Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psych 211 > From Slides > Flashcards

From Slides Flashcards

1
Q

Classical Conditioning

A

after conditioning, the response naturally evoked by one stimuli (the unconditioned stimuli) is now evoked by the other stimuli (the conditioned stimuli)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Operant Conditioning

A

influencing strength/frequency of a behaviour through reinforcement using rewards and punishment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Intermittent Reinforcement

A

inconsistent reinforcement increases resistance to extinction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Differential Reinforcement

A

reinforce positive response to extinguish other responses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Vicarious Reinforcement

A

learning from someone else being rewarded/punished

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Hostile Attribution Bias

A

tendency to assume that other people’s ambiguous actions stem from hostile intents

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Robert Selman’s Perspective Development Stages

A 
Stage 0: Egocentrism
Stage 1: Subjective RT
Stage 2: Self Reflective RT
Stage 3: Mutual RT
Stage 4: Societal RT
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Egocentrism Stage

A

(3-6) can’t distinguish between their own interpretation of an action and the potential interpretations of others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Subjective RT Stage

A

(6-8) understand people can have differing perspectives but only because they might not know all the same things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Self-Reflective RT Stage

A

(8-10) understands people can have different values that influence their perspectives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Mutual RT Stage

A

(10-12) can assume an uninvolved 3rd person perspective and systematically compare the perspectives of different people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Societal RT Stage

A

(12+) extends this 3rd person perspective to a “generalized other” who embodies the values of their culture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Entity Orientation

A

attribute outcomes to innate abilities, individual differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Incremental Orientation

A

attribute outcomes to effort, persistence, hard work

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Fluid Intelligence

A

the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Crystallized Intelligence

A

involves knowledge that comes from prior learning and past experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Ethology

A

the study of evolutionary behaviour

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Imprinting

A

form of learning in which the newborns of some species become attached to their mother

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Bronfenbrenner’s Levels of Influence

A

microsystem, mesosystem, exosystem, macrosystem, chronosystem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Microsystem

A

the immediate environment in which the child directly participates

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Mesosystem

A

interconnections between the different microsystems of a child’s life

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Exosystem

A

the environmental setting that the child does not directly experience but that can affect the child indirectly

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Macrosystem

A

the beliefs, values, customs, and laws of the society that affect all other levels in which the child is embedded

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Chronosystem

A

beliefs, values, social circumstances, specific to the times during which the child is developing, things change

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Emotions

A

how you feel, how your body responds, subjective feelings, how you express feelings, thoughts, motivations and actions that occur as a result

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Components of Emtions

A

neural response, physiological response, emotional expression, subjective feeling, stimulation of desires and actions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Discrete Emotions Theory

A

emotions are innate and emerge very early in life

happiness, fear, anger, sadness, surprise and disgust

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Happiness Prevalence

A
  • in the first month, smiling during REM sleep but decreases with age
  • at 1 month they smile while being stroked
  • between 3 and 8 weeks, smile in response to external stimuli
  • 2 months they begin to exhibit social smiles
  • 7 months, familiarity starts to play a role in expression of happiness

IN GENERAL IT INCREASES ACROSS FIRST YEAR OF LIFE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Fear Prevalence

A
  • little evidence in first few months

- 6 or 7 months first signs and intensifies toward 2nd bday

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Separation Anxiety

A

distress when one is or expects to be separated from figure of attachment (increases between 8-15months then decreases)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Anger Prevalence

A
  • hard to pinpoint in infants, it’s usually mixed with sadness
  • tendency to react with anger peaks between 18-24months
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Sadness Prevalence

A
  • hard to pinpoint in infants (usually a facial expression towards mom)
  • 2 year olds express sadness to elicit social support
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Surprise Prevalence

A

expression used for violation of expectation

  • more of a startled response in infants
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Disgust Prevalence

A
  • two hour old infant show disgust
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Social Referencing

A

using parent’s or other adult’s facial expressions and vocal cues to learn how to deal with novel, ambiguous or possibly threatening situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Emotional Intelligence

A

the ability to cognitively process information about emotions and to use that information to guide one’s thoughts and behaviours

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Emotional Regulation

A

a set of both conscious and unconscious processes used to both monitor and modulate emotional experiences and expressions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Co-Regulation

A

emotion regulation facilitated by interaction with a caregiver

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Self-Comforting Behaviour

A

repetitive actions that regulate arousal by providing a mildly positive physical sensation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Self-Distraction

