1
Q
Belief Bias
A
Tendency of one’s preexisting beliefs to distort logical reasoning by making invalid conclusions.
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2
Q
Belief perseverance
A
Tendency to cling to our beliefs in the face of contrary evidence.
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3
Q
Instinct
A
Complex behaviors have fixed patterns and are not learned.
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4
Q
Drive Reduction
A
Physiological need Creates arousal tension (drive) that motivates you to satisfy the need.
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5
Q
Optimum Arousal
A
Humans aim to seek optimum levels of arousal - easier tasks requires more arousal, harder tasks need less.
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6
Q
Hypothalamus
A
Stimulation increases sexual behavior, destruction leads to sexual inhibition.
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7
Q
Pituitary gland
A
Monitors, initiates, and restricts hormones.
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8
Q
Industrial/Organizational Psych
A
Psychological of the workplace - focuses on employee recruitment, placement, training, satisfaction, productivity.
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9
Q
Zygote
A
0-14 days, cells are dividing.
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10
Q
Embryo
A
Until about 9 weeks, vital organs are being formed.
The heart begins to develop/beat.
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11
Q
Fetus
A
9 weeks to birth, overall development
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12
Q
Teratogens
A
External agents that can cause abnormal prenatal development.
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13
Q
Fetal alcohol syndrome (FAS)
A
Large amount of alcohol leads to FAS, causes deformities, mental retardation, death.
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14
Q
Maturation
A
Natural course of development, occurs no matter what (walking).
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15
Q
Reflexes
A
Innate responses we’re born with.
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16
Q
Habituation
A
After continual exposure, you pay less attention - used to test babies.
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17
Q
Visual Cliff Experiment
A
Babies have to learn depth perception, so they will cross a “Cliff.”
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18
Q
Who created Cognitive Development?
A
Jean Piaget.
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19
Q
Schemas
A
Concepts or frameworks that organize info.
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20
Q
Assimilation
A
Incorporate new info into existing schema (aSSimilation = Same Stuff).
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21
Q
Accomodation
A
Adjust existing schemas to incorporate new information (ACcommodation = All Change).
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22
Q
Sensorimotor Stage
A
Birth to 2 years: focused on exploring the world around them.
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23
Q
Develop Sense of Self
A
By 2 years, can recognize themselves in the mirror.
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24
Q
Pre-operational Stage:
A
2-7 years: use pretend play, developing language, using intuitive reasoning.
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25
Q
Lack Conservation
A
Recognize that substances remain the same despite changes in shape, length, or position (girls with juice in glasses).
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26
Q
Egocentric
A
Inability to distinguish one’s own perspective from another’s - think everyone sees what they see.
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27
Q
Concrete Operational Stage
A
7-11 yrs: use Operational thinking, classification, and can think logical in concrete context.
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28
Q
Formal Operational Stage
A
11-15 yrs: use abstract and idealist thoughts, hypothetical-deductive reasoning.
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29
Q
Temperament
A
Patterns of emotional reactions and babies.
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30
Q
Harry Harlow
A
MONKEY EXPERIMENT
- discovered that contact comfort is more important than feeding.
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31
Q
Mary Ainsworth
A
Attachment Style.
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32
Q
Secure attachment
A
(60% of infants)
- upset when mom leaves, easily calmed on return
- tend to be more stable adults
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33
Q
Avoidant attachment
A
(20% of infants)
- actively avoids mom, doesn’t care when she leaves
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34
Q
Ambivalent attachment
A
(10% of infants)
- actively avoids mom, freaks out when she leaves
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35
Q
Disorganized attachment
A
(5% of infants)
- confused, fearful, dazed
RESULT OF ABUSE
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37
Q
Authoritarian Style
A
Rules & Obedience
- “my way or the highway”
- kids lack initiative in college
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38
Q
Permissive Style
A
Kids do whatever
- no rules
- kids lack initiative in college
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39
Q
Authoritative Style
A
Give and take with kids
- kids become socially competent and reliable
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40
Q
Who created Moral Development?
A
KOHLBERG!!!
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41
Q
Preconventional Morality
A
Children: they follow rules to avoid punishment.
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42
Q
Conventional Morality
A
Adolescents: follow rules because rules exist to keep order.
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43
Q
Post conventional Morality
A
Adults: they do what they believe is right.
