Exam 3 Ch 9-11

Question 1

motives

Answer 1

needs, wants, desires leading to goal directed behavior

Question 2

incentive theory

Answer 2

regulation by external stimuli–an incentive is an external goal that has the capacity to motivate behavior

Question 3

drive theory

Answer 3

seeking homeostasis–a drive is a hypothetical internal state of tension that motivates an organism to engage in activities that should reduce this tension

Question 4

main environmental factors in hunger/eating

Answer 4

1. Food availability and related cues (palatability, quantity available, variety)
2. learned preferences and habits (classical conditioning and observational learning)
3. stress (link between negative emotion and overeating)

Question 5

masters and johnson research

Answer 5

1966-stages of sexual response:
excitement
plateau
orgasm
resolution--changes brought about by sexual arousal gradually subside

Question 6

sexual orientation

Answer 6

a continuum

only 5-8% report as “gay” or “lesbian”

Question 7

theories explaining homosexuality

Answer 7

environmental –boys who are told/allowed to play with barbies will be gay
biological–something with prenatal hormones
interactionist–?

Question 8

parental investment

Answer 8

what each sex has to invest (time energy survival risk) to produce and nurture offspring

Question 9

parental investment theory

Answer 9

differences between females and males in parental investment lead to gender differences in mating tendencies and preferences

Question 10

mating preferences/mate selection

Answer 10

men–more interest in uncommitted sex, greater number of sex partners;look for youth and attractiveness in partners
women–look for income, status and ambition in partners

Question 11

achievement motive

Answer 11

the need to excel

use thematic apperception test

Question 12

those with high achievement motive…

Answer 12

work harder and more persistently
delay gratification
pursue competitive careers
will choose medium level of difficulty task because they want to have a good shot of achievement with a challege

Question 13

cephalocaudal trend

Answer 13

head to foot motor development–children can first control head then torso and on down

Question 14

proximodistal trend

Answer 14

center-outward motor development–children can first control the center of their bodies–> gradually out to extremities

Question 15

developmental norms

Answer 15

median age for children to behave/be able to act certain ways
-there are cultural variations

Question 16

attachment styles

Answer 16

secure
anxious/ambivalent
avoidant

Question 17

secure attachment style

Answer 17

the ideal–children in strange situation will explore new environment checking back to mom as a check point, get a bit upset when mom leaves, calm down when mom returns

Question 18

anxious/ambivalent attachment style

Answer 18

children in strange situation will cling to mom and not let fo or explore and will throw a fit when mom leaves and will not calm down when mom returns

Question 19

avoidant attachment style

Answer 19

children in strange situation will explore and ditch mom and not be upset when mom leaves

Question 20

erikson’s stages

Answer 20

1963
eight stages spanning lifetime
psychological crisis in each determining balance between opposing polarities in personality

Question 21

what are each of erikson’s stages

Answer 21

1. trust v mistrust (first year of life)
2. autonomy v shame and doubt (2-3)
3. initiative v guilt (4-6)
4. industry v inferiority (6-puberty)
5. identity v confusion (adolescence)
6. intimacy v isolation (early adulthood)
7. generativity v self-absorption (middle adulthood)
8. integrity v despair (late adulthood)

Question 22

piaget’s stages

Answer 22

cognitive development stages

1. sensorimotor period–development of object permanence–coordination of sensory input and motor responses (birth-2 years)
2. preoperational period–development of symbolic thought marked by irreversibility and egocentrism (water in dif shaped beakers) (2-7 years)
3. concrete operational period–mental operations applied to concrete events, mastery of conservation (7-11 years)
4. formal opperational period (11 years to adulthood) mental operations applied to abstract ideas–logical systematic thinking

Question 23

Lev Vygotsky

Answer 23

sociocultural theory–“kids are like apprentices”

reasoning as emerges through practical activity in a social environment

Question 24

Moral development

Answer 24

kohlberg 1976
reasoning as opposed to behavior
under moral dilemma the nature of moral reasoning can be measured
kohlberg had stage theory with 3 levels each with 2 sublevels

Question 25

moral development stage theory

Answer 25

kohlberg level 1--preconventional level--right and wrong is determined by what is punished or what is rewarded containing punishment orientation stage and naive reward orientation stage level 2--conventional level--right and wrong is determined by close others' approval or by societies laws (which should be obeyed) contains stage 3(good boy/good girl orientation) and stage 4 (authority orientation) level 3--post conventional level--right and wrong determined by societies rules which are falliable or by ethical principles which emphasize justice and equity contains stage 5 (social contract orientation) and stage 6 (individual principles and conscience orientation)

Question 26

prefrontal cortex development

Answer 26

in adolesense there is a change in the prefrontal cortex last to develop in brain--why teens are more involved in risky behavior and have invincibility fable

Question 27

marcias identity statuses

Answer 27

james marcia--4 identity statuses 1. identity diffusion--apathetic, no commitment to an ideology 2. identity foreclosure--premature commitment to visions values and roles 3. identity moratorium--delaying commitment and experimenting ideaologies and careers 4. identity achievement-- arriving at a sense of self after some consideration of alternate ideologies and careers

Question 28

personality

Answer 28

an individual's unique set of consistent behavioral traits

Question 29

5 factor model

Answer 29

``` of personality-OCEAN openness to experience conscientiousness extraversion agreeableness neuroticism ```

Question 30

id

Answer 30

pleasure principle

Question 31

ego

Answer 31

reality principle

Question 32

superego

Answer 32

morality

Question 33

freuds structure of personality

Answer 33

involves id, ego and superego--not physical components

Question 34

freudian defense

Answer 34

see chart--all sorts of defense mechanisms to

Question 35

alfred adler

Answer 35

individual psychology striving for superiority-universal driv to adapt,improve oneself and master life's challenges compensation -efforts to overcome real or imagined inferiorities by developing one's abilities inferiority complex-exaggerated feelings of weakness and inadequacy

Question 36

carl jung

Answer 36

analytic psychology personal and collective unconscious collective unconscious= storehouse of latent memory traces inherited from people's ancestral past archetypes=emotionally charged images and thought forms that have universal meaning ex-mandala is universal symbol for unified wholeness

Question 37

maslow

Answer 37

theory of self actualization hierarchy of needs-a systematic arrangement of needs, according to priority in which basic needs must be met before less basic needs are aroused healthy personality=self-actualizing people

Question 38

maslow hierarchy

Answer 38

``` most basic need: physiological need safety and security belongingness and love esteem needs cofnitive needs aesthetic needs need for self actualization (realization of potential) ```

Question 39

skinners views on personality

Answer 39

behaviorist stimulus --> response conditioning and response tendencies personality development is a product of conditioning comes from stable response tendencies personality is a collection of response tendencies that are tied to various stimulus situations

Question 40

walter mischel

Answer 40

behaviorist-social learning theorist people make responses that they think will lead to reinforcement in the situation at hand situation determines behavior of the person

Question 41

carl rogers

Answer 41

humanist-person centered theory self-concept-collection of beliefs about one's own nature, unique qualities and typical behavior incongruence-degree of disparity betweeen ones self concept and ones actual experience too much incongruence undermines ones psych well-being unconditional positive regard fosters congruence

Question 42

self-efficacy

Answer 42

one's belief about one's ability to perform behaviors that should lead to expected outcomes

Question 43

social cognitive theory

Answer 43

bandura-behaviorist personality largeley shaped through learning by conditiioning is not a mechanical process in which people are passive participants-people actively seek out and process info about environment to maximize favorable outcomes--unobwervalble cognitive events are brought into the picture shaped by observational learning/models and self-efficacy