EXAM #1 - CHAPTER 1, 2, 4 Flashcards

Question

analyze data from conclusions

Answer 1

o Measurement - Paradigm * Descriptive research o Correlations: nature of the relationship  Describe how factors vary together  Predictive  Direction * Positive: go together * Negative: go opposite  Strength * (-1)

Answer 2

a number that represents the most common difference around CT (i.e. “give or take”)

Answer 3

o Difference between max and min scores

Answer 4

o Average difference from the CT

Answer 5

Behaviour o Thoughts, feelings, beliefs  Self-report: * Interview, questionnaire, dairies  Limitation * Subjective (bias)

Answer 6

o Action/ ability  Behavioral observation: * Objective coding of movement  Limitation * Reductionist

Answer 7

o Event, situation, phenomenon  Documentation: * Medical, school, lab records  Limitation: * Interpretation

Answer 8

 Expose each groups to one condition (e.g. different participants in control and treatment groups) * Easiest to perform

Answer 9

 Expose a single group to two different conditions  (e.g. same participants in control and treatment groups) * Reduces extraneous variables

Answer 10

 Manipulate more than one IV (e.g. several conditions) * Allows for study of interactions

Answer 11

 Measure more than one DV (e.g. several measures) * More detailed understanding of IV

Answer 12

* Advantage - Can imply causation - allows researchers precise control over variables and to identify cause and effect * Disadvantage o Low generalizability  High levels of control  Artificial situations  Ethical or practical issues - confounding variables

Answer 13

 Advantage * Exploratory: describe or discover relationships between variables * Can be used when manipulation is not possible - easier to collect data - good for developing early ideas  Disadvantage * little or no control over variables - researcher and participant biases - Cannot imply causation

Answer 14

Correlation does not prove causation * Experimental research o Cause1-and-effect2  1why it happens  2what happens  Vary one condition between 2 groups * Control group: no manipulation * Experimental group: undergoes a “treatment”  Two similar groups (e.g. random assignment) --> manipulate IV for 1 group (e.g. experimental) --> resulting differences between the groups due to change in IV

Answer 15

statistics - normal distribution

Answer 16

representative homogenous (less variable) sample size

Answer 17

operationalization of abilities and boundaries - domain specificity (modularity) * Cognitions follow their own trajectory - Quan vs. qual. Difference * Continuous (“improvement”) discrete (“insight”) change o Limitation: describing process or timing

Answer 18

maturation motor

Answer 19

the process by which new neutrons are developed in the brain

Answer 20

reflex actions

Answer 21

 Innate abilities (movement) * Evolutionary perspective: facilitate survival o Sucking – feeding o Moro – startle/ defense response o Tonic neck – prepare reaching/ grasping, crawling, or avoiding mobility

Answer 22

 Organized (intentional) sequences of actions * Rely on cerebellum (physiology) o Occur sequentially, increasing in complexity o Conditioning

Answer 23

Piagets theory o Development went through a series of “hard stages”  Age-related, one way * Related more to experimental constraint * Development happened one way, as opposed to a series of stages in development * Explained cognitive development using the screaming crying baby example

Answer 24

 Schema * Template to organize information  Assimilation * Apply template to new information  Accommodation * Change template in light of new information

Answer 25

0-2yoa  Object performance, symbolic thought * Objects exist although they are not in immediate sensory perception

Answer 26

2-7yoa  Lack of conservation and reversibility, * Video of that little girl who counted the 5 coins in two different rows, but later also believed one row was longer when infact a coin was removed, but the row was only stretched out.  Centration (focus on one salient aspect)  Egocentrism

Answer 27

7-11yoa  Thinking logically about concrete events (categorization), mathematical transformations (achieve conservation and reversibility) * Video of child distinguishing the amount of juice in a glass. o One glass was tall and skinny, and the other was short and stubby. Although they both had the same amount of juice, the tall, skinny glass appeared to have more juice

Answer 28

12+ yoa  Abstract reasoning * Using a premise to guide a conclusion. o Ex. a feather can break a glass  Can a feather break a glass? * Yes.

