Psych 111 exam 3

Question 1

secure attachment style

Answer 1

majority, 60%, when caregiver returns, the infants who had been distressed by the caregiver’s absence go to her and are calmed by her proximity, while those who had not been distressed acknowledge her return with a glance or greeting.
example: kids cry when parents leave them at nursery

Question 2

avoidant attachment style

Answer 2

20%, generally not distressed when caregiver leaves the room, they generally do not acknowledge her when she returns. Class example is when the kid at nursery doesn’t care when his/her parent leaves.

Question 3

ambivalent attachment style

Answer 3

15%, almost always distressed when their caregiver leaves the room, but then they rebuff their caregiver’s attempt to calm them when she returns, arching their backs and squirming to get away.
example: kid goes nuts when parents leave him, and when they pick him up he starts crying again.

Question 4

disorganized attachment style

Answer 4

5%, no consistent pattern or response when caregiver leaves or returns.
example: kid looks like he is in another world

Question 5

name the 6 basic newborn reflexes

Answer 5

suck, rooting, toe curl, startle, grasp, stepping

Question 6

conservation

Answer 6

Piaget called a children’s insight conservation. the notion that the quantitative properties of an object are invariant despite changes in the object’s appearance. This insight is gained during the concrete operational stage.

Question 7

egocentrism

Answer 7

the failure to understand that the world appears differently to different observers.
example: when 3 yr old is asked what a person on opposite side of the table is seeing, they typically claim that the other person sees what they see. one of the 3 plagues of the teenager.

Question 8

imaginary audience

Answer 8

class definition was the idea that everyone is paying attention to you. 
example: you have a spot on your shirt and you think everyone is watching you. one of the 3 plagues of a teenager.

Question 9

joint attention

Answer 9

if an adult turns her head to the left, both young infants (3 mo.) and older infants (9 mo) will look to the left; but if the adult first closes her eyes and then looks to the left, the young infant will look to the left and the older infant will not. This suggests that older infants are not following the adult’s head movements, but rather they are following her gaze-trying to see what they think she is seeing. The ability to focus on what another person is focused on.

Question 10

Kohlberg’s 3 morality stages:

Preconventional

Answer 10

This is what you start with when you are a child. Morality of a person’s action is determined by the consequences that will happen.
example: you don’t want to kill someone because you don’t want to go to jail.

Question 11

conventional:

Answer 11

morality of an action is primarily determined by the social rules or social norms.
example: we dress modestly because everyone else does and it’s cool

Question 12

postconventional:

Answer 12

morality of an action is determined by a set of general principles that reflect core values.
example: we keep the commandments because we personally believe them.

Question 13

object permanence

Answer 13

the ideas that objects continue to exist even when they are not visible. when infants can do this they go from the sensorimotor stage to the preoperational stage.

Question 14

personal fable:

Answer 14

one of the 3 plagues of a teenager. rules don’t apply to me because I’m special.
example: duggy video

Question 15

Piaget’s stages of cognitive development with age ranges:

sensorimotor:

Answer 15

birth to 2 yrs, infant experiences world through movement and senses, develops schemas (theories about or models of the way the world works), begins to act intentionally, and shows evidence of understanding object permanence.
example: hide toy under blanket and pull blanket off

Question 16

preoperational:

Answer 16

age 2-6, child acquires motor skills but does not understand conservation of physical properties. child begins this stage by thinking egocentrically but ends with a basic understanding of other minds.

Question 17

concrete operational:

Answer 17

age 6-11, child can think logically about physical objects and events and understands conservation of physical properties.

Question 18

formal operational:

Answer 18

11 years and up. child can think logically about abstract propositions and hypotheticals

Question 19

social referencing:

Answer 19

an infant who approaches a new toy will often stop and look back at his or her mother, examining her face for cues about whether the mom thinks the toy is or isn’t dangerous. The ability to use another person’s reactions as information about the world.
example: abby does this all the time

Question 20

Catell’s Trait Theory:

Answer 20

narrowed 18,000 traits down to 16.

Question 21

defense mechanisms:

Answer 21

unconscious coping mechanisms that reduce anxiety generated by threats from unacceptable impulses. Anna Freud identified the mechanisms.

