Test 3 Flashcards

Question

Choosing Mates

Answer 1

Social Influences on Interpersonal Attraction Proximity: when near becomes dear ··How can you start a relationship when you’ve never met the person? ··Slightly different today with the internet… ··But still: you have to see the person sometimes… ··Otherwise what’s the point? ··War Letters Similarity: like attracts like ··We like to think opposites attract… ··Even “Opposites” have things in common (Shared views, priorities, etc.) ··Differences produce opportunities for disagreement ··Reciprocity: all give and no take does not a good relationship make ··Balance is key- giving all the time makes us uncomfortable ··But so does receiving… ··Unfair / lack of balance is not sustainable. Physical attraction: like it or not, we do judge books by their covers ··Study - randomly paired people to be partners at a dance ··What predicted if people decided to have a second date? ··How physically attractive they found their partner. Sex differences in what we find attractive: nature or nurture? ··Evolutionary hypotheses tested in 37 cultures ··Men preferred attractive physical features suggesting youth and health ··Women preferred resources and social status

Answer 2

A Beginner’s Guide ·Drive reduction theory: Certain drives, like hunger, thirst, and sexual frustration, motivate us to minimize aversive states. ·We are motivated to maintain a given level of psychological homeostasis. Incentive Theories: Positive Motivation ·We are often motivated by positive goals. ··Intrinsic motivation: motivated by internal goals. ···E.g. mastering the material ··Extrinsic motivation: motivated by external goals. ···E.g. graduation ··Some research undermines incentive theories. ···Once we receive reinforcement for performing a behavior, we expect that reinforcement again.

Answer 3

Only a few people are self-actualized, as many of us must focus on needs at lower levels (drive reduction) rather than at higher levels (internal and external goals for achievement Love is multi-faceted *Lust (sex drive), *romance (obsession), and attachment (long-term) don’t always go together! People can love more than one person in different ways!

Answer 4

identifying brain areas that are active during a specific psychological task pop psychology and the media oversimplify matters ·areas likely work together to produce our perceptions Debunking: The “Are You Right Brained or Left Brained” Myth (假的)

Answer 5

Central Nervous System (CNS): ·part of the nervous system containing the brain and spinal cord that controls the mind and behavior. It includes Peripheral Nervous System (PNS) ·nerves in the body that extend outside the central nervous system

Answer 6

Brain Basal Ganglia Limbic System Brain stem Corpus callosum Spinal chord

Answer 7

Cerebral Cortex （大脑皮层）: the outermost covering of the brain. Also called gray matter。It contains: `Neocortex: most recently developed cortex `Cerebral hemispheres: left and right `Corpus callosum: connects the two hemispheres and permits communication between them `Frontal Lobe (前额叶)： ``Prefrontal cortex: executive functioning, ``reasoning, planning ```Marshmallow Test: A test of delayed gratification (self-control).（小孩子在通过闻，吃小部分和把玩棉花糖来忍耐不能立刻吃到棉花糖） ``Motor cortex: sends signals to muscles for voluntary movement. ```Functions: ````reasoning ````planning ````movement ````emotions ````problem solving ````language (Broca’s area) ``Case Study of Phineas Gage：（Prefrontal cortex） Parietal Lobe （顶叶） `integrates vision, spacial, touch, and motor information `perception of stimuli： movement `orientation `recognition Temporal Lobe（颞叶） `Auditory perception and recognition `language comprehension `semantic and episodic memory `perception and recognition of auditory stimuli autobiographical `memory `speech & language comprehension (Wernicke’s area) Occipital Lobe (枕叶)： Visual processing

Answer 8

Phantom limb syndrome is a condition in which patients experience sensations, whether painful or otherwise, in a limb that does not exist. It has been reported to occur in 80-100% of amputees（被截肢者）, and typically has a chronic course, often resistant to treatment.

