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Psych Exam 3
Developmental And Social Psych
| Term | Definition |
|---|---|
| Ages Developmental Psychology covers | conception to death, and everything in between |
| Domains Developmental Psychology covers | physical, cognitive, and emotional/social |
| Nature Argument | why are you born that way? (genes, instincts, etc.) |
| Nurture Argument | you are a product of your environment (anything that is not your genes, personal choices included) |
| Nature vs. Nurture answer | always both! |
| Continuous vs. Discontinuous | depends on level of analysis/ the lens of which you look at development |
| What are the basic issues discussed in developmental psychology? | Nature vs. Nurture, Continuous vs. Discontinuous, and the role of people shaking their own environment |
| Continuous argument | development as gradual quantitative, slow and steady (tree growth, soccer skill, etc.) |
| Discontinuous argument | any theory that is stage theory, qualitatively different at each stage (butterfly growth, measurement of height change over time, etc.) |
| What are the roles of people shaping their own development? | active, passive, and evocative |
| Active role in development | making your own decisions that fit for you (most present as teens and beyond) |
| Passive role in development | how you are shaped by your environment, usually when you are young and others make choices for you (raised to love hockey) |
| Evocative role in development | your genes evoke a certain response from your environment (tall kid chosen for basketball, more likely to play) |
| Who were the two theorists for Cognitive Development? | Jean Piaget and Lev Vygotsky |
| Jean Piaget | children = "little scientists"; studied how kids learn cognitive skills |
| Jean Piaget's main ideas | schema, assimilation, and accommodation |
| Jean Piaget's stages theory | sensorimotor, pre-operational, concrete operations, and formal operations |
| Schema | general idea used to organize the world and guide our behavior and expectations (E.g. categories, stereotypes, patterns) |
| Assimilation | incorporation of information to fit into a schema (e.g. blowing into a balloon; fits what you already know) |
| Accomodation | changing or creating new schemas based on new information (knuckle ball vs. normal shooting in soccer) |
| Sensorimotor | Birth-2yrs; understands world through senses and actions; all sensory input and motor responses become coordinated; most intellectual; development here is nonverbal (gain object permanence by end) |
| Pre-operational | 2-7yrs; understands world through language and mental images; begin to use language and think symbolically BUT thinking is still intuitive and egocentric; think everyone sees the world through their lens |
| Concrete Operations | 7-12yrs; understands world through logical thinking and categories; begin using logic BUT remain simplified and concrete, not abstract; have conservation and irreversibility |
| Formal Operations | 12yrs-onwards; understands world through hypothetical thinking and scientific reasoning; thinking now includes abstract, theoretical, and hypothetical ideas |
| What do you lack in the sensorimotor stage? | object permanence |
| What do you lack in the pre-operational stage? | conservation (more water in taller class than smaller glass when it is the same amount |
| Irreversibility | can't think backwards (flipping toast so kid doesn't see butter) |
| Lev Vygotsky | cognitive develops through social interative |
| Lev Vygotsky's main ideas | zone of proximal development and scaffolding |
| Zone of proximal development | where cognitive growth takes place; just above what a person can do when they get a little help (what a child can do when making cookies with help) move throughout life |
| Scaffolding | the process that adults/peers use to move people through their ZPD; giving just the right amount of help (like scaffolding, it’s temporary support/help) |
| Family relationships | strong emotional attachment |
| Early attachment | secure vs. insecure |
| Secure | good; parents are sensitive and responsive; can shape schema in future relationships |
| Insecure | bad; different level of trust in family |
| Low Expectations/Control and Low Warmth/Responsiveness | uninvolved (don't provide rules or love for a multitude of reasons (worst outcomes) |
| High Expectations/Control and Low Warmth/Responsiveness | authoritarian (my way or the highway; “yes sir”; unidirectional parenting; value obedience; cultural factors) |
| Low Expectations/Control and High Warmth/Responsiveness | permissive (friend parent, sees themselves as a resource but not as a model; trust to make their own decision; kids can lack self-control) |
| High Expectations/Control and High Warmth/Responsiveness | authoritative (balanced approach; listen to your needs; two-way street; associated with best outcomes across all cultures) |
| Pros of Peer Relationships | different power dynamic; learn about turn-taking, listening, compromise, bargaining, and give and take |
| Cons of Pear Relationships | peer rejection; bullying; social comparison |
| Social Understanding | relationships are essential |
