ITP (QUALIFYING EXAM) Flashcards
(266 cards)
1
Q
CHAPTER 2 (CHANGE IN TEMPERATURE)
In mother’s uterus the temperature remains constant at about ___ or __ degrees
In prenatal environment it is at ___ or ___ degrees
A
100 F
38
70 F
21
2
Q
CHAPTER 2
___ is refers as the acquisition of the ability to behave in accordance with social expectations
A
Social development
3
Q
CHAPTER 2
During the ___ stage and ___ months after birth, growth is usually at a rapid rate?
After a year growth slow down followed by a slow to relatively even growth
In ___, growth is rapid again which is. Called the “ ____ growth sprut” girls will be larger than boys of their age
A
Prenatal stage
6 months
Puberty
4
Q
CHAPTER 2
___ is the process of gradual unfolding of hereditary traits and potentials. In which the individual has to pass through
___ marks the end of growth and development.
__
A
Maturation
Maturity
5
Q
CHAPTER 2
During what stage, does it difficult to provide an optimum environment?
Development is rapid on this stage
A
Preschool age
6
Q
CHAPTER 1
Pioneered areas about the ideas that is necessary to be stimulated in order to be able to gain sensation
A
Ernst Weber
7
Q
CHAPTER 1
Researcher try to describe the behavior being manifested and change of quality of behavior. Participants are aware that they are being observed and other times the participants do not know they are being observed.
A
Qualitative and descriptive research
8
Q
CHAPTER 1 PSYCHOGENESIS
Had an insight that the law of the connection between the mind and the body can be found in a statement of quantitative relation between mental sensation and material stimulus.
EX : Imagine you accidentally touch a hot stove. The physical process involves the heat from the stove stimulating nerve endings in your skin. This stimulus is then transmitted to your brain, where it is perceived as the sensation of pain.
A
Gustav Fechner
9
Q
CHAPTER 1
He is the exponent of hormic psychology, the central idea being that there is an end or purpose which goads us to action. Human progress can only be determined in terms of “Horme” or “drive”
EX : a person might develop a habit of exercising regularly to satisfy the instinct for physical well being and health.
A
William McDougall
10
Q
CHAPTER 1 (person)
Emphasized the role of social interactions in knowledge construction. Social constructivism turns attention to children’s interaction with parents, peers and teachers in homes, neighborhood and schools. In the ZONE OF PROXIMAL DEVELOPMENT, a student and an expert can work together on problems that the student alone could not work on successfully
EX : a child learns to solve a puzzle by observing and interacting with a parent who demonstrates the process
EX : (ZONE PROXIMAL DEVELOPMENT)
A child can solve simple math problems alone but needs to solve more complex problems. The ZPD represents the potential for learning with assistance
A
Lev vygotsky
11
Q
CHAPTER 1 (APPLIED FIELDS IN PSYCHOLOGY)
Study human perception, thinking and memory. They are also inclined to the study of reasoning, judgement and decision making. Interested in questions such as how does the mind represent reality? How do people learn? How do people understand and produced language?
A
Cognitive & perceptual psychologist
12
Q
CHAPTER 1 (APPLIED PSYCHOLOGY)
Focus on methods and techniques for designing experiments and analyzing psychological data. Other known as psychometricians. They develop and evaluate mathematical models for psychological tests. They also propose methods for evaluating the quality and fairness of the test
A
Quantitative & measurement psychologist
13
Q
CHAPTER 2 (FACILITATING LANGUGAGE DEVELOPMENT OF CHILDREN)
This view emphasizes on the role played by the parents or caregiver as the facilitators of language acquisition. Some technologies used by parents to facilitate langugage development among children are by means of playing non-verbal games, using simplified speech and rewarding or elaborating children’s own sentences to develop their communicative skills.
A
Language acquisition support system (LASS)
14
Q
CHAPTER 2 (TEN STAGES OF HUMAN DEVELOPMENT)
Adolescence is subdivided into two parts;
1. ____ where most pubertal changes occur. Usually tends to be unpredictable, unstable as well as unsociable at times. This extends from 13 to 17 years of age.
2. ____ who tends to lack sophistication and displays uncontrolled impulse for sexual behavior. This is from 18 to 24 years of age.
A
Teenager
Youth
15
Q
CHAPTER 2
HOW DO YOU KNOW IF YOU HAVE HIV?
- After blood sample test (persons blood has HIV antibodies)
- Temporary Mild Flu after infection and persistent swollen glands
- DEPRESSION , feeling lonely for a couple of weeks.
- DIARRHEA
- THRUSH (White coating in the mouth, with bad taste that cannot be removed by brushing)
- WEIGHT LOSS
- SINUS INFECTION, there is much congestion in the head, pressure behind the eyes, relentless pounding in the head and face
- FATIGUE, tiredness and exhaustion
ABC OF HIV PREVENTION
A - Abstinence or delaying first sex
B - being safe by being faithful
C - correct use of condom
A
16
Q
CHAPTER 2
____ it is the virus that caused AIDS. Usually infects human cells and it uses the nutrients and the energy provided by these cells to reproduce and grow.
____ a disease leafing to the breakdown of the Body’s immune system which in turn causes the body to fail in fighting off infections (opportunistic infections) Can be found on BLOOD, SEMEN, PRE-CUM, BREAST MILK, VAGINAL FLUIDS, ANAL MUCOUS.
MAIN CAUSES:
1. ____ intimate sexual activities (vaginal, oral, anal sex or sharing of sexual devices like condom)
2.Transmission through ____ from the pregnant woman to the fetus.
3. Transmission through ___ activities like sharing of syringes and needles
A
HIV (Human immunodeficiency virus)
AIDS (acquired immunodeficiency syndrome)
Sexual transmission
Pregnancy
Blood
17
Q
CHAPTER 2 DEVELOPMENT
—-8 STAGES OF DEVELOPMENT —-
1. From conception to birth
2. From birth to 2 years
3. From 2 to 6 years
4. From 6 to 11 years
5. From 11 to 20 years
6. From 20 to 40 years
7. From 40 to 60 years
8. From 60 years
A
Prenatal period
Infancy
Early childhood
Middle childhood
Adolescence
Early adulthood
Middle adulthood
Late adulthood
18
Q
CHAPTER 2 DEVELOPMENT
Scientist have focused so much attention to the approximately 266 days called ____ period while the fetus develops within the mother’s womb.
A
Gestation
19
Q
CHAPTER 3 PHYSIOLOGICAL BASIS OF BEHAVIOR
— SPINAL CORD —–
In the reflex reaction, the nerve impulse or messages follows a special ROUTE known as the ____ this is the simplest form of functional organization between the sensory and motor neurons
A
Reflex arc
20
Q
CHAPTER 3 PHYSIOLOGICAL BASIS OF BEHAVIOR
— Which gland is this? —–
UNDERACTIVITY:
1. ADDISON’S DISEASE is characterized by BRONZE-LIKE discoloration of the skin and generalized physiological breakdown
2. Delayed puberty may result due to UNDERACTIVITY of the ADRENAL CORTEX
OVERACTIVITY:
1. CUSHING DISEASES (women) Characterized by ROUND or MOON-shaped FACE. Cessation of menstruation and appearance of BEARD, change of VOICE (in either sex?
2. Adrenogenital syndrome (girls) is characterized by virilism an increased MASCULINE FEATURES among young girls
A
Adrenal gland
21
Q
CHAPTER 3 PHYSIOLOGICAL BASIS OF BEHAVIOR
___ (male) located in the scoratl sac and secretes the hormone.
___ (female) located within abdominal cavity. Secretes two hormones estrogen and progesterone
___ promotes the appearance of secondary sexual characteristics which makes the female looks typically feminine.
___ responsible for the primary sexual characteristics which prepare the reproductive system for child-bearing
A
Gonads/ sex glands
Testes
Ovaries
22
Q
CHAPTER 3 PHYSIOLOGICAL BASIS OF BEHAVIOR
___ These are small bodies made up of clusters of special cells scattered all over the pancreas. It secretes GLUCAGON (Utilization of sugar by our body cells) INSULIN ( Controls sugar level in the blood)
UNDERACTIVITY : Diabetes mellitus
OVERACTIVITY: Insulin shock, seizure/convulsions
A
Islets of Langerhans
23
Q
CHAPTER 3 (PHYSIOLOGICAL BASIS OF BEHAVIOR)
___ Also called the “GLAND OF BABYHOOD” keeps an individual childish. Located above the CHEST CAVITY. This gland inhibits sexuality during childhood years. It also helps in building up IMMUNE SYSTEM of the body
A
Thymus gland
24
Q
CHAPTER 3 (PHYSIOLOGICAL BASIS OF BEHAVIOR)
PEA SHAPED GLAND located at the posterior (back) of the thyroid gland. It secretes PARATHORMONE which controls the CALCIUM LEVEL in the BLOOD
UNDER ACTIVITY: LOCK JAW, spasms of the muscles of the lower jaw leading to convulsions or muscular rigidity
OVERACTIVITY: LETHARGY is characterized by muscular weakness and decreased in nerve cell activity
A
Parathyroid glands
25
CHAPTER 3 PHYSIOLOGICAL BASIS OF BEHAVIOR
(TWO KINDS OF REFLEX)
____ (simple reflex) takes place due to direct connection between a sensory neuron and a motor neuron, without intervening interneurons. Consist only ONE SYNAPSE between what you feel or a sensory input.