Question 22

rationalization:

Answer 22

involves supplying a reasonable-sounding explanation for unacceptable feelings and behavior to conceal (from oneself) one’s underlying motives or feelings.
example: eat a donut because you worked out

Question 23

reaction formation:

Answer 23

involves unconsciously replacing threatening inner wishes and fantasies with an exaggerated version of their opposite.
example: 12 yr old boy is mean to the girl he likes

Question 24

projection:

Answer 24

involves attributing one’s own threatening feelings, motives, or impulses to another person or group

Question 25

regression:

Answer 25

the ego deals with internal conflict and perceived threat by reverting to an immature behavior or earlier stage of development.
example: acting out like a child

Question 26

displacement:

Answer 26

defense mechanism that involves shifting unacceptable wishes or drives to a neutral or less threatening alternative.
example: slamming the door, punching the wall

Question 27

identification

Answer 27

helps deal with feelings of threat and anxiety by enabling us unconsciously to take on the characteristics of another person who seems more powerful or better able to cope.
ex: act like a parent

Question 28

sublimation:

Answer 28

channeling unacceptable sexual or aggressive drives into socially acceptable and culturally enhancing activities
ex: what byui does

Question 29

Freud’s 3 part personality

Answer 29

the mind consists of 3 independent, interacting, and often conflicting systems, id, ego, and superego

Question 30

id:

Answer 30

Part of the mind containing the drives present at birth, source of our bodily needs and wants, desires, impulses, particularly our sexual and aggressive drives. pleasure principle.
DEVIL

Question 31

ego

Answer 31

component of personality developed through contact with the external world, that enables us to deal with life’s practical demands. reality principle.

Question 32

superego

Answer 32

mental system that reflects the internalization of cultural rules, mainly learned as parents exercise their authority. conscience. produces guilt when we do something wrong, pride or self congragulations when we live up to standards
ANGEL

Question 33

Freud’s psychosexual stages

Answer 33

distinct early life stages through which personality is formed as children experience sexual pleasures from specific body areas and caregivers redirect or interfere with those pleasures

Question 34

oral

Answer 34

0-18 mo. experience centers on the pleasures and frustrations associated with the mouth, sucking, and being fed.
associated personality features: talkative, dependent, addictive, needy

Question 35

anal

Answer 35

2-3 yrs, experience is dominated by pleasures and frustrations associated with the anus, retention and expulsion of feces and urine, and toilet training.

retentive: being OCD
expulsive: being messy, you dont care

Question 36

phallic

Answer 36

age 3-5, experience is dominated by pleasure, conflict, and frustration associated with the phallic-genital region as well as coping with the powerful incestuous feelings of love, hate, jealousy, and conflict.
Oedipus/Elektra: unaware desire to get rid of mother/father
features: flirtatious, vain, jealous, competitive

Question 37

Latency:

Answer 37

age 5-13, primary focus is on the further development of intellectual, creative, interpersonal, and athletic skills.

Question 38

genital

Answer 38

adulthood, time for the coming together of the mature adult personality with a capacity to love, work, and relate to others in a mutually satisfying and reciprocal manner.

Question 39

Oedipus complex and Electra complex

Answer 39

a child’s conflicting feelings toward the opposite sex parent are usually resolved by identifying with the same sex parent.

Question 40

personality

Answer 40

an individual’s character style of behaving, thinking, and feeling

Question 41

Rorschach inkblot

Answer 41

best-known projective technique. test in which individual interpretations of the meaning of a set of unstructured inkblots are analyzed to identify a respondent’s inner feelings and interpret his or her personality structure.

Question 42

the big five

Answer 42

the traits of the five factor model used on a scale
conscientiousness
agreeableness
neuroticism
openness to experience
extraversion

Question 43

the pleasure principle

Answer 43

the “id” operates according to this principle, the psychic force that motivates the tendency to seek immediate gratification of any impulse, the devil on shoulder

Question 44

the reality principle

Answer 44

ego, regulating mechanism that enables the individual to delay gratifying immediate needs and function effectively in the real world.

Question 45

thematic apperception test

Answer 45

tat, a projective personality test in which respondents reveal underlying motives, concerns, and the way they see the social world through the stories they make up about ambiguous pictures of people.

Question 46

William James ideas on personality

Answer 46

points to the self as 2 facets, the I and the ME. the I is the self that thinks, experiences, and acts in the world. It is the self as a knower. The Me is the self that is an object in the world, it is the self that is known.

Question 47

humanistic perspective:

Answer 47

the 3rd force

Question 48

trait:

Answer 48

a distinguishing quality or characteristic