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
Psychology Test 2
| Question | Answer |
|---|---|
| Erikson stage 1 - implicit tallying | From this tally, infants preconsciously compute a ratio of supportive experiences to nonsupportive ones. (mom cuddled me, mom cuddled me again, mom ignored me, mom fed me) |
| Erikson stage 1 - healthy vs. unhealthy forms of mastery | healthy - infants gain competence because their parents are giving a good example (say sorry, hold it like this, etc.) unhealthy - trouble getting healthy competence - gain mastery in unhealthy ways (masking emotions, hyperattention to threat) |
| Erikson stage 2 - deficiency of being | children experience shame tied to their bodies new abilities and doubt their abilities |
| Erikson stage 2 - forms of mastery in response to shaming | - shameless willfulness - the character dominated by the wish to ‘get away with’ things - infantile obsessiveness with having small things a certain way. |
| Horizontal vs. vertical identity | Horizontal - identity with others Vertical - identity with God |
| Link between mother and God | Mother is the first very important relationship in a child's life and influences all relationships with others including with God |
| Erikson's view on sex vs. gender | sex is more influenced by nature while gender is more influenced by nurture |
| Erikson - love definition | Greatest human virtue works and ideas as well as children |
| Erikson - care definition | the maintenance of the world linking the life cycle of the individual with subsequent generations. |
| Erikson - does God exist because humans have a need for him | Erikson believed that we were not necessarily purposed for a relationship with God but that all humans reach for God in some way He also emphasized the importance of this drive in identity formation |
| radiant core | Built from nature to reflect influences Mother is first to illuminate it |
| Primal other | Person who is first to illuminate the radiant core Mother is first to illuminate it |
| humans as Authority acceptors | we assimilate rules and become troubled when we or others violate these rules. We develop a conscience based on the social norms we experience. |
| good and evil as 2 sides of the same coin | Opposite human qualities can appear at the same time (good and evil) |
| Original sin - Erikson vs. John Calvin | Erikson - the emergence of sin in the individual coincides with stage-two self-awareness and will. Calvin - inherited "withering/blight" |
| The light within - Erikson vs. Augustine/Aquinas | Erikson - The light can vary in brightness Augustine/Aquinas - Humans have the capacity to image God but because we are sinners, it is clouded over, darkened, deformed |
| Who does Erikson agree most with about natural/inherent evil | Irenaeus |
| Genesis 3 is about | evolution and devolution |
| Free will according to Erikson | Whether or not we have free will, we have to believe we have it because no one can live without hope and will |
| What it means to say that Attachment theory does not apply equally well to all humans | Some people who are emotionally deprived in infancy are able to overcome this deprivation and live emotionally healthy lives. But others are not. |
| Two "disconcerting characteristics" Bowlby emphasized in children of extreme maternal deprivation | a lack of genuine relationships an inability to pursue long-term goals. |
| Internal working models (IWMs) | our earliest interactions inform our expectations about how relationships work set of expectations that influence behavior |
| Driving analogy for IWMs | IWMs are resistant to change as they are learned by the body and thus partially unconscious. Like driving - location of pedals - if switch it would cause anxiety |
| Mother as mirror | same way that we look into a glass mirror to evaluate our external attributes (are we attractive or homely?), we look into our “mother-mirror” to evaluate our internal attributes and our worth. |
| Correspondence hypothesis | a secure attachment with parents serves as the basis for a secure relationship with God. |
| Compensation hypothesis | individuals who lack a secure relationship with their parents often look for compensatory relationships (with other humans and with God) to regulate distress. |
| Bowlby's model compared to scriptures emphasis on embodiment | The notion of IWMs is in keeping with the apostle Paul’s understanding of nature as cognitive and relational patterns so known by the body that they seem instinctual. |
| Telos - Erikson vs. Bowlby | Erikson - viewed nature as propelling us toward noble ends (love and care), and maybe even a relationship with God Bowlby - warned that we must not get ourselves “trapped in theories of a teleological kind" |
| Critical Period for psychological development (Erikson vs. Bowlby) | Erikson depicted development as a lifelong exchange between nature and nurture Bowlby stressed that nature permits a high sensitivity to the environment but only for a small window of time |
| Critical period - adaptive for species as a whole? | critical periods are adaptive for a species as a whole, within the environment experienced by most members of the species. |