EX: When a doctor taps your knee with a small hammer
EX : When a doctor taps your Achilles tendon (sa middle ng foot)
____ (complex reflexes) When you demonstrate sudden withdrawal of hand from PAIN or BLINK to loud sound. This reflex involves MANY SYNAPSES
EX : Touching a hot stove
EX : Stepping on a sharp object
Monosynaptic reflex
Polysynaptic reflex
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CHAPTER 1 (CONTEMPORARY)
EX (1) : A child cleans their room and receives praise or a treat from their parents
EX (2): A student homework on time and receives a good grade, conversely if they submit late they might lose points
EX (3) : Posting a photo on social media and receiving likes and positive comments
EX (4) : A students hard to avoid failing a test, so the student studied hard
BEHAVIOR IS CONTROLLED BY CONSEQUENCES SUCH AS REWARD AND PUNISHMENT
Operant conditioning
27
CHAPTER 1 (CONTEMPORARY)
EX (1): You hear a specific notification sound and immediately check your phone, the sound has been paired with receiving messages, leading for you to check
EX (2) : Advertisers often use attractive celebrities to endorse products. Seeing the celebrity paired with the product can create positive feelings towards the product
EX (3) : The smell of freshly baked in a bakery make you feel hungry
Classical conditioning
28
CHAPTER 1 (PSYCHOGENESIS)
___ First to formally describe the BIPOLAR DISORDER. He coined the term "manic depressive" to explain how mania and depression both affect the patient.
Emil kraeplin
29
CHAPTER 1 (PSYCHOGENESIS)
___ observed who suffered from damage to a specific area of the brains left hemisphere may lose their ability to speak fluently.
___ recognize as the " FATHER OF BEHAVIORAL GENETICS" introduced the idea of " individual differences"
Paul Broca
Francis Galton
30
CHAPTER 1 (PSYCHOGENESIS)
___ gave the difference between IMPRESSIONS and IDEAS between create images and direct sensation
___ responsible for making psychology as a science
___ made the theory of COLOR VISION the eye can only see the basic colors and the other colors that can be seen is a product of mixture of the different colors
David hume
Johann Friedrich Herbart
Hermann von Helmholtz
31
CHAPTER 1 (PSYCHOGENESIS)
___ had his THEORY OF REALITY which is divided in two parts; ONTOLOGY ( treats of "possible" things) and METAPHYSICS (which treats of "Actual" things -- the Universe, Soul and God
____ Utilized the method of "Animal magnetism" In curing hysteria. This method today is known as HYPNOSIS
Christian Von Wolf
Franz Anton Mesmer
32
CHAPTER 1 (PSYCHOGENESIS)
___ physical objects are sophisticated machines whose functions and activities can be described and explained in purely MECHANISTIC TERMS. Each of us is motivated to act in such ways as we believe likely to relieve discomfort, to preserve and promote our own well being
___ Had his THEORY OF KNOWLEDGE that our ideas become the only reality, therefore the idea of an individual becomes true only to himself because this is the level of knowledge that he believes in
Thomas hobbes
George Berkeley
33
CHAPTER 1 (PSYCHOGENESIS) -- PRE-MODERN PERIOD
___ Attributed for the initial use of the term " PSYCHOLOGY" in his writing " YUCOLOGIA HOC DE HOMINIS PERFECTIONE, ANIMA, ORTU"
___ First proposed that psychology should separate from philosophy and psychology should be treated as a natural science. This is his concept of NATURALISM ( Complex interplay between individuals and their environments, often highlighting the harsh realities of life)
Rudolf gockel
Francis bacon
34
CHAPTER 2 DEVELOPMENT (TWO STAGES OF PUBERTY)
1. ___ Where changes in PRIMARY SEXUAL characteristics occur these are usually changes in the reproductive apparatus
2. ___ marked by the completion of PUBIC HAIR GROWTH. Changes in primary sexual characteristics and secondary sexual characteristics (BOOBIES, ETC.)
Pre-pubescence
Post-pubescence
35
CHAPTER 2 (THEORY OF LANGUAGE DEVELOPMENT) -- CHILDHOOD STAGE
___ Chomsky proposed that children are born with an innate mental structure that guides their acquisition of language, and grammar. He called it (LAD) Langugage acquisition device/ (LAC) langugage making capacity. Children learn LANGUAGE FAR MORE EASILY, especially during critical period of their biological development.
____ believes that langugage development is the result and product of a complex transaction and INTERPLAY BETWEEN NATURE AND NURTURE
The nativist view
The interactionist view
36
CHAPTER 2 (THEORY OF LANGUAGE DEVELOPMENT) -- CHILDHOOD STAGE
____ This theory used the traditional learning explanations that children imitate what they hear. Children learn words, phrases and sentences directly by imitating what they hear from others. Children get to know if and when It is appropriate for them to use some particular words and phrases based on their experiences
Learning (EMPIRICIST) View
37
CHAPTER 2 (FOUR SPEECH FORMS OF COMMUNICATION) -- CHILDHOOD STAGE
• ___ appeared by the third or the sixteenth months of his age. PREVERBAL BABIES start to use gestures and other non verbal responses like facial expressions and gestures
1. ___ the baby calls on somebody else's attention to an object pointing or touching it.
2.___ the baby tries to convince somebody to do something through his actions like pointing at a toy that he wants and or tugging skirts of caregiver
• ____ done through facial and bodily changes. Smiling, waving arms
Gestures/ Non verbal communication
Declarative gestures
Imperative gestures
Emotional expressions
38
CHAPTER 2 DEVELOPMENT
(FOUR PRE-SPEECH FORMS OF COMMUNICATION) --- CHILDHOOD STAGE
___ 1. begins at birth, indicates distress. This is their way of letting adults knoe about their feelings (hungry, pain, wet diapers)
___ 2. movements of the team of muscles used for vocal mechanism, starts at the end of the first month. Consist of 00 sounds (like pigeon). Takes place when there are social exchanges between the infant and caregiver
___ 2.1 Begins in the middle of the first year. Explosive sounds (PLAY SPEECH)
Crying
Cooing
Bubbling
39
CHAPTER 2 DEVELOPMENT -- CHILDHOOD STAGE
___Refers to the ability of the child to have control over his bodily movements.
___ If the development proceeds from HEAD-TO-TOE Direction where the upper parts of the body develop first before the bottom parts.
• EX: A baby can lift and turn their head before they can sit up. Later, they learn to crawl and then walk, following the head-to-toe progression
___ if the development proceeds from near to far, with the Bodily Parts near the CENTER DEVELOPING FIRST before the extremities.
• EX: infants gain control over their shoulder and arm movements before they can control their hands and fingers. This means they can wave their arms before they can grasp small objects
Motor development
Cephalo-caudal sequence
Proximo-distal sequence
40
CHAPTER 2 DEVELOPMENT
____ Where newborns start to SUCK things that touch their lips.
____ babies would TURN THEIR HEAD toward the source of something that stimulates their cheeck or mouth.
___ where there is fanning out of baby's toes when his SOLE is touched
___ causes the baby to GRASP tightly objects placed in their hands
___ displayed when the baby hears a LOUD NOISE, he usually throws out his arms and put them back together on his chest
___ the baby closes his EYES when their is a bright ray that hits his eye
Sucking reflex
Rooting reflex
Babinski reflex
Darwinian reflex
Moro/startle reflex
Pupillary reflex
41
CHAPTER 2 DEVELOPMENT
Occurs when the fetus lies CROSSWISE in the mother's uterus. Instruments can be used to aid delivery
Transverse presentation birth
42
CHAPTER 2 DEVELOPMENT
Takes place if the fetal BUTTOCKS apper first, followed by the legs, arms and eventually the head
Breech birth
43
CHAPTER 2 DEVELOPMENT
Used to help people achieve pregnancy using sperm from a donor.