| What are the early forms of social understanding? | social referencing and theory of mind |
| Social Referencing | about 6 months of age, between 1-2 for developing kids; looking towards a trusted caregiver to see how to respond emotionally (kid falls down and their response to: “aww are you ok?!”) |
| Theory of Mind | a common sense understanding of how the mind works (can’t read other people’s thoughts; once you know the truth everybody knows the truth too, like thinking everyone now knows that pencils are in the box when you thought there were smarties) |
| Temperament | not the be-all end-all |
| Importance of fit | good fit -> good outcome |
| Biological disposition + experience = | personality |
| Life Span | maximum years one can live (Humans ~120 years) |
| Life Expectancy | 76.1 years for humans (2021); was going up until pandemic |
| Context of Aging | population shift and heterogeneity (difference amongst older adults) |
| Traits of Successful Aging | good physical health (subjective), social competence, mental abilities, and overall satisfaction with life |
| What are some cognitive changes in adulthood? | postformal thought and psychometric changes |
| Postformal Thought | difference in kid and adult reasoning (kids reason in black or white, dualistic thinking [formal operations]; adults (postformal) relativistic thinking; no one right answer; Solution varies from situation to situation; multiple solutions, each viable |
| Psychometric Changes | Ex: decreasing fluid intelligence, increasing crystallized intelligence, and recognitions remains the same |
| What decreases in cognitive aging? | fluid intelligence, recall of information, working memory, processing speed, inhibitory functioning, vision, and hearing |
| What increases in cognitive aging? | crystallized intelligence and cognitive efficiency |
| What remains the same in cognitive aging? | recognition |
| Erik Erikson's Psychosocial Theory | divided the human life span into 8 stages, each with its own social and emotional conflicts |
| Erik Erikson's Psychosocial Theory Stages | trust vs. mistrust, autonomy vs. shame and doubt, initiative vs. guilt, industry vs. inferiority, identity vs. role confusion, intimacy vs. isolation, generatively vs. stagnation, and integrity vs. despair |
| 1st Stage of Psychosocial Theory | trust vs. mistrust |
| Trust vs. Mistrust | 0-1; have to be comfortable and know that needs are met |
| 2nd Stage of Psychosocial Theory | autonomy vs. shame and doubt |
| Autonomy vs. Shame and Doubt | 1-3; figuring out that you can do things yourself or shame in relying on someone else doing it for them |
| 3rd Stage of Psychosocial Theory | initiative vs. guilt |
| Initiative vs. Guilt | 3-6; Am I good? Am I a bad person? Punished for being irresponsible and then getting anxious |
| 4th Stage of Psychosocial Theory | industry vs. inferiority |
| Industry vs. Inferiority | 6-13; feeling valuable/valued vs not |
| 5th Stage of Psychosocial Theory | identity vs. role confusion |
| Identity vs. Role Confusion | adolescence; job/gender/sexual/religious/political preferences vs not sure; trying on different identities; if you move on without figuring out then the next stage can be really hard |
| 6th Stage of Psychosocial Theory | intimacy vs. isolation |
| Intimacy vs. Isolation | youth adult; relationships/close friends/family members; letting down the walls vs. isolation |
| 7th Stage of Psychosocial Theory | generativity vs. stagnation |
| Generativity vs. Stagnation | middle adulthood; leaving a meaningful legacy vs. just running the race |
| 8th Stage of Psychosocial Theory | integrity vs. despair |
| Integrity vs. Depsair | old age; contemplating goals and looking back to see if you're happy/at peace with it vs. feeling not content |
| Who came up with the Socioemotional Selectivity Theory? | Laura Carsonson |
| Socioemotional Selectivity Theory | how you priorities shift with age; motivations change; is influenced by the sense of how much time is left; older adults have smaller social networks bc they don’t want to hang out without ppl that don’t help with their emotional needs |
| Priorities as you get older | more positive, less negative; smaller support networks |
| Social Psychology | the study of how we think and behave in social situations; how the individual behaves in a group |
| Attributions | thought processes we use to assign causes to our own and others' behaviors |
| Trait | internal attributes; something about you: "that person isn't talking bc they are shy" |
| Situational | external attributions; consider the outside influences: "that person sole bc they din't get their paycheck" |
| Errors in Attributions | fundamental attribution error, actor-observer effect, and self-serving bias |
| Fundamental Attribution Error | other = trait (despite the presence of possible situational influences; being "judgey" |
| Actor-Observer Effect | for same behavior: self = situational, other = trait; being hypocritical |
| Self-Serving Bias | our success = trait; our failures = situational; "I aced the test bc I'm smart, but I failed that test bc the teacher didn't teach me right" |
| Stereotypes | formation of a cognitive schema for a specific group(s) of people (senior are slow so we aren't going to tackle them in a game) |