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44
Q
Who created Socioemotional Development?
A
Erik Erikson and his stages.
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45
Q
First Stage
A
Trust vs. Mistrust (birth-18 months):
if needs are dependably met, infants develop basic trust.
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46
Q
Second Stage
A
Autonomy vs. Shame & Doubt (1-3 yrs):
toddlers learn to exercise their will and think for themselves.
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47
Q
Third Stage
A
Initiative vs. Guilt (3-6 yrs):
learn to initiate tasks and carry out plans.
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48
Q
Fourth Stage
A
Industry vs. Inferiority (6 yrs to puberty):
learn the pleasure of applying themselves to tasks.
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49
Q
Fifth Stage
A
Identity vs. Role Confusion (Adolescence through 20s):
refine a sense of self by testing roles and forming an identity.
50
Q
Sixth Stage
A
Intimacy vs. Isolation (20s-40s):
form close relationships and gain capacity for love.
51
Q
Seventh Stage
A
Generativity vs. Information (40s-60s):
discover a sense of contributing to the world, through family & work.
52
Q
Eighth and final Stage
A
Integrity vs. Despair (60s and up):
reflect on your life, feel satisfaction or failure.
53
Q
Puberty
A
Rapid Skeletal and sexual Maturation.
54
Q
Primary sex characteristics
A
Necessary structures for reproduction.
55
Q
Secondary sex characteristics
A
Nonreproductive characteristics that develop during puberty.
56
Q
Frontal lobe is not fully developed until what age?
A
25.
57
Q
Gender roles
A
expected behaviors (norms) for men/women.
58
Q
What did Sigmund Freud say about personality?
A
It was largely unconscious.
59
Q
Conscious
A
Immediate awareness of current environment.
60
Q
Preconscious
A
Available to awareness.
61
Q
Unconscious
A
Unavailable to awareness.
62
Q
id
A
Our hidden, true, animalistic wants and desires - operates on the pleasure principle, all about rewards and avoiding pain.
63
Q
Superego
A
Our moral conscious.
64
Q
Ego
A
Reality principle, has to deal with society, stuck mediating between the id and superego.
65
Q
Sublimination
A
Replace unacceptable impulse with a socially acceptable one.
66
Q
First Stage of Freud’s Psychosexual Stages
A
Oral Stage (0-18 months)
- pleasure focuses on the mouth (id)
67
Q
Second Stage of Freud’s Psychosexual Stages
A
Anal stage (18-36 months)
- pleasure involves eliminative functions (ego forms)
68
Q
Third Stage of Freud’s Psychosexual Stages
A
Phallic Stage (3-6 yrs)
- pleasure focuses on genitals (superego forms)
69
Q
Oedipal Complex
A
Young boys learn to identify with their father out of fear of retribution (castration anxiety).
70
Q
Electra Complex
A
Young girls learn to identify with their mother because they cannot with their father (penis envy).
71
Q
Latency Stage
A
(6 yrs to puberty)
- personality is set
72
Q
Genital Stage
A
(adulthood)
- sexual reawakening
- turn sexual wants onto an appropriate person
73
Q
Fixation
A
Can become “stuck” in an earlier stage - influences personality (oral stage, smokes/drinks, anal is “anal retentive”, phallic is promiscuous).
74
Q
Psychoanalysis
A
Analyze a person’s unconscious motives through the use of free association.
75
Q
Free Association
A
Say aloud everything that comes to mind without hesitation.
76
Q
Projective Tests
A
Ambiguous stimuli shown to look at your unconscious motives.
77
Q
Thematic Apperception Test (TAT)
A
Tell a story about a picture. Used for personality.
78
Q
Rorschach inkblot
A
Show an inkblot to individual.
79
Q
Carl Jung
A
Believed in the collective unconscious (shared inherited reservoir of memory - explains common myths across civilization & time).
80
Q
Karen Horney
A
Said personality develops in context of social relationships, NOT sexual urges.
81
Q
Traits
A
Enduring personality characteristics.
82
Q
Self-efficacy
A
Belief that one can succeed, so you ensure you do.
83
Q
Wechsler
A
Developed the WAIS and WISC - most commonly used today.
84
Q
Flynn effect
A
IQ has steadily risen over the past 80 years - probably due to education standards and better IQ tests.