Answer 29

* An individual’s beliefs about their own and other’s mental states o False belief test – “social conservation/ reversibility”  Develops by 5y, before Concrete Operational  Ex. show a child a box of candles, and take out the candles inside it. * What did you think was inside? o 4yoa: I thought there would be crayons inside. o 5yoa: I already knew there were candles inside

Answer 30

o Focuses on how children learn socially  Scaffolding: environmental support * Relies on mimicry and instruction o Hints, tutoring/ mentoring, examples  Zone of proximal development: the intellectual level at which a child would be challenged, but also complete a task  Artifact: an object that has a cultural meaning * We learn to think by internalizing meaning o Language

Answer 31

connectionism nature vs nurture

Answer 32

cognitions affect each other

Answer 33

intrinsic vs extrinsic, genes vs. experience reductionism and dualism

Answer 34

nature vs nurture - interactions affect boundary sensory (experience) - learning is the strenghening of neural connections - activation of receptors in-utero lead to behavioural preferences

Answer 35

chemical - rely on availability of chemical - omega-3 promotes coordination, increase IQ, weight - hormones related to sex and gender identity - teratogens : toxic substances that disrupt chemical processes resulting in developmental deficiencies - Virus: zika, rubella - Bacteria: toxoplasmosis - Drugs: alcohol - Neurotransmi-tters: cortisol

Answer 36

onset or inhibition of (motor) abilities that do not require experience (i.e. learning)

Answer 37

habituation (detection) - decreasing responsiveness with repeated stimulation preference - increase in time engaged with stimulus - objective (quantifiable) output - proxy for perception

Answer 38

the ability to perceive differences Visual: face like stimuli, high contrast patterns - Visual Cliff - decreased heart rate at 2 months when placed on “deep side” - 6 months will not crawl “over edge”. Auditory: phonemes (i.e. “ ba and pa) - Parentese (motherese): higher pitched slower speech - mother’s voice, music & stories presented in utero - Auditory more developed than visual because of experience!

Answer 39

harlow experiments - contact comfort disproves mother cupboard theory emotional needs (not physical needs) facilitate attachment - human evidence points to cognition/intelligence as well

Answer 40

secure - high proximity, and low anxiety anxious - high proximity, high anxiety avoidant - low proximity, low anxiety disorganized - high anxiety, low proximity

Answer 41

secure --> secure resistant --> preoccupied disorganized --> dismissing

Answer 42

1)Correlated with object permanence - Cognition affecting interpersonal abilities 2) Attachment is variable across people/caregivers 3) Critical period (1 2y) - Debate: cultural relativism and perception are not generally measured as outcomes 4) Synchrony and Attachment do not always correlate (e.g. overlearned schemas) - Synchrony is the tone/quality of a (moment of) social exchange 5) Experience (culture) greatly affect child’s interpretation/reaction to situation

Answer 43

synaptogenesis vs. synaptic pruning

Answer 44

authoritarian authoritative neglectful permissive

Answer 45

anxious unhappy low self-esteem

Answer 46

upbeat confident high self-esteem

Answer 47

impulsive antisocial delayed

Answer 48

impulsive disobedient rebellious

Answer 49

temperament situational (environmental factors) age/ cognition of child

Answer 50

social cognitive perspective - problem: no explanation of timing or process, and does not coincide with other stages egoism (blind, and instrumental) --> social (relationships, and systems ) --> principle (contractual, and universal)

Answer 51

preconventional (0-9yoa) stage 1: punishment and obedience - avoid pain and no POV stage 2: cost/ benefit - get reward and understands other's goals/ preferences

Answer 52

adolescence and adults stage 3: good boy, nice girl - gain acceptance, avoid disapproval (persons), and recognizes intentions stage 4: law and order - follow rules, avoid censure (authority), and recognizes abstract normative systems.

Answer 53

(10-15% of adults) stage 5: social contract - promote society welfare, and contractual perspective stage 6: ethical principles - achieve justice, and mutual respect

Answer 54

1) Cultural (Western) bias; Utilitarian  other forms of morality 2) Gender bias  Masculine (Justice) vs. Feminine (Care) based 3)Emotion or Cognition  Empathy vs. Impulsivity

Answer 55

identity foreclosure - conferred identity achievement - constructed identity diffusion - unconcerned, easily swayed moratorium - struggling, torn b/wn alternatives

Answer 56

"soft" stages; series of challenges - progression was a matter of culture - conflicts are not resolved but balanced - life-span perspective - culminated in old age

Answer 57

will purpose competence fidelity love care wisdom

Answer 58

ethnocentrism gender bias no description of process or resolution "identity" and "personality" are difficult to define/ distinguish - cultural/ social operationalizations - state-or-trait self-concept as an organized belief system