Used for: 1. Male partner has Low sperm or POOR SPERM QUALITY
2. Women who want to have a child w/ a male partner
3. Female couples (same -sex)
4. To avoid passing genetic disorders from the male partner
Artificial insemination by a Donor (AID)
44
CHAPTER 2 DEVELOPMENT
An ovum is extracted from the mother's ovary and then the ovum is allowed to mature in an incubator and fertilized with a few drops of the father's sperm. After the fertilized egg(zygote) Had divided into eight cells, this is implanted in the mother's uterus where it grows in a normal way
Used for : 1.) When couples has difficulty conceiving naturally
2.) issues like blocked fallopian tube, LOW SPERM COUNT
3.) To help SAME-SEX couples or singles individuals have a baby
In-vitro fertilization
45
CHAPTER 2 DEVELOPMENT
___ The scientific study of the evolutionary relationship among species, (common to the race like SITTING and WALKING and development occurs through MATURATION
___ Traits specific to the individual like swimming and writing learned through TRAINING
Phylogenetic functions
Ontogenetic functions
46
CHAPTER 1 (BRANCHES AND RELATED FIELD OF PSYCHOLOGY)
Study individual differences and thoughts, feelings, and behaviors that make each person unique.
Ex: A child raised in a supportive and nurturing environment may develop traits like confidence and sociability, while one raised in a stressful environment may develop anxiety or shyness
Ex: A child who is consistently rewarded for being polite may develop a trait of politeness, while one who is punished for speaking out may become more reserved
Ex: Someone who experience a traumatic event might develop traits like resilience or conversely anxiety and distrust
Personality psychology
47
CHAPTER 1 (BRANCHES AND RELATED FIELD OF PSYCHOLOGY)
Branch that Utilizes scientific method to research the brain and behavior. Observe the effect and establish cause and effect relationship.
EX: Studying how different types of music(stimuli) affect Concentra level (behavior)
Ex: Investigating how reward (reinforcement) or penalties (punishment) influence learning and behavior in a classroom setting
Experimental psychology
48
CHAPTER 1 (BRANCHES AND RELATED FIELD)
Also known as behaviorism, focuses on how our behaviors are learned and influenced by our environment.
Ex: Classical conditioning, Operant conditioning, observational learning
Ex: A student studies hard because they receive praise and good grades from their teachers and parents.
Ex: A child learns to clean their room to avoid being scolded (negative reinforcement) or to earn playtime (positive reinforcement)
Ex: A teenager starts smoking because they see their friends doing it and want to fit in
Behavioral psychology
49
CHAPTER 1
Focuses on the whole person and believes that people are inherently good and capable of self improvement (FOCUS ON STRENGTHS, PURSUE PERSONAL GROWTH AND LIVE FULFILLING LIVES)
----EX: Accepting and valuing a person without a judgement, which helps them feel safe and understood, fostering personal growth.
----EX: (MASLOW'S HIERARCHY OF NEEDS) This theory suggest that people are motivated by a hierarchy of needs
----EX: (PERSON CENTERED THERAPY) Focuses on providing a supportive environment where clients can explore their feelings and achieve personal growth. Key elements include empathy, unconditional positive regard and congruence
Humanistic psychology
50
CHAPTER 1
It suggest that life has no inherent meaning, and it's up to each person to create their own purpose through their actions and decisions (BELIEVE THAT PEOPLE ARE FREE TO MAKE THEIR OWN CHOICES AND MUST TAKE RESPONSIBILITY FOR THEIR ACTIONS) --(BEING TRUE TO ONESELF, MAKE CHOICES BASED ON PERSONAL VALUES RATHER THAN SOCIETAL EXPECTATIONS)
EX: Choosing a career based on passion Rather than pressure from family or society
EMBRACE FREEDOM, MAKE MEANINGFUL CHOICES & LIVE AUTHENTICALLY DESPITE LIFE'S UNCERTAINTIES
Existentialist psychology
51
CHAPTER 1
Looks at how our brain PROCESSES information, like a computer, to help us understand and interact with the world (UNDERSTAND THE MENTAL PROCESSES BEHIND OUR EVERYDAY ACTIONS)
--- EX: When you're focusing on a conversation in a noisy room, your brain filters out the background noise to help you Concentrate
---EX: When you figure out how to fix a broken appliance, you're using cognitive processes to understand the problem and find a solution
---EX: learning a new language involves processes like understanding grammar rules and vocabulary
---EX: when you try to remember a phone number, your brain processes and stores this information so you can recall it later.
Cognitive psychology
52
CHAPTER 1
Looks at how unconscious thoughts and feelings influence our behavior and aims to make these hidden aspects conscious
--- EX: A person with an irrational fear of mice might discover that this fear is linked to a repressed childhood memory. By bringing this memory to consciousness, they can work through the fear
--- EX: DREAMS are a window to a the unconscious mind. By analyzing dreams, we can uncover hidden desires and conflicts
--- EX: in a therapy a patient might be ask to SAY whatever comes to MIND without filtering their thoughts. This technique helps reveal unconscious thoughts and feelings.
Psychoanalysis
53
CHAPTER 1
Studies how our minds naturally organize and interpret visual information as complete objects or patterns ( "The whole is Greater than the sum of its parts")
Ex: when you look at a picture of a vase, you might also see two faces in profile. Your mind can switch between seeing the vase (figure) and the faces (ground) showing how we perceive objects in relation to their background.
--EX: If you see a circle with a small gap, your mind fills in the missing part to perceive it as a complete circle. This principles shows how we tend to see incomplete shapes as complete
---EX: Items that looks similar are often perceived as part of the same group. For instance in a pattern of different shapes, all the circles might be seen as one group and all the squared as another
IT HELP US UNDERSTAND THE WAY WE PERCEIVE AND MAKE SENSE OF THE WORLD AROUND US
Gestalt
54
CHAPTER 1
Studies how our actions are shaped by interactions with our environment, often through rewards and punishment.
EX: Ivan pavlov experiment with dogs, he rang a bell everytime he fed the dogs. Eventually the dogs started to salivate just by hearing the bell, even when no food was present. They learned to associate the bell with food.
Ex: B.F skinner work with rats, he placed rats in a box with a lever. When the rats pressed the lever, they received food. Over time, the rats learned to press the level to get food. Showing that behavior can be shaped by rewards
Behaviorism
55
CHAPTER 1
studies how mental processes and behaviors function to help us survive and thrive in our environment. (FOCUSES ON THE PRACTICAL ROLES OF MENTAL PROCESSES IN HELPING US NAVIGATE AND ADAPT TO OUR WORLD)
Ex: When you feel hungry, it's your body's way of telling you that you need food for energy. This feelings helps you take action to eat, which is essential for survival
EX: when you encounter danger, the feeling of fear triggers a "flight or fight" response. This helps you either confront the danger or escape from it, increasing your chance of survival
Ex: When faced with a challenge your brain work to find a SOLUTION . This ability to solve problems help you adapt to new situations and overcome obstacles
Functionalism
56
CHAPTER 1
Looks at the basic elements of thoughts and sensations to understand how they combine to form our experiences
Ex: Wundt asked people to describe their sensations when exposed to different stimuli, like lights or sounds. This helped identify the basic elements of their conscious experience. ( This aimed to BREAK DOWN MENTAL EXPERIENCES INTO SIMPLEST COMPONENTS TO BETTER UNDERSTAND THE MIND)
Ex: Titchener, used a method called introspection. He trained people to observe and report their own mental processeses. For example, participants might describe the sensations they feel when tasting different types of chocolates
Structuralism
57
CHAPTER 1
SLEEP DISORDERS
Investigating the effects of sleep deprivation on cognitive functions and behavior. This could involved using EEG to monitor brain activity during different sleep stages and examining how lack of sleep affects memory, attention and mood.
What field of psychology is related to this?
Physiological psychology
58
CHAPTER 1
DOPAMINE AND REWARD
Research on the neurotransmitter dopamine has shown its crucial role in the brains reward system. For instance, dopamine release is associated with feelings of pleasure and reinforcement which can influence behavior such as addiction
What field of psychology is related to this?
