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HHGM4M0 - Pyschology > Exam Review > Flashcards

Exam Review Flashcards

1
Q

The thumb represents

A

Psychodynamic
- unconcious is director of all behaviours

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2
Q

The index represents

A

Cognitive
- how povs influence thoughts, actions, memories

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3
Q

The middle finger represents

A

Behavioural
- how behaviours are learned, what’s right or wrong

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4
Q

The ring finger represents

A

Humanistic
- human growth, self concept

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5
Q

The pinky represents

A

Evolutionary
- natural selection causes change in genes, behaviours

Biological (Fist)
- how brain & body creates thoughts, emotions

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6
Q

The palm represents

A

Social-cultural
- behaviour interpreted in proper social & cultural context

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7
Q

Structuralism

A

Study of consciousness using self reflection

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8
Q

Functionalism

A
  • how conciousness functions help ppl adapt to environments
  • surverys, questionnaries, mental tests
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9
Q

Gestalt Psychology

A
  • consciousness needed to be understood as a whole
  • optical illusions
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10
Q

Psychoanalysis (modern)

A
  • free association & dream analysis to explore unconcious
  • all behaviours & thoughts are directed by unconcious force
  • problems happen from unresolved things in mind
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11
Q

Behaviourism

A
  • born as empty sheet
  • nurture
  • only study what can be measured/observed
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12
Q

Hindsight Bias

A

After learning outcome, many ppl think they could’ve predicted it

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13
Q

Cross-sectional Study

A

Study ppl of diff ages at same time

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14
Q

Longitudinal Study

A

Studying same ppl overtime

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15
Q

Cross-sequential

A

Grps tested over period of time

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16
Q

Biographical/Retrospective Study

A

Person’s past created w/interviews & research

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17
Q

Observational Research

A

Findings based on environment (Lab or Naturalistic)

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18
Q

Lifespan Development

A

Development from conception to death

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19
Q

Lifespan Characteristics

A
  1. Dev is lifelong (grow & decline)
  2. Multidirectional
  3. Elasticity (ability to change from experience)
  4. Multicultural
  5. Growth, Maintenance, Regulation
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20
Q

Domains of Development

A
  • Physical
  • Intellectual
  • Emotional
  • Social
  • Moral
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21
Q

Arguments of Development

A
  • Slow vs Abrupt change
  • Nurture vs Nature
  • Stable vs Active
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22
Q

Biological Age

A

Based on capacities of vital organs

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23
Q

Mental Age

A

Based on academic Abilities

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24
Q

Psychological Age

A

Based on adaptive capacity to others

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25
Q

Social Age

A

Based on social expectations of that age

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26
Q

Prenatal Physical Development

A

Develop of organs (18-21 in, 5-7lbs)

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27
Q

Prenatal Risk Factors

A
  • Genetics
  • Sex
  • Tetratogens (Alcohol, Drugs, Pollutants, Toxoplasmosis, STIs, HIV)
  • Mother’s Age, Diabetes, High BP, Stress, Depression
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28
Q

Infancy Sensory Development

A
  • Hearing
  • Vision
  • Touch/pain
  • Smell
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29
Q

Infancy Growth & Hinders

A
  • Growth: interactive play, stimulation of sense
  • Hinders: malnutrition, lack of social stimulation
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30
Q

Infancy (0-1) Physical Development

A
  • Rooting (turning head when check is touched)
  • Babinski (toes fan out & curl foot is touch from heel to toe)
  • Moro (Sudden things cause arms & legs to spread & contract)
  • Tonic neck (fencing pose)
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31
Q

Early Childhood Brain Development

A
  • Dendrites
  • Prefrontal cortex
  • Corpus callosum
  • Temporal lobe
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32
Q

Early Childhood Physical Development

A
  • Coordinating motor skills (running, skipping)
  • Fine motor skills
  • Toilet training
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33
Q

Early Childhood (2 - 6) Growth & Hinders

A
  • Growth: movement, communication w parents
  • Hinders: malnutrition
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34
Q

Middle Childhood (6-11) Brain Development

A
  • Frontal lobes
  • Hippocampus
  • Pay better attention
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35
Q

