CIHS Unit 3 Flashcards
(135 cards)
1
Q
designed to assess a test taker’s knowledge in a certain academic area
A
achievement test
2
Q
tests designed to evaluate a person’s ability to learn a skill or subject
A
aptitude tests
3
Q
Does the test measure what it claims to measure?
A
Validity
4
Q
Will the test yield the SAME results over time?
A
Reliability
5
Q
when comparing two different IQ tests on a graph it is the correlation between the two and their reliability is considered to be strong if the absolute value of r is greater than 0.75
A
“r” score
6
Q
defining uniform testing procedures and scoring guidelines
A
standardization
7
Q
a measure of intelligence performance
A
Binet’s mental age
8
Q
mental age/ chronological age X 100= IQ
A
Calculating IQ
9
Q
2-adulthood/ 4 key areas (verbal reasoning, abstract reasoning, quantitative reasoning, and short-term memory)
A
Stanford-Binet Intelligence Scale Test
10
Q
6-16/ verbal IQ and performance IQ
A
WISC
11
Q
16- adulthood/ separate scores( verbal, comprehension, perceptual organization, working memory, processing speed, and an overall intelligence)
A
WAIS
12
Q
infants and toddlers/ DQ(developmental quotient) instead of IQ, useful in spotting developmental delays
A
Bayley Scales of Infant Development
13
Q
believed that people’s intelligence is purely genetic
A
Francis Galton’s view on intelligence
14
Q
general intelligence that underlies all intellectual domains
A
“g-factor”
15
Q
knowledge acquired(facts, memorized things, semantic)(remains stable or increases with age)
A
crystallized intelligence
16
Q
reasoning and abstract memory, to do things(decreases with age)
A
fluid intelligence
17
Q
ability to analyze problems and find correct answers (most IQ tests)
A
Analytic intelligence(Sternberg)
18
Q
ability to people develop new ideas and create new concepts (Picasso’s cubism)
A
Creative intelligence(Sternberg)
19
Q
ability to cope w/ people and events in their environment (street smarts)
A
Practical intelligence(Sternberg)
20
Q
human beings have different ways in which they process data, each being independent( musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic)
A
Howard Gardner’s ‘multiple intelligence’
21
Q
Onset prior to 18
IQ below 70
A
Intellectual disability
22
Q
extra 21st chromosome
A
down syndrome
23
Q
more likely in males/ mutation in the FMR-1 gene
A
fragile X syndrome
24
Q
enzyme deficiency and mutation on the 12th chromosome
A
Phenylketonuria
25
water in the brian
hydrocephaly
26
IQ equal to or greater than 135
gifted students
27
to examine the development of gifted children
Reason for Lewis Termans Longitudinal study
28
noticed a problem with the original formula for IQ
gifted students in California
developed the Standford-Binet intelligence quotient
Summary of Lewis Termans study
29
genetic basis for IQ
certain groups can never achieve
Proof: failure of government programs to raise scores in underprivileged areas
Impact: 1. POWER OF NATURE 2. Stimulates a new wave of studies on race and IQ
Arthur Jensen
30
genetic inheritance
Nature
31
Experiences
Nuture
32
a person’s characteristic emotional responses and intensity
Temperament
33
interested in researching safeguards to an infant’s survival
rhesus monkey raised with two surrogate mothers
one cloth no nipple
one wire with nipple and food
baby monkeys preferred cloth mothers even when no food was present
Harlow's 'contact comfort' experiment
34
being held is just as important as being fed for attachment as an infant
contact comfort
35
baby is upset but easily consoled
secure attachment
36
baby is inconsolable by a caregiver
anxious-ambivalent attachment
37
infant shows no care for the caregiver's return
avoidant attachment
38
parents provide contact and if they fulfill your fundamental needs
If not... insecurity and anxiety
Trust and mistrust (Stage 1 of Erikson's psychosocial development)
39
parents creating a restrictive environment
results in self-doubt
Self-doubt (Stage 2 of Erikson's psychosocial development)
40
how does the caregiver respond to self-initiative activities
If overprotective ... parents lead to guilt and a lack of self-worth
Initiative and Guilt( Stage 3 of Erikson's psychosocial development)
41
competence/complete failure in social settings
This could lead to inferiority, lack of self-confidence
Industry and inferiority(Stage 4 of Erikson's psychosocial development)
42
where am I going and who am I
sense of self could be fragmented, shifting, and unclear
Identity and role confusion(Stage 5 of Erikson's psychosocial development)
