Psych Modules 13-19

Drake Intro To Psychology Exam 2

Developmental stages

Developmental stages

prenatal, infancy, childhood, adolescence, adulthood, adulthood

Prenatal stage

sperm cell fuses with an egg cell, hindbrain develops first

teratogen

substances capable of producing defects at birth or shortly after

Fetal alcohol syndrome

causes learning disabilities, physical growth, facial malformations

Smoking

low birth weight/ premature birth

top-down processing

use our background knowledge and expectations to interpret what we see

bottom-up processing

allow stimulus to shape our perception

Puberty

hormonal and physical changes

Harlow’s Monkey Experiment

disproved the thought that mothers are only meant for food

Secure attachment

distress when leaves, seeks mother when they return

Disorganized secure attachment

inconsistent behavior seen after amounts of abuse

Ambivalent/ Resistant Secure Attachment

clingy and upset when mother leaves and angry when they return

Avoidant Secure Attachment

not upset when mother leaves and avoids mother when they return

anxiety in romantic relationships

hyperactivation of attachment systems to obtain the attention of partners felt to be inconsistently unavailable

Avoidant in romantic relaitonships

Minimization of attachment needs due to the expectations of refusal/rejection by partner; discomfort with interdependence

Permissive parenting style

low expectations and few rules

Uninvolved parenting style

neglectful and absent

Authoritative parenting style

high expectations and flexible w/ clear standards (best parenting style)

Authoitarian

Very strict and high expectations w/ low warmth

Kohlbergs’s moral levels and reasonings

preconventional morality, conventional morality, and post-conventional reality

Preconventional reality

choice on an ethical situation based on what will happen to you

Conventional reality

ethical decision based on pleasing people and following the rules set by society and authority figures

post-conventional reality

behavior directed by self-chosen higher moral principles

Schema

conceptual understanding of a construct

Assimiliation

new info added to schema and interpreted based on prior knowledge

Accommodation

world doesn’t fit into a certain model of our construct, must be modified

Piaget’s Theory of Development

cognitive development includes that changing in cognitive processes and abilities; development occurs in stages

Object perdenance

internal image of an object in a child’s mind

Conservation

Volume is the same in different containers

Ego Construction

taking in the world from their own point of view; can’t understand from another’s point of view (peekaboo)

Piaget’s stages

Sensorimotor (0-2), Preoperational (2-7), Concrete Operational (7-11), Formal Operations (11&up)

Sensorimotor stage (0-2)

sensory input and motor responses become coordinated

Preoperational stage (2-7)

egocentrism starts to show; lacks conservation and reversing or transferring

Concrete Operational stage (7-11)

begin to use the concept of time, space, volume, and numbers

Formal Operations stages (11&up)

period of intellectual development marked by a capacity for abstract, theoretical, and hypothetical thinking

zone of proximal development

Vygotsky’s sociocultural idea for development; interactive approach to learning and doing things that they can w/ and w/o the help of a parent

scaffolding

guidance from an outside source that is dynamic w/ another person; assistance to learning

Eriksen’s psychosocial dilemmas

each stage of our social lives we will go through a crisis to move onto the next stage

Birth to one year

trust vs. mistrust

1-3 years

autonomy vs. shame and doubt

3-5 years

initiative vs. guilt

6-12 years

industry vs. inferiority

Adolescence (12-19)

identity vs. role confusion

Young Adult (20-34)

intimacy vs. isolation

Middle Adulthood (35-64)

Generativity vs. stagnation

Late Adulthood (65 & older)

Integrity vs. despair

Parentese

raise tone of voice, use short, simple sentences

Sensation

process by which our sensory receptors and nervous system receive and represent stimulus energies from the environment

Perceptions

interpreting info; leads to our experiences

Synthesia

Taking in info from one area and sensing it in another

Transduction

process of taking in visual images and nerversing them into action potentials so the brain can understand

parallel processing

processing many aspects of a problem simultaneously and the brains more of information processing; bottom-up and top-down simultaneously

absolute threshold

stimulus is intense enough to be detected 50% of the time

subliminal perceptors

sensory receptors can delete process but they cannot enter conscious awareness

Signal detection theory

theory of how and when we detect presence of a faint stimuli amid background stimulation; willingness to respond depends on our background and experience

Difference thresholds

minimum difference between two stimulus required for detection 50% of the time

Sensory adaptation

Diminished sensitivity as a consequence of constant stimulation; stimulus respond less over time to unchanging stimulus

Perceptual set

special type of top-down where the expectation for what we are going to perceive influences what we actually perceive

Selective attention

the capacity for or process of reacting to certain stimuli selectively when several occur simulatniously

Inattentional blindness

Failure to notice a stimulus because attention is focused elsewhere