Middle Childhood Physical Development

A
  • Gain muscle, lung capacity
  • Growth spurt
  • Gross motor skills
  • Hand-eye coordination
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36
Q

Middle Childhood Growth & Hinders

A
  • Growth: sports (social, well being)
  • Hinder: obesity
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37
Q

Adolescence Brain (11-18) Development

A
  • Pruning
  • Amydala & Prefrontal cortex
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38
Q

Adolescence Physical Development

A
  • Reproductive organ growth (spermarche, menstruation)
  • Pubic hair
  • Broader shoulders/breast development
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39
Q

Adolescence Growth & Hinders

A
  • Growth: physical activity, diet
  • Hinders: drugs, caffeine
40
Q

Four Lobes of the Brain

A
  • Frontal (cognitive)
  • Parietal (sensory)
  • Temporal (processes sensory)
  • Occipital (vision)
41
Q

Early Adulthood (18-40) Brain Development

A
  • Frontal lobe finish
  • Myelination
42
Q

Early Adulthood Physical Development

A
  • Peak strength, abilities (20s)
  • Aging process begins (30s)
43
Q

Early Adulthood Growth & Hinder

A
  • Growth: mental health, physical activities
  • Hinder: alcohol/drug use, obesity
44
Q

Piaget Theory of Cognitive Development

A

As brain grows, cognitive processes get more complex (puts limits at certain age)

45
Q

Piaget’s Stages

A
  • Sensorimotor (0-2): learn though senses & movement
  • Preoperational (2-7): symbolism, no logic/conservation, egocentric
  • Concrete operational (7-11): logic, simple math
  • Formal Operational (12+): abstract thinking
46
Q

Schema

A

Mental molds to organize topics (characteristics of smth)

47
Q

Accommodation

A

Adjusting schema

48
Q

Assimilation

A

Incorporating experiences into current schema

49
Q

Theory of Mind

A

Ability to interpret mental states, emotions, behaviors of ourselves & others

50
Q

Kholberg Theory of Moral Development: Preconventional Morality

A
  • 0-9 yrs
  • Punishment: rules are fixed & absolute
  • Self-Interest: how it benefits the child if they obey
51
Q

Kholberg Theory of Moral Development: Conventional Morality

A
  • 10-15 yrs
  • Pleasing Others: conformity
  • Laws & Order: maintaining law from rules
52
Q

Kholberg Theory of Moral Development: Postconventional Morality

A
  • 16+
  • Social Contract: diff opinions, consensus over majority
  • Principle: abstract reasoning, morality
53
Q

Gilligan Theory of Moral Development

A
  1. Individual survival: choice on what’s best for them
  2. Goodness as self-sacrifice: giving up what they want for others
  3. Morality of nonviolence: uses reasoning to balance wants
54
Q

Three Components of Communication

A
  1. receptive language (understanding info)
  2. expressive language
  3. non-verbal skills
55
Q

Stages of Learning Language

A
  • Babbling stage
  • One-word stage (usually beginning w/b,d,m,p,t)
  • Two-word stage
  • Longer phrases
56
Q

Language Theories

A
  • Skinner: child learn language from parental rewards
  • Chomsky: inner language processor, language acquisition, has basic grammar
  • Vygotsky: biologically prepped for language, it is a sub-process of cognitive devel
57
Q

Statistical Learning

A

Brain analyses words through syllables

58
Q

Critical Period

A

If child hears language when they reach this stage, they’ll learn it perfectly

59
Q

Linguistics Determinism (Whorf)

A

Language controls thinking

60
Q

Thinking influencing language

A
  • Thinking is language based
  • We also think in images
61
Q

Early Language Milestones

A
  • Crying
  • Holophrases: combines single word w/gestures
62
Q

Social Cognitive Theory

A

learning, perception, social interaction contribute to personality

63
Q

Trait Theory

A

ppl have basic traits & strengths of them change for pesonality

64
Q

Imprinting

A

Biological form of attachment

65
Q

Bowlby Ethological Theory of Attachment

A

Born biologically to elicit attachment behaviour to primary caregiver

66
Q

Bowlby Ethological Theory of Attachment: Phase 1

A

Pre-attachment phase (0-6 weeks)
- crying, grasping
- recognize mom’s smell, but not attached