Answer 9

emotion center of the brain Networked with parts of the peripheral nervous system to influence blood pressure, heart and respiration rate, the endocrine system, etc. Information about our internal state. thalamus: relay station for incoming sensory information hypothalamus: thirst, hunger, sexual motivation, body temperature, control of the autonomic nervous system amygdala: emotion, especially fear and excitement hippocampus: memory, learning, spatial relationships

Answer 10

Broca’s Area: Words and pronunciation of language(frontal) Wernicke’s Area: Comprehension and understanding of language.(temporal)

Answer 11

Basic bodily functions: breathing, swallowing, heart rate, blood pressure, consciousness, whether one is awake or asleep Cerebellum(小脑) Part of the hindbrain that controls balance of the body and maintains muscle coordination Pons Part of the hindbrain that relays messages between cerebellum and the cortex. Medulla Part of the hindbrain where nerves cross from one side of the body to the opposite side of the brain, controls heart beat, breathing and swallowing Reticular activating system A system of nerves that running through the medulla pons and the midbrain to the cerebral cortex, controlling arousal and attention.

Answer 12

It connects the two hemispheres and permits communication between them.

Answer 13

When the word appears at the right side the participant is able to answer what he saw because the left hemisphere is dominated for verbal processions. However, he had difficulty answering the word flashed at the left because the left hemisphere is not connected to the right hemisphere. The right hemisphere is dominant for creativity so the patient is able to draw.

Answer 14

Nerve cells specialized for communication. The brain contains approximately 100 billion neurons. Cell body Central region of the neuron that manufactures new cell components Makes proteins, replenishes molecules vital to cell function Separated from outside by neuronal membrane Dendrites (神经突触) Branchlike structures jutting off of the soma that receive messages from other neurons Axon (轴突) portion of the neuron that sends signals Myelin Sheath type of glial cells that are wrapped around the axon Speed up neural transmission by helping neurons conduct electricity more efficiently Axon terminal end of axon which contains synaptic vesicles Synaptic Vesicles Saclike structures found inside the axon terminals which contain chemicals called neurotransmitters Synapse Fluid-filled space between two connecting neurons through which messages are transmitted chemically. When a neuron fires, its axon terminals release neurotransmitters Neurotransmitters (NTs) Chemical messengers that allow neuron-to-neuron communication

Answer 15

One way Electrical impulses into chemical signals

Answer 16

INSIDE NEURONS, COMMUNICATION IS ELECTRICAL, BUT BETWEEN NEURONS, IT IS CHEMICAL VIA NTS ->WHEN RELEASED, NTS BIND WITH THE NEXT NEURON’S RECEPTOR SITES.THIS PROCESS IS HALTED BY REUPTAKE, WHEN NTS GO BACK INTO THE AXON TERMINAL. Dendrites receive chemical signals Axons transmit electrical charges Axom terminals release chemicals Each neurotransmitter has its own shape and have different binding shape that only specific chemicals can trigger.

Answer 17

Some neurotransmitters increase the likelihood that a neuron will fire (e.g., glutamate, norepinephrine, epinephrine, histamine); other neurotransmitters suppress firing (e.g., serotonin, GABA). That is: Some neurons in a network release excitatory neurotransmitters and others inhibitory. The balance of excitatory and inhibitory neurotransmitters determines how often the neuron fires (called an “action potential”). The balance of excitatory and inhibitory neurotransmitters determines how often the neuron fires (called an “action potential”).

Answer 18

Psychoactive drugs impact mood, arousal, or behavior by acting as agonists or antagonists for NTs. Agonists—increase NT activity Antagonists—decrease NT activity

Answer 19

Neurons respond to NTs by generating electrical activity. When no NTs are acting on a neuron, it is at the resting potential. When there is enough of a charge inside the neuron (threshold), an action potential will occur. How Are Electrical Signals Generated? An action potential is a sudden change in electrical charge that travels the length of the axon, which allows for signals to travel to distant regions of the cortex. Action potentials are “All or None”, triggered when the threshold (–55 mV) is reached. This is followed by a refractory period. All action potentials are of the same size! With more excitatory inputs, a neuron will fire more frequently. Each time a neuron fires, it results in the release of neurotransmitters from its axon terminals.