43
love/ need vulnerability willingness to open yourself up to others
This could lead to a feeling of loneliness separation, denial of intimacy needs
Intimacy and Isolation(Stage 6 of Erikson's psychosocial development)
44
care/ good at job= communicate and be proud, a reflection of past experiences
If not satisfied could lead to feelings of self-indulgent, lack of future
Generativity and Stagnation(Stage 7 of Erikson's psychosocial development)
45
how much have you accomplished in life
If lacking in accomplishments could have feelings of futility and disappointment
Ego-integrity and despair(Stage 8 of Erikson's psychosocial development)
46
child begins to develop object permanence, display inborn schemas of sucking, looking, and grasping and experience stranger anxiety
Sensorimotor(0-2)(Piaget’s stages of cognitive development)
47
egocentrism/selfishness, animism/ belief that objects have feelings, centration/focus on one aspect of a situation
Preoperational(2-7)(Piaget’s stages of cognitive development)
48
conservation/ no matter a change in form the object holds the same properties, the beginning of logical thinking, transformation or reversibility
Concrete operational(7-11)(Piaget’s stages of cognitive development)
49
capacity for abstract reason and hypothetical thinking, several solutions to problems, abstract principles, conceptual, frontal lobe activity increases
Formal operational(11+)(Piaget’s stages of cognitive development)
50
making subtle changes to include new items/adding new information to an existing schema with little effort
assimilation
51
storing new information that conflicts with a previous schemas/ altering schemas a result of new information or experiences
accomadation
52
onceptual framework that provides expectations about topics, events, objects, and situations in one’s life
schema
53
quality of being overly interested in one self, at the expense of other people
egocentrism
54
changes in form of an object do not alter physical properties of mass, volume, and number
conservation
55
the zone of proximal development is the space between what a learner can do without assistance and a learner can do with adult guidance
ZPD
56
when students are given the support they need while learning something new, they stand a better chance of using that knowledge independently
scaffolding
57
talking to themselves out loud during play, starts accompanying their activity in a variety of cognitive tasks
private/inner speech
58
strict standards, obedience stressed, punishment is most common reinforcement, “because I said so”
Authoritarian parenting
59
constant standards, reasons for rules explained, encourages independence within rules, praise, and punishment
Authoritative parenting
60
no set guidelines, rules change and are inconsistent, no formal punishment
Permissive parenting
61
Obedience and punishment oriented(worried about punishment which is wrong)
Stage 1 of Kohlberg’s stages of moral development
62
Individualism and exchange(punishments are a risk, individuals are seeking favors, fair exchange policy)
Stage 2 of Kohlberg’s stages of moral development
63
Interpersonal relationships( “good boy/nice girl”, motives of each party, “right idea”, intentions were good, “greedy,selfish” or “ caring and loving”
Stage 3 of Kohlberg's stages of moral development
64
Maintaining a social order( emphasis on obeying laws, respecting authority, and performing one’s duties so social order is maintained)
Stage 4 of Kohlberg's stages of moral development
65
Social contract and individual rights(stress on basic rights and democratic procedures to change unfair laws, right to life)
stage 5 of Kohlberg's stages of moral development
66
Universal principles(look at problems through all eyes- clear concept of universal principles)
Stage 6 of Kohlberg's stages of moral development
67
Kohlberg only tested on privileged white men and determined that women’s main moral development centers around caring for others whereas men care for their individual needs
Carol Gilligans critique of Kohlberg’s developmental theory
68
the primary source of pleasure comes from food, establish normal, predictable feeding practices if not… smoking, nail-biting, chewing, obesity, dependency, talkativeness
Oral(1-2)( Stage 1 of Freud’s psychosexual development stages)
69
the pleasure from pooping and demonstrating independence, anal-retentive personality, toilet training and self-control or… messiness or excessive cleanliness, temper tantrums, cruelty, coldness and destructive