Answer 59

information and communication - denial - anger emotional support - bargaining guidance & direction - depression - acceptance

Answer 60

1) Described the experience of dying not grief  Focused on ill/dying patients, not bereavement 2) The stages are states  No order, no necessary progression  Not all stages must be present 3) This is a process  No description of “resolution”, no specific timing  Changes in strength of emotions/cognitions 4)Too little or too much is maladaptive  Behavioural extremes do not represent coping

Answer 61

description explanation prediction control - limit or increase certain behaviours

Answer 62

the brain the person the group - how the behaviour is shaped by social and cultural environments

Answer 63

emotionally stable extraverted introverted emotionally unstable (neurotic)

Answer 64

melancholic choleric phlegmatic sanguine

Answer 65

a theory in which will is regarded as the ultimate agency in human behaviour; belief that much of behaviour is motivated and that attention is focused for an explicit purpose.

Answer 66

this was a method to study the conscious mind literally means "looking inward" a method of psychological study involving careful evaluation of mental processes and how simple thoughts expand into complex ideas.

Answer 67

Introspection proved unreliable because regardless of how systematic an observation was, structuralists were not always able to agree

Answer 68

the field of psychology arguing that we have inborn tendencies to structure what we see in particular ways and to structure our perceptions into broad perceptual units. Researchers using this approach studied illusions and errors in perception, memory, and judgment to identify why subjective experience differed from objective reality. For example, when you look at a computer screen you see complete pictures, when in fact each picture is made up of thousands of small dots, called pixels. If you get close enough to the screen, you can see the picture break down, but our brains still favour integrating those dots into a cohesive picture or whole.

Answer 69

Interactions between the conscious and unconscious mind govern virtually all behaviour; childhood experiences set the stage for later psychological functioning. psychological theory that human mental processes are influenced by the competition between unconscious forces to come into awareness. Freud further believed that childhood experiences help set the stage for later psychological functioning by contributing to effective or ineffective interactions among conscious and unconscious forces. According to Freud, certain developmental milestones must be achieved successfully in order for a person to achieve emotional adjustment. He also was interested in how children unconsciously adopt social and moral norms from their parents and, in turn, develop a conscious awareness of what constitutes acceptable and unacceptable expressions of their internal desires. Freud suggested that these conscious standards lead to unavoidable tensions between our unconscious primal needs and our conscious social or moral restraints. According to Freud, the back-and-forth tension within and between the conscious and unconscious mind is what shapes personality, helps produce abnormal behaviours in some cases, and governs virtually all behaviour (Smith, 2013). In fact, Freud and his followers saw the conscious mind as a thin mask over a deep unconscious mental world, a world that contains impulses and urges that cannot be expressed freely given the constraints of a person’s social environment.

Answer 70

branch of psychological thought arguing that psychology should study only directly observable behaviours rather than abstract mental processes.

Answer 71

However, if the parent was nagging the child to eat broccoli and then stops when the child eats it, the child has been negatively reinforced—that is, the unpleasant nagging has stopped; therefore the child has been negatively reinforced in this situation and will eat the food the parent insists in order to avoid the unpleasant nagging. removing something bad for the better.

Answer 72

an experience that produces a decrease in a particular behaviour

Answer 73

People can be helped to realize their full and grand potential, which will inevitably lead to their positive psychological growth. theory of psychology that sought to give greater prominence to special and unique features of human functioning. took an optimistic view of human nature and sought to give greater prominence to the special and unique features of human functioning rather than to the mechanistic principles that they believed characterized psychoanalysis and behaviourism. Humanists emphasized the unique qualities of humans and acknowledged their rationality as well as their central human drive for freedom and personal, positive growth.

Answer 74

Founding humanistic theorists Carl Rogers (1902–1987; see photo) and Abraham Maslow (1908–1970) rejected the approach of behaviourists. They felt that behaviourists looked at humans just as they looked at animals—that is, as machines that could be predicted and controlled—but giving little or no weight to consciousness and other distinctly human characteristics. Humanism, in contrast, focused on the potential of individuals and highlighted each person’s subjectivity, consciousness, free will, and other special human qualities. According to humanistic psychologists, all people have the potential for creativity, positive outlook, and the pursuit of higher values. They claimed that if we can fulfill our full potential, we will inevitably lead a positive life of psychological growth

Answer 75

based on the notion that the client is an equal and that positive gains are made by mirroring clients’ thoughts and feelings in an atmosphere of unconditional positive regard.

