetics/tagging - Nature and nurture still interact but there is another category - epigenome nature = the genome nurture = everything that's not the genome |
| Epigenome | Chemical compounds that surround the genome and tell genes whether to express themselves or not (tagging) Does not change DNA sequence and can be passed to offspring |
| Early determinism | How much of who we are is already determined by our 3rd bday |
| Critical period | Period of rapid development when we are very responsive to environmental input |
| Experiments vs. quasi-experiments | Experiments - randomly assigned groups, high control Quasi-experiments - naturally occurring groups, low control |
| Problem with inability to randomly assign | It's difficult to establish causation when groups differ on many factors |
| Problem with timing of measurnment | We can't detect cohort effects - persons born at the same time who share historical experiences at the same age |
| Cross sectional study | Different aged kids measured at the same time |
| Longitudinal study | Same kids studied at different ages (follow them along) |
| Sequential study | Combination of cross-sectional study and longitudinal study |
| Psychoanalytic theories defining principle | Drives and motivations influence our reasoning and behavior in ways we don't always recognize and are not always rational |
| Universal stages scheduled by genetic maturation | Principle of Psychoanalytic theories that says genes are like a blueprint for who we will become |
| Epigenetic Principle | Principle of Psychoanalytic theories - Erikson Nature gives us genes - whether the genes are expressed in the healthy way intended by nature is a function of the social environment surrounding the genes |
| Psychoanalytic theorists | Freud and Erikson |
| Freud - types of stages | Psycho sexual stages Healthy personality = healthy resolution of the opportunities and conflict afforded by the newly-matured zone of the body |
| Erikson - types of stages | Psycho social stages Healthy personality = healthy resolution of the opportunities and conflict afforded by our newly-matured potential in domains (bio, cog, social) as they related to our developing Self |
| Number of stages - Freud vs. Erikson | Freud - 5 1. Oral 2. Anal Erikson - 8 |
| Duration of psychological development - psychoanalytic theorists | Freud - Completed at puberty Erikson - Life long |
| Conscious or unconscious? - Freud vs. Erikson | Freud - Unconscious (Iceberg theory) Erikson - Mostly conscious but there is still unconscious going on |
| Early determinism? - Freud vs. Erikson | Freud - Yes Erikson - No - but early influence |
| Accountability - Freud vs. Erikson | Freud - low Erikson - Low in children, high in adults |
| Learning theories defining principle | Nurture trumps nature |
| Early determinism and stages in Learning theories? | Early determinism - no Stages - no |
| Radical behaviorism | All behavior can be explained in terms of conditioning without appealing to things we can't measure like thoughts, feelings, motivation, etc. How Skinner made psych a science |
| Environmental determinism | Skinner's idea that humans can change the environment but everything BEGINS in the environment and that human nature never causes us to do anything |
| Bandura - bobo dolls | He showed that a child can observe others and learn without necessarily changing their behavior |
| Observational learning | A human or animal observes a model and then chooses whether or not to imitate the model |
| Social Cognitive Theory | Bandura said Skinner was wrong to dismiss the self-system |
| self-efficacy | A person's learned belief in their own ability to produce desired effects through their own actions |
| Triadic Reciprocal Determinism | The environment, self-system, and behavior all cause/determine each other but environment is the strongest influence. |
| Duration of psychological development - Skinner vs. Bandura | Both lifelong |
| Early determinism? Skinner vs. Bandura | No for both - we can always learn |
| Environmental determinism? Skinner vs. Bandura | Skinner - Yes Bandura - No, behavior is determined, but the self-system is one of the determinants |
| Agency - Skinner vs. Bandura | High for both Bandura adds hat low self-efficacy stops some people from exercising their agency |
| Accountability - Skinner vs. Bandura | Skinner - no Bandura - Yes, some because of the self-system causing behavior |
| Innate moral tendency - Skinner vs. Bandura | Skinner - humans are morally neutral Bandura - Nature inclines us toward good but bad environment can turn us toward bad |
| Infancy | Birth to 18-24 months when humans are extremely dependent on adults Many psychological activities are just beginning |
| Early childhood | End of infancy to age 5-6 children learn to become more self-sufficient and to care for themselves |
| Middle and late childhood | 6-11 children master the fundamental skills of reading, writing, and arithmetic. Achievement becomes a central theme and self-control increases |
| Adolescence | starts at age 10-12 and ends around 18-22 Rapid physical changes Pursuit of independence and identity are prominent |
| Bronfenbrenner's ecological theory | development reflects the influence of several environmental systems - microsystem, mesosystem, exosystem, macrosystem, and chronosystem |
| Microsystem | Family, school, health services, church group, neighborhood play area |
| Mesosystem | relations between microsystems or connections between contexts |
| Exosystem | Neighbors, legal services, mass media, friends of family |
| Macrosystem | the culture in which individuals live |
| Chronosystem | the patterning of environmental events and transitions over the life course |
| normative age-graded influences | biological and environmental influences that are similar for individuals in a particular age group |
| Normative history-graded influences | biological and environmental influences that are associated with history |
| life-span perspective | the perspective that development is lifelong |
