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psych 208 > exam 3 > Flashcards

exam 3 Flashcards

1
Q

difference between gender and sex

A
  • Sex
    Biological category M/F
  • Gender
    Psychological sense of being masculine/feminine male/women
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2
Q

what age able to distinguish from boy and girls

A

age 1

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3
Q

behaviors by age 2

A
  • By age 2- boys behave more independently and less compliantly than girls
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4
Q

high level of androgen (male hormone) in prenatal environment

A
  • Androgen insensitivity (xy chromosomes, physical traits of woman)
  • Parent treatment of child by gender
  • Reinforced by parental choice and/or hormonal levels
    girls might be more masculine due to high levels of androgen
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5
Q

gender identity established by what age `

A

age 2 in preschool years

Children consistently label themselves and others as male or female

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6
Q

gender identity

A

sense of being male or female

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7
Q

males play and gender

A
  • More rough and tumble play

* Same-sex playmate preference around age three years

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8
Q

females play and gender

A
  • Organized games and role playing

* Same-sex playmate preference around age two years

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9
Q

differences noted in male and female preschoolers by what age `

A

2 years

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10
Q
  • Preschoolers expect boys to demonstrate:
A
  • Competence
  • Independent
  • Forcefulness
  • Competitiveness
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11
Q
  • Preschoolers expect girls to demonstrate:
A
  • Warmth
  • Expressiveness
  • Nurturance
  • Submissiveness
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12
Q
  • Gender-related behavior learned from observation of others’ behaviors
A
  • Social learning
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13
Q

same sex

A

homosexuality

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14
Q

opposite sex

A

heterosexuality

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15
Q

both sex

A

bisexual

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16
Q

sexual orientation

A

direction of what sex they are attracted to

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17
Q

2 factors of sexual orientation

A

genetic and biological factors

conditioning

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18
Q
  • Identical twins more likely to be homosexual
  • Hormones may play a factor
    • The prenatal environment
A

genetic and biological factors

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19
Q
  • Rewarding homosexual vs. heterosexual experiences
A

conditioning

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20
Q

Bandura’s ______ Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation

A

social learning

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21
Q

In psychology and cognitive science, a schema (plural schemata or schemas) describes a pattern of thought or behavior that organizes categories of information and the relationships among them.

A

social schema

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22
Q

The understanding that a person’s gender remains the same even if superficial characteristics such as clothing, hairstyle, or activities undergo change; for instance, a boy remains male evein if he puts on a dress or plays witha doll.

A

gender constancy

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23
Q
  • Frequency of sexual intercourse ____ with age
A

decreases

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24
Q

sex in adulthood

A
  • Adults have more freedom
  • Women no longer need to practice birth control
  • Sexuality remains an important part of life for most people across the lifespan
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25
Q

Dating and Psychological Intimacy

A
  • Cultural influences affect dating patterns
    • Dating in early and middle adolescences = intimacy ?
    • Gay and lesbian couples in adolescence
    • Dating as prelude to marriage
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26
Q
  • Intimacy
A
  • Close, intimate relationship with others
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27
Q
  • Isolation
A
  • Feelings of loneliness and fearful of relationships
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28
Q
  • A state of powerful absorption in someone

* Labeling theory: the experience of romantic love (being in love)

A

passionate love

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29
Q
  • The strong affection that we have for those with whom our lives are deeply involved
A

companionate love

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30
Q

stern bergs theory

A

triangular theory of love, 3 components
intimacy
passion
decision/commitment

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31
Q
  • Intimacy
A
  • Feelings of closeness, affection, and connection
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32
Q
  • Passion
A
  • Motivational drives: sex, physical closeness, and romance
33
Q
  • Decision/commitment
A
  • Thoughts of love and determination to maintain it
34
Q
  • Homogamy-
A

stay in the same

35
Q
  • Hypergamy-
A

when women marry up

36
Q
  • Hypo gamy-
A

when women marry down

37
Q

Men increase in status,

A

pool widens

38
Q
  • Women increase in status,
A

pool shrinks

39
Q

Phases of Marital Satisfaction

A
  • Our satisfaction in long term relationships takes a U shape pattern
  • Decline after birth of children
  • Increase when youngest child leaves home
  • Returning to a level of satisfaction similar to early marriage
40
Q

recent higher % of divorce in who

A
  • Divorce rate down in last 20 years - rising for older couples due to delaying having children; low marital satisfaction
41
Q
  • Play is critical to the overall development of children
  • Changes over time
  • Becomes more sophisticated, interactive, cooperative
  • Gradually more dependent on social and cognitive skills
  • Children work hard to avoid conflicts or smooth over disagreements
A

the work of play

42
Q

Functional

A
  • Play that involves simple, repetitive activities typical of three year olds
  • Ex. Skipping, jumping, pushing cars on the floor
  • Be active and action
  • Age 3
43
Q

Constructive

A
  • ​Play in which children manipulate objects to produce or build something
  • Ex. Build a house out of legos, puts puzzle piece together
  • Age 4
44
Q

Parellel

A
  • ​Play with similar toys, in a similar manner, but do not interact with each other
  • Preschool
45
Q

Onlooker

A
  • ​Children watch others at play but don’t participate themselves
  • Ex. Preschool
46
Q

Associative

A
  • Sharing, borrowing, but different tasks, different play

* Not working together, just sharing

47
Q

Cooperative

A
  • ​Interact with one another
  • Take turns
  • Play games
  • Ex. Girls play dress up and have fashion shows
48
Q

Damon Stage 1

A
  • 4-7
  • Looking at what toys they play with
  • Appearance
49
Q

Damon Stage 2

A
  • ​Basing friendship on trust
  • Age 8-10
  • Taking others personal qualities
  • Counting on others for help
50
Q

Damon Stage 3

A
  • ​11-15
  • Psychological friendships
  • Shared actives
  • Intimacy
  • Connections
  • Can you trust this person?
51
Q

Sex Cleavage

A
  • Boys play with boys
  • Girls play with girls
  • Middle childhood
  • Sexes separate
52
Q

Boys Friendship

A
  • Large group
  • Dominant
  • Re establish if threats
  • Hierarchy
53
Q

Girls Friendships

A
  • Pair off
  • 1 or 2 best friends
  • Not a large network
  • Status is equal
54
Q

Friends in Middle Childhood

A
  • Provide emotional support/help children handle stress
  • Teach children emotional regulation
  • Teach communication with others
  • Foster intellectual growth
  • Allow chided to practice relationship skills
55
Q
  • Personal Fable
A
  • View of death unrealistic

* Sense of invincibility- risky behavior?

56
Q

adolescence and death common causes

A

Accidents, homicide, suicide, cancer, AIDs

57
Q

death is young adulthood

A
  • Prime time of life- death is unthinkable

* Actively pursing life goals- anger and impatience

58
Q

Death in Middle Adulthood

A
  • Life threatening disease not surprising

* Fear of death greatest

59
Q

causes of death in young adulthood

A
  • Accidents, suicides, homicides, AIDs, cancer

* End of early adulthood: disease

60
Q

causes of death in middle adulthood

A
  • Heart attack or stroke are the most frequent causes
61
Q

Death in Late Adulthood

A
  • Realize death is imminent
  • Face and increasing number of deaths in their environment
  • Less anxious about dying
62
Q

causes of death in late adulthood

A
  • Causes
    • Cancer, stroke, and heart disease
    • Terminal decline
63
Q

terminal decline

A
  • Experience a drop in cognitive performance; memory, ability to think clearly, communicate clearly
64
Q

Programs for death, dying and grief

A

Death Education

65
Q
  • Crisis intervention education
A

suicides right away need it

66
Q
  • Routine death education
A

regular. death education

67
Q

Thanatologist-

A

death researcher and educator

* Increase public awareness and affected practices and policies related to death

68
Q

hospice care

A

end of life care

69
Q

kubler stages of death and dying

A 
denial 
anger
bargain
depression 
acceptance
70
Q
  • During this stage, the initial (and most common) emotional response to the knowledge of impending death is denial. People in this stage say, ‘No, not me. It can’t be!’ According to Kubler-Ross, denial serves as a defense mechanism.
A
  • Denial
71
Q
  • Once the dying person accepts that the diagnosis is correct he or she may become very angry. Feelings of rage or resentment may overcome this person and the anger may be directed at others as well. The person may ask, ‘Why me?’
A

Anger

72
Q
  • Asking for extra time

* Barter with doctors, family, or God

A
  • Bargaining
73
Q
  • Shouldn’t be leaving the ones I love

* Only thing left

A

Depression

74
Q
  • Calm and peace

* Work through it

A
  • Acceptance
75
Q

DNR-

A

do not resuscitate

  • Want to be let go
  • Don’t want extraordinary life saving intervention
  • Determines whether current quality of life will be improved or diminished by particular intervention
  • Determines decision maker role
76
Q

Living Will

A
  • To gain more control over decisions regarding the nature of their deaths, people are increasingly drafting legal documents while healthy and lucid
  • Living will
  • Health care proxy
  • someone to take decisions over you
  • Durable power of attorney
77
Q
  • Bereavement
A
  • Acknowledgment of the objective fact that one has experienced a death
    someone you dont know personally enough to grief
78
Q
  • Grief
A
  • A person’s emotional response to loss

psych 208 (3 decks)

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