| Critical period - adaptive for all members? | No just for the majority of the species |
| "natural behavioral disposition to comply" | a parents job of keeping the child oriented toward the parent and their standards. |
| activities of Maternally-deprived individuals | stealing and promiscuity |
| Who is more responsible for how a person turns out according to Bowlby (parents or self) | Parents/caregivers take most of the responsibility but self is also responsible in some ways |
| How are IWMs self-perpetuating? | IWMs influence what we notice versus ignore, how we interpret what we notice, and the responses we make. |
| cephalocaudal pattern | developmental sequence that the earliest goes from top to bottom |
| proximodistal pattern | Development sequence that starts at the center and moves away from center |
| lateralization | Specialization of function in one hemisphere of the cerebral cortex or the other |
| Proportion of sleep time spent in REM for newborns compared to adults | infants spend about half of their time in REM sleep so more than adults |
| Sudden infant death syndrome (SIDS) | A condition when an infant stops breathing and dies |
| 3 things a parent can do to reduce SIDS | 1. placing infants on their backs to sleep 2. Breast feed infants 3. Not smoke |
| General consensus of breast feeding vs. bottle | Breast feeding is generally considered healthier for the baby as it provides more nutrients than formula |
| Grasping reflex | stimulation - palms touched infant's response - grasps tightly |
| Moro reflex | Stimulation - sudden stimulation, such as hearing loud noise or being dropped infant's response - startles, flings out arms and legs then rapidly closes them to center of body |
| Babinski reflex | stimulation - sole of foot touched infant's response - fans out toes, twists foot in |
| rooting reflex | stimulation - cheek stroked or side of mouth touched infant's response - turns head, opens mouth, begins sucking |
| stepping reflex | stimulation - infant held above surface and feet lowered to touch surface infant's response - moves feet as if to walk |
| swimming reflex | stimulation - infant put face down in water infant's response - makes coordinated swimming movements |
| Gross motor skills | motor skills that involve large muscle activities such as walking |
| fine motor skills | motor skills that involve more finely tuned movements such as finger dexterity |
| sensation | the product of the interaction between information and the sensory receptors |
| perception | the interpretation of what is sensed |
| visual preference method | a method developed to determine whether infants can distiguish one stimulus from another by measuring the length of time they attend to different stimuli |
| habituation | decreased responsiveness to a stimulus after repeated presentations of the stimulus |
| dishabituation | recovery of a habituated response after a change in stimulation |
| accomodation | adjusting schemes to fit new information and experiences |
| assimilation | using existing schemes to deal with new information and experiences |
| organization | grouping isolated behaviors and thoughts into a higher-order, more smoothly functioning cognitive system |
| object permanence | understanding that objects and events continue to exist, even when they cannot directly be seen, heard, or touched |
| A-not-B error | the tendency of infants to reach where an objects was located earlier rather than where the object was last hidden |
| core knowledge approach | theory that infants are born with domain-specific innate knowledge systems |
| attention | the focusing of mental resources on select information |
| deferred imitation | imitation that occurs after a delay of hours or days |
| memory | a central feature of cognitive development, pertaining to all situations in which an individual retains information over time |
| implicit memory | memory without conscious recollection |
| explicit memory | memory of facts and experiences that individuals consciously know and can state |
| concepts | cognitive groupings of similar objects, events, people, or ideas |
| language | a form of communication, whether spoken, written, or signed, that is based on a system of symbols |
| telegraphic sentences | the use of short and precise words without grammatical markers 2 - word sentence to communicate a full idea |
| child-directed speech | language spoken in a higher pitch, slower tempo, and with more exaggerated intonation |
| emotion | feeling, or affect, that occurs when a person is in a state or interaction that is important to them |
| social referencing | "reading" emotional cues in others to help determine how to act in a particular situation |
| temperament | an individual's behavioral style and characteristic way of responding emotionally |
| slow-to-warm-up child | A child who has a low activity level, is somewhat negative, and displays a low intensity of mood |
| goodness of fit | the match between a child's temperament and the environmental demands with which the child must cope |
| attachment | a close emotional bond between two people |
| strange situation | an observational measure of infant attachment that requires the infant to move through a series of introductions, separations, and reunions with the caregiver and an adult stranger in a prescribed order |
