PSYCH Exam 3
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84 terms
Terms | Definitions |
|---|---|
 Central Argument | Core of argument, 'high elaboration' |
| Peripheral Argument | Framing/presentation of central |
| Reciprocity Norm | Expectations that favors will be restored - not necessarily = |
| Door-in-Face | Getting what you want by first requesting something absurd, and then being offered something else (which is what you wanted in first place) |
| Foot-in-Door | Process of requesting more after you've been granted something |
| Prejudice | -Negative feelings -Negative beliefs (stereotypes) -Behavioral intentions to dominate/avoid |
| Sources of Prejudice | -Psychological -Social -Economic -Cultural/National |
| War | War leads to exacerbated prejudice |
| Behavioral Confirmation | Seeking out a generalized behavior behavior by approaching someone in a certain way |
| Stereotype Threat | When a stereotype is made against one's group, people in that group respond to it |
| Reducing Animosity | Cooperative action on shared goals -> "mutual dependence" |
| Effects on Social Relationships | -Proximity -Physical Attractiveness -Similarity -Reciprocity |
| Love | Passion -> Eros Commitment -> Storge Intimacy -> Ludus Complete love -> Agape |
| Individualist Relationships | -Ind. societies demand more of partner -More concerned with romance than with compatibility |
| Factors of Longevity | -Overlap -> unit v. separate entity -Attachment -> security w/ parents influences |
| Agression | Physical -> 50-60% attributed to genetics Social -> 20% attributed to genetics |
| Factors of Aggression | -Genetics -Parenting -Amygdala (unable to inhibit emotions) -Low Serotonin -Personality |
| Impulsive Aggression | Reactive and emotion-driven |
| Instrumental Aggression | The use of aggression as a tool to get what you want, pre-meditated, often social |
| UE & Agression | As unemployment increases, so does aggression |
| Frustration | Negative emotions caused by an obstacle blocking goal |
| Direct Provocation | Perception of provocation, not necessarily reality of situation |
| "Diffusion of Responsibility" | The more bystanders, the less likely to feel responsible |
| Prosocial Behavior | Behavior that aims to help others |
| Altruism | -Performing purely to benefit others -Potentially at cost to self |
| Egoism | Performing in one's own interests |
| Collectivism | Performing to benefit a group |
| Principalism | Performing to uphold moral principles |
| Reciprocal Altruism | Concept that A's altruistic behavior will be returned somehow, by anyone, in the future - karma |
| Empathy-Altruism Hypothesis | People act altruistically if they can empathize |
| Princeton Divinity School | "late" - 10% helped "cutting it close" - 45% "30 min to waste" - 63% |
| Development | Not passive, effected by: 1. diet 2. environment 3. medication 4. social interactions |
| Longitudinal Design | -Follow fewer ppl for a long time -Helps in prediction -Can see changes over time |
| Cross-Sectional Design | -Follow many people at once for shorter duration -stratified by age -looks at differences between ages |
| Sequential Design | -fusion of longitudinal and cross-sectional -subjects stratified by age and studied for semi-long time (~5 yrs) |
| Critical Period | Times during which development of a specific feature may be especially susceptible to damage 3-6 weeks = heart 4-7 weeks = limbs, fingers |
| Effects on Developmental Problems | 1. Dosage and duration (drugs/medication taken by mother) 2. Genetic makeup (of child) 3. Environment (mother's stress, special diet post partum) |
| Thaliomide | - Tranquilizer - No harmful effects on pregnant rats - Prescribed to alleviate morning sickness |
| Thaliomide - Critical Periods | 20-22 days = no ears 22-27 days = missing limbs/thumbs 35+ days = nothing |
| Cephalocaudal Pattern | "Head-down development" |
| Proximodistal Pattern | "Center-out development" |
| Benefits of Breastfeeding | 1. Less GI infections 2. Less respiratory infections 3. Exclusive breastfeeding for 3 months -> less likely to wheeze as baby 4. Less likelihood of SIDS 5. No psychological difference between kids who breastfeed and those that don't |
