Psychology exam #3

newborn reflexes

1\.     (birth-1 month) exploration using reflexes/involuntary actions

Primary circular Reactions

1-4 months) adaptive reflexive reaction

Secondary circular reactions

1\.     (4-8 months) repeating events which a child finds interesting

Coordination of secondary

1\.     (8-12 months) intentional or goal-oriented behavior

Tertiary circular reactions

(12-18 months) does action with goals of discovering what happens when they do- solve the A not B search error

Mental combinations

think before doing using mental representations which moves to preoperational thought

object permanence

develops 8 months

A not b search error

Infant retrieves object from A multiple times and even when they see it goes under B they go to A

Means to end action sequence

Coordination of secondary

Does action to achieve something

How do they move to preoperational thought

Infant gains symbolic thought

Preoperational Thought

Spans 2 to 7 years old

Thinking becomes symbolic

Symbolic thought

Shifting reality where something can stand for something else (dad must be a princess for a tea party)

Animism

Human characteristics to non-human things (toy story)

Centration

Focus on one aspect (a school teacher can only be a school teacher)

·      Egocentrism

Focus on everything from their perspective (gets parent something special but it is something they want)

Irreversibility

Cannot reverse a sequence (sandwich contaminated by lettuce and you can just take it off because it was already there)

Focus on appearance

What it appears to be, not the reality of it (boy has long hair so me must be a girl)

Static reasoning

Nothing changes everything stays the same ((parents were never children they were always adults)

Conservation

The ability to understand something retains quantity even if it changes shape

How do they move to concrete operational thought?

Start to apply logic

Sensorimotor

0-2 years

Preoperational thought

2-7 years

concrete operational thought

7-11 years

Seriation

Ability to put something in a specific order (shortest to largest/largest to shortest)

How do they move to formal operational thought

Start to think more abstractly

Formal operational thought

(11-18 years)

Adult like mental capacities

Inductive reasoning

Specific situation to a broad statement

(all men are mortal  Jason is a man  Jason is mortal)

Deductive reasoning

Broad statement then goes very specific

I break out when I eat peanuts  this a symptom of being allergic  im allergic to peanuts)

  Postformal thought

Cognitive development which takes place in early adulthood beyond Piagets stages of cognitive development. Takes into account the complexities of life

Pragmatic thought

Structural advance in which logic becomes a tool in solving real world problems

\-       Inconsistencies are apart of life

Cognitive affective complexity

Understanding that both positive and negative can exist together. Uniqueness of individual experiences

Terminal decline

Prior to death, massive decline in cognitive functioning

Social Cognition

The way we think about others, social relationships, social institutions

Theory of mind

(early childhood)

\-       Child theory about what other people may be thinking after age 4

False belief test

Under age 4 going to say someone else would think there was candles in the crayon box. After age 4 say others would think there were crayons in the crayon box

Adolescent egocentrism

Increase focus on themselves and their situation

Imaginary audience

Adolescents think they are the object of everyone’s attention

Personal fable

Uniquely special no one else has experienced the things we experience

Invincibility fable

Adolescents think that they are invincible no consequences for them

Personality Hereditability estimate

.40

40% due to genetics

60% due to environmental influences

What is the dark triad?