Answer 20

Neurons respond to neurotransmitters by generating electrical activity Resting potential the state of a neuron when there are no neurotransmitters acting on it (i.e., no active input from other cells) electrical charge difference (-70mV) across the neural membrane Action potential electric impulse that travels down the axon triggering the release of neurotransmitters that is followed by an absolute refractory period Nerves work by reflecting on what we have learned about action potential as you are watching this video. Connectivity: “Neurons that fire together, wire together.” —Donald Hebb. Neuron that communicate with each other form an interconnected neural network.

Answer 21

Gray Matter: Cell bodies that make up the surface of the neocortex. It is called “gray” because it appears gray to the naked eye when looking at an actual brain. White Matter: Cell axons that reach across the brain to connect to other neurons (either nearby or far from the cell body). They appear white because of fatty myelin sheaths produced by glial cells that insulate the axon like an electrical wire.

Answer 22

Genie’s extreme case provided the opportunity to witness and record the potential consequences of extreme social isolation Nature (genes) and nurture (environment) both play a role in developmental outcome Epigenetics is the study of heritable changes in phenotype without a change in genotype

Answer 23

12 Gene-environment interaction The impact of genes depends on the environment in which the behavior develops. genetic predispositions can drive us to select and create particular environments

Answer 24

6 month Turns his head when you call his name Smiles back at you Responds to sound by making sound Sits without support for a short period of time Likes social play (games like peek a boo) 12 month Uses simple gestures such as shaking head for no or waving bye bye Pulls up to stand Copies you during play Responds when told no Says mama or papa 18 month Plays pretend (like talking on a toy phone) Points to interesting things Uses several single words to get what she wants Walks without help Looks at something when you points to it and say look 2 years Uses 2 to 4 word phrases Shows more interest in other children Follows simple instructions Kicks a ball Points to something (like a toy or picture when you name it) 3 years Shows affection for playmates Uses 4 to 5 word sentences Copies adults and playmates (like running when other children run) Climbs well Plays make-believe with dolls, animals and people (like feeding a teddy bear) 4 years Follows 3-steps commands(like get dressed, comb your hair and wast your face) Hops and can stand on one foot for up to 5 seconds Uses 5 to 6 words sentence Shares and takes turns with other children Draw circles and squares.

Answer 25

It affects by Nutritions Zika virus radiation antibiotics (tetracycline) medications (lithium) cigarettes teratogen: stimulus that impact the development of the baby in the womb

Answer 26

Automatic motor behaviors; often present at birth Sucking, plantar, grasping Reflex： Sucking Rooting Stepping Babinski/Plantar Reflex: when the infants feet get touched, toes open Moro Reflex – Startled Rasping reflect: holding the fingers

Answer 27

Reflexes automatic motor behaviors, often present at birth. Sucking reflex Rooting reflex Motor behaviors self-initiated body movements Individual differences in achieving motor milestones

Answer 28

Babies may be tightly swaddled to prevent movement, which may delay onset of sitting, walking etc.

Answer 29

Cognitive construction: children actively construct their understanding of the world Schemas (organized ways of making sense of the world) change with age ``Adaptation: assimilation & accommodation ``cognitive equilibrium Piaget’s Constructivism ``Children actively construct their understanding of the world via exploration and discovery

Answer 30

Organized representations used to make sense of the world,updated via processes of assimilation(吸收) and accommodation（调解）. Assimilation: place new information into an existing “schema” See Zebra: “Look it is a horsey” Accommodation: update info you have

Answer 31

Sensorimotor stage: Birth to 2 years old The infant constructs an understanding of the world by coordinating sensory experiences with physical action. An infant progresses from reflexives, instinctual action at birth to beginning of symbolic thought towards the end of the stage Children only know what they can see Lack object permanence—the understanding that objects continue to exist when out of sight Lack deferred imitation—ability to perform an action previously observed Object permanence `Failure to look for an object hidden from view suggests a lack of understanding that the object continues to exist when out of sight Preoperational stage: 2-7 The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action. Object permanence develops Egocentrism `3 Mountains Problem Inability to Conserve `Conservation Task Concrete Operational Stage: 7-11 The child can now reason logically about concrete events and classify objects into different sets Can perform mental operations for actual events Thought is logical, flexible, and organized Can perform conservation tasks Still poor at performing mental operations in abstract situations (need physical experience) Formal Operational Stage: 11- adulthood the adolescent reasons in more abstract, idealistic and logical ways. Hypothetico-Deductive Reasoning scientific thinking ``formulate hypothesis ``make logical, testable inferences ``systematically isolate variables `pendulum problem Propositional Thought `evaluating the logic of verbal statement

