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Developmental Psychology > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Nature

A

Genetic or hereditary influences

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2
Q

Nurture

A

Environmental Influences

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3
Q

Continuity v. Discontinuity

A

Whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity)

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4
Q

Continuity

A

A particular developmental phenomenon that represents a smooth progression throughout the life span

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5
Q

Discontinuity

A

A particular developmental phenomenon that represents a series of abrupt shifts

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6
Q

Universal v. Context

A

Whether there is just one path of development or several paths

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7
Q

Lifespan Perspective

A

View that human development is multiply determined and cannot be understood within the scope of a single framework

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8
Q

Multi-directionality

A

Development involves both growth and decline; as people grown in one area, they may lose at another and at different rates.
EX: Vocabulary: ability tends to increase throughout life, but reaction times tend to slow down

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9
Q

Plasticity

A

Ones capacity is not predetermined or carved in stone. Many skills can be learned or improved with practice, even in later life.
EX: People can learn better ways to remember information, which may help them deal with declines in memory ability that accompany aging.

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10
Q

Historical Context

A 
Each of us develops within a particular set of circumstances determined by the historical time in which we are born and the culture in which we grow up
EX: Living in a middle class suburb in 1950s Indianapolis has little in common with living in poor Latino neighborhood in 1990s Texas
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11
Q

Multiple Causation

A

How we develop results from the biological, psychological, sociocultural and life-cycle forces that we mentioned before.
EX: 2 children growing up in same family will have different experiences if one has a development disability and the other does not

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12
Q

Naturalistic Observation

A

Technique in which people are observed as they behave spontaneously in some real-life situation

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13
Q

Structural Observation

A

Technique in which a researcher creates a setting that is likely to elicit the behavior of interest

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14
Q

Sampling behavior with tasks

A

Creating tasks that are thought to sample the behavior of interest

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15
Q

Self Reports

A

Peoples answers to questions about the topic of interest

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16
Q

Correlational Study

A

Investigations looking at relations between variables as they exist naturally in the world

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17
Q

Experiment

A

A systematic way of manipulating the key factor(s) that the investigator thanks causes a particular behavior.

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18
Q

Independent Variable

A

Factor being manipulated

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19
Q

Dependent Variable

A

The behavior being observed

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20
Q

Longitudinal

A

One group of people is tested repeatedly as they develope

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21
Q

Cross-Sectional

A

People of different ages are tested over-time based on either multiple longitudinal or cross-sectional designs

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22
Q

Genes

A

A group of nucleotide bases that provides a specific set of biochemical instructions

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23
Q

DNA

A

Molecule composed of 4 nucleotide bases that is the biochemical basis of heredity

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24
Q

Chromosomes

A

Threadlike structures in the nuclei of cells that contain genetic material

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25
Q

Genotype

A

Person’s heredity makeup

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26
Q

Phenotype

A

Physical, behavioral and psychological features that result from the interaction between ones genes and environment

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27
Q

Monozygotic Twins

A

The result of a single fertilized egg splitting to form 2 new individuals, also called identical twins

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28
Q

Dizygotic Twins

A

The result of 2 separate eggs fertilized by 2 sperm, also called fraternal twins

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29
Q

Behavioral Genetics

A

The branch of genetics that studies the inheritance of behavioral and psychological traits

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30
Q

Polygenetic Inheritance

A

When phenotypes are the result of the combined activity of many separate genes

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31
Q

Niche-picking

A

Process of deliberately seeking environments that are compatible with one’s genetic makeup

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32
Q

Non-shared environmental Influences

A

Forces within a family that make siblings different from one another

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33
Q

Teratogen

A

An agent that causes abnormal prenatal development

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34
Q

FASD

A

Disorder affecting babies whose mothers consumed large amounts of alcohol while pregnant

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35
Q

Physical Traits of FASD

A

Small head, thin upper lip, short nose, widely spread eyes

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36
Q

Complications at birth for FASD

A
  • Preterm babies: born before 36 weeks
  • Low Birthweight: Less than 2,500 grams (5 pounds)
  • Very Low Birthweight: Less than 1,500 grams (3 pounds)
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37
Q