Three distinct personality traits- narcissism Machiavellianism, psychopathy

Narcissism

focus on personal gain lower levels of morality, manipulative estimate .59

Machiavellianism

manipulative, lower levels of morality

Estimate .39

Psychopathy

lack of remorse, lack of empathy, impulsive manipulation

Estimate .37

What is Temperament

Biologically based emotional care

Sanguine

enthusiastic, social, active, overly talkative

Choleric

hot, dry, fiery, creatures

Melancholic

sensitive, sad, paranoic, critical, socially withdrawn

Phlegmatic

easy going, calm, unemotional

Effortful control

regulate attention, great at self-soothing

Negative mood

negative emotionally, fearful, angry, generally unhappy

Exuberance

active, social, not shy

What are the big five personality traits

1\.     Extraversion

2\.     Agreeableness

3\.     Openness

4\.     Conscientiousness

5\.     Neuroticism

What is the heritability estimate for the big five personality traits

.40 to .60

genetics and personality

temperament genes for personality

Environment and personality

family, friends, experiences, society

Id

natural instincts its unconscious

Ego

between Id and Superego influences how you should act. Influences who we are

Superego

develops age 3-4 how society wants you to act

Trust versus mistrust

(birth-1 year) infant learns trust or infant does not learn trust \*aligns with attachment

Initiative versus guilt

(3-6 years)

Industry vs. inferiority

(6 to 11years)

Generativity vs. Stagnation

(40-65)

Autonomy vs. shame and doubt

(1-3) learn autonomy by less criticism or learns shame and doubt by over-control or under-control

Identity vs. role confusion

(12-18) form healthy identity by exploring onself or learn role confusion uncertain of who they are

Intimacy vs. isolation

(18-40) forms lasting intimate relationship negative loneliness and self-absorption

Ego integrity vs. despair

(65+) positive is coming to terms with one’s life negative looking back on one’s life with despair

self concept

Ideas about self

\-       Intelligence

\-       Personality

\-       Abilities

\-       Gender

\-       Ethnicity

Social comparison

(begins in middle childhood)

Influences on self-esteem

Acceptance

Achievements

The reaction of others to self

Health

Social circumstances (positive and negative)

Social comparison

Emotions and personal feelings

Thoughts

Actual self

who you are in reality

Possible self

who you could be (attainable)

Ideal self

who you wish to be but cannot be

false self

the person you portray to others

feared self

the person you are afraid of becoming

Identity in adolescents

having the autonomy to discover for ourselves who we are

Gender and sexual identity statistics

.6% identify as opposite gender

3\.3% identify as non-binary

5% identify as gay lesbian or bisexual

2 to 3% unsure of sexual orientation

Phases of coming out

1\.     Awareness phase- something is different about me

2\.     Assessment phase- is this who I really am?

3\.     Decision phase- self-acceptance of their identity

Marcia’s Identity Statuses

·      Diffusion (made no commitment, has not explored identity)

·      Moratorium (made no commitment, has explored identity)

·      Foreclosure (made a commitment, has not explored identity)

·      Achievement (Has made a commitment, has explored identity)

Emotions present at birth

Contentment- it is not happiness

Distress- evident in crying

social smile

6 weeks range 6-10 weeks

full responsive smile

4 months

Laughter and curiosity

3 months range: 3 to 4 months

anger

range 4 to 8 months

fear

range 9-14 months

disgust

4 months

Self-conscious emotions

range 18 months- 24 months

Temper tantrums

Overexpression of anger or sadness

Begins at 2 prominent 2-6 years old

Emotional delays

\-       Unmet needs

\-       Postpartum depression

\-       CNS- issues- FASD

\-       Symptom of Autism

Empathy

Emotional understanding

Begins development at age 2

age empathy finalizes development

age 4

Self-regulation in toddlerhood

1\.     Behaviors

2\.     Language

3\.     Encouragement

By age 6 temper tantrums decrease

Emotional display rules

Underlying principles that guide us to make decisions consciously or unconsciously to express or not express our emotions

undercontrol

leads to externalizing problems

overcontrol

leads to internalizing problems

emotional volatility

whenever you feel something you act on it (adolescents)

Causes of Depression

\-       Conflict with family members

\-       Volatility of friendships

\-       Disappointment or rejection from a crush or significant other

\-       Poor performance in school

Suicide Ideation

Thinking about suicide

25% girls

12% boys

Parasuicide

Attempt at sucicide

11\.6% girls

5\.5% boys

Cluster suicide

Group of suicides within the same community, which are triggered by other suicides