psychology unit 3
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| show | lifespan
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| 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. | show 🗑
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| show | life course
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| show | continuous development
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| show | critical periods
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| Individuals from different cohorts are compared at one point in time. | show 🗑
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| show | Longitudinal
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| show | time lag
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| Historical period in which the individual was born | show 🗑
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| Historical period in which testing takes place | show 🗑
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| show | schema
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| The tendency to interpret new experiences in terms of existing schemas | show 🗑
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| show | accomadation
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| Area of knowledge just beyond a child’s abilities. | show 🗑
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| show | scaffolding
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| Social factors influence development | show 🗑
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| show | piaget
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| Development can differ between cultures | show 🗑
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| show | piaget
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| show | metacognition
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| show | continuous
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| show | psychosexual theory
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| show | Psychosocial
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| trust vs mistrust; stage __ | show 🗑
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| autonomy vs. shame; stage __ | show 🗑
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| show | 3
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| Industry vs. inferiority; stage___ | show 🗑
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| show | 5
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| Intimacy vs. isolation; stage___ | show 🗑
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| show | 7
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| show | 8
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| who created the psychosocial theory | show 🗑
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| show | brofenbrenner's theory
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| parents, sibilings, teachers, and peers | show 🗑
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| show | mesosystem
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| Not directly related but influence their experience | show 🗑
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| Culture, country, society individual is in | show 🗑
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| show | chronosystem
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| Human behavior is influenced by developmental processes across biological, historical, sociocultural, and psychological factors from conception to death | show 🗑
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| who cam up with lifespan perspective | show 🗑
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| happiness, sadness, fear, anger, surprise, disgust are the basic emotions seen in ____ | show 🗑
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| _____ _____ studies were conducted by Harry Harlow and his Monkeys | show 🗑
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| Infants have an innate need to form an attachment bond with a caregiver; Evolved need - aid to survive | show 🗑
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| Babies recognize their primary caregiver but do not yet have an attachment; ___ phase | show 🗑
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| show | indiscriminate attachment
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| Children form a strong attachment to one individual and will experience separation distress and anxiety when parted from that person; ___ ___ period | show 🗑
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| Children begin to develop strong attachments to people beyond primary caregivers; ___ ___ phases | show 🗑
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| show | proximity maintenance
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| Returning to the attachment figure for comfort and safety in the face of fear or threat | show 🗑
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| show | secure base
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| show | seperation distress
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| show | strange situation study
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| Became upset when caregiver left the room and happy and greeted the caregiver when they returned Would seek comfort from caregiver when frightened | show 🗑
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| show | ambivalent attachment characteristics
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| show | avoidant attachment characteristics
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| Show a lack of clear attachment behavior Displaying dazed behavior Sometimes confused or apprehensive in the presence of a caregiver | show 🗑
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| Parents who expect their children to obey them and give low emotional support | show 🗑
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| Parents who give thier children little direction but provide a lot of emotional support | show 🗑
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| show | authoritative
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| Parents who show little interest in their children either in regulating their behavior or providing emotional support | show 🗑
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| show | memory
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| show | sensory
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| Conversion of information into a form suitable for retention in memory | show 🗑
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| type of encoding: words and their meanings | show 🗑
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| 3 stages of memory: encoding, ___, retrieval | show 🗑
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| 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 | show 🗑
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| show | explicit
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| Memory system that influences our current perceptions and behavior without our knowledge, awareness, or intention; ___ memory | show 🗑
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| 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 | show 🗑
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| Cuing a response to a stimulus through prior exposure to the same or a related stimulus; ___ oriming | show 🗑
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| automatic or unconscious process that can enhance the speed and accuracy of a response as a result of past experiences | show 🗑
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| 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 | show 🗑
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| Concept that people tend to report the last items of a list while those terms are still in their working memory; ___ effect | show 🗑
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| memory for tasks to be completed in the future sending an email, paying a bill, taking medication; ____ memory | show 🗑
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| forgetting everything that came BEFORE the injury or trauma; ____ amnesia | show 🗑
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| forgetting everything that came AFTER the injury or trauma; ____ amnesia | show 🗑
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| 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 | show 🗑
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| retrieval cues are missing when the time comes to access the info; ___-______ forgetting | show 🗑
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| 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 | show 🗑
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| show | retrieval
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| 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 | show 🗑
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| show | repression
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| show | suppression
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| 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 | show 🗑
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| new information blocks or disrupts retrieval of older info ; ____ interference | show 🗑
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| show | proactive
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| show | errors
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| 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 | show 🗑
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| show | fading-affect
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| remembered events will seem predictable, even if at the time of encoding they were a complete surprise; ____ bias | show 🗑
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| inaccurately assume a relationship between two events related by pure coincidence | show 🗑
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| show | mood congruence
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| 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 | show 🗑
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| term used to refer to the recollection of extremely significant personal or historical events, fairly rare and typically accompanied by great emotion; ___ memory | show 🗑
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