AP Psych Nutshell Review Part 2

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112 Terms

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nervous system
the parts of your body responsible for your behavior (physical and mental)
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parts of the nervous system
central and peripheral
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central nervous system
brain and spinal cord
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brain
part of the CNS; comparable in size in adults and do not feel pain
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spinal cord
part of the CNS; most information from the outer parts of the body transmitted to the brain from here; protected by the vertebrae; injury leads to paralysis
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the brain is composed of two \___
hemispheres
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corpus callosum
the large band of neural fibers connecting the two brain hemispheres and carrying messages between them
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cross-dominant
in brains, the left hemisphere controls the right side of the body and vice versa; evidence in stroke victims
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alexia
inability to read language, but can write
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agraphia
inability to write
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apraxia
inability to perform a learned motor skill (combing hair)
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dyspraxia
lack of motor coordination
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broca's aphasia
inability to form sentences, but can understand speech
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wernicke's aphasia
inability to understand speech
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global aphasia
combination of wernicke's and broca's
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visual agnosia
inability to recognize objects
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prosopagnosia
inability to recognize familiar faces
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neuroplasticity
the ability within the brain to constantly change both the structure and function of many cells in response to experience or trauma
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three units of the brain
hindbrain, midbrain, forebrain
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hindbrain
cerebellum, medulla, sleep, autonomic functions
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cerebellum
voluntary movements, balance
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medulla
reflex regulation, muscle coordination, breathing
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midbrain
RAS, center of dopamine production
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RAS
sleep/wake, awareness of incoming signals
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forebrain
sensory information received; control of hunger, thirst, sex; ability to think; formation of personality; development continues into early 20s
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thalamus
in forebrain, regulates and integrates sensory information
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hypothalamus
in forebrain, regulation of basic biological needs (hunger, thirst); links brain with endocrine system; helps control autonomic nervous system
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limbic system
in forebrain, emotional and pleasure centers
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cerebrum
in forebrain, most sophisticated area of brain; split into two hemispheres with four lobes each
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occiptal
in cerebrum, primary visual cortex
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parietal
in cerebrum, visual integration, dreams, somatosensory cortex (touch)
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temporal
in cerebrum, primary auditory cortex
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frontal
in cerebrum, primary motor cortex, mirror neurons
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mirror neurons
frontal lobe neurons that some scientists believe fire when performing certain actions or when observing another doing so. The brain's mirroring of another's action may enable imitation and empathy
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peripheral nervous system
neurons outside the brain and spinal cord; somatic and autonomic
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somatic
PNS: controls voluntary muscles, connects to sensory receptors
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autonomic
PNS: controls involuntary muscles, blood vessels, organs; parasympathetic and sympathetic
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parasympathetic nervous system
conserves energy
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sympathetic nervous system
releases energy, often in response to emergency situations
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neurons
the method that information are carried to and from the brain
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action potential
in each neuron, fires a message to the next neuron in the chain only if the neuron's threshold is reached
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key to neuron function
fat, sodium, potassium
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neurotransmitters
bridge the gap (synapse) between neurons
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ACh
neurotransmitter directing muscle movement
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dopamine
neurotransmitter directing voluntary movement, reward pathways
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norepinephrine
neurotransmitter directing mood and emotion
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serotonin
neurotransmitter directing aggression, sleep/wake cycles
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GABA
neurotransmitter directing anxiety levels
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)chemicals ingested can be \___ (\___) or \___ (\___) to neurotransmitters
agonists (mimics), antagonists (blockers
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endocrine system
send hormones to the brain
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glands
secrete hormones into the bloodstream
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pituitary gland
master gland; located in the brain under hypothalamus, HGH, oxytocin
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oxytocin
regulates reproductive behavior; may also assist in building social bonding/trust in others
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adrenal glands
secretes adrenaline, fight or flight, release cortical steroids for extra energy needs
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thyroid gland
control metabolism (body's energy level)
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sex glands
males \= tests (testosterone), females \= ovaries (progesterone/estrogen)
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pancreas
secretes insulin, which regulates glucose production
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teratogens, maternal nutrition, toxin exposure, fetal origins of disease, congenital illnesses
prenatal development concerns
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teratogens
substances taken by the mother that can have a detrimental effect on the child during development in the uterus (thalidomide, FAS)
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reflex behavior
at birth, normal infants display certain automatic behaviors. some remain througout life and others disappear
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grasp, root, moro
infant reflex behaviors that disappear
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root
infant touched on the cheek will turn to the side of the touch and start sucking behavior
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moro
infant will flail legs/arms out if child feels like he/she is falling
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anxiety
infants with inhibition have this kind of disorder later
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infant temperament stays \___ through early childhood
stable
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jean piaget
considered the pioneer in discovering how children's learning abilities change over time
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schemas
piaget: ways we mentally understand the world
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assimilation and accomodation
piaget: how we adapt to new info in our pre-existing schemas
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assimilation
piaget: fitting new info into the schema
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accommodation
piaget: change the schema to fit the info
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steps of piaget's theory of cognitive development
sensorimotor, preoperational, concrete operations, formal operations
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sensorimotor
PIAGET