Biopsychology
59
CHAPTER 1
Is focused upon the study and investigation of certain behavior with the application of one or a combination of scientific methods. It can be categorically labeled as empirical and dependent upon measurement. Therefore gathering of factual information is considered important to prove certain phenomena
Science
60
CHAPTER 1
In order to study the mind, one has to associate the way of thinking of an individual to his behavior. This would actually link the behavior of man and what runs in his mind.
Study of behavior
61
CHAPTER 2 COMPONENTS OF LANGUGAGE
* ____ refers to the units or systems of sounds, used in a particular langugage and the rules for combining these sounds
EX : Babbling (ba-ba, da-da)
* ____ refers to the study of word meanings and the word combinations, children therefore need only to have knowledge of words and their meanings. Children are required to enrich their vocabularies as they obtain new knowledge and as they mature intellectually
EX : Children lears the word "dog" to refer to furry animal, "big" for large size
* ____ involves description of the structure of language
1. ___ refer to the study of morphemes the smallest unit of meaning in a language
EX : children learn to add "s" to a noun to make it plural (cat becomes "cats")
2. ___ part of grammar that specifies and prescribes on how words are combined into phrases, clauses and sentences
EX : A child learn to form SENTENCES " The cat is sleeping"
* ___ deals about the rules for the use of a langugage in a particular context
EX : A child learn to take turns conversation knowing when to speak and when to listen. They also learn to use polite words like "please" and "thank you"
Phonology
Semantics
Grammar
Morphology
Syntax
Pragmatics
62
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Involve in the development of female sexual features
Estrogen
63
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
SMALL TRIANGULAR SHAPED GLANDS located on top of each kidney
Secretes the hormones epinephrine and norepinephrine when we are EXCITED, THREATENED OR STRESSED . Furthermore hormone cortisol regulates METABOLISM by controlling how the body uses fats, proteins and carbohydrates
Adrenal glands
64
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
The BUTTERFLY SHAPE gland located at the base and anterior part of the throat. It secretes thyroxine and idothyroxine, which affect GROWTH AND METABOLISM
OVERACTIVITY: Increased body heat production
UNDER ACTIVITY: (Cretinism) characterized to be RETARDED PHYSICAL and MENTAL development during CHILDHOOD.
(Myxedema) characterized by GAIN in weigh, thickening of the lips, slowing motor movements and yellowing of the skin during adulthood
Thyroid glands
65
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
"GLAND OF CHILDHOOD"
Located in the middle of the brain which secrets MELATONIN, a hormone that helps regulate the wake-sleep cycle.
UNDER ACTIVITY: Leads to premature appearance of secondary sexual characteristics
Pineal gland
66
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Secretes hormones designed to keep the body supplied with fuel to produce and maintain stores of energy
Pancreas
67
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
"THE MASTER GLAND"
A small pea-sized gland located near the center of the brain, is responsible for controlling the body's growth, but it also has many other influences that make it of primary importance to regulating behavior.
--- UNDER ACTIVITY OF ANTERIOR LOBE ( Dwarfish)
--- OVERACTIVITY OF ANTERIOR LOBE
(Giantism , Acromegaly- overgrowth of certain parts of the bone (kuba) )
Pituitary gland
68
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
A chemical that moves throughout the body to regulate emotions and behaviors
Hormone
69
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
A ___ in the endocrine system is made up of group of cells that function to secretes hormones
Gland
70
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
The CHEMICAL REGULATOR of the body that consists of glands that secretes hormones which influence behavior
Endocrine system
71
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Tends to calm the body by slowing the heart and breathing and by allowing the body to recover from the activities that the sympathetic system causes. The two systems work together to maintain vital bodily functions. ( SLOW DOWN the life activities. This system stores the body stored energy, thus calming down the body after Resolving STRESSFUL and EMERGENCY SITUATION)
Parasympathetic division of the ANS
72
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Involve in preparing the body for behavior particularly in response to stress by activating the organs and the glands in the endocrine system
Sympathetic division of the ANS
73
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
The division of the PNS that governs the internal activities of the human body, including heart rate, breathing, digestion, salivation, perspiration, urination and sexual arousal (Responsible for all INVOLUNTARY MOVEMENTS, within the body that keep us alive)
Autonomic nervous system
74
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
The division of the PNS that controls the external aspects of the body, including the skeletal muscle, skin, and sense organs. Consist primarily of motor nerves responsible for sending brain signals for muscle contraction (Responsible for the VOLUNTARY Skeletal movements like sensing and movements of the arm and legs and the whole body.)
Somatic nervous system
75
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Consist of all the nerves branching out the brain and the spinal cord, built almost entirely from nerves
Peripheral nervous system
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CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
"Little brain"
Coordination of voluntary motor activities maintains body balance and posture, people who have damage to the cerebellum have difficulty walking, keeping their balance, and holding their hands steady. Contributes to emotional responses, helps us discriminate between different sounds and textures and is important in learning
Cerebellum
77
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
A structure in the brain stem that is important to sleep and arousal (BRIDGE connecting different parts of the brain) Made up mostly of nerve fibers running from one part of the brain to the others
Pons
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CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
____ Regulates the involuntary muscles responsible for our heartbeat, rate of breathing or respiration, swallowing and movements of the stomach and intestine
____ the area of the brain stem that controls heart rate and breathing
Medulla oblongata
Medulla
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CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
The oldest and innermost region of the brain and is weird for survial. It is designed to CONTROL the most basic functions of life, including BREATHING, ATTENTION and MOTOR RESPONSES
Brain stem
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CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
CONTROLS OUR SLEEP AND AROUSAL. It plays an important role in regulating the state of arousal or consciousness. It screens out all background informations to enable us to sleep and it also enables us to wake from sleep.
Reticular activating system
81
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Relay center (Found right top of the midbrain)
Thalamus
82
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
" SEAT OF EMOTION" , maintains homeostasis by regulating some involuntary activities links the nervous system to the endocrine system via the pituitary gland and thus regulates body temperature, hunger, thirst and sex. It also responds to the satisfaction of these needs by creating feelings of pleasure. ( Located underneath the thalamus)
Hypothalamus
83
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(Almond) Cause aggressive behavior primarily responsible for regulating our perception of and reactions to, aggression and fear... Brain largely responsible for memory and emotions, including our responses to reward and punishment (BELIEVED TO CAUSE AGGRESSIVE BEHAVIOR AMONG ANIMALS)
Amygdala
84
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
(Sea horse) Responsible in changing SHORT TERM MEMORY INTO LONG TERM MEMORY
Hippocampus
85
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Group of structure in the brain that governs EMOTIONS, MOTIVATION, SENSE OF SMELL AND BEHAVIOR. Involve in long-term memory
Lymbic system
86
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Located at the side of the brain,
Hearing
Organization
Comprehension of language
Information retrieval (memory and memory formation)
Temporal lobe
87
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Its primary function is the processing, integration, interpretation, etc. of Vision and visual stimuli
Occipital lobe
88
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Senses and integrates sensation
Spatial awareness and perception
Awareness of the body parts in space and in relation to each other
Parietal lobe
89
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Memory formation
Emotions
Decision making
Personality
Frontal lobe
90
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Located from the middle to the back of the skull, and responsible primary for processing information about touch and taste. These lobe result input from vision, which helps us indentify objects by touch, and locate objects in space
Parietal lobe
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Located deep to the frontal bone of the skull. It plays an integral role in the following functions, located behind the forehead and responsible primary for ( THINKING, PLANNING, MEMORY, AND JUDGEMENT)
Frontal lobe
92
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Lobes of the brain (4)
Frontal lobe
Pariental Lobe
Occipital lobe
Temporal lobe
93
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"Seat of consciousness"
The largest division of the brain. It is divided into two hemispheres, each of which is divided into four lobes (Frontal, temporal, parietal, occipital ) Responsible for higher mental activities like endless thinkin, reasoning, memory and understanding
THE HIGHEST DEVELOPED PART OF THE HUMAN BRAIN AND AT THE SAME TIME MULTI FUNCTIONAL
Cerebrum
94
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Composed of the pons, medulla oblongata and the cerebellum. It is connected to the spinal cord
Hindbrain
95
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Serves as the bridge between the hindbrain and the forebrain. Responsible in linking the sensory and motor pathways between the upper and the lower parts of the nervous system (RELATIVELY SMALL) it serve us intricate SWITCHBOARD of receiving nerve impulses all over the body, after sorting them out, it sends them to higher brain centers
Midbrain
96
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Consist of cerebrum, thalamus and hypothalamus
Forebrain
97
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Jelly like and extra soft weighing about 1400 grams
Brain
98
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The long thin, tubular bundle of nerves and supporting cells that extends down from the brain. It is the central throughway of information for the body. (CENTER OF REFLEX REACTIONS)
Spinal cord
99
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States that nerve impulses travel only in one direction from neuron to neuron
Law of dynamic polarity
100
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
States that it is either that neurons reacts or not at all, but if it does react, it reacts with fullest strength
All or nothing law
101
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___ Spaces between the axon of a neuron .