| securely attached babies | babies that use the caregiver as a secure base from which to explore the environment |
| insecure avoidant babies | babies that show insecurity by avoiding their mothers |
| insecure resistant babies | babies that often cling to the caregiver, then resist her by fighting against the close-ness, perhaps by kicking or pushing away |
| insecure disorganized babies | babies that show insecurity by being disorganized and disoriented |
| reciprocal socialization | socialization that is bidirectional - children socialze parents, just as parents socialize children |
| When is viability (gestational) and how is it defined | about 24 weeks gestational - when the baby has about a 50% chance of surviving if born |
| Gestational week of legal brainwaves | 25 weeks gestational |
| what does it mean for the brain to be "masculinized" | more lateralized (some skills to right side of brain and some to the left) More sexual attraction to females |
| female brain/body as default | female is the default brain and body but can change to masculinized depending on response to testosterone and how much testosterone is present in the womb |
| Impacts of maternal stress on a fetus | less testosterone production by XY fetus more cortisol in the womb |
| approx. percentage of miscarriages for KNOWable pregnancies | 25% are miscarried |
| teratogens | any outside agent that negatively affects prenatal development timing matters - worst impact is during the organ's critical period |
| Four methods of teratogenic influence | Pass through umbilical cord Constrict the umbilical cord Infect while the infant passes through birth canal Damage the sperm |
| Pass through umbilical cord teratogen example | Alcohol - leads to FASD |
| Constrict the umbilical cord teratogen example | nicotine - restricts nutrients - leads to low birth weight |
| Infect while infant passes through birth canal teratogen example | HIV - transmission can be almost prevented through C-section |
| Damage the sperm teratogen example | Pesticides linked to birth defects, cannabis linked to autism |
| Fetal Alcohol Spectrum Disorder (FASD) (critical period and analogy) | Critical period - 1-4 months driving analogy - brain cells pass their intended destination |
| FASD problems with brain that are visible by sight | Smaller Larger ventricles Fewer flatter gyri |
| Categories of verses used in the abortion debate | Prohibitions agains murder Poetry Particular purpose for a specific individual Origins narratives Laws for the Israelites |
| Bursting definition and purpose | def - rapid connection of neurons purpose - survive in any environment |
| when is the neural network the most dense | during the first year (but it is a jumbled mess) |
| Pruning definition and purpose | def - letting unused or redundant paths die of purpose - efficiency in my specific environment |
| nature and nurture role in pruning | Nature determines when and where pruning occurs environment determines what pruning occurs |
| Plasticity - definition, benefits, and cost of | def - the brain's ability to reorganize itself benefits - maximally equipped for any environment, not much wasted costs - slower processing for all kids, for kids in extreme deprivation - the brain prunes parts needed in future environments |
| relationship between plasticity and efficiency | inverse - when one is high the other is low |
| Myelination - definition and purpose | def - insulating the axon with a fatty sheath that allows electrical activity to skip down purpose - faster and more complex thoughts and actions |
| How poor vision at birth actually facilitates survival | they can only see what's close to them - caregiver bonding through eye contanct |
| Empiricism - def and example | emphasis on experience and what the environment provides example - experience dramatically changes the brain (mouse whiskers) |
| Nativism - def and example | heavy emphasis on nature - built in knowledge that change with development example - a specific cell that fires for faces |
| Is Piaget considered a nature or nurture theorist and why | Nature - humans have a drive to understand (cognitive equilibrium genetically scheduled maturation |
| Little scientist analogy | Kids want to be able to understand anything so when the equilibrium is tipped they do everything in their power to figure it out and rebalance it |
| Cognitive equilibrium | Humans have a drive to understand and maintain |
| schemes | mental representations or concepts |
| operations | rules of logic that permit us to "operate" on the world in our minds (reversibility of addition and subtraction) |
| Sensorimotor stage | 0-2 Immediate experience is all there is limited mental representation |
| Pre-operational stage | 2-6 New skill - symbols Centration |
| Concrete operational stage | 6-11 New skill - operations mental manipulation of symbols only within concrete reality |
| Formal operational stage | 12+ New skill - abstract logic Operations can be divorced from reality and applied to violations of concrete reality |
| Centration | tendency to center on only one aspect of a situation |
