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Psych 2000 > Exam 3 > Flashcards

Exam 3 Flashcards

(73 cards)

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1
Q

Erikson Stage 5

A

Identity vs. Role confusion during adolescence (Who am I and where am I going? Do I have a unified sense of self?) Make decisions about occupation, beliefs, etc

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2
Q

Erikson stage 6

A

Intimacy vs. isolation early adult years (Shall I share my life with another or live alone forever)

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3
Q

Erikson stage 7

A

Generactivity vs. stagnation- middle adulthood (will I produce something of real value? Have I contributed to the world in some meaningful way?)

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4
Q

Erikson Stage 8

A

Integrity vs. despair- late adulthood (Have I lived a full life? Accept successes and failures)

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5
Q

Jean Piaget

A

Who said, “Children are not like adults but instead think much differently about the world”

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6
Q

Piagets 4 stages

A

Sensorimotor stage, Preoperational stage, concrete operational stage, and formal operational stage

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7
Q

Sensorimotor stage

A

Piaget 4 stages: from birth until 2 years

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8
Q

Preoperational stage

A

Piaget 4 stages: from 2 years to 7 years

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9
Q

concrete operational stage

A

Piaget 4 stages: from 7 years until 12 years

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10
Q

Formal operational stage

A

Piaget 4 stages: from 12 years to adulthood

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11
Q

Sensorimotor stage

A

One of piagets stages: sense and motor abilities; object permanence

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12
Q

Object permanence

A

put a blanket over a marker and babies thin it has actually disappeared from existence

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13
Q

Preoperational stage

A

One of piagets stages: Egocentricism and conservation issues

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14
Q

Egocentricism

A

can’t view world though someone else’s perspective; e.g. cover eyes and think you can’t see them, assume that what they see everyone does

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15
Q

Conservation issues

A

Flipping a beaker upside down, centration and irreversibility

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16
Q

centration

A

ability to focus on only one feature of an aspect

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17
Q

Concrete operational stage

A

One of piaget’s stages: becomes capable of concrete logical thought processes but is not yet capable of abstract thinking; conservation is possible

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18
Q

Formal operational stage

A

One of piaget’s stages: abstract thinking

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19
Q

Piaget’s theory

A

Stressed the importance of the child’s interaction with objects, while underestimated the role of others in child’s acquisition of knowledge and skills

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20
Q

Intrinsic motivation

A

Person performs action because it’s fun, challenging or in some way satisfying in an internal matter

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21
Q

Extrinsic motivation

A

Person performs action because it leads to outcome that is separate from or external to the person

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22
Q

Drive

A

A psychological tension and physical arousal that arises when there is a need

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23
Q

Drive

A

motivates organism to act to fulfill the need and reduce the tension

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24
Q

Need

A

requirement of some material e.g. water, food that is essential for survival of the organism

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25
Primary drive
Involve needs of the body such as hunger or thirst
26
Acquired drives
learned through experience or conditioning, such as the need for money or social approval
27
Need for achievement
Involved strong desire to succeed in attaining goals- not only realistic ones, but also challenging ones
28
Locas of control
In a need for achievement, where you believe the responsibility of your situation lies
29
Internal locus of control
When you believe you are responsible for your outcome
30
External locus of control
The outside world is primarily responsible for what happens to you
31
Need for affiliation
the need for friendly social interactions and relationships with others
32
Need for power
the need to have control or influence over others
33
Cognitive Mediational Theory
A stimulus must be interpreted by a person in order to result in a physical response and an emotional reaction
34
Facial Feedback Hypothesis
Facial expressions provide feedback to the brains concerning the emotion being expressed, which in turn causes and intensifies the emotion
35
Facial Feedback Hypothesis
See shark> arousal and involuntary facial expression>interpretation> feel fear
36
Cognitive Mediational Theory
See shark> appraisal of threat> fear> bodily response
37
Amygdala
Very important in perception and regulation of emotion; key to our response of fear
38
Fast, crude "low road" and slower but more involved cortical "high road"
Emotional stimuli travel to the amygdala by both:
39
compliance
changing one's behavior as a result of other people directing or asking for the change
40
Foot in the door technique
Asking for a small commitment and after gaining compliance, you ask for a bigger commitment
41
door in the face technique
ask for a very large commitment and once refused, you ask for a smaller commitment
42
lowball technique
get a commitment from a person, and then raise the cost of that commitment
43
obedience
Changing one's behavior at the command of an authority figure
44
Nature
Refers to heredity, the influence of inherited characteristics on personality, physical growth, intellectual growth, and social interactions
45
Nurture
Refers to the influence of the environment on all of those same things and includes parenting styles, physical surroundings, economic factors and anything that can have influence on development that does not come from within a person
46
Behavioral Genetics
A field in investigation of the origins of behavior in which researchers try to determine how much behavior is the result of genetic inheritance and how much is due to a person's experiences
47
Monozygotic twins
the two babies come from one fertilized egg; will be the same sex, and have identical features
48
Dizygotic twins
Which type of twin is a result from an older woman who are from certain ethnic groups
49
Dizygotic twins
fraternal twins, when a woman's body releases more than one egg at a time or release an egg in a later ovulation period
50
Conjoined twins
in a twinning process, when the mass of cells does not completely split apart it results in them beings joined at the point where the two cell masses remained stuck.
51
Genetics
The science of heredity
52
Dominant
genes that are more active in influencing the trait
53
recessive
genes that are less active in influencing the trait and will only be expressed in the observable trait if they are paired with another less active gene
54
Schachter-singer cognitive arousal theory
tow things have to happen before emotion occurs: the physical arousal and a labeling of the arousal based on cues from the surrounding environment "I am aroused in the presence of a scary dog, therefore, I must be afraid
55
James-Lange theory
physical arousal leads to the labeling of emotion, I am embarrassed because my face is red
56
Cannon-Bard theory
The fear and the bodily reactions are experienced at the same time I'm afraid and running and aroused!
57
Lazarus
who came up with cognitive meditational theory of emotion; the interpretation of the arousal that results in the emotion of fear
58
common sense theory
I'm shaking because I'm afraid
59
Prejudice
Negative attitude held by a person about the members of a particular social group
60
discrimination
treating people differently because of prejudice toward the social group to which they belong
61
conformity
changing one's own behavior to more closely match the actions of others
62
Social loafing
people who are lazy tend not to do as well when other people are also working on the same task, but they can do quite well when working on their own
63
social cognitive theory
prejudice is seen as an attitude that is formed as other attitudes are formed, throughout direct instruction, modeling and other social influences on learning
64
Education
what is the best weapon against prejudice
65
Overcome prejudice
Why is there intergroup contact: where student and faculty from many different backgrounds live, work, and study together
66
Equal status contact
has been shown to reduce prejudice and discrimination which forces people to be in the same situation with neither group holding power over the other
67
jigsaw classroom
each student is given a piece of the puzzle for solving a problem and reaching a goal. then they share it with other members of the group
68
Attitude
a tendency to respond positively or negatively toward a certain idea, person, object or situation
69
True
T/F attitude are often poor predicts of behavior unless the attitude is very specific or very strong
70
How we form attitudes
direct contact, direct instruction from parents, interacting with other people, vicarious conditioning, and persuasion
71
persuasion
the process by which one person tries to change the belief opinion, position, or course of action of another person throughout argument, pleading, or explanation
72
Cognitive dissonance
sense of discomfort or distress that occurs when a person's behavior does not correspond to that person's attitudes
73
stereotypes
a belief that a set of characteristics is shared by all members of a particular social category

Psych 2000 (1 decks)

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