67
Q

Bowlby Ethological Theory of Attachment: Phase 2:

A

Attachment-in-the-making phase (6 weeks - 6-8 mo)
- responds diff to familar ppl, trust
- learn the effects of their actions

68
Q

Bowlby Ethological Theory of Attachment Phase 3:

A

Phase of “Clear Cut” attachment: (8 months - 18 mon- 2yrs)
- seperation anxiety
- object permanence

69
Q

Bowlby Ethological Theory of Attachment Phase 4:

A

Formation of reciprocal relationship: (2 yrs+)
- be able to predict when parent will come back
- negotiating w/caregiver

70
Q

Harlow Study of Social Attachment

A

Feeding < comfort

71
Q

Ainsworth: Attachment & Anxiety

A
  • Secure: parents as secure base, strong pref & contact w/parents
  • Avoidant: unresponsive to parent, doesn’t cling
  • Resistant: clingy but rejects comfort/attachment
  • Disorganized: greatest insecurity, confused, crying out unexpectedly
72
Q

Factors Affecting Attachment Security

A
  • infant health complications
  • quality of care
  • maternal deprivation
  • family issues
73
Q

Social-emotional development of Toddlers

A
  • more creative, confident, defiant, awareness
  • quick mood swings (can’t cope), independence
  • fear of typical things
  • jealousy, anger, stubborn (doesn’t understand)
74
Q

Social-emotional development of Preschoolers

A
  • individuality, self-control
  • good vs bad
  • friendships, willing to share, peer oriented
  • awareness of feelings, turn taking
75
Q

Preschooler Self-esteem & self concept

A
  • Self-concept is self desc to diff groups
  • Self-esteem improves as cognitive skills does, reflective of physical things (don’t compare/dwell on past)
76
Q

Social-emotional development of Middle & Late Childhood

A
  • internalized shame/pride, empathy control of them
  • social assumption, processes improve
77
Q

Middle & Late Childhood Self-esteem & self-concept

A
  • Self-concept is more realistic of weakness/strengths, beliefs, identity
  • Self-esteem internalizes appraisals, comparisons (from self concept)
78
Q

Middle & Late Children Key Relationships

A
  • Friendships: judges worth, attractiveness, acceptance (popularity)
  • Family: more roles, discipline, teaching, establishing rules (atmosphere > structure)
79
Q

Infant Social-emotional development

A
  • learn behaviours from seeing/repetition
  • give more positive than negative attention
80
Q

Emotional Development

A
  • learning to recognize, express feelings
  • establish identity (leads to confidence)
81
Q

Social Development

A
  • learning to interact w/others & express oneself
  • influenced by family bonds, home atmosphere, child’s temperament
82
Q

Newborns Social-emotional development

A
  • attraction or withdrawal
  • simple facial movements, gestures, mimicking
  • playing
83
Q

Influences of Temperament

A
  • pessimism (tendency to respond w/anger, frustration)
  • inhibition
  • activity
  • focus control
  • optimism
84
Q

Influences of Personality

A
  • self-concept
  • socialization skills
  • sense of responsibility
  • experiences
  • coping styles
  • motivation
85
Q

Influences of Cognitive & Moral Development

A
  • Family, peer, culture
  • Cognitive changes
  • Emotions
  • Experiences
  • Neurodevelopment
86
Q

Infant Brain Development

A
  • Cerebellum triples
  • All lobes
87
Q

Erikson’s Stages

A
  • trust vs mistrust: trusting caregivers based on responsiveness
  • autonomy vs. doubt: sense of independence
  • initiative vs guilt: sense of capability, leading others
  • industry vs inferiority: sense of competency
  • identity vs role confusion: experiences contribute to who you are
88
Q

Amygdala

A

Emotions

89
Q

Hippocampus

A

Processing memories

90
Q

Wernicke’s & Broca Area

A
  • Wernicke’s: language comprehension
  • Broca’s: language expression
91
Q

Infancy

A

0 - 1

92
Q

Toddlers

A

2 - 3

93
Q

Early Childhood/Preschoolers

A

4-6

94
Q

Middle & Late Childhood

A

6-11

95
Q

Adolescence

A

12 - 18

HHGM4M0 - Pyschology (3 decks)

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