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Psy exam Part 2
| Question | Answer |
|---|---|
| developmental psychology | examines how people continually develop physicaly, cognitivley, and socially from infancy to old age |
| nature vs nurture question | how do our genetic inheriteance and our experience influence our development |
| continuity/stages question | is development a gradual, continous process or does it proceed in stages |
| stability/change question | do our early personality traits persists through life, or do we becom edifferent people as we age |
| F.A.S. | fetal alcohol syndrome- small disproportioned head and life long brain abnormalities |
| behavior genetisists | the study of relative power and limits of genetic and environmental influences on behavior |
| temperament | a persons characteristic emotional reactivity and intensity |
| heritability | the proportion of variation among individuals that we can attribute to genes |
| interaction | the interplay that occurs when the effect of one factor(environment) depends on anpother (heredity) |
| molecular genetics | sub field of biology that studies the molecular structure and function of genes |
| evolutionary psychology | study of the evolution of behavior and the mind, using principles of natrual selection |
| norms | and ubderstood rule or accepted and expcted behavior. "proper behavior" |
| collectivism | giving priority to the goals of ones group and identifying ones identity accordingly |
| individualism | giving proirit to ones own goals over group goals and defining ones identity in terms of personal attributes rather than group identifications independent life task - discover and express ones uniqueness what matters-me coping method-changerealit |
| role | set of expectations about social position, defining how those in the position ought to behave |
| gender role | a set of expected behaviors for males and females |
| gender typing | the aquisition of a traditional masculine or feminine role |
| social learning theory | the theory that we learn social behavior by observing and imitating and by being rewarded or punished |
| attachment | the bond between a caregiver and child that is physiological as well as psychological after 6-8 months kids will have seperation anxiety(if kids dont regonize a face the get scared coincids with crawling) |
| oxytocin | hormone chemical release during labor andbreast feeding that develops a maternal bond and behavior, it can be smelles and is linked to social acceptance feelings, sexual satisfaction, and monogamy |
| john bowlby | said attachment exsists for survival we have innate behaviors for attachment as kids such as reflexes and crying |
| conrad lorenz | imprinting had an expiriment where ducklings imprinted on him aslo had other expiriments where the imprinted on inanimante objects determenined there was a critical period where imprinting could happen and earl expirences can affect life |
| Jean Piaget | father of development- did his work before people cared about kids did away with the idea that kids had had limited adult brains and just hadnt learned enough. changed to children develop over time so they dont think like adults they think like their age |
| stage theory | piaget children learn as they can at 3 months old i month of retencion 1.5 years they have 3 months of retencion brain dentsity increases so does memory after time through teen years unused areas are limited such as language |
| scheme | leran a basic idea of something like dogs have four legs |
| assimilation | a schema is adapted or expanded to incorporate a new experience |
| assimilation | a new experience is placed into an existing schema |
| stages of development | sensorimotor( birth- 2 years)Preoperational stage(2-7 years) concrete operations (7-12 yrs) formal operations (begin at 11-15) |
| Harlow | asked is attachment just about survival did the wire monkey experiments |
| wire monkey experiment | reeses monkeys were found to bond to something in their cage the investigation made two wire monkeys one of just wire with a place to hold a bottle the other with terry cloth and no bottle the monkeys clung to the clot monkey not wire survivalnot most imp |
| failure to thrive | seen in romanian orphanages children with little meaniingful human contact did not have attachment did not grow correctly and do not phycologicaly develop either |
| ainsworth | strange situation paragidm expirment looking at children attachment |
| strange situation experiment | how does the child react when mom returned 1. secrue "(cried became distracted had big reunion) avoidnat attachment(kid didnt cry when mom left and snubbed her when she came back) anxious " almost inconsolable mad and happy at return |
| attachment style | how a child is attahced to his or her mother is predictive of behavioral problems sucess in adult relationships parenting |
| cross sectional studies | study many things at the same place in time like all babies in a certain way |
| longitudinal study | same individual over a period of time |
| prenatal development | weeek4- lower brain week 7-cortex week 10- hypothalymus and thalamus week 12 basal ganglia and hemishperes 7 monthes comlete CNS |
| teratogens | toxins such as alcholol or cocaine taken in by the mother |
| prenatal environmental influences | mothers diet, ingestion of toxic substances, viruses, stress and hormones |
| auditory baby study | premes used to study early development. babys sucking controlled whether they heard their mothers voice or a strangers long pause for mother short for stranger |
| cat in the hat | when do babies hear 22 weeks, babies were read books during a certain part of the pregnancy and then hooked back up to the pacifire when the got up to either cat in the hat of dog in a fog |
| baby reflexes | most drop off after 4-6 monthes if not something is probably wrong breathing hand hold suckling swallowing |
| object permanace | before 6 moths babys dont know that things exsist when not in view peekaboo means the persons face disapears and they can understand numbers and physics babys stare longer and unexplainable physics or changes in things |
| egocentism | cannot precieve things from anothers point of view |
| theory of mind | when kids understand other kids have minds too |
| emotions | a response involving a physiological arousal,expressive behavior, and consious experience immidiate responces to environmental events |
| primary emotions | evolutionary adaptive, cross cultural, assositated with biological stateex fear anger happiness |
| secondary emotions | blends of primary remorse guilt submission |
| circumplex model | emotions vary on two axis made of the x (pleasent-unpleasent) and the y (activated to deactivated) |
| james lange | emotions result from physical changes- sad because of crying problem- the body is slower to respond than the mind |
| cannon bard theory | mind and body operate independetly and dont interact two emotional pathways 1. quick and dirty thalamus to amygdala (flinches from fear before you know whats going on) 2. slow and deliberate thalamus to the cortex |
| schachter and singer | two factor theory- a situation invokes a physiological response and a cognitive interpretation to form a consious experience |
| schachter and singer experiment | ppl injected with epinephrine and then interact with a confederate the people who were told what to they took reacted less than people who werent told |
| love arousal bridge expiriment | explain |
| why have emotions | key us in and strengthen relationships, help us make dessisions, aids in memory, interpersonal relationships, captures attencion |
| auditroy study | babies either heard momthers voice or stargers voice and sucking pattern determined what they herad showed that hearing develops in the womb at 22 weeks same was done with reading |
| sensorimotor stage | birth to 2 years builds schemas |
| preoperational 2-7 years | child begins to think sumbolicaly but lacks reason thinking based on immediate apperence dont understand the liquid conservation idea |
| concrete operational | child begins to reason through physical experinces and the beging of logig |
| formal operations | beging at 11-15 congnitive structers like that of an adult |
Created by:
czalesky66
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