PSYCH 155 Exam 1 Study Guide PDF

PSYCH 155 - T Exam 1 is 2/11 STUDY GUIDE FOR EXAM #1 – FINALIZED Exam #1 will likely cover the following sections: 50 multiple choice questions = 100 points Bring a scantron and...

PSYCH 155 - T Exam 1 is 2/11 STUDY GUIDE FOR EXAM #1 – FINALIZED Exam #1 will likely cover the following sections: 50 multiple choice questions = 100 points Bring a scantron and pencil. Enter the room with your ​Intro to lifespan phone completely out of sight and on silent. ​Prenatal development ​Infancy and toddlerhood D = Definition E = Example W = Which statement is false! Intro to lifespan (Use 1_intro_notes to study) ​ Statistical relationships (correlation does not imply causation) - W -​ Allows researchers to understand connections between variables, not viewing behaviors in isolation -​ Helps identify causes, consequences, and the organization of behaviors -​ Correlations between quantitative variables are observed using scatterplots ​ Scientific study of psychology - W -​ 3 fundamental features: Systematic empiricism, empirical questions, public knowledge - Systematic Empiricism: Learning about the world through careful observations - Empirical Questions: A question about the way the world is that can be answered by making systematic observations - Public Knowledge: Detailed descriptions of research that are available to other researchers and the general public, usually through publication in a professional journal ​ Continuous vs. discontinuous (or stage) theories – W ○​ Know that Sternberg says development can be both: Not all questions need to be/should be answered -​ Continuous: Development is a cumulative process, and it gradually improves on existing skills -​ Discontinuous: Development occurs in unique stages and at specific times or ages ​ Epigenetic – D/E -​ Epigenetic: The study of how your behaviors and environment can cause changes that affect the way your genes work -​ Can change from age, behavior, environment -​ Not always permanent ​ Baltes’ lifespan perspective – E/D/W ○​ Know the six qualities 1.​ Development occurs across one’s entire life or is lifelong 2.​ Development is multidimensional 3.​ Development is multidirectional and results in gains and losses -​ We can both increase and decrease the efficacy of certain traits throughout the lifespan 4.​ Development is plastic -​ Comes with limited interventions would not be possible without plasticity 5.​ Development is influenced by contextual and sociocultural factors -​ Normative Age-Graded Influences: Puberty, starting school, etc. -​ Normative History-Graded Influences: Wars, innovations, etc. 6.​ Development is multidisciplinary ​ Cross-sectional, Longitudinal, Sequential – E -​ Cross-sectional: Used to examine behavior in participants of different ages who are tested at the same point in time - Less time-consuming and expensive, provides information on age differences, limited to one time of measurement, cannot examine change over time -​ Longitudinal: Begins with a group who may be of the same age and background and measures them repeatedly over a long period - Can measure changes with age over time, expensive, takes a long time, participants may drop out, data is limited to one cohort ​ Exam #1 - PSYCH 155 - Dr. Bakhtiari ​ -​ Sequential: Elements of both longitudinal and cross-sectional research designs - Examines changes within individuals over time, examines changes between participants of different ages at the same point in time, examines cohort effects, may be expensive, may take a long time ​ Mediation vs. Moderation – E -​ Mediation: A variable that is a predictor of one or more DVs and simultaneously predicted by one or more IVs -​ Moderation: A variable that affects the direction and/or strength of the relationship between IV and DV ​ Correlational vs. experimental research – E -​ Correlational: Designed to discover relationships among variables and to allow the prediction of future events from present knowledge -​ Experimental: Research where a researcher manipulates one or more variables to see their effects ​ Bronfenbrenner’s bioecological systems theory - D, W -​ Bronfenbrenner’s theory: How the inherent qualities of a child and their environment interact to influence how they will grow up and develop -​ Microsystem: Any system or environment in which a person has direct interaction, such as their home, school, workplace, or place of worship, immediate influences -​ Mesosystem: The interrelationships and interactions between different microsystems -​ Exosystem: Influences mesosystems, impacts a person’s development even though they don’t have a direct interaction with it -​ Macrosystem: Cultural elements like global economic conditions, war, technology, values -​ Chronosystem: The environmental events and transitions that occur throughout a child’s life ​ Humanism and Rogers - W -​ Humanism: Human potential and ability to change despite biological determinism -​ People develop a self-concept based on the feedback from a phenomenal field of reality -​ Congruence: How closely one’s self matches up with one's ideal self - High congruence = greater sense of self-worth -​ High congruence can be achieved by giving kids unconditional love and positive regard ​ Knowing that the Bobo doll experiment was related to Bandura’s social learning theory-W ​ Know that the pyramid shape to describe Maslow’s hierarchy of needs was not proposed by Maslow, and a contemporary scholar has proposed a sailboat to present the concept. - W Prenatal development (Use 2_prenetal_notes to study) ​ Humans have two types of cells (know the bullet points under this section)-W -​ Somatic Cells: All body cells, except sex cells, have 46 chromosomes -​ Gametes: Sex cells have 23 chromosomes -​ Zygote: A single cell that is formed from the union of 2 gametes, sperm, and an ovum -​ Meiosis: Contributes to genetic variety ​ Interesting points about