Development, Emotion & Motivation, Intelligence & Testing

Emotion

Emphasizes arousal, they are universal.

Motivation

Emphasizes how arousal becomes action.

7 Basic Emotions

Sadness, fear, anger, disgust, contempt, happiness, and surprise.

Facial Feedback Hypothesis

Facial movement can influence emotions.

Yerkes Dodson Theory

Psychological arousal helps performance, but only to a certain point.

Too much or too little can decrease performance.

Drive

Biologically instigated motivation.

Motive

Process that is learned.

Incentive

Motivates to do something in a certain way.

Sensation Seeking Theory

Person’s desire for new and intense experiences, and willingness to take risks.

Experience Seeking

Novel sensations; music, art and travel.

Adventure/Thrill Seeking

Craves intense experiences despite risk.

Disinhibition Seeking

Act impulsively.

Susceptibility to Boredom

Intolerance for repetition and a need for new external stimuli.

Extrinsic Motivation

Perform because of reward or punishments.

Intrinsic Motivation

Perform a behavior to be effective.

Self Determination Theory

Internal sources of motivation, need for personal growth and fulfillment.

Drive Reduction Theory

A physiological need creates a state of tension (drive) motivating a person to satisfy their needs.

Aims for homeostasis (bio balance).

James Lange Theory

Feel emotion bc of your physical reaction.

Body → Emotion

Cannon Bard Theory

Body + Emotion at the same time

Schachter Singer (Two Factor) Theory

Same physical reaction, different emotion depending on the label.

Body + Label → Emotion

Lazarus Cognitive Appraisal Theory

Thought → Emotion

Cognition comes first.

Ledoux Dual Pathway Theory

Fast (low road, automatic, amygdala) Vs Slow (high road, thoughtful, cortex)

Stress

Response to a challenging situation.

Stressor

Stressful stimulus.

Distress

Unpleasant feelings, overwhelmed.

Eustress

Beneficial effect on the body and mind.

Acute Stress

Short term.

Chronic Stress

Long term.

Tend and Befriend Theory

Humans (mainly females) respond to stress by seeking connection.

Problem Focused Coping

Individual addresses a problem directly to eliminate it.

Approach-Approach (Conflict and Stress)

(+ vs. +)

Choose between two desirable alternatives that lead to positive results.

Avoidance-Avoidance (Conflict and Stress)

(- vs. -)

Choose between two undesirable alternatives that lead to negative results.

Approach-Avoidance (Conflict and Stress)

(+ & -)

Choose a alternative that have both desirable and undesirable results.

General Adaptation Syndrome (Hans Selye)

Physical responses take same form in responding to any serious chronic stressor.

Alarm, Resistance, Exhaustion.

Puberty

Primary Sex Characteristics

Testes and ovaries; reproduction.

Secondary Sex Characteristics

Not directly concerned with reproduction.

Menarche

First period.

Sperm Arche

First ejaculation.

Menopause

Period stops; no reproduction.

Teratogens (Prenatal Development)

Substance negatively affects fetus during pregnancy.

Root (Infant Reflexes)

Corner of the baby’s mouth is stroked, turn head in that direction.

Visible Cliff (Infant Reflexes)

Test depth perception; innate.

Maturation

Process that involves development of mental, physical, and emotional characteristics over time.

Changes in the brain and nervous system.

Critical Period

Most sensitive to environmental influences and needs certain stimuli to develop normally.

Adverse Childhood Experiences (ACES)

Effects on relationships people from throughout lifespan, due to sociocultural differences.

Phoneme (Language)

Smallest distinctive unit of sound.

Ex: “M, m, m” for Mommy.

Morpheme (Language)

Smallest unit that carries meaning.

Nonperishable three morphemes: non- perish, and -able.

Ex: -ed/-d = past tense; -s = plural.

Semantics (Language)

Rules for meaning. Understand meaning.

Grammar (Language)

Rules for structure.

Syntax (Language)

Rule for sentence structures.

Cooing (Language Stages)

Soft, vowel like sounds.

Ex: “oo” “ah”

Babbling (Language Stages)

Various sounds unrelated to language.

One Word Stage (Language Stages)

Single words.

Telegraphic Speech (Language Stages)

Mostly nouns and verbs “Go car”.

Overgeneralization

Language rules are applied to generally.

Ex: “I runned”

Secure Attachment

Trust caregivers, can depend on them.

Avoidant Attachment

Caregiver is neglectful → Avoid closeness.

Anxious/Ambivalent Attachment

Inconsistent parenting; clingy but not comforted.

Disorganized Attachment

Frightening caregiver.

Temperament

Emotional reactivity.

Imprinting

Animals bond with first obj. they encounter for survival.

Separation Anxiety

Children experience of anxiety in presence of stranger.

Ex: Harry Harlow: Monkey Experiment.

Mary Ainsworth: Strange Situation.

Microsystem

Direct contact with individual.

ME → Direct contact

Mesosystem

Relationships between groups.

MY connections → How microsystems interact

Exosystem

Indirect factors.

INDIRECT → Affects u but u are not directly involved

Macrosystem

Cultural events that affect individual.

CULTURE → Big picture

Chronosystem

Individual’s current stage of life.

TIME → Changes over time

Cognitive development

Jean Piaget

Change in thought.

Schema

Mental frameworks guide thinking; form and change.

Assimilation

Modifies new info to fit with existing schemas.

SS: Schema (stays the same)

Accommodation

Restructuring schemas to incorporate new info.

CC: creates change

Sensorimotor (Piaget’s Cognitive Stage)

Birth to age 2

Reflexive responses

Stranger Anxiety (Sensorimotor)

Fear of strangers

Object Permanence (Sensorimotor)

Obj. exist independently of one’s awareness

Preoperational (Piaget’s Cognitive Stage)

Ages 3 to 7

Egocentrism (Preoperational)

Self centered, see the world in their own terms

Animistic Thinking (Preoperational)

Inanimate objs have feelings

Centration (Preoperational)

Focuses their attention too narrowly (literally)

Irreversibility (Preoperational)

Inability to think through a series of events then reverse course

Artificialism (Preoperational)

Believing all objs are made by people

Concrete Operational

Ages 7 to 11

Conservation (Concrete Operational)

Quantity remains the same despite shape changes

Formal Operational

12+ ages

Abstract issues and Hypothetical reasoning

Theory of Minds (Formal Operational)

Ability to understand other’s mental states

Zone of Proximal Development (Lev Vygotsky)

Problem solving under adult guidance or collaboration with peers

Adolescent Identity

James Marcia

Identity Diffusion

Teen has not yet established firm identity; discover personal interest

Identity Foreclosure

Has identity but hasnt explored other options; adopted traits of parents/friends

Identity Moratorium

Searching and exploring alternatives; question their earlier choices

Identity Achievement

Achieved a “true sense of self”; self exploration

Personal Fable

Adolescents are unique and protected from life’s problems

Occupational identity

Awareness of a worker

Familial identity

Sense of belonging to a family

Possible selves

Future self

Authoritative (Parenting Style)

Attentive and sensitive to child’s needs (best)

Authoritarian (Parenting Style)

Rejecting , degrading

Permissive (Parenting Style)

Permits child to make decisions before child is ready

Uninvolved (Parenting Style)

Emotionally detached

Trust vs Mistrust (Erikson Stage of Psychosocial Development)

Infant (12-24 months)

Needs are met, develop trust