• once the nerve impulse or action potential reaches the tip of the axon, it causes the release of a chemical known as ___
Synapses
Transmitter
102
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Sending of a nerve impulses or "firing" of a neuron down the axon from the end of one neuron to the next neuron is called __
Action potential
103
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More negative than positive ions or charged particles inside the neuron, while it has more positive ions outside
Resting potential or polarization stage
104
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Nerve impulses or messages
Electrical signal
105
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Refers to anything that EXCITES AND INITIATE AN ACTIVITY
Stimulus
106
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Ability of the neurons to transmit nerve impulses up to the END OF THE NERVE FIBER
Conductivity
107
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The ability of the neuron to REACT TO EXTERNAL STIMULATION
Irritability
108
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Carry messages or nerve impulses WITHIN THE BRAIN
Inter - neurons, connector neurons
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Carry messages or nerve impulses away from the brain, like muscles and glands
Motor or efferent neurons
110
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Carry messages or nerve impulses from the sense organ toward the brain
Sensory or afferent neurons
111
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Electrical signal TRAVELLING DOWN the axon
Action potential
112
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Cells that sorround and link to the neurons, protecting them, providing them with NUTRIENTS and absorbing UNSUSED NEUROTRANSMITTERS
Glial cells
113
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Tip of each branch. Forms junctions with other neurons
Terminal button
114
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A layer of fatty tissue surrounding the axon of a neuron that both acts as an insulator and allows faster transmission of the electrical signal.
Myelin sheath
115
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An elongated strand with one several formations at the far end called END BRUSH. They carry messages AWAY from the CELL BODY. Covered in myelin sheath which serves as insulators to the neuron
Axon
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Receive nerve impulses and carry then toward the cell body
Dendrites
117
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Central portion contains the nucleus of the cell and keeps the cell alive
Cell body/ cyton
118
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The basic structural and functional unit of the nervous system. It is a cell in the nervous system whose function it is to receive and transmit information
Neuron or nerve cell
119
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A collection of hundreds of billions of specialized and interconnected cells through see which messages are sent between the brain and the rest of the body
Nervous system
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Compose all the nerve fibers that connect the receptors to the central nervous system and which further connects the central nervous system to the effectors. Neurons that link the CNS to our skin, muscles and glands
The peripheral nervous system
121
CHAPTER 3 PHYSIOLOGICAL BASES OF BEHAVIOR
Consist of the brain and the spinal cord
The central nervous system
122
CHAPTER 2 THEORIES OF DEVELOPMENT
_____ psychosocial development
_____Six stages of moral maturity or development
_____Cognitive development
Erik Erikson
Lawrence Kohlberg's
Jean Piaget's
123
CHAPTER 2 THEORIES OF DEVELOPMENT
A conflict between personal impulses and the social world. Resolving each dilemma creates a balance between a person and society. Success produces healthy development and a satisfying life.
Psychosocial dilemma
124
CHAPTER 2 THEORIES OF DEVELOPMENT
A personal change that must take place for optimal development. Learning to read in childhood, adjusting to sexual maturity in adolescence, establishing a vocation in adulthood
Developmental task
125
CHAPTER 2 THEORIES OF DEVELOPMENT
Widely recognize periods of life corresponding to broad phases of development... Infancy to senescence
Life stages
126
CHAPTER 2 THEORIES OF DEVELOPMENT
A significant turning point or marker in personal development. Graduating from school, voting for the first time, getting married, death of parents, becoming a grandparent, retirement.
Developmental milestones
127
CHAPTER 2 THEORIES OF DEVELOPMENT (JEAN PIAGET)
(___-___)
Systematic search for truth, abstract thinking, " Experience is the best teacher" separate real from the possible. Gathering information as possible solution. At this stage children can solve problems through logical reasoning. They consider all available data before they conclude
11-16
Formal operation stage
128
CHAPTER 2 THEORIES OF DEVELOPMENT
"The awareness that a quantity remains the same despite a change in its appearance"
Conservation
129
CHAPTER 2 THEORIES OF DEVELOPMENT (JEAN PIAGET)
(___-___)
Develops logical thinking, "to see is to believe". The children now are able to conserve, they understand that although the appearance has change the thing it self does not. By this time they can understand reversibility, like converting clay from one object to another. Comparing the similarities and differences between objects like different in sizes
7-11
Concrete operational stage
130
CHAPTER 2 THEORIES OF DEVELOPMENT
____ child understand 'bad table' believes inanimate objects have feelings as they do
____ can only see the world from their own point of view
Animism
Egocentrism
131
CHAPTER 2 THEORIES OF DEVELOPMENT (JEAN PIAGET)
(__-__)
Increased in language structures, collective monologue, toddler can understand the use of symbols and language and example of symbolic thinking. Langugage is now understood. Children are still EGOCENTRIC at this stage, they don't consider the point of view of others, they only believe in what they perceive and see around them.
2-7
Pre-operational stage
132
CHAPTER 2 THEORIES OF DEVELOPMENT (JEAN PIAGET)
(__-__years)
Sensory contact understanding
The child explores the world sorrounding them using it's senses. The most significant achievement during this stage is OBJECT PERMANENCE ( Realization that an object or person continue to be present even if its already absent)
0-2
Sensory -motor stage
133
CHAPTER 2 THEORIES OF DEVELOPMENT
I will do (or wont do) what i am supposed to do because i think ( or don't think) it is the right thing to do
EX: An activist protest against an unjust law because they believe in human rights.
EX : A person refuse to lie even it means facing negative consequences because honesty is a core value.
--- POTENTIAL PROBLEM
1. Conflict with society
2. Isolation
Post-conventional morality
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CHAPTER 2 THEORIES OF DEVELOPMENT
I will do what i supposed to do as things work out better when everyone follows the rules
EX : A teenager obeys traffic laws because it is the right thing to do and they want to be seen as good citizen
EX : a student helps a classmate with homework to be liked and accepted by peers.
DECISIONS ARE BASED ON SOCIETAL EXPECTATIONS RATHER THAN PERSONAL BELIEFS
Conventional morality
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CHAPTER 2 THEORIES OF DEVELOPMENT
I will do what i am supposed to do in order to avoid punishment
EX : A child does not steal because they are feat of being punished
EX : A child cleans their room to receive praises or treat from parents
Pre-conventional morality
136
CHAPTER 2 THEORIES OF DEVELOPMENT
Individuals seeks to fulfill his or her desires through emotional attachment to members of the opposite sex
Genital stage
137
CHAPTER 2 THEORIES OF DEVELOPMENT
Children repress sexual thought and engage in nonsexual activities such as developing social and intellectual skills
Latency stage
138
CHAPTER 2 THEORIES OF DEVELOPMENT
Boys love their mothers and see their fathers as rivals
Oedipus complex
139
CHAPTER 2 THEORIES OF DEVELOPMENT
Satisfaction is gained through stimulation of the penis or clitoris
Phallic stage
140
CHAPTER 2 THEORIES OF DEVELOPMENT
Cuase a person to be anal expulsive: messy, disorganized, over sharing and having poor boundaries
Liberal training
141
CHAPTER 2 THEORIES OF DEVELOPMENT
____ is thought to cause adults to be anal retentive: perfectionist, obssessed with cleanliness and controlling
Harsh potty training
142
CHAPTER 2 THEORIES OF DEVELOPMENT
Children who discover social control by means of direct opposition. They are expected to express anger by becoming wasteful, disorderly or messy. They are rebellious and destructive
Anal expulsive
143
CHAPTER 2 THEORIES OF DEVELOPMENT
People delay satisfaction until the last possible moment, "saving" dessert. They are orderly, highly controlled, compulsively neat
Anal retentive
144
CHAPTER 2 THEORIES OF DEVELOPMENT
Fixation results in retentive or expulsive personality
Anal stage
145
CHAPTER 2 THEORIES OF DEVELOPMENT
Refers to providing too little of something. (Less in everything, not spoiled)
Oral aggressive trait, chewing, crunching , biting and use of teeth are dominant expressions of this trait. People of this type are expected to favor hard candy over soft candy. The orally aggressive character is sarcastic and argumentative.