| nonormative life events | unusual occurrences that have a major impact on a person's life |
| social policy | a national government's couse of action designed to promote the welfare of its citizens |
| theory | a coherent set of ideas that helps to explain data and to make predictions |
| hypotheses | Assertions or predictions often derived from theories that can be tested |
| information-processing theory | A theory emphasizing that individuals manipulate information, monitor it, and strategize about it |
| naturalistic observation | observation that occurs in a real-world setting without any attempt to manipulate the situation |
| case study | an in-depth examination of an individual |
| Which chromosome number is associated with Down syndrome | 47 (vs. the usual 46) chromosome number 21 is the one that is duplicated |
| DNA | A complex molecule with a double helix shape that contains genetic information |
| Chromosomes | threadlike structures made up of DNA |
| Genes | units of hereditary information composed of DNA |
| genotype | the actual genetic material a person has |
| phenotype | the way an individual's genotype is expressed and observed |
| Germinal period | takes place in the first two weeks after conception |
| embryonic period | 2-8 weeks after conception |
| Organogenesis | the process of organ formation during the first two months of prenatal development |
| fetal period | 2 months after conception until birth |
| Origins narrative | appeals to the biblical creations narratives in Genesis 1-3 |
| Authors purpose for Genesis 1 | Give hope to an oppressed people - empowerment |
| Authors purpose for Genesis 2-3 | explain the pervasive suffering and evil in the world |
| Which narrative came first (genesis 1 vs. 2-3) | Many scholars believe that Genesis 2-3 came first |
| 3 views of imago dei | Substantive - There are aspects of human nature substantively like God's Relational - God endowed humans with reason to live in relationship w/ God + other people. Functional - it's best understood as a function of humans’ dominion over rest of creation |
| Complementarianism | men and women were created with different but complementary skills, roles, and responsibilities |
| Egalitarianism | differences between men and women were present at creation, but these differences were nonhierarchical and nonrigid. Sin then caused these differences to be warped in gender-specific ways. |
| Two universal purposes of humankind | Love and Dominion work |
| Telos | attempt to ascribe to natural entities an intrinsic purpose that is irrespective of how they are used and that will be realized |
| Why its difficult to specify a universal human telos | because God predetermined different end goals for different people |
| Most explicit statement about moral tendency in Genesis 3 | “See, the man has become like one of us, knowing good and evil” |
| "Nature" for psychologist vs. Paul | psychologists - everything instructed by genes Paul - genes and environment both - who you are all together |
| Original sin according to catholic vs. protestant | Catholic - deprivation of endowments and the special grace granted to humans before the fall (deprived) Protestant - our nature was damaged and depraved. - we strive for evil |
| Trust | mediates the relationship between environmental influences and moral-ethical tendencies |
| What two factors inform perspectives on agency/accountability | Capacity - Do we have the developmental maturity and requisite life experiences to engage in sophisticated moral discernment? Volition - Are we acting voluntarily, or are we unduly influenced by forces beyond our control? |
| Jesus' perspective on social sub ordinance | He was troubled by it - ex. tried to give women more agency |
| Most common qualifier of accountability in scripture | Knowledge |
| two contributions to psych that Erikson is most known for | Giving humans back positive qualities provides a lifespan development |
| Importance of Erikson's name | my identity includes some Homberger, but I am ultimately son of myself. |
| 3 areas of disagreement between Freud and Erikson | the focus of our primary drives the duration of psychological development, and the degree to which early experiences determine who we become. |
| "Crisis" Erikson | Each stage in Erikson's model - the idea that each new stage was a crisis/problem that needed to be solved |
| Approach to genetic theories: Individual differences | Temperament - differences in broad response tendencies (introversion vs. extroversion, etc. Behavior genetics Twin studies Gene collaboration |
| Behavior genetics | an attempt to estimate the degree to which variability in a population is attributable to genetics |
| Approach to genetic theories: Shared | Agree that: genes in the contemporary human gene pool have been naturally selected and have adaptive genes Disagree about: whether humans are still evolving |
| Genetic imprinting | an epigenetic process where only one inherited copy of a gene—either from the mother or the father—is active, while the other copy is silenced based on its parent of origin |
| Are recessive X-linked traits more likely to appear in the phenotype of males or females? | Males because they don't have another X to "trump" the recessive trait so it is more likely to be expressed |
| Geneticists' approach to moral tendency/accountability | They think of genetic predispositions as good or bad in a moral sense but rather as adaptive to the environment to help them survive |
| Three periods of prenatal development | Germinal Embryonic Fetal |
| Germinal period | 0-14 days from conception major task - implantation of the zygote |
| Embryonic period | 2-8 weeks post conception/4-10 weeks gestational Major task - develop forms of all organs (organogenesis) |
| Cephalocaudal development | Head to tail |
| Proximal-Distal development | Near to far (heart comes before fingers) |
| Age since conception vs. gestational age | Gestational age is 2 weeks more |
| Definite heartbeat week | Week |
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