| Conservation task | understanding that the amount is "conserved" even though appearance has changed |
| Critiques of Piaget stages | described predictable patterns of skill acquisition Underestimated infants' mental abilities Overestimated adolescents' and adults' reasoning performance |
| Information processing theory - computer analogy | Aims for precise explanations of why new skills are acquired |
| Nature and nurture in IP theory | inversely related - when there has been limited maturation a lot of training is needed to learn a task - once brain is mature, much less training is needed to accomplish same task |
| Piaget vs. IP - thinking "above stage" | Piaget - you can not think above stage IP - you can think out of stage with a lot of work and training |
| IP - stages vs discontinuity | not stages but there are periods of more rapid maturation - not a uniform hill but not stairs either |
| How Piaget was right about infants | Importance of sensorimotor experiences Constructivism/even babies are little scientists |
| How Piaget was wrong about infants | Memory making - they do make memories Basic law of physics/object permanence does in fact happen before 9 months |
| Receptive vs. expressive language | Receptive - what babies understand Expressive - what babies express Receptive better predicts IQ and reading ability |
| Major brain change at 9 months | Language conforms to household language |
| Major brain change at 18 months | Naming explosion - first vocab words are nouns |
| Underextention | Using word too narrowly example: "nana" = real banana only not picture of banana |
| Overextension | Using a word to broadly example: apple = all round fruits |
| Overregularization | Using usual grammar rules all of the time - mouse plural = mouses |
| Language at 24 months | 200 vocab words telegraphic sentences |
| Primary contribution of nature to language development | Chomsky's language acquisition device - attention to syllable stress, prune sounds you don't hear, attention to regular grammatical constructions, begin incorporating the irregular constructions |
| Primary contribution of nurture to language development | Infant directed speech - talking in high pitch, repetitive, slow, and simple voice |
| Hybrid model of language development | Innate rules to focus attention + child's drive + simple, accurate input (IDS) |
| Attachment theory - nature or nurture? | Nature |
| Father of attachment theory | Sir John Bowlby |
| Important parts of Bowlby's work | ethology Konrad Lorenz Imprinting |
| Imprinting | A newborn forms a strong social bond and follows the first object it sees, usually a parent. |
| 3 principles of Attachment theory | Nature provides each species with psychological equipment for typical environment Nature provides critical periods for equipment to be organized All humans develop two IWMs |
| Two pieces of "psychological equipment" | a "life executive" to plan/delay gratification/be generally effective a consience |
| Critical period when "good mothering in time" becomes useless according to Bowlby | good mothering is almost useless if delayed until after the age of 2 1/2 |
| Bowlby's highly deterministic theory | The critical period for the development of the executive and conscience is the first few years - very high early determinism |
| Two complementary IWMs developed by all children | 1. A model of how close relationships work 2. a model of the self (complementary to the first one) |
| Why is Bowlby considered a nature theorist? | drive to survive hardwired equipment to survive genetically scheduled critical period to organize equipment |
| Age at which IWM #1 and #2 typically emerges | #1 about 9 months #2 about 18 months? |
| Winicott's mirror analogy | Our mother is our first mirror |
| Mother of attachment theory | Mary Ainsworth |
| Two types of attachment IWMs | Secure - About 60% of infants trust attachment figures to respond appropriately Insecure - may expect inappropriate caregiving + avoid close relationships or anxious about caregiving and cling or resist |
| Name of Ainsworth's research protocol | Strange Situation - tested IWMs of infants and toddlers in typical environments |
| Secure base | parent/care giver = base where a child can let down their defense and get their needs met (mountain climbing example) |
| Objective self | after 18 months mirror-rouge test - know that the person in the mirror is me |
| Subjective self | before 18 months no picture of myself as an object |
| Primary vs. Self-conscious emotions | primary - joy, fear, sadness (not specific to me) self-conscious emotions (after 18 months) - pride, shame, embarrassment (requires me to understand how other view me) |
| Age at which a God-concept (IWM #3) emerges in a religious home | 2 1/2 to 3 years |
| Best predictor of God as loving or not in childhood | whether or not the parent seems to love me (IWM parents) |
| Best predictor of God as loving or not in adolescence | Whether I believe I am loveable or not (IWM self) |
| Psychoanalytic model vs. religious mentor model of God-concept to and self-concept | Psychoanalytic - IWM parents --> IWM self --> IWM God Religious mentor - IWM God --> IWM self |
Created by:
user-1990764