Answer 76

the field of psychology studying mental processes as forms of information processing, or the ways in which information is stored and operated in our minds.

Answer 77

the study of how cultural practices shape psychological and behavioural tendencies and influence human behaviour.

Answer 78

the study of what is generally or universally true about human beings regardless of culture.

Answer 79

the study of psychological functions by looking at biological foundations of those functions.

Answer 80

the study of psychological functions by looking at biological foundations of those functions.

Answer 81

theorists who believe humans have a genetically innate concept of how social behaviour should be organized.

Answer 82

a field of study believing that the body and brain are products of evolution and that genetic inheritance plays an important role in shaping the complete range of thoughts and behaviours.

Answer 83

behaviours and practices that occur across all cultures.

Answer 84

Only observable behaviour can be studied scientifically. Perspective focuses on stimulus–response relationships and the consequences for behaviour.

Answer 85

Norms and rules of society are learned through interacting with others. Such behaviours may be culturally universal or may vary cross-culturally.

Answer 86

a branch of psychology focusing on research and instruction in the various areas or fields of study in psychology.

Answer 87

the branch of psychology applying psychological principles to practical problems in other fields, such as education, marketing, or industry.

Answer 88

the study of abnormal psychological behaviour and interventions designed to change that behaviour. help individuals to cope more effectively or to overcome abnormal functioning.

Answer 89

Clinical psychologists generally provide psychotherapy, which involves helping people to modify thoughts, feelings, and behaviours that are causing them distress or inhibiting their functioning

Answer 90

psychology is theory-driven psyc is empirical psychology is multi-level psyc is contextual

Answer 91

a culture whose members focus more on the needs of the group and less on individual desires.

Answer 92

a culture that places the wants or desires of the person over the needs of the group.

Answer 93

the study of mental processes and how they relate to the biological functions of the brain.

Answer 94

the study of social functioning and how it is tied to brain activity.

Answer 95

Positive psychology studies human strengths, fulfillment, and creativity They argue that psychology ought to also consider the factors that make life worthwhile, including happiness, meaning in life, and character strengths, as well as increased attention to how those features of positive living might be more readily developed

Answer 96

the universe operates according to certain natural laws such laws are discoverable and testable

Answer 97

reasoning proceeding from broad basic principles applied to specific situations. If you have ever bet (with friends for no money, of course) that a particular team will win a playoff game because it is the home team and you believe the home team has an advantage, then you have used deductive reasoning. Home teams win more often than visitors, so I will bet that the home team wins

Answer 98

reasoning process proceeding from small specific situations to more general truths. would avoid bias

Answer 99

process of modern science where scientists begin with an educated guess, perhaps based on previous research, about how the world works, and then set about designing small controlled observations to support or invalidate that hypothesis.

Answer 100

identifying a sample in such a way that everyone in the population of interest has an equal chance of being involved in the study

Answer 101

studies that allow researchers to demonstrate a relationship between the variables of interest, without specifying a causal relationship.

Answer 102

researcher bias researchers cannot confidently generalize to other situations from the study of a single person

Answer 103

study in which researchers directly observe people in a study behaving as they normally do. researcher bias

Answer 104

what happens when people who are being observed in studies or at their workplace improve or change some of their behaviour simply because they are being watched or studied, not in response to an experimental manipulation.

Answer 105

study in which researchers give participants a questionnaire or interview them. pros - surveys allow researchers to obtain information that they might not be able to gather using case studies or naturalistic observations. cons - Their data can be unreliable because people frequently answer in ways that are socially acceptable rather than in ways that are reflective of their true attitudes, a problem known as participant bias.

Answer 106

controlled observation in which researchers manipulate the presence or amount of the independent variable to see what effect it has on the dependent variable.

Answer 107

group that is exposed to the independent variable. group that has not been or will not be exposed to the independent variable.

Answer 108

assigning individual research volunteers to experimental and control groups using a random process so that uncontrolled variables are randomly or evenly distributed across all groups.

Answer 109

study in which neither the participant nor the researcher knows what treatment or procedure the participant is receiving.

Answer 110

statistic expressing the strength and nature of a relationship between two variables.