| Mother's Benefits | Less incidence of... 1. Breast Cancer 2. Ovarian Cancer 3. Type 2 Diabetes |
| Factors Preventing Breastfeeding | 1. low-income 2. working moms 3. moms under 25 |
| "Don't Breastfeed!" | 1. HIV/AIDS 2. TB 3. On drugs |
| Sensorimotor Stage | (Birth - 2 years) -Object permanence begins |
| Pre-operational Stage | (2-7 years) -Centration -Irreversibility of thinking -Imaginary friends -Egocentrism |
| Concrete Operational Stage | (7-11 years) -Decentration -Seriability - classifying things along a quantifiable dimension (height, weight) -Overcoming of egocentrism |
| Formal Operations Stage | (11+ years) -hypothetical + abstract thinking -scientific reasoning |
| Adolescence | -egocentrism reappears -inability to differentiate between self and imagined audience -personal fable |
| Relativistic Thinking | Knowledge depends on context & perspective |
| Dialectical Thinking | Comparing/contrasting perspectives |
| Fluid vs. Crystallized | Fluid intelligence shows more decline in age (when timed) |
| Piaget | "Children don't learn from adults - their interactions with peers are more important!" |
| Vygotzky Sociocultural Perspective | -culture affects how and what we think |
| Zone of Proximal Development | The concept that learning is more meaningful and plentiful when accomplished with the guidance a more skilled guide |
| Scaffolding | The process of gradually reducing the amount of assistance a pupil receives over time |
| Self-Talk | Vygotzky: "self-talk is natural and a part of development" Piaget: "self-talk is indicative of an unintelligence/stupidity" |
| Erikson | -Reexamined Freudian theory -"8 Psychological Stages of Personality" -conflicts which exist throughout life but each have a critical period which effects personality |
| Erikson | -Emphasis on personality as socially developed -Less emphasis on unconscious (ego) -Saw Development as active process |
| Freud | -Emphasis on sexuality -Focused on unconscious (id) -Development occurs, w/out effort -Ends at puberty |
| Type A | -neurotic -deadline oriented -hard worker |
| Type B | -relaxed -patient -not deadline oriented |
| Characteristic Adaptations | When a certain motive influences what behavior is performed |
| Narrative Identification | Unique & integrative "life stories" that define who we consider ourselves to be. |
| Self-Concept | Our own perceptive of our attributes and traits as a person "WHO, WHAT I am." |
| Self-Esteem | Judgement of self "How GOOD I am." |
| Identity: | Sense of self, where you are heading, how you fit into society. |
| Psychoanalytic Theory (Personality) | Freud -psychosexual -development ends at puberty Erikson -psychosocial -8 Conflicts Theory |
| Trait Theory | -"The Big 5": OCEAN -Traits are relatively enduring -Not developed in stages -Genetically influenced -Europeans & Americans score higher on extroversion |
| Social Learning Theory | -Personality changes with environment -Based on learning -Consistency of personality is due to consistency of environment |
| Infant - Cause & Effect | 2-3 months |
| Unique Visual Perspective | 9 months |
| Self-Recognition | 18 months |
| Temperament | Early genetically based tendencies that serve as foundation for personality |
| Easy Baby | -happy -fixed sleep cycle -40% |
| Difficult Baby | -irritable -no sleep pattern -10% |
| Slow to Warm Up | -moderate sleep cycle -15% |
| Goodness of Fit | extent to which child's temperament is compatible with social demands and expectations |
| Genie - Info | -13 years old -severe solitary confinement |
| Language Acquisition | -learned 100 words in 1st year -learned vocab + concepts, not grammar -able to use language to describe life pre-words -functionally retarded, not mentally defecit |
| Idiosyncracies | -hoarded liquids of water -indifference to cold (Victor) -punished for vomiting -> regression |
| Chomsky | Language is also genetic |
| Lindberg | Critical period theory for language (1st language by puberty) |
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