Health, Motivation, Development Flashcards

Question

Stress

Answer 1

pattern of behavioural, psychological + physiological responses to events that match or exceed abilities to respond •Worried about responding to threat •Eustress: positive •Distress: negative

Answer 2

environmental event or stimulus that threatens an organism •Stressor: causing •Major life stressors: changes/disruptions strain central areas of ppl’s lives •Daily hassles

Answer 3

response organism makes to avoid, escape/minimize aversive stimulus

Answer 4

hypothalamic-pituitary-adrenal (HPA) axis •Hypothalamus sends chemical message to pituitary •releases hormones to adrenal glands which releases cortisol •Chronic activation of system damages memory

Answer 5

–Fight-or-flight response | •Oxytocin: important to female stress responses

Answer 6

– Tend-and-befriend response: Females’ tendency to respond to stress by protecting + caring for offspring + forming alliances with social groups

Answer 7

* Alarm stage: mobilizing resources * Resistance stage: maximize defences * Exhaustion stage: systems fail * Rats are chronic level of maximized stress * Unable to fight off infection – damage to lymphatic structures * It is a rat model * Doesn’t take to account individual differences

Answer 8

–weakens the immune system –Heart disease - stress + negative emotions (hostility) can lead to unhealthy behaviours (smoking, overeating) + direct wear-and-tear on the heart

Answer 9

Type A behaviour pattern: impatient, competitive | hostility leads to heart conditions + detrimental heart outcomes

Answer 10

Type B behaviour pattern | relaxed, easy going

Answer 11

Attempts to prevent an emotional response to the stressor •More passive coping strategy: Avoidance, minimizing problem, “emotional eating” •stressors perceived as uncontrollable + levels are high managing emotional reaction, regulating it •Attacking it head on doesn’t make sense

Answer 12

Attempts to deal directly stressor to solve problem •active coping strategy: choosing alternative solutions •stressors perceived as controllable + levels moderate •When there something you can do •More short term

Answer 13

* Primary appraisals: decide whether stimuli stressful, benign/irrelevant * Secondary appraisals: evaluate response options + choose coping behaviour

Answer 14

–Individual differences in hardiness –high hardiness = Committed to daily activities, •View threats as challenges/opportunities for growth •See themselves as being in control

Answer 15

–Hardiness closely related to resiliency (ability to cope with stress, return to normal state of functioning faster) •High – able to cope •Control over situation •It matters what you choose to do

Answer 16

Providing help, taking on some of the responsibilities of the person

Answer 17

Telling the person what to do, offering advice

Answer 18

Telling the person you believe in them, building their confidence

Answer 19

``` Physical comfort (hugs), listening and empathizing •buffering hypothesis: when others provide emtional support, recepient better able to cope with stress ```

Answer 20

–Benefits of emotional disclosure: talking/writing about emotional events – can help ppl better understand the events + move on •Helps us organize the experience

Answer 21

–all kinds of benefits, including reduced stress + depression –10 minutes of exercise can enhance mood + mental energy

Answer 22

–significant cognitive benefits: improved memory | –physical benefits: faster healing time, better heart + lung health

Answer 23

relatively recent subfield of psychology focuses on understanding psychology of well-being + examining factors that help people thrive

Answer 24

``` 3 components: –Positive emotion and pleasure –Engagement in life –A meaningful life Happy, optimistic people tend to be healthier ```

Answer 25

•Laughter good medicine: Reduces pain + stress –Increases blood flow –Improves mood –Connects us to others •Tends to be social, spontaneous + contagious

Answer 26

physiological, cognitive + social changes that occur in individuals across lifespan