OTHER PROBLEMS :
1. Insecurity and low self-esteem
2. Developmental delays
3. Difficulty forming relationships
Under indulgent
146
CHAPTER 2 THEORIES OF DEVELOPMENT
Refers to giving someone too much of something (attention, toys,etc.)
Oral receptive trait, as adults they become dependent on others, overly gullible, swallowing anything they are told, entitlement, struggle with self control and discipline.
Overindulgent
147
CHAPTER 2 THEORIES OF DEVELOPMENT
12-60
Sexual energies are invested in life
EX : Teenagers and adults form romantic relationship seeking emotional and physical intimacy.
EX : adults work towards CAREER goals and may start families balancing personal and professional life.
POTENTIAL PROBLEMS
1. Difficulties in forming relationship or sexual dysfunction
2. Strugles with identity or self-esteem impacting to form stable relationships
Genital stage
148
CHAPTER 2 THEORIES OF DEVELOPMENT
6-12
A time of SOCIALIZATION
EX : A Child might become very involved in schoolwork, sports, or clubs, channeling their energy in productive activities.
EX : Forming strong relationship with peers , often same sex
POTENTIAL PROBLEM
1. Social withdrawal
2. Lack of confidence
Latency stage
149
CHAPTER 2 THEORIES OF DEVELOPMENT
3-6
Related to later sexual attitudes
EX : A child might show curiosity about their own body and the bodies of others, asking questions about difference between boys and girls.
EX : a boy might start imitating his fathers behaviors wanting to be like him.
POTENTIAL PROBLEM
1. Fixation - a boy who doesn't successfully navigate the Oedipus complex might struggle with authority figures or have issues in relationships later in life.
2. Guilt and anxiety
Oedipus complex (part of it)
Phallic stage
150
CHAPTER 2 THEORIES OF DEVELOPMENT
1-3
Related to later personal power issues
Anal stage
151
CHAPTER 2 THEORIES OF DEVELOPMENT
First year - related to later to mistrust and rejection issues
PROBLEMS THAT MAY OCCUR:
1. Smoking
2. Overeating
3. Nail biting
Oral stage
152
CHAPTER 2 THEORIES OF DEVELOPMENT
When a person becomes regretful of previous life events. Feels failure and knows its too late to reverse what he has done, aging and the threat of death becomes sources of fear and depression
Despair
153
CHAPTER 2 THEORIES OF DEVELOPMENT
___ is achieved when the person has lived richly and responsibly. Has accepted and satisfied with life when he looks back. Allows face aging and death with dignity. Success at this stage leads to feelings of wisdom. While failure in regret, bitterness and despair
Integrity
154
CHAPTER 2 THEORIES OF DEVELOPMENT
Person has concerns with one's own needs and comfort. Life loses meaning and the person feels bitter, dreary and trapped
Stagnant
155
CHAPTER 2 THEORIES OF DEVELOPMENT
The interest in guiding the next generation which the main source of balance in mature adulthood. Expressed by caring about oneself, one's children and future generations. Can be achieved by guiding one's own children or by helping other children. Success leads to feeling of uselessness and accomplishment while failure results to shallow involvement in the world
Generativity
156
CHAPTER 2 THEORIES OF DEVELOPMENT
Feeling alone and uncared for in life. Often sets the stage for later difficulties
Isolation
157
CHAPTER 2 THEORIES OF DEVELOPMENT
After establishing a stable identity a person is prepared to share a meaningful love or deep friendship with others. An ability to care for others and to share experience with them
Intimacy
158
CHAPTER 2 THEORIES OF DEVELOPMENT
Individuals suffer from ___( uncertainty about who they are and where they are going)
Role confusion
159
CHAPTER 2 THEORIES OF DEVELOPMENT
Caught between childhood and adulthood and have unique problems . Need to answer the question who i am. Individuals develop new body, new feelings, and new attitudes. Success leads to an ability to stay true to yourself
Identity
160
CHAPTER 2 THEORIES OF DEVELOPMENT
____ when a child's effort are regarded as messy, childish or inadequate
Inferiority
161
CHAPTER 2 THEORIES OF DEVELOPMENT
___ is learned if children win praises for productive work. Children need to cope with new social and academic demands, success leads to a sense of competence
Industry
162
CHAPTER 2 THEORIES OF DEVELOPMENT
___ are formed if parents criticized severerly, prevent play or discouraged a child's questions. Children who try to exert too much power experience disapproval,
Guilt
163
CHAPTER 2 THEORIES OF DEVELOPMENT
____ is reinforced when parents give children freedom to play, ask questions, use imagination and choose activities. Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose
Initiative
164
CHAPTER 2 THEORIES OF DEVELOPMENT
Being rediculed or overproduction may result to shame and doubt. Failure results in feelings of shame and doubt
Shame and doubt
165
CHAPTER 2 THEORIES OF DEVELOPMENT
Children express their growing self-control by climbing, touching, exploring and trying to do things for themselves. Children need to develop a sense of personal control over physical skills and a sense of independence. Succeed leads to a feeling of ____ . Failure results in feelings of shame and doubt. ( developed when children are encouraged to do try new skills)
Autonomy
166
CHAPTER 2 THEORIES OF DEVELOPMENT
___ is caused by inadequate or unpredictable care and by parents who are cold, indifferent or rejecting. May later cause insecurity, suspiciousness or an inability to relate to others
Mistrust
167
CHAPTER 2 THEORIES OF DEVELOPMENT
____ Is established when babies are given adequate warmth, touching, love and physical care. Children develop a sense of trust when caregivers provide reliability, care and affection
Trust
168
CHAPTER 2 (Ten stages of humaan development)
Closing period in the lifespan, physical and mental activities of the individual declines
Senility takes place
POTENTIAL PROBLEM:
1. Heath decline
2. Isolation
Late adulthood stage
169
CHAPTER 2 (Ten stages of humaan development)
A dreaded stage, time of "Empty nest" and "boredom" people began to realize that the first part adult life is over
Middle adulthood stage
170
CHAPTER 2 (Ten stages of humaan development)
Settling down age: full of life of work, mutual intimacy and solidarity in love and work
- Marrying stage
POTENTIAL PROBLEM
1. Work-life balance
2. Relationship issues
Early adulthood stage
171
CHAPTER 2 (Ten stages of humaan development)
Extends from time the individual become sexually mature until 18
The period of " Storm and stress"
A turning point in teenagers life. There is increased peer group influence on the adolescent speech, attitude, interest and even their appearance and their behavior. They usually set NEW VALUES in the selection and acceptance of friends. PEER GROUPS begins to decline as they progress because their search for identity seems to be over.
POTENTIAL PROBLEM :
1. Risky behavior
2. Mental health issues
Adolescence
172
CHAPTER 2 (Ten stages of humaan development)
Characterized by rapid changes in height and skeletal structures and also changes in weight and sexual maturation. The "Age of confusion" It is further characterized by awkwardness because pubescent boys and girls do not know wether to behave like a child or like a grown up.