\-birth - 18 months

\-motor responses to info

\-senses primary way of exploring world

\-does not understand concept of object permanence
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preoperational
PIAGET

\-18months - 7yrs

\-lacks ability of reversibility

\-egocentric in thought

\-simple symbolic thought arises
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concrete operations
PIAGET

\-7-11yrs

\-understands idea of conservation (ability to question perception)

\-can classify objects

\-difficult to think abstractly

\-what about santa?
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formal operations
PIAGET

\-≥11yrs

\-understanding the abstract and hypothetical

\-can think logically
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object permanence, multiple, uniform, environment
piaget criticisms

\-underestimated the ability of children to master concepts, especially ___ ___

\-rather than having distinct stages of development, children display behaviors that go across ___ stages

\-children are not ___ in how long they take in the stages

\-underestimation of the role of ___
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sociocultural theory
lev vygotsky; children learn primarily from other people; culture plays a key role in development, so development isn't universal; acquisition of language is key
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private speech
speech by children that is spoken and directed to themselves
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more knowledgeable other
vygotsky; the person/entity who possess more ability/skill than the learner; the teacher can be a thing
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zone of proximal development
vygotsky: the difference in time between a task can be completed by a learner with an MKOs help, compared to the time taken if the learner does the task independently
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imprinting
certain responses are inherited
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critical period
crucial time where certain skills/abilities are most easily learned
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konrad lorenz
researcher who focused on critical attachment periods in baby birds, a concept he called imprinting (also critical period)
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harry harlow
experiments with monkeys showed that monkeys sought and needed contact LITERALLY THE WORST
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Mary Ainsworth's strange situation
an experimental method designed to measure the nature of attachment between mothers and babies
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secure attachment
ainsworth: children use mother as a base to explore their surroundings; children upset when she leaves, but comforted when she returns
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anxious-ambivalent attachment
ainsworth: children anxious when mother is present, very upset when she leaves, not comforted by return
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avoidant attachment
ainsworth: children don't seek mother when she's there and aren't upset by her absence
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disorganized-disoriented attachment
ainsowrth: children appeared confused over to approach or avoid the mother; typically insecure children
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eric erikson psychosocial development
individuals seek to acquire social goals throughout their life (independence vs dependence, identity vs role confusion, intimacy vs isolation, ego integrity vs despair)
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lawrence kohlberg moral development
developing an individual sense of right and wrong; people evolve from behaving according to obedience to authority to behaving based on what is best for overall society
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preconventional, conventional, postconventional
Kohlberg's stages of moral development
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preconventional
kohlberg: morality based on direct personal consequences
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conventional
kohlberg: morality based on societal expectations/conformity
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postconventional
kohlberg: morality based on individual centered principles
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adolescence
the transition state between childhood and adulthood; no strict age limits (12-19); a social construct and NOT the same as puberty
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puberty
the biological process of reaching sexual maturity (males \= testosterone, females \= estrogen)
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growth spurt
the start of puberty
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primary sexual characteristics
the maturation of reproductive organs
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secondary sexual characteristics
physical changes caused by increased hormone production, but not directly related to sexual reproduction (voice change, axillary hair)