Anal(2-4)( Stage 2 of Freud’s psychosexual development stages)
70
discovers that genital stimulation is pleasurable, oedipal complex, castration anxiety, Electra complex, penis envy… excessive masturbation, jealousy, desire for sexual conquests, problems with parents
Phallic(3-6)( Stage 3 of Freud’s psychosexual development stages)
71
libido is hidden, social contacts go beyond immediate family, learn modesty and shame or… preference for the company of the same sex and homosexuality(considered a disorder by Freud)
Latency(6-puberty)( Stage 4 of Freud’s psychosexual development stages)
72
the establishment of standard, mature, opposite-sex relationships, focus on their genitals, establishing a new relationships with parents, and displacing energy into healthy activities or… strong psychological attachment to an unresolved conflict related to an erogenous zone that results in a later obsession in life
Genital stage(puberty-adulthood)( Stage 5 of Freud’s psychosexual development stages)
73
sexual attraction to their mother and hostility towards their father
Oedipal complex
74
erotic attraction to their father and hostility toward their mom
Electra complex
75
areas of the body that are maximally sensitive to pleasurable stimulation
erogenous zones
76
how a child attributes his or herself with a gender
gender typing
77
social role encompassing a range of behaviors and attitudes that are generally considered acceptable, appropriate, or desirable for a person based on that person's sex
gender roles
78
fertilized eggs
Zygote
79
the heart begins to beat and organs form and begin to function
embryonic stage
80
Blood cells, kidney cells, and nerve cells all develop. The embryo grows rapidly, and the baby's external features begin to form. Your baby's brain, spinal cord, and heart begin to develop. Baby's gastrointestinal tract starts to form
fetal stage
81
agents such as viruses and drugs, can damage an embryo or fetus
teratogens
82
girls first period (12 ½)
menarche
83
stage of development when the genital organs reach maturity and secondary sex characteristics begin to appear, signaling the start of adolescence
puberty
84
girls(bigger breasts and larger hips) boys(facial hair, deepend voices) both (pubic and armpit hair)
secondary sex characteristics
85
reproductive organs and external genitalia
primary sex characteristics
86
end of menstrual periods (50 yrs old)
menopause
87
relatively stable, consistent, and enduring internal characteristic that is inferred from a pattern of behaviors, attitudes, feelings, and habits in the individual
personality trait
88
(low: practical uncreative, conforming/ high: creative, independent)
openess
89
(low: disorganized, careless, lazy/ high: organized, careful, disciplined)
conscientious
90
(low: retiring, sober, reserved/ high: sociable, fun-loving, affectionate)
extraversion
91
( low: ruthless, suspicious, uncooperative/ high: soft-hearted, trusting, helpful)
agreeableness
92
(low: calm, secure, self-satisfied/ high: anxious, insecure, self-pitying)
neuroticism
93
all the thoughts and feeling we have in response to the question “Who am I”
self-concept
94
understnbading your worth(how much we value ourselves in a certain situation
self-esteem
95
suggests that unpleasant feelings can result from a discrepancy between our perceived and ideal self
Roger’s theory of incongruence
96
the external factors that could affect how we value, or measure, our self-worth based on our ability to meet certain conditions we believe are essential(genuineness, empathy)
Roger’s conditions of worth
97
an attitude of grace that values us
unconditional positive regard
98
individuals have three basic psychological needs: To feel positive emotion, Engage in activities that give life meaning and purpose, and have positive relationships with others
positive psychology
99
people who crave varied, novel, complex, and intense sensations and experiences(thrill seekers, experience seekers, disinhibitors, susceptibility to boredom)
Zuckerman’s concept of sensation seeking
100
the reservoir of unconscious psychic energy that strives to satisfy basic sexual and aggressive drives(pleasure principle)
id
101
largely conscious, “executive” part of the personality that mediates among the demands of the id, superego, and reality(reality principle)
ego
102
contains the conscience, which makes us feel guilty for doing or thinking something wrong and good when we do something right
superego
103
where unacceptable thoughts, wishes, feelings, and memories are held