Preterm babies

A

Born before 36 weeks

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38
Q

Low birthweight Babies

A

Less than 2,500 grams (5 pounds)

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39
Q

Very Low Birthweight Babies

A

Less than 1,500 grams (3 pounds)

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40
Q

Temperament

A

Consistent style or pattern of behavior

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41
Q

Assimilation

A

Taking in information that is compatible with what one already knows

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42
Q

Accommodation

A

Changing existing knowledge based on knew knowledge

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43
Q

Equilibration

A

Children reorganize their schemes to return to a state or equilibrium when disequilibrium occurs

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44
Q

Sensorimotor Stage

A
  • Interact w/ environment
  • 0-2 years
  • Object permanence: objects exists even when we can’t see then
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45
Q

Object Permanence

A

Objects exists even when we can’t see them

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46
Q

Pre-Operational Stage

A
  • Represent World Symbolically
  • 2-7 years
  • Egocentrism: Difficulty seeing the world from another’s point of view
  • Centration: Focused on one aspect of the problem
  • Appearance as reality: Objects appearance tells what object really is
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47
Q

Egocentrism

A

Difficulty seeing the world from another’s point of view: pre-operational stage

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48
Q

Centration

A

Focused on one aspect of the problem: Pre-operational stage

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49
Q

Appearance as reality

A

Objects appearance tells what the object really is: Pre-operational stage

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50
Q

Autobiographical Memory

A

Memories of the significant experiences of one’s own life

  • Preschool years
  • A sense of self, language skills that enable children to converse with parents about past and future, and basic memory skills all contribute to emergence of autobiographical memory
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51
Q

“Preschoolers as eyewitnesses”

A
  • Children interviewed frequently and can confuse what actually happen with what is suggested
  • Limited source of monitoring skills: cannot recall where they gained memories
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52
Q

Vygotsky’s Theory

A
  • Zone of Proximal Development: Difference between what children can do with assistance and what they can do alone; unlearned tasks as the limit of the learners ability
  • Scaffolding: A style in which teachers gauge the amount of assistance they offer to match the learner’s needs; suggestions, corrections, manage frustrations
  • Private Speech: A child’s comments that are not intended for others but are designed to help regulate that child’s own behavior (Intermediate step toward self-regulation of cognitive skills)
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53
Q

Zone of Proximal Development

A

Difference between what children can do with assistance and what they can do alone; unlearned tasks as the limit of the learners ability

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54
Q

Scaffolding

A

A style in which teachers gauge the amount of assistance they offer to match the learner’s needs; suggestions, corrections, manage frustrations

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55
Q

Private Speech

A

A child’s comments that are not intended for others but are designed to help regulate that child’s own behavior (Intermediate step toward self-regulation of cognitive skills)

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56
Q

Erickson’s Stages of Early Psychological Development

A

Describes development as a series of 8 stages, each with a unique crisis for psychological growth. When crisis solved, a psychological strength is established

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57
Q

Erickson’s Stages in Preschool

A

1) Basic Trust v. Mistrust
2) Autotomy v. Shame and Doubt
3) Initiative V. Guilt

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58
Q

Basic Trust v. Mistrust

A

With proper trust v. mistrust balance, infants acquire hope; an openness to new experience tempered by wariness that discomfort of danger may arise.

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59
Q

Autotomy v. Shame and Doubt

A

Gradually come to understand they can control their own actions so strive for independence from others. but counteracted by giving rise to will; knowledge that within limits, youngsters can act on their world intentionally

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60
Q

Initiative V. Guilt

A

Youngsters begin to understand opportunities and have a purpose, but moderated by quilt as they realize that initiative may place them in conflict with others to have a purpose; a balance between individual initiative and willingness to cooperate with others

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61
Q

Attachment in Infancy

A
  • Pre-attachment (birth-8 weeks)
  • Attachment in the making (6 weeks-8 Months)
  • True Attachment (6 Months-18 Months)
  • Reciprocal Relationship (18 Months)
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62
Q

Strange Situation

A

A series of episodes about 3 minutes long with a child, a mother and a stranger at different times

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63
Q

Secure Attachment

A
  • Infants trust and depend on their mothers
  • Baby may or may not cry when mother leaves
  • Baby seeks comfort when mother returns
  • 60-65% of babies
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64
Q

Avoidant Attachment

A
  • Infants turn away from their mothers when they are reunited following a brief separation
  • Baby is not upset when mother leaves
  • When mother returns, baby may ignore by looking away
  • About 20% of babies
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65
Q

Resistant Attachment

A
  • After a brief separation, infants want to be held but are difficult to console
  • Baby is upset when mother leaves
  • Remains upset or even angry when she returns and is difficult to console
  • 10-15% of babies
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66
Q

Disorganized (Disoriented) Attachement

A
  • Infant’s don’t seem to understand what’s happening when separated and reunited
  • 5-10% of babies
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67
Q

What influences the quality of early attachments?

A
  • Mothers behavior
  • Erickson’s Trust v. Mistrust
  • Internal Working Model: Infants understanding of how responsive and dependable the mother is; thought to influence close relationships throughout the child’s life
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68
Q

Internal Working Model

A

Infants understanding of how responsive and dependable the mother is; thought to influence close relationships throughout the child’s life

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69
Q

What are the effects of attachment on later development?

A
  • Securely attached infants more likely to:
    • Initiate play activities
    • Sensitive to needs and feelings of other children
    • Popular among peers
    • Curious, self-directed, eager to learn
    • Cortisol response dampens over time
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70
Q

Piaget’s Middle Childhood stages

A
  • Concrete-operational: Can reason logically about concrete objects,events and situations
  • Formal Operations: Can think logically about abstract objects events and situations
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71
Q

Concrete Operational

A

Can reason logically about concrete objects, events and situations

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72
Q

Formal Operations

A

Can think logically about abstract events and situations

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73
Q

Intelligence

A

Ability to reason logically, connect ideas and solve real problems

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74
Q

Gardner’s Theory of multiple intelligences

A
  • Broader theory of intelligence
  • Does not use test scores,but uses research in child development, studies or brain damages persons and exceptionally talented people fro 9 different intelligence’s
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75
Q

Types of Gardner’s Theory of multiple intelligences

A

Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, Naturalistic, Existential

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76
Q

Sternberg’s Theory of Successful Intelligence

A
  • Analytic ability: The ability to analyze problems and generate different situation
  • Creative ability: The ability to deal adaptively with novel situations and problems
  • Practical ability: The ability to know which problem solutions are likely to work
77
Q

Analytic Ability

A

The ability to analyze problems and generate different situation

78
Q

Creative Ability

A

The ability to deal adaptively with novel situations and problems

79
Q

Practical Ability

A

The ability to know which problem solutions are likely to work

80
Q

Intelligence Testing

A
  • Helping kids in school and sorting kids

- IQ Scores

81
Q

IQ Scores

A
  • Related to school achievement and occupational success
  • Factors that influence IQ Scores
    • Genes, home environment
    • Father absent, mother history of mental illness, low parental work skills, stressful events
  • Average IQ Scores 100
  • 2/3 between 85 and 115
82
Q

Factors that influence IQ Scores

A
  • Genes, Home Environment

- Risks: Father absent, mother history of mental illness, low parental work skills, stressful events

83
Q

What is the average IQ?

A
  • Average is 100

- 2/3 between 85 and 115

84
Q

Project Head Start

A

Kids who attended head start programs had correlation with high school diplomas, arrests, earning incomes, owning home and not receiving welfare, but little to no change in IQ scores

85
Q

Self-Esteem Approach

A

Teaching Self Esteem will lead to successful people:

  • Correlation is not causation
  • Being told that they tried hard rather than that they are smart produces better results
86
Q