Puberty stage
173
CHAPTER 2 (Ten stages of humaan development)
Age of manhood
____ first menstruation
____ seminal flow " wet dreams "
Puberty
Menarche
Nocturnal emission
174
CHAPTER 2 (Ten stages of humaan development)
Elementary school age
"Smart stage " because children think that they know just about everything when they talk. It is also the "gang stage" since the major concern of the children by this time is their gang mates and their desire for acceptance
POTENTIAL PROBLEM:
1. Academic challenges
2. Problems with peer relationship such as bullying
Late childhood
175
CHAPTER 2 (Ten stages of humaan development)
Extends from two years to six years. It is called the " Age of curiosity" that is why during the period children are fond of asking questions
POTENTIAL PROBLEMS :
1. Behavioral issues like aggression or difficulty following rules.
2. Learning disabilities
Early childhood stage
176
CHAPTER 2 (Ten stages of humaan development)
Extends from the second week of infancy up to second year of life, this period is also known as " Age of Helplessness"
POTENTIAL PROBLEM:
Lack of secure attachment can lead to emotional and social difficulties
Babyhood stage
177
CHAPTER 2 (Ten stages of humaan development)
POST NATAL STAGE
This covers the rest of the infancy period, it usually ends with the falling of the umbilical cord almost two weeks after birth
Period of Neonate
178
CHAPTER 2 (Ten stages of humaan development)
POST NATAL
This covers the first 15 to 20 minutes after birth, once umbilical cord has been cut; the infant at this point becomes a separate and independent being
Period of the partunate
179
CHAPTER 2 (Ten stages of humaan development)
Results when fetus HEAD emerges first through the birth canal followed by one shoulder then the other, next by the arms
Natural or spontaneous birth
180
CHAPTER 2 (Ten stages of humaan development)
____ when one egg further divides into two after being fertilized by one sperm, exactly the same genetic constitution
____ arise from two eggs fertilized by two different sperm cells
Identical/ monozygotic twins
Non-identical/ fraternal/ dizygotic twins
181
CHAPTER 2 (Ten stages of Human development)
The period of gestation
Divided into 3 periods;
1. Starts from fertilization to two weeks
2. All the important structures and features start to develop and to function (2 weeks- 2 months) Protective and nurturing organs like the umbilical cord connect the embryo to the PLACENTA. Most VULNERABLE PERIOD
____ is a thin membrane that protects and encases the embryo (like plastic balloon)
3. Covers the eight weeks to birth. Increased fetal activity like kicking and squirming
Prenatal
Period of Ovum
Period of Embryo
Amniotic sac
Period of Fetus
182
CHAPTER 2 (Principles of Heredity)
____ sex linked traits are carried by the same genes that determine sex , furthermore these sex linked traits are carried by women, but usually suffered by men (Baldness, color blindness, hemophilia)
Principles of sex linked characteristics
183
CHAPTER 2 (Principles of Heredity)
____ within the limits of potential traits transmissible by heredity, chances plays a significant role in making absolute prediction almost possible
Principle of chance
184
CHAPTER 2 (Principles of Heredity)
____ determines the presence of similarities and difference among family members
Principles of dominance and recessiveness
185
CHAPTER 2 (Principles of Heredity)
____ states the "NO" two individuals of any kind are exactly "alike" even identical twins have mild differences like one could be slightly taller than the other
Principles of variation
186
CHAPTER 2 (Principles of Heredity)
_____ states that "like begets like" where human individuals will reproduce their own kind
Principles of reproduction
187
CHAPTER 2
• if the zygote or fertilized egg receive an X from its mother and another X from its father, the offspring will be a ___
• If the zygote receives an X from the mother and Y from the father, the offspring will be a ___
Girl
Boy
188
CHAPTER 2
Classified as ;
____ or trait chromosomes
____ or sex chromosomes
Autosomes
Genosomes
189
CHAPTER 2
___ chromosomes contains human
___ pairs each from parent
46
23
190
CHAPTER 2 (Mechanics of heredity)
Three factors which are indispensable namely; ___, ____, ____
Time
Heredity
Environment
191
CHAPTER 2
___ a process whereby traits of parents are handed down to their offspring via the genes
___ refers to all forces that affect man
Heredity
Environment
192
CHAPTER 2 (Change in Development)
____ Refers to a PROGRESSIVE SERIES OF CHANGE leading to improvement (Motor skills)
___ MEASURABLE CHANGES in an individual like changes in height, body proportion (Growth)
Qualitative changes
Quantitative changes
193
CHAPTER 2
____ Changes in bodily appearance and structure
____ Changes in social and emotional aspects of personality
____ changes in thought processes that could affect language, learning abilities and memory
Physical development
Psychosocial development
Cognitive development
194
CHAPTER 1 (Methods Used by psychologist)
A tool often used in mathematical psychology and cognitive psychology to stimulate a particular behavior using a computer
Computational modelling
195
CHAPTER 1 (Methods Used by psychologist)
Involves the study of both health individuals and patients, typically who have suffered either brain injury or mental illnesses
Neuropsychological methods
196
CHAPTER 1 (Methods Used by psychologist)
A research method which observes a particular population over a certain period of time
Longitudinal studies
197
CHAPTER 1 (Methods Used by psychologist)
Useful in investigating and accumulating proofs in the biological basis of learning, memory and behavior
Animal studies
198
CHAPTER 1 (Methods Used by psychologist)
Search for materials in libraries or other recorded sources
Historical method
199
CHAPTER 1 (Methods Used by psychologist)
A complete detailed account of phenomenon or any social event which may have scientific value or which may provide insight into group behavior
Case history method
200
CHAPTER 1 (Methods Used by psychologist)
Search for relationship
Correlational studies
201
CHAPTER 1 (Methods Used by psychologist)
Used to study behavior which can be brought into the laboratory and studied under controlled behavior
Experimental
202
CHAPTER 1 (Methods Used by psychologist)
Used when the investigator wants to investigate a larger group within a shorter time
Survey
203
CHAPTER 1 (Methods Used by psychologist)
Direct observation; participate with the subject
Participant observation
204
CHAPTER 1 (Methods Used by psychologist)
Method of examining and interpreting but never interfering with the behavior being studied
Naturalistic observation
205
CHAPTER 1 (Branches and related field of psychology)
Pertains to the application of specialized psychological methods to the treatment of diagnosed mental disorders or to the problems of a person's daily adjustment
Psychotherapy
206
CHAPTER 1 (Branches and related field of psychology)
A branch of medicine which exists to study, prevent and treat mental disorders in human
Psychiatry
207
CHAPTER 1 (Branches and related field of psychology)
The study of neural mechanisms of perception and behavior through direct manipulation of the brains of nonhuman animal subjects in controlled experiments
Physiological psychology
208
CHAPTER 1 (Branches and related field of psychology)
The application of the Principle of biology to the study of mental processes and behavior
Biopsychology
209
CHAPTER 1 (Branches and related field of psychology)
Measurement of behavior and capacities through the psychological tests
Psychometric
210
CHAPTER 1 (Applied field in psychology)
Specialized in Treating mental, emotional and behavioral disorders.
Ex: They may use interviews, questionnaires and psychological test to diagnose conditions like depress, anxiety or ADHD
Ex: They provide therapy to help individuals manage and overcome their psychological challenges
Ex: They help individuals in crisis situations (providing immediate support and coping strategies to Someone experiencing a panic attack or suicidal thoughts)
Clinical psychologist
211
CHAPTER 1 (Applied field in psychology)
Alleviating and preventing mental illness ( Help individuals manage and overcome personal and interpersonal challenges to improve their overall well being)
Ex: They evaluate clients mental health and emotional well being
Ex: They provide therapy to help clients cope with various issues
Ex: They assist clients with career and educational decisions
Counseling
212
CHAPTER 1 (Branches and related field of psychology)
Application of concepts, theories and principles
Applied
213
CHAPTER 1 (Branches and related field of psychology)
Behavior and mental processes of different species to understand similarities and difference, often to gain insights into human behavior
Ex: Rats learning to navigate a maze to find food. This shows how they adapt and learn from their environment to survive.
Ex: Mother elephants staying close to their calves to protect them from predators and teach them survival skills
Ex: young chimpanzees learning to use tools by observing older members of their group
Comparative psychology
214
CHAPTER 1 (Branches and related field of psychology)
Growth and development, how people grow and change throughout their lives, from infancy to old age.
Ex: A child's height and physical abilities are influenced by their genetic make-up and nutrition
Ex: Cultural practices can influence behavior such as the way children are taught to show respect to elders in different societies
Ex: Traumatic experiences in childhood such as abuse or loss, can significantly impact emotional and psychological development
Developmental psychology
215
CHAPTER 1 (Branches and related field of psychology)
Interpretation of internal drives and motives. Focuses on the interplay of unconscious processes, past experiences and internal conflicts in shaping personality and behavior.