unconscious
104
seeks to gratify the id’s impulses in realistic ways that will bring long-term pleasure
reality principle
105
seeking immediate gratification
pleasure principle
106
perceived deficiency that cannot be eliminated that results in overachieving in another area to counteract
compensation
107
daydreaming or imagining oneself fulfilling a psychological need
fantasy
108
adopting the characteristics of those we find threatening
identification
109
using one’s own unexpended sexual energy for some creative or social purpose(turns out to be a healthy activity)
sublimation
110
redirecting one’s emotions toward another person or object
displacement
111
involves taking our own unacceptable qualities or feelings and ascribing them to other people
projection
112
when a feeling that produces unconscious anxiety is transformed into its opposite in consciousness(express the opposite of how you really feel)
reaction formation
113
a threatening idea or memory is blocked from consciousness
repression
114
unpleasant thoughts feelings or wishes are ignored from conscious awareness (finding out you have a terminal illness)
denial
115
psychologists whose work followed Freud's, generally agreed with Freud that childhood experiences matter, but they decreased the emphasis on sex as a source of energy and conflict while focusing more on the social environment and effects of culture on personality
Neo-Freudian
116
believed Freud overemphasized sexuality and disputed the structure of the unconscious
Carl JUng
117
focused too heavily on sex as the primary motivator for human behavior, Adler placed a lesser emphasis on the role of the unconscious and a greater focus on interpersonal and social influences
Alfred Adler
118
upset with Freuds male-bias, disagreed that women have a weak superego because they do not experience castration anxiety, unfair expectations cause girls to feel the most anxiety
Karen Horney
119
comprised of repressed memories and clusters of thought
personal unconscious
120
behavior and memories common to all humans and passed down from our common ancestors
collective unconscious
121
ancient memory images in our collective unconscious (mother, father, birth, death)
archetypes
122
means that you have the ability to take control of your life and be the master of your own destiny
HIgh self-efficacy (Bandura)
123
you just don't believe that you can achieve your dreams
Low self-efficacy(Bandura)
124
engagement in behavior because it is important for the betterment of society even if it makes the individual uncomfortable
collective efficacy
125
we create or choose to be in environments that support our beliefs and help us achieve our goals
reciprocal determinism
126
they control my destiny
external locus of control (Rotter)
127
I control my destiny
internal locus of control (Rotter)
128
behavior is dependent upon situational cues, people are less consistent across situations than theorists have assumed, we act in accordance with the kind of reward we want and our level of self-control
Mischel’s views on the situation as it explains behavior
129
567 questions of true, false, or cannot say responses
scored by using 10 scales based on psychiatric categories
incorporates 4 validity scales( lying(L-scale), detecting deviant responses(F-scale), defensiveness(K-scale), 30 or more ‘cannot say’ responses invalidate test
MMPI
130
most widely used in the world
used in management training, relationship counseling, and college counseling, based on Jung’s type theory
answers questions related to how they make judgments, perceive the world and relate to others( assigns an individual to a 4-dimensional personality type: Introversion-Extroversion, Judgment-Perception, Thinking-Feeling, Sensation-Intuition)
MBTI
131
several forms for varying age groups
to measure forms of maladjustment, especially among adolescents and young adults
designed to distinguish ‘normal people' from the mentally ill
CPI
132
The results of the MBTI are based on...
Jung’s type theory
133
31 cards(one is blank)
each card shows some interpersonal involvement between 2 or 4 people
a wide array of gender and age groups displayed on cards
TAT
134
the subject is presented with cards with ink blots on them
each card is shown one at a time
examiner asks the subject, ‘tell me what you see. or What might this be?”
Rorschach Inkblot
135
refers to descriptions that seem very personal, but that is actually so vague that they could describe almost anyone
Barnum effect