A

looking away from upsetting stimuli to reduce/regulate arousal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Delay of Gratification

A

choice/ability to resist the temptation a smaller, immediate reward in favour of a larger reward later

42
Q

Temperament

A

individual differences in emotion, activity levels, and attention

43
Q

Thomas and Chess Categories

A

easy babies, difficult babies, slow to warm up babies

44
Q

Easy Babies

A

40%
- highly adaptable, adjust quickly to new situations

  • show interest and delight in novelty
  • quickly establish routines
  • cheerful, regulated, flexible babies
45
Q

Difficult Babies

A

10%
- withdraw and have hard time adapting to new experiences

  • intense negative responses to novelty
  • irregular in daily routines
  • fussy, emotional, irritable, cry a lot
46
Q

Slow to Warm Up Babies

A

15%
- withdrawn at first but “warm up” and adapt over time

  • wary of novelty, but lower intensity
  • fairly regular in routine
  • low energy, shyer, not so cheery
47
Q

Rothbart’s Dimensions of Infancy

A

fear, distress at limitations, attention span, activity level, smiling and laughter

48
Q

Rothbart’s Dimensions in Childhood

A

surgency, negative affectivity, effortful control

49
Q

Surgency

A

tendency toward positive emotions, seeking stimulation and high activity levels

50
Q

Negative Affectivity

A

tendency toward negative emotions and difficulty settling down when aroused

51
Q

Effortful Control

A

ability to focus/shift attention, inhibit impulses, and cope with low intensity, complex and/or new activities

52
Q

Goodness of Fit

A

the degree to which an individual’s temperament is compatible with the demands and expectations of his/her social environment

53
Q

Differential Susceptibility

A

the same temperament that puts some kids at risk in negative conditions might cause them to excel in positive conditions

54
Q

Emotional Socialization

A

the process through which children acquire the values, standards, skills, knowledge and behaviours that are regarded as appropriate in one’s culture

55
Q

Emotional Coaching

A

discuss emotions with kids, providing tips on coping with them and expressing them

56
Q

Mental Health

A

children’s sense of well being both internally as well as externally

57
Q

Stress

A

physiological reaction to some change or threat in the environment

58
Q

Toxic Stress

A

the experience of overwhelming, sustained levels of stress without support from adults to help mitigate the effects of that stress (affects amygdala)

59
Q

Adverse Childhood Experiences

A

potentially traumatic events experienced in childhood

60
Q

Neglect

A

failure to provide the basic emotional care, attention and affection that a child needs in order to ensure their emotional well-being

  • occasional inattention
  • chronic understimulation
  • severe neglect in family context
  • severe neglect in institutional setting
61
Q

Occasional Inattention

A

children experience responsiveness most of the time but occasionally adults don’t respond

62
Q

Chronic Understimulation

A

on a regular basis children have less interaction with the adults around them

63
Q

Severe Neglect in Family Context

A

prolonged periods of inattention, lack of responsiveness but also associated with not having their basic needs met (bath, fed)

64
Q

Severe Neglect in Institutional Context

A

children living in warehouse type situations (orphanages, somewhere where there is a rotation of staff so lots of new faces)

65
Q

Attachment Theory

A

children are biologically predisposed to develop attachments to caregivers as a means of increasing the chances of their own survival

66
Q

Attachment

A

close emotional bond with a specific person that endures across space and time

67
Q

Bowlby’s Stages of Attachment

A
  • pre-attachment (0-6 weeks)
  • attachment in the making (6 weeks - 6 to 8 months)
  • clear cut attachment (6-8 months to 1.5-2 years)
  • reciprocal relationships (1.5-2 years onwards)
68
Q

Ainsworth’s Categories of Attachment

A

secure, insecure/resistant (ambivalent), insecure/resistant, disorganized/disoriented

69
Q

Secure Attachment in Strange Situation

A

50-60%

  • upset when mom leaves
  • recovers quickly when she returns and is happy again
  • used mom as secure base to explore
70
Q

Insecure/Resistant Attachment in Strange Situation

A

9%

  • clingy to caregiver
  • becomes very upset when mom leaves
  • not easily comforted when she returns
  • simultaneously seeks comfort and resists effort to be comforted
71
Q

Insecure/Avoidant Attachment in Strange Situation

A

15%

  • indifferent to caregiver
  • not bothered when mom leaves
  • indifferent/avoidant when they come back
  • if upset, easily comforted by stranger as by mom
72
Q