Self Control Approach

A

Emails send with positive message and without

-Those who did not receive self esteem approach did better

87
Q

ADHD

A
  • Hyperactivity, Inattention, Impulsivity

- Treated with drugs and occasionally with other measures

88
Q

Successful Schools

A

High percentage of students who are literate, graduate or go to college

  • Staff and students understand academic excellence is primary goal of school and of every student in the school
  • School climate is safe and nurturant
  • Parents are involved
  • Progress of students, teachers and programs is monitored
89
Q

Authoritarian

A

High levels of control and low levels of warmth

  • Childs feelings unimportant, trivial
  • Believes negative emotions are harmful or reflect bad character
  • Punishes child’s emotional expressions
  • Believes passage of time will resolve most problems
90
Q

Permissive

A

Offers warmth and caring, but little control

  • Freely accepts all emotional expression from the child
  • Offers little guidance on behavior or problem solving
  • Does not set limits
  • Offers comfort to child experiencing negative feelings
91
Q

Authoritative

A

Moderate amount of control and are warm and responsive to their children

  • Listens to child
  • Empathize with their feelings
  • Help the child label the emotion she/he is feeling
  • Sets limits to teach acceptable expression of emotion
92
Q

Uninvolved parenting

A

Provides neither warmth not control and that minimizes the amount of time spent with child

93
Q

Reciprocal Influence

A

Child and parent effect each other

  • Age: Parenting changes as children grow
  • Temperament and behavior: a child’s temperament effects the parents behavior
94
Q

Spanking/Punishment/Negative Reinforcement Trap

A

Only encourages further pushback

95
Q

Effects of divorce and remarriage

A
  • In school achievement, conduct, adjustment, self-concept, and parent/child relations of divorced parents kids are poorer
    • More likely to experience conflict in their own marriages, have negative attitudes toward marriage and get divorced themselves.
  • If marriage is happy, most children benefit from blended family
    • Compared to interact families, blended families kids do less well in school and suffer more symptoms of depression
96
Q

Factors Contributing to Child Abuse

A
  • Parents Abused
  • Poverty
  • Lack of Support (Financial, Social Isolation)
97
Q

Effects of abuse on children

A
  • Agressive behavior
  • School Troubles
  • Academic Problems
98
Q

Preventing child abuse

A

Better Parenting Skills

99
Q

What makes kids popular?

A

Girls: clothes, looks, charisma
Boys: Sports, stature, humor

100
Q

Causes/Consequences of rejection

A

Born into it

Need at least 1 friend

101
Q

Instrumental Agression

A

Agression used to achieve explicit goal

102
Q

Hostile Agression

A

Unprovoked agression that seems to have the sole goal of intimidating harassing or humiliating another child

103
Q

Bulling

A

The school must change, not just kids,

Some intervention will not work

104
Q

erickson’s Identity v. Role Confusion

A

Balancing the desire to try out as many selves and the need to select a single self

105
Q

Delinquency causes

A
  1. Biological Contributions
  2. Cognitive processes
  3. Family Processes
  4. Poverty
106
Q

Symptoms of ADHD

A
  • Hyperactivity: energetic, fidgety, and unable to keep still
  • Inattention: Unable to keep attention and skip from one task to another
  • Impulsivity: Act before thinking or interrupt others
107
Q

Hyperactivity

A

energetic, fidgety, and unable to keep still

108
Q

Inattention

A

Unable to keep attention and skip from one task to another

109
Q

Impulsivity

A

Act before thinking or interrupt others

110
Q

Short-Term and Long-Term Effects of Stimulants and Psychosocial treatments for ADHD

A
  • Stimulants such as Ritalin help children short term
    • After 14 months, it showed promising results
    • Over time, results diminished
  • Psycholsocial treatments also worked
    • After 14 Months, medication + psychosocial treatments showed best results
  • Over time, no treatment showed to be better and all ADHD kids are worse off that before. It is a chronic condition
111
Q

Factors contributing to obesity

A
  • Heredity
    • Genes may influence obesity by influencing a persons activity levels
  • Environment
    • TV, Parents
  • Reward System/Positive incentive model
  • Palatable
  • Flavorings
  • Large portion sizes encourage overeating
  • Food environment
    • Toxic: Lots of junk food at low prices
112
Q

Opioid Circuits/Endorphins

A
  • Reward system/positive incentive model

- Stimulating opioid circuits with food drives us to eat

113
Q

Dopamine and food

A
  • Dopamine motivates our behavior toward food
  • Dopamine is released in response to eating
    • Operant Conditioning
  • Dopamine is also released in a response to cues associated with eating
    • A cue triggers dopamine urge, leading us to food and opioid release
114
Q

Erickson’s stage of intimacy v. Isolation

A
  • 6th Stage
  • Once identity is developed, he is ready to create an identity with another
    • W/ o identity adults would be afraid of committing to another or might become dependent on them for identity
    • In women: Identity related with same sex friendships
    • In men: Identity related with same sex friendships & cross sex friendships
  • Men and career oriented women resolve identity first and then identity
115
Q

BMI

A

Ratio of weight to height
25-29= overweight
30+= obese

116
Q

Describe the stage of reflective judgement

A
  • Way in which adults reason through real life dilemmas
    • 1-3: Dogmatic/Preflective
    • 4-5: Quasi-reflective/ Relativist
    • 6-7: Reflective judgement
117
Q

Stage 1-3: Dogmatic/Preflective

A
  • Assumes correct answer always exists
  • Correct answers can be obtained through senses
  • Correct answers can be obtained by believing authorities
118
Q

Stage 4-5: Quasi-Reflective/Relativist

A
  • Recognize that some things cannot be known with absolute certainty, but they are not sure how to deal with these ideas
  • Know that there are different viewpoints, but seem to think that there are no real answers, only opinions
119
Q

Stage 6-7: Reflective Judgement

A

-Although somethings can never be known with certainty, some judgements are more valid because they fit with evidence

120
Q

Describe McAdams life-story model

A
  • Life story: personal narrative
    • Beginning, middle, anticipated end
  • Adolescence: Identity
    • Similar to Erickson’s theory
  • Themes
    • Agency: Individual Accomplishment
    • Communions: Relating to others, participating in something larger than the self
  • Story Form
    • Optimistic Tone
      • Comedy: people find happiness in life by overcoming obstacles (spring)
      • Romance: Excitement of adventure (Summer)
    • Pessimistic Tone
      • Tragedy: Inescapable absurdities of life (fall)
      • Irony: Chaos (Winter)
121
Q

Themes of McAdams life-story model

A
  • Agency: Individual Accomplishment

- Communions: Relating to others, participating in something larger than the self

122
Q

Agency

A

Individual Accomplishment

123
Q

Communion

A

Relating to others, participating in something larger than the self

124
Q

Story Form of McAdams life-story model

A
  • Optimistic Tone
    • Comedy: people find happiness in life by overcoming obstacles (spring)
    • Romance: Excitement of adventure (Summer)
  • Pessimistic Tone
    • Tragedy: Inescapable absurdities of life (fall)
    • Irony: Chaos (Winter)
125
Q

Comedy

A

People find happiness in life by overcoming obstacles (spring)

126
Q

Romance

A

Excitement of adventure (Summer)

127
Q

Tragedy

A

Inescapable absurdities of life (fall)

128
Q

Irony

A

Chaos

129
Q

Generativity v. Stagnation

A
  • Concern for the next generation and the continuation of society
  • Generative adults
    • More involved in their children’s education
    • Authoritative parenting styles
    • More involved in religious, political, civic ventures
    • Higher levels: happiness, life satisfaction
    • Lower levels: Depression, anxiety
130
Q

Characteristics of generative adults

A
  • More involved in their children’s education
    • Authoritative parenting styles
    • More involved in religious, political, civic ventures
    • Higher levels: happiness, life satisfaction
    • Lower levels: Depression, anxiety
131
Q

The Redemptive Self

A
  • Generative adults tend to see their lives as redemptive stories, emphasizing themes of:
    • Early advantage
    • Suffering of others
    • Mental Clarity
    • Conflict between power and love
    • Leaving a legacy of growth
  • Limitations
    • Not all suffering is redeemed
    • Tragedy
132
Q

Describe attachment in adult relationships

A
  • Secure (56%): easy to get close and comfortable; don’t worry about getting abandoned or too close
  • Avoidant (25%): Uncomfortable when too close
  • Anxious/Ambivolant (19%): Others are reluctant to get close
133
Q

Secure attachment in adults

A

(56%): easy to get close and comfortable; don’t worry about getting abandoned or too close

134
Q

Avoidant attachment in adults

A

(25%): Uncomfortable when too close

135
Q

Anxious/Ambivolant attachment in adults

A

(19%): Others are reluctant to get close

136
Q

Describe spouse abuse

A

When one person becomes aggressive to partner

137
Q

Spouse abuse: Cobras

A
  • Decrease in heartbeat as they become more verbally abusive
  • More likely to use gun or knife
  • Antisocial, criminal traits
  • More violent towards others in their lives
  • Less emotionally dependent on others
  • Marriages are more stable
138
Q

Spouse abuse: Pitbulls

A
  • Showed anger as slow burn, gradually increasing in domineering and threatening manner, never letting up
  • Not likely to be violent outside of marriage
  • Emotionally insecure- fear of attachment
  • Marriages more unstable- 1/2 end in 2 years
139
Q

Myth about Domestic Violence: Both men and Women batter

A

Realities:

  • The frequency of violent acts is about the same in men & women
  • Women are more likely to be injured
  • Battering is physical aggression
140
Q

Myth about Domestic Violence: Battering often stops on its own

A

Realties:

  • While many men decrease their level of violence over time few stop completely
  • When they do stop, the emotional abuse usually continues
141
Q

Myth about Domestic Violence: Psychotherapy is an effective “treatment”

A

Realities:

  • Very little evidence that treatment programs are effective
  • Therapists cannot predict who will or won’t be violent in the future
142
Q

Myth about Domestic Violence: Battered women could stop the battering by changing their own behavior

A

Reality:

-Men start violence independently of what their wives say or do

143
Q

Myth about Domestic Violence: Women who stay in abusive relationships must be crazy

A

Reality:

-In this study, 38% left their husbands

144
Q

Describe factors that predict successful marriage

A
  • Turning toward each other instead of away

- Solvable v. Perpetual Problems

145
Q

Factors that predict divorce

A
  • Gridlock
    • You keep talking but make no headway
    • Conflict makes you feel rejected by your partner
    • You vilify each other
    • Less willing to compromise
    • Eventually you disengage from each other emotionally
146
Q

Describe results form Seattle Longitudinal Study

A
  • Mental abilities improve until 30s or 40s, small declines in 50s and 60s and increase greatly in 70s
  • Studied verbal meaning, spacial orientation, inductive reasoning, number, verbal fluency
147
Q

At what age do most people start to decline?

A

50s

148
Q

At what age do most people have their peak performance?

A

Late 30s, early 40s

149
Q

At what age do people score below what they scored at 25?

A

Mid 60s, the same

70s below

150
Q

What factors reduce the risk of cognitive decline?

A

Absence of cardio & other chronic diseases, living in good housing, remaining cognitively active, have flexible personality style in middle age, being married to person w/ high cognitive status, being satisfied with achievements in middle age.

151
Q

Crystallized intelligence

A

The knowledge you have acquired through life experience and education in a particular culture

152
Q

Fluid Intelligence

A

Abilities that make you a flexible & adaptive thinker, allow you to make inferences and enable you to understand relations among concepts

153
Q

How do fluid and crystallized intelligence change with age?

A

Fluid intelligence declines through adulthood and crystallized intelligence improves

154
Q

Which type of intelligence declines the most with advancing age?

A

Fluid intelligence

155
Q

How does stress effect physical and psychological health?

A

In mid age, stress effects become most apparent. Chronic stress suppresses immune system, increases risk of atherosclerosis, hypertension and impaired memory and cognition

156
Q

Describe the benefits of exercise:

A

It can slow physiological aging process, improved cardiovascular functioning, max oxygen consumption, lower blood pressure, better strength, endurance, flexibility and coordination, lower levels of stress, better moods and cognitive functioning

157
Q

How do middle-aged adults deal with their aging parents

A

Major source of stress & rewards, adult children may have trouble coping with parents, can feel depressed, resentful, angry or guilty

158
Q

How long will most people live?

A

In US 80.4 in Women, 75.4 in Men

159
Q

What factors influence how long people live?

A

Genetic, environmental, ethnic, gender

160
Q

What is the third-fourth age distinction?

A 
"Third age" isn 60-80
   -Good news 
   -Increased life expectancy
   -Physical & mental fitness
   -High levels of emotional & personal well being 
"Fourth age" is 80+
   -Bad news 
   -Loss in cognitive potential
   -Increase negative effects of chronic stress
   -Dementia
161
Q

Wear & Tear

A

The body, like any other machine, gradually deteriorates & finally wears out

162
Q

Cellular

A

explanation of aging that focuses on process that occurs within individual cells that may lead to the build up of harmful substances or the deterioration of cells over a lifetime

163
Q

Telomeres

A

The tips of chromosomes that shorten and break with increasing age

164
Q

Free radicals

A

Chemicals produced randomly during normal cell metabolism that bond easily to other substances inside cells

165
Q

Cross-Linking

A

Random interaction of some proteins with certain body tissues, such as muscles and arteries

166
Q

Describe changes in neurons

A
  • Dendrites: pick up info from axon
  • Axon: Transmits info inside from dendrites to terminal branches
  • Fibers composing axons can become twisted and interfere with ability to transmit info to axon
167
Q

Neurofibrillary Tangles

A

Spiral-shaped masses formed when fibers that compose the axon become twisted together

168
Q

Neuritic Plaques

A

Structural change in brain produced when damaged and dying neurons collect around a core of protein

169
Q

What is Alzheimer’s disease?

A

Marked by gradual declines in memory, attention, and judgement, confusion as to time & place, difficulties in communication, decline in self-care skills, inappropriate behavior & personality changes

170
Q

How is Alzheimer’s diagnosed and managed?

A

Autopsy after death

While alive, using symptoms and ruling out all other possible things

171
Q

What causes Alzheimer’s disease?

A

Autosomal dominant inheritance: 100% chance of disease

Risk genes: increase risk

172
Q

Amyloid

A

Protein that is produced in abnormally high levels in Alzheimer’s patients

173
Q

Describe Erikson’s Stage of Integrity v. Despair

A

Late in life when people try to make sense of their lives

174
Q

Describe the influences on subjective well being

A

Hardiness, chronic illness, marital status, quality of one’s social network and stress

175
Q

Describe ways to save social security and issues concerning future retirement

A

Now 401K and before defined benefits

176
Q

Worker to Retiree Ratio

A

Ratio of workers to beneficiaries; ratio is shrinking

177
Q

Privatization

A

Directs money out of social security and into individual accounts

178
Q

Means-Test benefits

A

Benefits only available to individuals whose income is below a certain level
EX: foodstams

179
Q

What is retirement age?

A

65

180
Q

Cost of living adjustment

A

Adjustment made to social security in order to counter act effects of inflation

181
Q

Payroll Tax Rate

A

Taxes imposed on employees or employers

182
Q

Earnings Cap

A

The upper limit on the amount of salary that can be taken into account when calculating pensions

183
Q

What are ethical dilemmas surrounding euthanasia?

A

When trying to decide the circumstances under which a persons life should be ended , placing values on one life versus another.

184
Q

Euthanasia

A

The practice of ending life for reasons of mercy

185
Q

Passive Euthanasia

A

Allowing a person to die by withholding available & treatment

186
Q

Physician-assisted suicide

A

Physicians provide dying patients with fatal dose of medication that patients administers

187
Q

Living Well

A

Document by which a person states their wishes about life support and treatment

188
Q

Durable power of attorney

A

Document in which an individual appoints someone to act as his or her agent for healthcare decisions

189
Q

Palliative Care

A

Care focuses on providing relief from pain and other symptoms of disease at any point during disease process.

Developmental Psychology (2 decks)

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