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PSY - P 101 : EXAM 1
experiment |
manipulate one or more variables and observe the effect on the other; can determine cause and effect |
Correlational Study |
examine strength and direction of association |
Independant Variable |
(x) variable being manipulated |
Dependant Variable |
(y) measured outcome after manipulation |
Statistic significance |
chance of error is less that 5%/ .05 probabilty |
standard deviation |
measure of variance around the mean- assesses homgeneity |
control group |
group that has the presence of the IV but does not recieve manipulation |
Developmental Psychology |
study of patterns of continuity and systematic changes that occur throughout the lifespan of the organism |
3 Broad categories that influence development |
1. Physical/Biological processes and events 2. cognitive processes and events 3. socio-emotional processes and events |
cross sectional design |
observing groups of subjects of various ages at one time |
longitudinal design |
observing subjects of the same age at varying times across their lifespan |
Sequential design |
combines cross sectional and and longitudinal; more than one group, members of each group are the same age but each group is a different age and they are studied at intervals |
How many genes are in the human body? |
21,774 |
zygotic/germinal period |
0-2 weeeks |
embryonic period |
3-8 weeks |
fetal period |
2-9 months |
F.A.S. symptoms |
bellow average intelligence, flattened nose and wide spaced eyes, heart defects, small upper lip, limb defects, small head. |
Postnatal Threats to development |
1. substantial emotional trauma and extreme stress 2. exposure to alchohol/drugs 3. accidents/meurological trauma |
normative development |
the sequence of development |
unique development |
specific timing of developmental events |
Phenotype |
genotype + environment |
range of reaction |
range of possible phenotypes to one genotype |
infants prefur.. |
faces over patterns over solid stimuli (also like new stimuli) |
visual acuity |
ability to discriminate small details |
visual acuity develops... |
gradually from birth to 6 years old |
how do you determine an infants visual acuity? |
utilize preference for patterns |
how can you tell when an infant has put something into memory? |
habituation & discrimination |
Gestalt |
taking items and seeign them as a whole (integration) andnot just separate parts |
Go over infant visual perception with angles experiment. |
in notes |
habituation |
learning in which an animal, after a period of exposure, stops responding |
Wernicke's Area |
speech perception |
Broca's Area |
speech production |
Assimilation |
new information is understood in terms of existing schemes |
Accomidation |
new information leads to modification of old schemes and creation of new schemes |
Scheme |
mental representations of the kinds of actions which can be preformed on a category of objects |
List Piaget's Stages |
1. Sensori-motor 2. pre-operational 3. concrete operational 4. formal operational |
Sensori-motor Stage |
-birth-2yr - differentiate self from objects -begins to act intentionally -achieves object permanence |
Object Permanence |
objects exist even if you don't see them (assessed with "hiding tasks") (kids always have object premanence, they just lack the motor skills to execute piaget's test) |
Preoperational Stage |
- 2-7 years -language develops
-egocentric thought -children cannot preform cognitive operations |
3 mountains test |
Piaget's test for egocentricism...not a good test because it requires a large working memory |
Concrete Operational Stage |
- 7-11 years - can think logically -understanding cause effect |
Formal Operational Stage |
-11 and up -think logically about abstract things - becomes concerned with the hypothetical and future |
lateralization |
tendancy for certain processes to be more highly developed on one side of the brain than the other |
Ericksons Childhood stages of socio-emotional development |
0-18 mo: trust vs mistrust
2-3 yr: autonomy vs shame & doubt 3-5 yr: initiative vs guilt 6-11 yr: industry vs inferiority 12-18 yr: identity vs role confusion 19-40 yr: intimacy vs isolation 40-65 yr: generativiy vs stagnation 65-death: egointegrity vs inferiority |
Nun study of Mankato |
longitudinal study of aging and alzheimers |
Gottman's 4 steps tp successful marraige |
1. fondmess 2. friends 3. giving up some power 4. solving conflicts together |
resilience |
someone who can recover from or adapt to difficult circumstances |
cellular clock theory |
cells can divide at max. 100x and as we age, are cells become less capable of dividing |
temperament |
inclination toward a specific behavioral style |
easy children |
adjust well |
slow to warm up |
more fearful |
difficult children |
irritable, poor control (will likely have behavioral problems later i nlife) |
secure |
upset when mother leaves but happy when she returns |
avoidant insecure |
don't care if mother is there |
resistant insecure |
cling to mother; very angry if she leaves |
disorganized insecure |
depressed/unresponsive when mother leaves |
authoritarian parent |
high in demand and parent centered...lower initiative, lower social competence |
Authoritative parents |
high in demand but child centered; high social competance and self esteem |
neglectful parents |
low in demand and parent centered; lack self control and low self esteem |
permissive parents |
low in demand and child centered; lack of self control and self centered |
identity development |
1. moratorium period-searching/no formal commitments 2.identity confusion- no goals/apathy, poor relationships & lack of self sense 3.identity achieved-firm commitments to ideals and goals after a period of questioning 4.Identity foreclosure- unquestioning accdptance and career commitments from authority |