Final Exam

Question 1

Definition of Intelligence

Answer 1

The ability to learn from experience, solve problems, and use knowledge to adapt to new situations.

Question 2

Ways to Evaluate Intelligence

Answer 2

Intelligence can be evaluated through standardized tests (e.g., IQ tests), performance tasks (e.g., Binet tests), and assessments of verbal, mathematical, spatial, and reasoning abilities (e.g., Wechsler scales).

Question 3

Use of Intelligence Tests

Answer 3

Identify intellectual strengths and weaknesses, diagnose learning disabilities, place students in educational programs, and predict academic and job performance.

Question 4

Predictive Power of Intelligence

Answer 4

Predict school and job success

Question 5

Mental age vs. Chronological Age

Answer 5

Mental age refers to the age level at which a person functions intellectually, while chronological age is the actual age in years. IQ = (Mental Age ÷ Chronological Age) × 100.

Question 6

Self-efficacy

Answer 6

The belief in one’s own ability to succeed in specific situations or accomplish tasks, which influences motivation and achievement.

Question 7

Fixed Mindset vs. Growth Mindset

Answer 7

Fixed mindset is the belief that qualities are carved in stone and cannot change, while a growth mindset sees qualities as malleable and capable of development through effort.

Question 8

Extrinsic vs. Intrinsic Motivation

Answer 8

Extrinsic motivation comes from external rewards (e.g., grades, money), while intrinsic motivation is driven by internal satisfaction and interest in the task itself.

Question 9

Stereotype Threat

Answer 9

When individuals fear confirming negative stereotypes about their group, which can negatively affect performance.

Question 10

Changes in Intelligence Throughout Aging

Answer 10

Fluid intelligence (problem-solving, reasoning) tends to decline with age, while crystallized intelligence (accumulated knowledge) remains stable or increases.

Question 11

The Id

Answer 11

Primal, unconscious part of the psyche that operates based on the pleasure
principle and seeks immediate gratification of basic desires, urges, and needs
without considering the consequences or social norms

Question 12

The Ego

Answer 12

Operates based on the reality principle and is responsible for helping
individuals make decisions, solve problems, and navigate reality while balancing
internal desires (id) with external demands (superego)

Question 13

The Superego

Answer 13

Represents the moral aspect of the personality and acts as the
internalized set of societal and parental standards, rules, and values

Question 14

Harlow’s Monkey Experiment

Answer 14

Harlow’s study showed that infant monkeys preferred cloth “mothers” that provided comfort over wire “mothers” that provided food, emphasizing the importance of emotional security and attachment.

Question 15

Development of Emotional Competence

Answer 15

Understanding and managing emotions, recognizing others’ emotions, and expressing emotions appropriately

Question 16

Primary Emotions

Answer 16

Primary emotions (e.g., surprise, interest, joy, anger, sadness, fear, disgust) are innate and appear within the first 6 months.

Question 17

Self-conscious Emotions

Answer 17

Self-conscious emotions (e.g., Jealousy, empathy, embarrassment, guilt, shame, pride) emerge after 18 months when the self becomes consolidated and require self-awareness and social understanding.

Question 18

Socio-emotional Selectivity Theory

Answer 18

Suggest older adults become more selective about their activities and social relationships in order to maintain social and emotional well-being.

Question 19

Sternberg’s Triangular Theory of Love

Answer 19

Suggests love has three components/dimensions: Passion (Physical and sexual attraction), Intimacy (Emotional feelings of warmth, closeness, and sharing), and Commitment (Cognitive appraisal of the relationship and an intent to maintain the relationship in the face of problems.

Question 20

Temperament and Parenting

Answer 20

A child’s temperament (e.g., easy, difficult, slow-to-warm-up) interacts with parenting style; a good fit between the two can support healthy emotional and social development

Question 21

Identity Development in Early adolescence

Answer 21

Youth are in diffusion (e.g., “I don’t know and I don’t care what I’m supposed to do with my life”) foreclosure (e.g, “I’ve made a choice without thinking”) or moratorium (e.g., “I’m thinking about what I should do”) stages.

Question 22

Identity Development in Emerging Adulthood

Answer 22

The key period for major identity changes, especially during college when exploration increases. Identity becomes more integrated with advanced reasoning and life experiences.

Question 23

Identity Development in Adulthood

Answer 23

Consolidation often continues into early and middle adulthood. Supportive parenting and a family atmosphere that encourages individuality and connectedness promote healthy identity formation, while poor communication and conflict can hinder it.

Question 24

Theory of Mind

Answer 24

Theory of mind is the ability to understand that others have thoughts, feelings, and perspectives different from one’s own, typically developing in early childhood (4-5 years old).

Question 25

Possible Selves

Answer 25

Represent individuals’ ideas of what they might become, what they would like to become, and what they are afraid of becoming.