Answer 32

Development is a function of society and culture—sociocultural theory Development is continuous—does not occur in stages Zone of Proximal Development the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers

Answer 33

Skills, knowledge, and concepts that the learner is close to acquiring Learner needs help to master skills (experienced mentor) Learning must be individualized

Answer 34

The distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.

Answer 35

Scaffolding (脚手架理论): Developmentally appropriate support that is tailored to the individual child’s needs in a specific learning context.

Answer 36

Physical reasoning Object permanence actually emerges by 5 months (if tested without requiring physical search) Infants possess naïve physics understanding (e.g., unsupported objects fall) Concept of the self and others Rudimentary sense of self as early as 3 months. Theory of mind: the ability to reason about what other people know or believe. Theory of Mind Sally-Ann (False-belief task)test: Sally put the ball in the basket and Ann it put in the box. Sally will initially look for the ball in the basket, but the children do not know Sally could not see the transfer of the ball and think Sally should know the ball is in the box. Children under 4 could not think in another's perspective and understand another's mental state. It starts to develop at 4.

Answer 37

Harlow (1959)—Rhesus monkey attachment study Monkeys spent more time with cloth mother, especially when scared Attachment responses increase when children start moving away from caregivers (at 8-12 months) and typically display separation anxiety Separation anxiety occurs when infants cannot see or are separated from their attachment figures or left with babysitters Attachment Styles The Strange Situation Paradigm (Ainsworth, 1978) Yields 4 types of Attachment: Secure Attachment Insecure-Avoidant Attachment Insecure-Anxious Attachment Disorganized Attachment

Answer 38

Some social behaviors are innate Imprinting phenomenon observed in birds in which babies begin to follow around and attach themselves to any large moving object in the vicinity during the hours immediately after hatching `Konrad Lorenz’s geese Stranger anxiety: a fear of strangers, developing around 8 months, same in all cultures. Other social behaviors are learned Attachment: the emotional connection we share with those to whom we feel closest Moral Reasoning: why we behave in certain ways towards others

Answer 39

Stages of moral reasoning： Preconventional (level I) Stage 1 – Avoid Punishment Doing the right thing is obeying authority and avoiding punishment Stage 2 – Quid Pro Quo * "If you scratch my back, I'll scratch yours." Conventional (level II) Stage 3 – Social Relations emphasize being a good person, which basically means having helpful motives toward people close to one Stage 4 – Rules and Law Emphasis is on obeying laws, respecting authority, and performing one's duties so that the social order is maintained. Postconventional (level III) Stage 5 – Relative Morality Independent effort to think out what any society ought to value. Stage 6 – Universal Morality Equal respect for all.clearer and broader conception of universal principles (which include justice as well as individual rights) Preconventional reasoning Children interpret good and bad in terms of external rewards and punishments Conventional Reasoning individuals apply certain standards, but they are the standards set by others, such as parents or the government Postconventional Reasoning individuals recognize alternative moral courses, explore the options, and then decide on a personal moral code

Answer 40

Primary Sexual Characteristics: reproductive organs Secondary Sexual Characteristics: visible outside of the body

Answer 41

Gender Identity Psychology of Gender Gender identity is the personal sense of one's own gender. Gender identity can correlate with a person's assigned sex at birth or can differ from it. Gender is often associated with stereotypes that may not reflect an individual’s identity. When do kids learn about gender? From 3 and 6 years, children learn that gender doesn’t change simply by changing external attributes (e.g., clothes, toys). Having developed gender constancy, they believe that a person’s gender is permanent (but also grasp that it might not match one’s biological sex)

Answer 42

Identity has many different facets. Gender, ethnicity, religion, sexuality, body type, languages, hobbies, and career can all impact identity to varying degrees across individuals.

Test 3 Flashcards

(67 cards)