Answer 111

relationship in which, on average, scores on two variables increase together.

Answer 112

relationship in which, on average, scores on one variable increase as scores on another variable decrease.

Answer 113

one in which two variables are exactly related, such that low, medium, and high scores on both variables are always exactly related.

Answer 114

which describe or summarize the data gathered from a study

Answer 115

which tell researchers what they can conclude, or infer, more broadly from their results

Answer 116

an index of how much the participants’ scores vary from one another within each group.

Answer 117

repeated testing of a hypothesis to ensure that the results you achieve in one experiment are not due to chance.

Answer 118

research oversight group that evaluates research to protect the rights of participants in the study

Answer 119

the study of changes in behaviour and mental processes over time and the factors that influence the course of those constancies and changes.

Answer 120

a research approach that compares groups of different-aged people to one another.

Answer 121

a research approach that follows the same people over a period of time by administering the same tasks or questionnaires and seeing how their responses change.

Answer 122

Cross-sectional research studies different participants of various ages at one point in time to examine age-related differences. Longitudinal research studies the same participants over a longer period of time to determine age-related changes.

Answer 123

comprises two or more longitudinal studies, each covering the same spans of time but conducted with different age groups blended cross-sectional and longitudinal research, designed to look at how individuals from different age groups compare to one another and to follow them over time.

Answer 124

pros - Quick, easy, and straightforward - Convenient for both researchers and participants - Yields information about age differences cons - Cohort effects are difficult to separate from age effects - Does not explain how or when changes may have occurred—measures behaviours at only a single point in time

Answer 125

pros - Gives reasonably reliable information about age changes - Gives information about the stability or instability of traits - Gives information about the effects of early experiences cons - Requires considerable time and money - Many participants drop out over the course of study - Cohort effects are not controlled as all participants come from the same cohort

Answer 126

pros - Cohort effects can be separated from age effects - Gives reliable information about age changes - Gives information about the stability or instability of traits - Gives information about the effects of early experiences cons - Requires considerable time and money - Many participants drop out over the course of the study

Answer 127

changes in gene expression that are independent of the DNA sequence of the gene.

Answer 128

points in development when an organism is extremely sensitive to environmental input, making it easier for the organism to acquire certain brain functions and behaviours.

Answer 129

(a) Some theorists believe that individuals make qualitative, discontinuous jumps in development as they move from stage to stage. (b) Others think that development is a steady continuous process

Answer 130

a number of environmental agents, called teratogens, can cause damage during the prenatal period Teratogens can negatively disrupt development during the prenatal period. A great number of agents (diseases, toxins, drugs, hormones, etc.) can interfere with typical prenatal development. The nature and extent of their impact upon the developing fetus vary depending on a number of factors, including the dose of the teratogen, the timing and extent of exposure, and the age of the organism (zygote, embryo, or fetus). It is important to note that not all teratogenic effects result in immediate physical impairment; instead, some health effects are delayed and may not appear until later in childhood or even until adulthood.

Answer 131

transmission points between neurons.

Answer 132

developmental reduction of neuronal connections, allowing stronger connections to flourish.

Answer 133

development of fatty deposits on neurons that allow electric impulses to pass through neurons more efficiently.

Answer 134

When the sole of an infant’s foot is stroked, the toes spread apart. This characteristic response is a sign of neurological health until a child is about 2 years of age. However, if present in children older than 2 years of age, it may indicate an injury or disease to the brain or spinal cord.

Answer 135

Negative influences, such as abuse, neglect, or poor nutrition, can slow a child’s motor development.

Answer 136

changes in thinking that occur over the course of time.

Answer 137

Piaget’s proposed mental structures or frameworks for understanding or thinking about the world.

Answer 138

one of two ways of acquiring knowledge, defined by Piaget as the inclusion of new information or experiences into pre-existing schemes.

Answer 139

one of two ways of acquiring knowledge, defined by Piaget as the alteration of pre-existing mental frameworks to take in new information.

Answer 140

an infant’s realization that objects continue to exist even when they are outside of immediate sensory awareness.

Answer 141

0-2 Infant or toddler uses senses and motor skills; initially has no thought beyond immediate experience but eventually develops object permanence. Example: Babies enjoy games like peekaboo once they realize that people and objects continue to exist even if they can’t see them.

