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psychology unit 3
| Question | Answer |
|---|---|
| The biological limits to life’s length, determined by species specific hereditary factors | lifespan |
| The average length of time that a given age-based cohort is expected to live This can be counted from birth or from any point in life. Life span has not increased in recent decades, but life expectancy has. | life expectancy |
| The term used by sociologists to refer to the normal, expected set of events that take place over an individual’s life, determined in many ways by the society’s norms | life course |
| Gradual changes | continuous development |
| A time during an organism's life span when it is more sensitive to environmental influences or stimulation than at other times during its life | critical periods |
| Individuals from different cohorts are compared at one point in time. | cross sectional |
| Individuals from one cohort are followed over several time periods. | Longitudinal |
| Individuals of the same age who were born at different times and are being tested in the same year are compared | time lag |
| Historical period in which the individual was born | cohort |
| Historical period in which testing takes place | time of measurement |
| A concept or category about the world | schema |
| The tendency to interpret new experiences in terms of existing schemas | assimilation |
| Changes in schemas to incorporate information from experiences | accomadation |
| Area of knowledge just beyond a child’s abilities. | zone of proximal development |
| Support from adults that provide progressively more difficult problems or explain their reasoning for their answers | scaffolding |
| Social factors influence development | Vygotsky |
| Childhood interactions and explorations influence development | piaget |
| Development can differ between cultures | Vygotsky |
| Development is largely universal | piaget |
| awareness and understanding of one's own thought processes. | metacognition |
| Children do not experience discrete changes or move from one stage to another. development is _______ | continuous |
| two forces that influence behavior: Grand Theory - conflicts and development | psychosexual theory |
| development occurs through a series of changes in the ego's abilities | Psychosocial |
| trust vs mistrust; stage __ | 1 |
| autonomy vs. shame; stage __ | 2 |
| Initiative vs. guilt; stage__ | 3 |
| Industry vs. inferiority; stage___ | 4 |
| Identity vs. role confusion; stage___ | 5 |
| Intimacy vs. isolation; stage___ | 6 |
| Generativity vs. stagnation; stage__ | 7 |
| Integrity vs. despair; satge___ | 8 |
| who created the psychosocial theory | erikson |
| social environment exerts both direct and indirect effects on child development; five systems of influence on development | brofenbrenner's theory |
| parents, sibilings, teachers, and peers | microsystem |
| Interactions between microsystems (parents and peers, siblings and peers) | mesosystem |
| Not directly related but influence their experience | exosystem |
| Culture, country, society individual is in | macrosystem |
| Change in family structure parents employment status, war, economic depression | chronosystem |
| Human behavior is influenced by developmental processes across biological, historical, sociocultural, and psychological factors from conception to death | lifespan perspective |
| who cam up with lifespan perspective | paul baltes |
| happiness, sadness, fear, anger, surprise, disgust are the basic emotions seen in ____ | infants |
| _____ _____ studies were conducted by Harry Harlow and his Monkeys | maternal deprivation |
| Infants have an innate need to form an attachment bond with a caregiver; Evolved need - aid to survive | Bowlby theory of attachment |
| Babies recognize their primary caregiver but do not yet have an attachment; ___ phase | pre-attachment |
| Infants show a distinct preference for the primary caregivers, as well as secondary caregivers; ___ ___ phase | indiscriminate attachment |
| Children form a strong attachment to one individual and will experience separation distress and anxiety when parted from that person; ___ ___ period | discriminate attachment period |
| Children begin to develop strong attachments to people beyond primary caregivers; ___ ___ phases | multiple attachment |
| Desire to be near the people we are attached to | proximity maintenance |
| Returning to the attachment figure for comfort and safety in the face of fear or threat | safe haven |
| Attachment figure acts as a base of security from which the child can explore the surrounding environment | secure base |
| Anxiety that occurs in the absence of the attachment figure | seperation distress |
| Observed children between the ages of 12 and 18 months when they were left alone and reunited with their mothers; conducted by Mary Ainsworth | strange situation study |
| Became upset when caregiver left the room and happy and greeted the caregiver when they returned Would seek comfort from caregiver when frightened | secure attachment |
| Extremely suspicious of strangers Distressed when separated Not reassured or comforted by the return of parents | ambivalent attachment characteristics |
| Avoid parents and caregivers Might not reject attention but dont seek out comfort or contact No preference between a parent and a complete stranger | avoidant attachment characteristics |
| Show a lack of clear attachment behavior Displaying dazed behavior Sometimes confused or apprehensive in the presence of a caregiver | disorganized attachment characteristics |