| Prejudice | stereotype gone awry; apply to all members of group without considering individual characteristics, emotional in nature (saying that all black men are dangerous) |
| Discrimination | behavioral expression of prejudice (women discriminated against for job opportunities) |
| Social Transmission of Prejudice | (Jane Elliot’s blue-eyed brown-eyed experiment) - develop through classical conditioning, operant conditioning, and social learning (family laughs when you make racist joke so it is positive reinforcement) |
| Subtle Biases | unexamined and sometimes unconscious bias with real consequences |
| How to reduce prejudice | cooperative contact reduces prejudice |
| Cooperative Contact | suberordinate goal: goal both groups want to achieve, but need of other help; become one group with one mission |
| Conformity | tendency to act and think like the people around us |
| Normative Conformity | concern about what others think of them |
| Ashe's experiment | the line test with confederates; the more ppl, the more likely you conform to the wrong answer |
| Informational Conformity | actions of others often provide information as to what socially appropriate |
| Zimbardo's Stanford Prison Experiment | randomly assigned students as "guards" and some as "prisoners"; live in a mock prison for 2 weeks |
| Deindividualization | more controlled by external norms than internal values |
| Obedience | yielding to a demand from an authority figure |
| Milgram's Shocking Study | stated hypothesis: effect of shock on learning; True hypothesis: obedience; 65% of subjects shocked up to the 450-volt marl (even when confederate appeared injured); studies have replicated results |
| Factors that affect obedience | presence of authority figure (Darth Vader) distance of authority figure (intimidation and responsibility) timing of request Increase incrementally (creates slippery slope, no clear place to stop) psychological distance (don't see what harm they cause) |
| Attraction | the start of friendship and love |
| Factors of Attraction | proximity, familiarity, matching hypothesis, similarity, and reciprocity |
| Proximity | functional distance - same space, zoom, ft, don’t have to be right next to each other |
| Familiarity | mere exposure effect - ppl tend to feel safe with ppl they’re familiar with |
| Matching Hypothesis | 10s match with 10s, 5s match with 5s, 1s match with 1s. etc. |
| Similarity | values, attitudes, race, physical attributes, class, etc. |
| Reciprocity | 2-way street |
| Two types of Friendships | workplace and internet friendships |
| Workplace Friendships | ppl are happier when they have friends at work; school is our workplace rn and we’re happier when we have friends in class |
| Internet Friendships | can foster that same sense of emotional intimacy; can be helpful for anxiety/social anxiety |
| No one relationship can… | check all the boxes, so you need a variety of relationships |
| Factors of Social Support | perceived and received |
| Perceived Social Support | always beneficial; knowling if ppl will help you in times of trouble is a stress reliever |
| Received Social Support | can usually be really helpful, but sometimes unhelpful |
| Sternberg’s Theory of Love | love is made up of three components - intimacy, passion, and commitment |
| Intimacy | eg. emotional bonding; being vulnerable around one another; being your true self |
| Passion | e.g. sexuality; physical; spark/butterflies |
| Commitment | e.g. Relationship maintenance; a choice everyday and how you behave |
| Liking Intimacy | no passion or commitment (classmates or casual friends) |
| Infatuated Passion | crush, hookups, one night stands, etc. |
| Empty Commitment | relationships when you are together for the kid; beginning of arranged marriage; colleagues |
| Romantic Intimacy and Passion | starting to see someone early stages of dating |
| Fatuous Passion and Commitment | mistress; regular hookups (Never Gonna Give You Up~) |
| Companionate Intimacy and Commitment | friends; best friends; pets; family members you like |
| Romantic (Consummate) Love | Ideal marriage (1000 Years~) |
| Metaphor for Positive Relationships | Bank Account Metaphor - accumulation of positive deposit helps a relationship in conflict and negative withdrawals are fights, no trust, no communication, etc. |
| Magic Formula for A Positive Relationship | ideal ratio of + to - interactions in a relationship - 5-1 but 8-1 for happiest relationships |
| Opportunities for Positive Deposits | capitalization and active-constructive responding, gratitude, forgiveness, and spending time in meaningful ways |
| Capitalization and Active-Constructive Responding | seek someone out to tell them good news - enthusiastic, authentic and supportive response |
| Gratitude | usually helps in relationships; can improve relations and attitudes |
| Forgiveness | usually a good thing to do in a relationship |
| Spending Time in Meaningful Ways | doing interesting, novel thighs w/ others; bonding with trauma bc of the intimacy; trip to Asheville |
Created by:
marinarasauce15
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