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Psych > Chapter 4/5 > Flashcards

Chapter 4/5 Flashcards

1
Q

the study of the relative power and limits of genetic and environmental influences on behavior

A

behavior genetics

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2
Q

every non genetic influence, from prenatal nutrition to the people and things around us

A

environment

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3
Q

threadlike structures made of DNA molecules that contain genes

A

chromosomes

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4
Q

complex molecule containing the genetic info that makes up chromosomes

A

DNA

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5
Q

biochemical units of heredity that make up the chromosomes; segment of DNA capable of synthesizing a protein

A

genes

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6
Q

genes can be ___ or ____

A

active (expressed) or inactive (not expressed)

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7
Q

complete instructions for making an organism; X & Y chromosomes

A

genome

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8
Q

identical twins

A

same sex only
single egg
same genes but not necessarily the same number of copies

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9
Q

fraternal twins

A

same or opposite sex
2 eggs
genetically no different than normal siblings

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10
Q

a person’s characteristic emotional reactivity and intensity

A

temperament

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11
Q

studies the molecular structure and function of genes

A

molecular genetics

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12
Q

proportion of variability that we can attribute to genes

A

heritability

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13
Q

study of influence on gene expression

A

epigenetics

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14
Q

study of evolution of behavior and the mind using natural selection; understanding human nature

A

evolutionary psychology

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15
Q

put in order: nucleus, DNA, genes, chromosomes

A

genes, DNA, chromosomes, nucleus

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16
Q

How does environment influence genes?

A

It expresses specific genes

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17
Q

extraversion

A

sociability

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18
Q

neuroticism

A

emotional instability

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19
Q

what are the three branches of temperament

A

activity, emotionality (fear, anger, distress), social

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20
Q

temperament differences usually ____

A

persist

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21
Q

heritability varies depending on

A

range of population and environment studied

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22
Q

complex traits

A

multiple genes

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23
Q

epigenetics =

A

environment

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24
Q 
Nature = \_\_\_\_\_\_
Nurture = \_\_\_\_\_\_
A

genes

experience/environment

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25
Q

adaptive flexibility

A

ability to survive and reproduce

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26
Q

men choose _____

women choose _____

A

widely

wisely

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27
Q

critiques of evolutionary psych

A

work backwards
social consequences
some behaviors and traits are difficult to explain by natural selection

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28
Q

goal of evolutionary psych

A

reproduce and pass on genes

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29
Q

enriched environment = ______

impoverished environment = ______

A

more cerebral cortex and processing

less cerebral cortex and processing

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30
Q

“pruning” of the brain

A

loss of brain cells/connections

“what you don’t use you lose”

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31
Q

environmental influences from prenatal development onward account for less than __% of child differences

A

10

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32
Q

Parents and peers are

A

complimentary

33
Q

parents influence:

A

education, career, self-discipline, charitableness, religion, interaction with authority

34
Q

peers influence:

A

learning cooperation skills, path to popularity, music, recreation, clothing, good and bad habits

35
Q

humans form ____ just as much as ____ forms us

A

culture

36
Q

culture shock

A

feeling lost about what behaviors are the norm

37
Q

culture variation

A

occurs too fast to be rooted in genetic change

38
Q

individualist

A

INDEPENDENCE; individual achievement
“me”
self-reliant and independent children

39
Q

Collectivist

A

INTERDEPENDENCE; group and societal goals
“us”
children integrated into webs of mutual support

40
Q

Sex

A

biological characteristics; chromosomes

41
Q

gender

A

characteristics associated with male and female roles and identities

42
Q

Cis-gender

Trans-gender

A

sex aligns with gender

sex doesn’t align with gender

43
Q

aggression

A

any act intended to harm someone physically or emotionally

44
Q

relational aggression

A

(physical or verbal) intended to harm a relationship

45
Q

minor physical aggression

A

men and women are equal

46
Q

interaction style

A

men: opinions
women: emotional support

47
Q

biology does not dictate gender but can influence in

A

genetics and physiology

48
Q

primary sex characteristics

A

body structures (ovaries, testes, etc)

49
Q

secondary sex characteristics

A

breasts, body hair, etc.

50
Q

gender role vs gender identity

A

societal expectations / personal identification

51
Q

gender typing

A

children gravitate towards what feel right

52
Q

learning gender involves ___ and ___

A

feeling and thinking

53
Q

gender expression

A

hints are dropped by things such as clothing

54
Q

gender schemas

A

organized experiences and ideas of male/female

55
Q

androgyny

A

both characteristics of male and female

56
Q

prenatal development stages

A

egg+sperm
zygote
embryo

57
Q

teratogen

A

chemical or virus that can reach embryo or fetus and cause harm

58
Q

brain cells are sculpted by ____ and ____

A

heredity and experience

59
Q 
Physical development
birth:
3-6mo:
early childhood:
life:
A

neuronal growth and synaptic pruning
frontal lobe growth (higher order thinking)
language and vision
learning changes brain tissue

60
Q

development is primarily universal in ____ but not ____

A

sequence but not timing

61
Q

Piaget stages

A 
sensorimotor stage
preoperational stage
theory of mind
concrete operational
formal operation
62
Q

schemas

A

ideas for thinking about the world or concepts

63
Q

assimilation

A

confirm schemas

64
Q

accommodation

A

contradicts schemas and changes ideas

65
Q

children’s brains build ___ which are used and adjusted through ____ and ____

A

schemas / assimilation / accommodation

66
Q

sensorimotor stage

A

birth-2yo
tools for thinking and reasoning change with development (adaptation, assimilation, accommodation)
object permanence

67
Q

preoperational stage

A 
2-7yo
language
no concrete logic
conversation 
egocentrism - "me"
68
Q

theory of mind

A

moving out of egocentric state - ability to read mental state of others
(3-5yo) start to realize others have different beliefs

69
Q

concrete operational

A

7-11yo
think logically about concrete events
understand simple math and conversation

70
Q

formal operational

A

12yo-adulthood

able to think abstractly (morals, values, etc)

71
Q

vygotsky

A

social child- children’s minds grow through interaction and physical environment
(social interaction increases development)

72
Q

Autism Spectrum Disorder

A

broken mirror neurons -

impaired theory of mind (ability to read others), social deficiencies and repetitive behaviors

73
Q

prevalence of ASD

A

4:1 boy:girl ratio
higher testosterone
higher among elite math students
higher risk when twin/sibling has

74
Q

critical period

A

optimal period early in life of organism when exposure to certain stimuli or experience produces normal development

75
Q

strange situation

A

securely attached vs insecurely attached

76
Q 
self-concept:
6mo:
15-18mo:
school age:
8-10yo:
A

understanding and evaluation of who we are - emerges gradually
self recognition in mirror
schema of how face should look
detailed description of gender, group membership
self-image more stable

77
Q

parenting styles

A

authoritative
permissive
authoritarian

78
Q

Cognitive Development
Piaget:
Kolhberg:

A

develop new abstract thinking tools

use moral reasoning to guide moral actions

79
Q

moral intuition
Haidt:
Greene:

A

moral intuition is made quickly and automatically

automatic but can be overridden by reasoning

Psych (3 decks)

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