Dynamic
216
CHAPTER 1 (Branches and related field of psychology)
Study the functions of the different organs and systems of the body relating to behavior
Physiological
217
CHAPTER 1 (Branches & other related field)
_____ study the cause of behavioral disorders/ the study of unusual patterns of behavior, thoughts and emotions that may not confirm to societal norms
Ex: Anxiety disorders, Mood disorders, Obsessives compulsive disorder, Schizophrenia, personality disorders, eating disorders, post traumatic stress disorder
Abnormal psychology
218
CHAPTER 1 (Branches & other related field)
Based from proposed explanation or conclusion involves THEORIES, concepts and BASIC PRINCIPLES
Theoretical
219
CHAPTER 1 (Schools)
Believed that an individual behavior is primarily determined by his perception of the world around him; individuals are not solely the product of their environment l; and individuals are internally directed and motivated to fulfill their human potential
Humanistic
220
CHAPTER 1 (Schools)
Believe in both free will and the uniqueness of the individual. Individual behaviors are not seen as evil or good, but neutral, interpreted only by the individual
Existentialist psychology
221
CHAPTER 1 (Schools)
A theoretical perspective that focuses on the realms of human perception, thought and memory
Cognitive psychology
222
CHAPTER 1 (Schools)
Behavior is determined by powerful inner forces, most of which are buried in the unconscious mind
Psychoanalysis
223
CHAPTER 1 (Schools)
To " Configure" or to form or pattern
Believed that human beings and other animals perceive the external world as an organized pattern
Gestalt
224
CHAPTER 1 (Schools)
Believed that observable behavior, not inner experience, was the only reliable source of information
• stressed the importance of the environment in shaping an individual's behavior
Behaviorism
225
CHAPTER 1 (schools)
Importance of "function of the mind"
Importance of functional adjustment of an organism to his environment. Explore HOW and WHY the mind works as it does.
Functionalism
226
CHAPTER 1 (Schools )
Believed that the chief purpose of psychology was to describe, analyze and explain conscious experience, particularly feelings and sensations
• They identified the 4 basic skin sensations?
Structuralism
Warmth
Cold
Pain
Pressure
227
CHAPTER 1 ( Contemporary)
Operant conditioning, contributed the system of operant conditioning of which in the idea the organism is in the process of operating on the environment, which in ordinary terms means it is bouncing around its world
BF skinner
228
CHAPTER 1 (Contemporary)
First experimental model of learning, CLASSICAL CONDITIONING
Ex: A child learns to feel happy when they hear the sound of an ice cream truck because they associate the sound with getting ice cream
EX: A person might develop a fear of dogs after being bitten by one. The sight of dog now triggers fear because it was associated with the pain of bite
Ivan pavlov
229
CHAPTER 1 ( Contemporary)
Developed the first intelligence quotient (IQ) test
Alfred binet and Theodore simon
230
CHAPTER 1 (Contemporary)
"First systematic psychometrician" and father of classical test theory
Charles spearman
231
CHAPTER 1 ( Contemporary)
Major contribution to psychology through the statistical evaluation of human behavior, developed the chi-squared statistics
Karl Pearson
232
CHAPTER 1 (Contemporary)
Made a theory that human beings have the basic need for love and security
Karen horney
233
CHAPTER 1 (Contemporary)
Conceptualize the importance of superiority and inferiority as a factor that affects man's existence
Alfred Adler
234
CHAPTER 1 (Contemporary)
Developed his theory of the origin of neurosis, a neo Freudian and established analytic psychology
Carl jung
235
CHAPTER 1 (Contemporary)
Father of psychoanalysis, underwent a thorough study of the unconscious mind and developed the psychoanalytic process of free association
Sigmund Freud
236
CHAPTER 1 (Modern)
Founder of american psychology, met with Wilhelm Wundt and went to publish a two volume book entitled,
"Principle of psychology"
William James
237
CHAPTER 1 (Modern)
Established the first psychological laboratory in Leipzig Germany
• Father of modern psychology
Wilhelm Wundt
238
CHAPTER 1
____ mind blank state that gathers its content through experience that an individual will have in his entire life
John locke
Tabula rasa
239
CHAPTER 1
Introduced the idea of dualism and the concept of reflex action which indicates that the mind and body interact
____ spiritual entity
____ physical or material entity
Rene Descartes
Mind
Body
240
CHAPTER 1
Belief that when body dies, the soul separates and becomes a spirit
St. Thomas Aquinas
241
CHAPTER 1
Introduced the method of introspection (individual tries to describe his own conscious processes)
St. Augustine of Hippo
242
CHAPTER 1
Theorized the relation of temperament to physiological factors . Behavior maybe attributed to "HUMORS"
• yellow (Cheerfulness)
• Green ( Sluggishness -slow)
• black (sadness)
• red (quick tempered, irritable)
Galen
Sanguine
Phlegmatic
Melancholic
Choleric
243
CHAPTER 1
Father of the medicine,
First to classify mental disorders during classical period
Hippocrates
244
CHAPTER 1
Father of psychology because he is the first person to put into writing his explanation pertaining the behavior of man
• Functions of the soul
1. Basic maintenance of life
2. Desires and motives
3. Governs reasons that is located in the heart of the brain is merely a gland and would perform minor functions
Aristotle
Vegetative
Appetitive
Rational
245
CHAPTER 1
Believe that the soul is distinct to man and is god given (Knower, thinker, determiner)
• Three distinct element
1. Element of reason
2. Spirited element
3. Element of bodily appetite and desire
Plato
Head
Heart
Diaphragm
246
CHAPTER 1
Theorized that the human mind is composed of atoms, which penetrate in and out of our system
Democritus
247
CHAPTER 1
Belief of gods and spirits who were attributed to be direct cause of events and activities of a man
Animism
248
CHAPTER 1
Involves the alterations of behavior of the individuals. Further tend to change a certain trait, idea and beliefs of an individual
Control
249
CHAPTER 1
Enable psychologist to anticipate any future actions of an individual, based on past performances of the individual
Predict
250
CHAPTER 1
Involves the organization of facts about behavior, development of reasons pertaining with the different relationship among observed behavior, arriving to a reasonable principle in explaining behavior
Understanding
251
CHAPTER 1
A detailed characterization of a certain phenomenon can be presented and be a means of further utilization of the study
Describe
252
CHAPTER 1
The study of psychological and neurobiological factors that enable humans to acquire, use and understand language
Psycholinguistics
253
CHAPTER 1 (BRANCHES AND RELATED FIELD OF PSYCHOLOGY)
Merged the discipline of sociology and anthropology together with the basic premise about the common concern of psychology (thoughts, feelings, and behavior are INFLUENCED BY OTHERS)
Ex: A person might dressing in a certain way because their friends do, even if they initially didn't like the style
Ex: Meeting someone for the first time, you might quickly judge them as friendly or unfriendly based on their body language and facial expressions.
Ex: assuming someone is good at math because they belong to a particular ethnic group which can lead to unfair treatment
Social psychology
254
CHAPTER 1
Branch of medicine which involves the surgical severing and chemical alterations of brain fibers with the purpose of modifying psychological disturbances and other behavior aberrations
Psychosurgery
255
CHAPTER 1
A sub-field of medicine that deals with the various pharmacological agents such as anti-depressants, anti-anxiety, anti-manic
Psychotropic
256
CHAPTER 1
Pertains to the application specialized psychological methods, to the treatment of diagnosed mental disorders or to the problems of a person's daily adjustment
Psychotherapy
257
CHAPTER 1
A branch of medicine which exists to study, prevent and treat mental disorders in humans .
Psychiatry
258
CHAPTER 1
The study of neural mechanisms of perception and behavior through direct manipulation of the brains are of nonhuman animal subjects and controlled experiments.
Physiological psychology
259
CHAPTER 1
the application of principles of biology to the study of mental processes and behavior
Biopsychology
260
CHAPTER 1
____ utilizes fewer neurons
____ more neurons
Simple
Complex
261
CHAPTER 1
_____ done with the man's full will and discretion
_____ actions done automatically (breathing, digestion and circulation of blood)
Voluntary
Involuntary
262
CHAPTER 1
____ manifested through an action which is in the realm of sanity and adequate reason (admiring an athlete because of his physique)
___ pertains to actions which are done without any apparent reason and explanation
Rational
Irrational
263
CHAPTER 1
____ action that is within one's awareness
____ actions not aware of doing so
____ bodily activities which may be detected by instrument or apparatus (blood pressure, pulse rate, digestion of food)
Conscious
Unconscious
Non-conscious
264
CHAPTER 1
____ is a behavior that can be manifested outwardly (walking, playing, writing)
____ actions that is not directly visible (lying, thinking, learning)
Overt
Covert
265
CHAPTER 1
This includes forms of cognition or the ways of knowing which includes a man's perception, attention, and capability to remember, to reason and to solve problems
Mental processes
266
"psyche " means-
"Logos" means -
Mind/soul
Study of