| Parents who expect their children to obey them and give low emotional support | authoritarian |
| Parents who give thier children little direction but provide a lot of emotional support | permissive |
| Parents who are firm and set limits but allow flexibility and provide a lot of emotional support | authoritative |
| Parents who show little interest in their children either in regulating their behavior or providing emotional support | uninvolved |
| the term given to the structures and processes involved in encoding, storing, and subsequent retrieval of information | memory |
| what type of memory? Haptic(touch), echoic(hearing), iconic(sight), olfactory(smell), gusatory(taste) Holds exact copy of what we see for a short period of time Purpose: keep information around briefly for further processing Selective attention | sensory |
| Conversion of information into a form suitable for retention in memory | encoding |
| type of encoding: words and their meanings | semantic |
| 3 stages of memory: encoding, ___, retrieval | storage |
| A memory system that is controlled consciously, intentionally, and flexibly Short term memory system that allows us to store and process limited amounts of information of an immediate sense | chunking |
| Working Memory, A memory system that is controlled consciously, intentionally, and flexibly; ___ memory | explicit |
| Memory system that influences our current perceptions and behavior without our knowledge, awareness, or intention; ___ memory | implicit |
| An effect in which the processing of a stimulus is more efficient after the earlier processing of a meaningful related stimulus, as opposed to an unrelated or perceptually related stimulus; ___ priming | semantic |
| Cuing a response to a stimulus through prior exposure to the same or a related stimulus; ___ oriming | repetition |
| automatic or unconscious process that can enhance the speed and accuracy of a response as a result of past experiences | priming |
| Concept that the first items in a list receive a great deal of rehearsal, and are, thus, more likely to be transferred into long term memory: ____ effect | primacy |
| Concept that people tend to report the last items of a list while those terms are still in their working memory; ___ effect | recency |
| memory for tasks to be completed in the future sending an email, paying a bill, taking medication; ____ memory | prospective |
| forgetting everything that came BEFORE the injury or trauma; ____ amnesia | retrograde |
| forgetting everything that came AFTER the injury or trauma; ____ amnesia | anterograde |
| decay theory is the proposition that the strength of memories weakens over time, making them harder to retrieve, memory traces physical change in neurons or brain activity that take place when memories are stored | storage failure |
| retrieval cues are missing when the time comes to access the info; ___-______ forgetting | cue-dependent |
| Tip of the tongue: memory is available yet we cannot access the complete memory Available: memories currently stored in memory are available Deja vu: already experienced a situation you are experiencing for the first time; ___ memories | partial |
| failure to access (locate) memories even though they are available (stored in memory); ___ failure | retrieval |
| memory influenced by one’s physical state at the time of learning and at the time of retrieval, improved memory occurs when the physical states match; ___-____ forgetting | state-dependent |
| keeping distressing thoughts and feelings buried in the unconscious | repression |
| a consicous effort to put something out of mind to keep it from awareness | suppression |
| when we associate a number of memories with one cue, we are slower and less accurate in retrieving any one of those memories than we are if we associate only one memory with a cue | fan effect |
| new information blocks or disrupts retrieval of older info ; ____ interference | retroactive |
| old previously learned memories intrude with the recall of newer memories, failing to forget info that has become obsolete will disrupt and impair memory for current info; ___ interference | proactive |
| when memories are recalled incorrectly, memories are FALLIABLE - NOT PERFECT, reconstructions of reality filtered through people’s minds, not perfect snapshots of events; memory ___ | errors |
| occur when info that is related to the theme of a certain memory, but was not actually a part of the original episode, become associated with the event; ___ errors | intrusion |
| the emotion associated with unpleasant memories “fades”(i.e., is recalled less easily or is even forgotten) more quickly than emotion associated with positive memories; ___-___ bias | fading-affect |
| remembered events will seem predictable, even if at the time of encoding they were a complete surprise; ____ bias | hingsight |
| inaccurately assume a relationship between two events related by pure coincidence | illusory correlation |
| tendency of individuals to retrieve info more easily when it has the same emotional content as their current emotonal state; ___ ___ effect | mood congruence |
| when an item taht sitcks out more (i.e., is noticeably different from its surrounding)ir more likely to be remembered than other items; ___ effect | salience |
| term used to refer to the recollection of extremely significant personal or historical events, fairly rare and typically accompanied by great emotion; ___ memory | flashbulb |
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