Question 26

Self-esteem vs. Self-concept

Answer 26

Self-concept is how we describe ourselves (traits, roles), while self-esteem is how we feel about those self-perceptions (our sense of worth).

Question 27

Psychosocial Moratorium

Answer 27

A term from Erikson, it describes a period during adolescence when individuals explore various identities before making long-term commitments.

Question 28

Unrealistic Positive Overestimations

Answer 28

Common in early childhood, this refers to children’s tendency to overestimate their abilities due to limited self-awareness and cognitive development.

Question 29

The Big Five Factors of Personality

Answer 29

The Big Five traits are: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism—used to describe and measure personality.

Question 30

Self-regulation

Answer 30

Involves the ability to control one's behavior without having to rely on others' help. Includes self-generation and cognitive monitoring of thoughts, feelings, and behaviors in order to reach a goal.

Question 31

Perspective Taking

Answer 31

The ability to assume another person's perspective and understand his or her thoughts and feelings. Important in determining whether children will develop prosocial or antisocial attitudes/behaviors. Incorporates executive functioning, cognitive inhibition, and cognitive flexibility.

Question 32

Family Systems Theory

Answer 32

Family Systems Theory views the family as an interconnected system where each member affects and is affected by the others; change in one part influences the whole system.

Question 33

Galinsky's Six Stages of Parenting

Answer 33

1. The Image Making Stage: Preparing for parenthood 2. The Nurturing Stage: Forming a bond with the infant and learning to balance infant's needs with other responsibilities 3. The Authority Stage: Establishing boundaries, rules, and a sense of control over the toddler, while also learning to manage their behavior 4. The Interpretive Stage: Teaching children to understand others' perspective, interpret behavior, and react accordingly 5. The Interdependent Stage: Balancing the teenager's increasing independence with the parent's need to maintain authority and guidance 6. The Departure Stage: Preparing for child's independence and letting go as they move into adulthood

Question 34

Baumrind's Parenting Styles

Answer 34

1. Authoritarian Parenting: High parental demands, low responsiveness, and a lack of of warmth and emotional support, with parents often enforcing rules without explanation and expecting strict obedience 2. Authoritative Parenting: High responsiveness and high demands, where parents set clear expectations and limits while also being nurturing, supportive, and open to communication 3. Uninvolved Parenting: Lack of responsiveness to a child's needs, minimal involvement in their life, and a lack of warmth, affection, and guidance 4. Permissive Parenting: High responsiveness and low demands, where parents are nurturing and loving but set few rules, expectations or boundaries, often allowing children to regulate their own behavior

Question 35

Birth Order Theory

Answer 35

Birth order may influence personality: firstborns tend to be responsible and achievement-oriented, middle children may be adaptable, and youngest often sociable. Effects vary by family dynamics and environment.

Question 36

Divorce Risk Factors

Answer 36

Risk increases with early marriage, low education, financial stress, poor communication, infidelity, and having divorced parents. Divorce can affect children’s emotional, social, and academic outcomes.

Question 37

Impacts of Child Maltreatment

Answer 37

- Poor emotional regulation - Attachment problems - Problems in peer relations - Difficulty adapting to school - Psychological problems (e.g., depression and delinquency)

Question 38

Gender Identity

Answer 38

Psychological sense of being male, female, a blend of both, or neither

Question 39

Low-SES Parents

Answer 39

- Concerned that children conform to society's expectations - Create a home atmosphere in which it is clear parents have authority over children - Use physical punishment more in disciplining children - More directive and less conversational with children

Question 40

High-SES Parents

Answer 40

- Concerned with developing child's initiative and ability to delay gratification - Create home atmosphere in which children are nearly equal participants and rules are discussed as opposed to being laid down - Less likely to use physical punishment - Less directive and more conversational with children

Question 41

Social Convoy Model of Social Relations

Answer 41

Individuals go through life embedded in a personal network of individuals to whom they give, and from which they receive, social support. Social support helps individuals cope with life challenges

Question 42

Social Support in Older Adulthood

Answer 42

- Older adults with higher levels of social integration suffer less from depression - Older adults report feeling less lonely than younger adults, likely reflecting their more selective social networks and greater acceptance of loneliness in life - Being lonely and socially isolated is a risk factor for older adults which may result in health concerns or earlier death

Question 43

Peer Relations in Early Childhood

Answer 43

- Children distinguish between friends and non-friends -Preschool children are more likely to have friends of different gender and ethnicity

Question 44

Peer Relations in Elementary School

Answer 44

Reciprocity becomes important in peer interchanges

Question 45

Peer Relations in Middle/Late Childhood and Adolescence

Answer 45

- Amount of time spent in peer interaction rises - Size of peer groups increase - Less closely supervised by adults

Question 46

Gender Schema Theory

Answer 46

Children actively organize others' behavior, activities, and attributes into gender categories, which are known as schemas

Question 47

Social Learning theory

Answer 47

Gender roles are learned through reinforcement, punishment, and modeling