Answer 142

2-7 Although children cannot yet perform “operations” they are able to hold representations or ideas of objects in imagination. They are unable to consider another’s point of view when it is different than their own (egocentric) or to understand that not all things that move or look “alive” are living (animistic). Example: Children may believe that a doll experiences hunger.

Answer 143

7-11 Child can now operate on concrete objects and so they can think logically about complex relationships (cause and effect, categorization) and understand conservation. They are unable to think abstractly or hypothetically. Example: Children in this stage begin to question concepts like Santa Claus or the tooth fairy.

Answer 144

11- Adolescent can think abstractly and hypothetically. children achieve hypothetical deductive reasoning and the ability to think abstractly. Example: Adolescent can now engage in scientific experiments.

Answer 145

flaws in children’s reasoning based on their inability to take another person’s perspective.

Answer 146

the understanding that certain properties of an object (such as volume and number) remain the same despite changes in the object’s outward appearance.

Answer 147

Changes in relationships happen in one direction only

Answer 148

a developmental theory focusing on how children learn, remember, organize, and use information from their environment.

Answer 149

an experimental approach capitalizing on infants’ and toddlers’ heightened reactions to an unexpected event.

Answer 150

the process of habituating, in which individuals pay less attention to a stimulus after it is presented to them over and over again. they get bored - in a nutshell.

Answer 151

an awareness of one’s own mental states and the mental states of others. some researchers have become very interested in young children’s awareness of their own minds and the minds of others

Answer 152

Another way that researchers assess theory of mind is to assess children’s understandings of false-beliefs. False beliefs are based on a premise that is not true; the ability to understand false beliefs usually develops by the age of 5 years

Answer 153

developmental adjustments that adults make to give children the help that they need, but not so much that they fail to move forward.

Answer 154

the gap between what a child could accomplish alone and what the child can accomplish with help from others.

Answer 155

a biologically-based tendency to respond to certain situations in similar ways throughout a person’s lifetime. easy difficult slow-to-warm-up unique

Answer 156

temperament is inborn temperament is stable across situations and time.

Answer 157

secure attachement (60 % of infants) anxious/ avoidant attachment (15%) anxious/ ambivalent/ resistant attachment (10%) disorganized/ disoriented attachment (15%)

Answer 158

personal fable imaginary audience

Answer 159

stage 1 - trust vs mistrust stage 2 - autonomy vs shame and doubt stage 3 -initiative vs guilt stage 4 - industry vs inferiority stage 5 - identity vs role confusion stage 6 - intimacy vs isolation stage 7 - generativity vs self-absorption stage 8 - integrity vs despair

Answer 160

theory suggesting that we age because our cells have built-in limits on their ability to reproduce. anger is built in our cells

Answer 161

theory suggesting we age because use of our body wears it out argues that the more mileage we put on our bodies through living (augmented by factors such as stress, poor diet, and exposure to environmental teratogens), the sooner we wear out

Answer 162

theory suggesting we age because special negatively-charged oxygen molecules become more prevalent in our body as we get older, destabilizing cellular structures and causing the effects of aging.

Answer 163

people form intimate relationships and sexual unions that call for self-sacrifice and compromise. In fact, Erikson believed that the primary goal of this period is to attain love.

Answer 164

people are inclined to turn their attention to younger people. Their focus is to help create, or at least contribute to, the next generation. Erikson used the term generativity to describe this focus. People in this stage care for younger people, whether through parenthood or by mentoring junior colleagues at work.

Answer 165

According to Levinson’s findings, the stage of early adulthood (which he defined as 22 to 40 years of age) is simultaneously characterized by high energy and abundance and by contradiction and stress. Individuals in this age range establish a niche in society, they may raise a family, and ultimately they reach a relatively “senior” position in the adult world.

Answer 166

a stage in which biological functioning, although less than optimal, is still sufficient for an “energetic, personally satisfying and socially valuable life.” During this stage, people usually become “senior members” in their particular world. They take responsibility for their own work, that of others, and the development of younger adults.

Answer 167

the number of years a person has lived since birth, is regarded as little more than a “short-hand variable” because it is not a true indicator of an elderly person’s functional capacities.

Answer 168

reflects the individual’s capacity to adapt his behaviour to the changing environment. This aspect of aging is influenced by a person’s coping skills, social pursuits, emotions, motivation, and self-esteem, among other factors.

EXAM #1 - CHAPTER 1, 2, 4 Flashcards

(192 cards)