eggs – W -​ A limited number of eggs reach maturity -​ Periods happen to an unfertilized egg ​ Egg freezing - W -​ Does not guarantee successful conception ​ Ectopic Pregnancy – D -​ When the zygote becomes attached to the fallopian tube before reaching the uterus -​ Cannot proceed normally/survive ​ Ovulatory-shift hypothesis – D -​ Ovulatory-Shift Hypothesis: Ovulating women amplify their flirting behaviors when genetically fit men ​ Sperm health-W -​ Sperm responses to the food a man eats -​ Fatty acid, vitamin C, whole grains, and fresh fruit are beneficial to sperm health ​ Exam #1 - PSYCH 155 - Dr. Bakhtiari ​ ​ The 3 periods of prenatal development – D/W -​ Germinal: 0-14 days, the zygote is created, conception to implantation of fertilized egg in the uterus -​ Embryonic: 3-8 weeks, the placenta starts to shape, and larger organs form, heartbeat appears, vulnerable to harmful substances -​ Fetal: 9 weeks-birth, age of viability (chance of survival outside of the womb) around 20-24 weeks ​ Impact of Teratogens - W -​ Teratogens: Any factor that causes a birth defect, abnormality, or other issues with the embryo or the fetus -​ Timing and amount of exposure, number of teratogens, genetics, and gender determine the damage from a teratogen ​ FASD – W -​ FASD: Fetal alcohol spectrum disorder, a range of issues/symptoms from prenatal alcohol exposure -​ FAS: Fetal alcohol syndrome, prenatal/postnatal growth retardation, facial dysmorphology, central nervous system dysfunction, neurobehavioral disabilities -​ Alcohol is the leading cause of preventable brain damage among infants in the U.S. ​ Neonatal abstinence syndrome – E -​ Neonatal Abstinence Syndrome: An addict mother causes the baby to become addicted before birth, and they go through withdrawal after birth ​ Marijuana use and pregnancy – E -​ Linked to health problems in newborns -​ No known safe amount of marijuana is used during pregnancy, and breastfeeding mothers should avoid marijuana use. ​ Paternal influences – W -​ Men over 40 increase the risk of miscarriage, autism, birth defects, etc. -​ Hazardous work occupations may have teratogenic effects/genetic mutations -​ Drugs increase birth defects and sperm production ​ STIs & pregnancy – W -​ Gonorrhea, syphilis, and chlamydia can be passed to the fetus by the mother -​ Babies can become infected through vaginal birth, and the placenta Infancy and toddlerhood (Use 3_infancy_notes to study) ​ Brain growth-W -​ Pruning: Unused connections eliminated in favor of much0used connections -​ The prefrontal cortex is the least developed -​ Development is not finished at the end of 2 years ​ Motor development -​ Motor Skills: Our ability to move our bodies and manipulate objects -​ Fine Motor Skills: The muscles in our fingers, toes, and eyes -​ Gross Motor Skills: Large muscle groups that control our head, torso, arms, and legs ​ Polyphasic sleep-E -​ The infant is accumulating sleep hours over several sleep periods throughout the day ​ SUID vs. SIDs -​ SUID: The sudden and unexpected death of a baby less than 1 year old in which the cause was not obvious before investigation, an umbrella term -​ SIDS: Sudden infant death syndrome -​ Triple-Risk Model: Vulnerable infant (underlying defect/brain abnormality), critical developmental period (changes/growth during first 6 months), outside stressors (stressors that a vulnerable infant may not be able to overcome) ​ Vision-W -​ Least developed sense at birth ​ Exam #1 - PSYCH 155 - Dr. Bakhtiari ​ -​ By 5 months most babies can see most colors ​ Habituation-D -​ Habituation Procedures: Measuring decreased responsiveness to a stimulus after repeated presentations (measured by examining gaze or rate of sucking) ​ Benefits of breastfeeding-W, E -​ Reduces risk of disease, lowers levels of childhood obesity, releases of oxytocin, helps the uterus return to normal size, burns about 500 calories a day ​ Schemas, assimilation, and accommodation-W -​ Jean Piaget’s cognitive development theory -​ Schemas: Mental representation used to understand the world or organized mental patterns that represent behaviors, actions, and ideas -​ Assimilation: Modification of new information to fit into our existing schema -​ Accommodation: Reorganizing what we know to fit new information ​ Object permanence-D -​ Object Permanence: The understanding that even if something is out of sight, it still exits ​ Erikson’s first and second stages-E -​ Trust vs mistrust: The child develops a feeling of trust in caregivers, learning the world is safe or unsafe -​ Autonomy vs. shame and doubt: Taking initiative and trying to do things one’s self is desirable or not trusting one’s gut and feeling discouraged to take control over one’s life ​ Infant directed speech-E -​ Baby talk, exaggerating vowels, high-pitch, greater facial expression ​ Infant amnesia-E -​ Infant Amnesia: The inability to recall memories from the first few years of life ​ Basic or primary vs. secondary emotions (know the role of self-awareness and what the “rouge test” is”-D -​ Basic Emotions: Interest, happiness, anger, fear, surprise, sadness, disgust -​ Secondary Emotions: Cannot appear until a sense of self is developed (second year of life) -​ Self-Awareness: The realization that you are separate from others -​ Social Referencing: The process whereby infants seek out information from others to clarify a situation and then use that information to act ​ Attachment styles and common reactions in the strange situation-E, D, W -​ Secure Attachment Style: Cries when mom leaves but stops when she returns, most common -​ Ambivalent Attachment Style: Cries when mom leaves and doesn’t stop when she returns, unavailable caregiver -​ Avoidant Attachment Style: Doesn’t cry when mom leaves, treats strangers equally, unavailable caregiver -​ Disorganized/Disoriented Attachment Style: Inconsistent way of coping with the stress of a situation