85
Q
Standardization
A
Administer a test to a representative sample of future test takers to establish a basis for meaningful comparison.
86
Q
Valid
A
Test is accurate - measures what it is intended to.
87
Q
Content validity
A
Test measures what you want it to.
88
Q
Predictive validity
A
Test is able to accurately predict a trait (high math scores predict a good engineer).
89
Q
John Watson
A
Little Albert experiment.
90
Q
Alfred Adler
A
Believed that childhood social, not sexual, tensions are crucial for personality formation; Believed that people are primarily searching or self-esteem and achieving the ideal self.
91
Q
Carl Rogers
A
Humanistic psychologist who believed in Unconditional Positive Regard (reflected back clients thoughts so that they developed a self awareness or their feelings; client centered therapy).
92
Q
Ivan Pavlov
A
Father of Classical Conditioning.
93
Q
Hans Eysenck
A
Personality is determined to a large extent by genes; used the terms extroversion and introversion.
94
Q
S. Schacter
A
Believed that to experience emotions one must be physically aroused and must then label the arousal.
95
Q
Robert Sternberg
A
Triarchic Theory of Intelligence
1. Academic problem-solving
2. Practical intelligence
3. Creative intelligence
96
Q
Howard Gardner
A
Theory of multiple intelligences.
97
Q
Albert Bandura
A
Observational learning with the BOBO DOLL EXPERIMENT.
98
Q
Thorndike
A
Law of effect.
99
Q
Alfred Binet
A
General IQ tests.
100
Q
Lewis Terman
A
Revised Binet’s IQ test and established norms for American Children.
101
Q
David Wechsler
A
Established an intelligence test especially for adults (Wechsler Intelligence Test for Adults).
102
Q
Charles Spearman
A
All cognitive abilities showed a common core which he labeled “g” for general ability.
If you’re good at one thing, you’re most likely going to be good at another thing.
103
Q
H. Rorschach
A
Developed one of the first projective tests, the Inkblot Test; subject reads the inkblots nd projects to the observer the aspects of their personality.
104
Q
Philip Zimbardo
A
STANFORD PRISON EXPERIMENT.
Proved that people’s behavior depends to a large extent on the roles they are asked to play.
105
Q
Harry Harlow
A
Studied theory of attachment in infant Rhesus monkeys; also experimented on the effects of social isolation in young monkeys and observed that they become severely emotionally disturbed and never recover fully.
106
Q
James-Lange Theory
A
Our experience of emotion is our awareness of our physiological responses to emotion-arousing stimuli.
107
Q
Cannon-Bard Theory
A
An emotion-arousing stimulus simultaneously triggers physiological responses and the subjective experience of emotion.
108
Q
Two-Factor Theory of Schachter’s theory
A
To experience emotion, one must be physically aroused and cognitively label the arousal.
109
Q
Cognitive-Dissonance
A
We act to reduce the discomfort we feel when two of our thoughts are inconsistent.
110
Q
Scapegoat Theory
A
Prejudice offers an outlet for anger by providing someone to blame
111
Q
Corpus Callosum vs. Cerebral Cortex
A
Corpus callosum divides the brain.
Cerebral Cortex covers the brain.
112
Q
lateral hypothalamus vs. ventromedial hypothalamus
A
lateral hypothalamus stimulates hunger.
Ventromedial hypothalamus suppresses hunger.
113
Q
Identical twins vs. fraternal twins
A
Identical twins have the same fertilized egg.
Fraternal twins have two separate eggs.
114
Q
Afferent neurons vs. efferent neurons
A
Afferent (sensory, body to the brain).
Efferent (motor, brain to the body).
115
Q
Assimilation vs. Accommodation
A
Assimilation (all four-legged animals are “doggies”).
Accommodation (“doggies are different then “kitties”).
116
Q
Concrete operations vs. Formal operations
A
Concrete = logical thinking.
Formal = philosophical thinking.
117
Q
Sensation vs. Perception
A
Sensation = bottom-up processing.
Perception = top-down processing.
118
Q
Primacy effect vs. recency effect
A
Primacy = first items remembered.
Recency = last items remembered.
119
Q
Fluid vs. crystalized intelligence
A
Fluid = brain power.
Crystalized = acquired knowledge.
120
Q
Lithium vs. Librium
A
Lithium = treats bipolar.
Librium = treats anxiety.