Answer 27

``` •The five senses: – Sight: See clearly 30cm – Smell – Sound – Taste – Touch ```

Answer 28

• Reflexes: –Grasping: hold onto mom –Rooting: look for boob –Sucking

Answer 29

•Born with more synaptic connections than needed – “use it/lose it” •Remember our “enriched” vs. “impoverished” rats

Answer 30

* Adaptive: encourages proximity betw child + mother * Oxytocin: “cuddle hormone”, released during breastfeeding * Connection persists over time * Enduring bond

Answer 31

•Imprinting: Attach to person that’s gonna take care of us •Cling on to the first person that’ll take care of them –Critical periods: attachment, imprint, learning has to happen in this period, if it doesn’t happen it’s not gonna sensitive periods: becomes more challenging after certain age

Answer 32

•Harlow’s Study: Attachment in Monkeys “Mom as milk” vs. “Mom as comfort” stayed with mom as comfort + only went for milk at wire mom

Answer 33

•Children can be difficult | -mom's left babies to see how they reacted

Answer 34

- Approx. 65% of children | - Upset when caregiver leaves, but easily comforted upon their return

Answer 35

- Approx. 20-25% of children | - Little distress when caregiver leaves, avoids the caregiver upon their return

Answer 36

- Approx. 10-15% of children | - Extremely upset when caregiver leaves + reject caregiver upon their return

Answer 37

–During each stage of development, children form new schemas: ways of perceiving, organizing + thinking about how the world works

Answer 38

– Two key learning processes: • Assimilation • Accommodation

Answer 39

* Acquiring information only through the senses * Forming representations of kinds of actions that can be performed on certain objects * Moves from reaction to action * Object permanence: things continue to exist even when you can no longer sense them

Answer 40

•Begin to think symbolically, but not logically –No understanding of the law of conservation of quantity •Development of language •Egocentric (self-focused) thinking

Answer 41

* Begin to think logically about objects + events * reasoning limited to concrete things - objects they can act on in the world * Overcome limits of egocentrism

Answer 42

* Able to think and reason abstractly * Deductive reasoning + problem solving * Intelligence develops

Answer 43

•Leaves little room for individual differences and/or | cultural differences/differences in type of logic/cognitive strategies used to solve problems

Answer 44

–Preferential looking technique: if looks longer at something, distinguish betw 2 + finds 1 more interesting –Orienting reflex: Prefer looking at something new •Babies have perceptual cues •6 months can tell it was different –Memory retention test: •when they kick the foot, it moves the mobile above them •will they remember 24 hours later

Answer 45

–Physics: spends more time + baffled that the block doesn’t fall –Mathematics: Young children not motivated enough to think through unless give them line of candy

Answer 46

-Recognizing other ppl have mental states separate from own: able to infer others’ thoughts, feelings/behaviour by considering their mental states

Answer 47

Results are culturally universal: age 5, frontal lobes Sally doesn’t know ann moved the ball •She doesn’t have the info available to the person

Answer 48

–Judith Rich Harris: it’s all about the peers •2 sets of behaviours - Set for outside world most used –criticized: both parents and peers play an important role in social development

Answer 49

–Associated with an array of negative outcomes though plenty of children cope well: lower grades, bad behaviour –Non-divorced but constantly fighting parents associated with even worse outcomes •Children end up living with single mother: might be significant drop in income rather than divorce itself

Answer 50

–personal beliefs about whether they are M/F –Gender roles: culturally defined norms that distinguish betw male and female characteristics –Gender schemas: cognitive structures that influence how ppl perceive behaviours of females and males •At age 3 understand there are genders

Answer 51

•Interacting with baby whether it’s a boy/girl: choice of toys, how they describe the baby, their voices •As a baby they’re perceived through lenses of gender schema –bio + environ affect development of gender identity •Gender dysphoria: don’t identify with their sex, leads to emotional conflict, other conflicts

Answer 52

–Very young infants can differentiate race + prefer race most familiar with •Same as with gender –Formation of racial identity happens later in childhood/ adolescence

Answer 53

–Every stage has developmental challenge/crisis we have to overcome •Young adulthood: Intimacy vs. Isolation – forming strong + lasting relationship •Middle adulthood: Generativity vs. Stagnation – you’re contribution, through career, children, leaving world a better place •Old age: Integrity vs. Despair - looking back on life, feeling like you did a good job •mid life crisis: dealing with transitions, looking back on life + choices, plan future

Answer 54

•Most older adults report being happy + healthy •Cognitive changes: Declines in working memory + fluid intelligence •crystallized: gets good with age –Dementia: brain condition thinking, memory + behaviour deteriorate progressively + develops into alzheimers, can’t go back, can only stall it

Answer 55

* tend to have fewer mental health issues * decreases in processing speed, short-term + long-term memory + decreases in brain structure size + white matter integrity (myelination, communication) * Age related reductions in dope activity in frontal lobes

Answer 56

• increases in prefrontal activation=adaptive compensatory mechanism –scaffolding theory of aging & cognition: process from changes in brain function through strengthening of existing connections, formation of new connections + disuse of connections that have become weak/faulty other parts of brain work to try to compensate for weak connections/deteriorating brain areas = plasticity

Answer 57

unable to return to homeostasis when continually stressed

Answer 58

* Infancy 0-2: trust vs. mistrust * Toddler 2-3: autonomy vs. shame + doubt * Preschool 4-6: initiative vs. guilt * Childhood 7-12: industry vs. inferiority * Adolescence 13-19: ego identity vs. role confusion

Answer 59

•as they grow older, perceive time to be limited + adust priorities to emphasize emotionally meaningful events, experiences + goals

Health, Motivation, Development Flashcards

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