Disorganized/Disoriented Attachment in Strange Situation

A

this was after Ainsworth’s initial research

(15% of North American kids)

  • appear confused, dazed, disoriented
  • emotions change rapidly or exhibit mixed emotions
73
Q

Parental Sensitivity

A

extent to which caregiver is warm, consistent and responsive to the child’s needs

74
Q

DRD4

A

increases chance of disorganized attachment in stressful environments but increases attachment security in low stress environments (differential susceptibility)

75
Q

Alloparenting

A

communal childcare provided by multiple caregivers who may or may not be directly related

76
Q

Narcissistic Entitlement

A

excessive concern with one’s own rights and demands without concern for the rights and feelings of others (insecure attachment)

77
Q

Healthy Entitlement

A

self reliance, self assurance, confidence and assertiveness (secure attachment)

78
Q

Self Concept

A

conceptual system made up of one’s thoughts, beliefs and attitudes about oneself that develops primary through interactions with people in the environment

79
Q

Personal Fable

A

belief in the uniqueness of one’s own feelings and thoughts

80
Q

Imaginary Audience

A

belief that everyone else is focused on one’s appearance and behaviour

81
Q

Self Esteem

A

an individuals subjective evaluation of their worth and the feeling they have about that evaluation

82
Q

Halo Effect

A

cognitive bias which causes one part to make the whole seem more attractive or desirable (attractive people seem smarter, more trustworthy and likeable)

83
Q

Sex

A

distinction drawn between males and females, typically on the basis of biological characteristics such as reproductive organs, chromosomes, etc….

84
Q

Gender

A

socially defined category encompassing expectations of behaviour, social roles, or other characteristics; includes men, women, as well as non binary categories

85
Q

Androgens

A

class of hormones occurring at higher levels in males than females

  • high levels during prenatal development lead to formation of male genitalia and low levels forms female genitalia
86
Q

Intersex

A

people who do not fit casual definition of male or female

87
Q

Congenital adrenalhyperplasia

A

adrenal glands produce high levels of androgens during prenatal development

  • in females, can result in both physical and behavioural “masculization”
  • in males, can influence the onset and manifestations of puberty and fecundity
88
Q

Androgen Insensitivity Syndrom

A

condition in genetic males in which androgen receptors malfunction, impeding the formation of male genitalia and often resulting in an outwardly female appearance

89
Q

Gender Schemas

A

everything you associate with gender (concepts, beliefs, etc)

90
Q

Gender Segregation

A

begin to associate more with members of the same gender

91
Q

Gender Role Intensification

A

increase concern with adhering to gender stereotypes, harassment towards gender nonconforming adolescents increases

92
Q

Gender Role Flexibility

A

recognition of gender roles as conventions; increased flexibility in attitudes; openness to exploring interests outside gender norms

93
Q

Parenting Style

A

parenting behaviours and attitudes that set the emotional climate for parent-child interactions

94
Q

Warmth/Responsiveness

A

how affectionate and pleasant parents are with their children and how quickly and appropriately they respond to their child’s needs

95
Q

Control/Demandingness

A

extend to which parents monitor and manage children’s behaviour through rules and consequences and expectation that the child will follow

96
Q

Diana Baumrind’s Parenting Syles

A

authoritarian, authoritative, uninvolved, permissive

97
Q

Authoritarian

A

high control, low warmth

  • exercise authority without providing justification or engaging in dialogue
  • related to depression, aggression, low self-esteem, etc….
98
Q

Permissive

A

low control, high warmth

  • very lenient, give in to child’s demands, few boundaries, lower expectations
  • related to poor self regulation, high impulsivity, misconduct, etc…
99
Q

Uninvolved

A

low control, low warmth

  • low levels of emotional support, few boundaries, little monitoring, general disengagement
  • related to insecure attachment, lower social competence, internalizing problems, etc…
100
Q

Authoritative

A

high control, high warmth

  • calm, affectionate, engaged, supportive, set clear limits/boundaries, stands by them
  • related to social/academic competence, coping skills, self reliance, lower rates of problematic behaviour
101
Q

Transgender

A

individuals whose self-identified gender does not align with the gender society would likely assign to them on the basis of biological sex

102
Q

Cisgender

A

individuals whose self-identified gender does align with the gender society would likely assign to them on the basis of biological sex

Psych 211 (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions