Psych Test 2

Memory for generalized knowledge of the world.

Generally start sentences with "I know that..."

Ex. I know that the sky is blue.

Memory for events in one's own past

Generally start sentences with "I remember when..."

Ex. I remember when my family went to Washington D.C.

A type of memory containing information about how to do things

Generally start sentences with "I know how to..."

Ex. I know how to play the violin

Information retrieved through a conscious effort to remember something

Ex. Recalled memories

The unintentional recollection and influence of prior experiences

Ex. Priming

Clearly define objects or events by a set of rules and properties, so that every member of the concept has all of the concept's defining properties and nonmembers do not

Ex. square: a shape with four equal sides and four right-angle corners

Have a set of typical or characteristic features, and members don't need to have all of them

• Ex. Home: where your heart is, place you live...
• Ex. Bird: generally able to fly, wings, beak...

A shortcut in the thought process that involves adding new information to exiting information to reach a judgement

Start from original decision instead of given information to assist in decision making

Ex. Only be willing to buy a apartment that costs $300 monthly rent when the only things available are over $1,000

A mental shortcut that involves judging whether something belongs in a given class of the basis of its similarity to other members of its class

Ex. Wearing glasses means you are smart

A mental shortcut through which judgments are based on information that is most easily brought to mind

Ex. Plane equals crash, car equals safe: Really exact opposite, plane crashes seen in news more

The degree to which test results research evidence occurs repeatedly

Ex. Someone will get the same results on an IQ test for their entire life

The degree to which test score are interpreted appropriately and used properly

Ex. IQ test results are very good for measuring how well someone will do in school

• 1. Physiological: Food, water, oxygen, sleep
• 2. Safety: $$, shelter, need to be cared for as a child
• 3. Belongingness and Love: The need to be part of groups, the need to participate in sexual and nonsexual relationships
• 4. Esteem: The need to be respected, recognized, or praised for being a useful and honorable individual
• 5. Self-actualization: Reaching one's full potential, explore and enhance relationships with others; follow interests for intrinsic pleasure rather than for money, status, or esteem; and are concerned with issues affecting all people, not just themselves: Mahatma Gandhi, Martin Luther King Jr., Mother Teresa

Perceived Event-->Physiological & Behavioral Response-->Emotional Response

Ex. See bear in woods-->Heart begins to beat rapidly-->Feeling of fear

Perceived Event==>Both the Physiological & Behavioral Response + Emotional Response

Physiological & Behavioral Response + Emotional Response occur simultaneously

Ex. See bear in woods==>Heart begins to beat rapidly and Feeling of Fear

Perceived Event==>Physiological & Behavioral Response + Cognitive Interpretation-->Emotional Response

Physiological & Behavioral Response + Cognitive Interpretation of event occur simultaneously

Ex. See bear in woods==>Heart begins to beat rapidly and Brain interprets the event-->Feeling of Fear

Perceived Event==>Physiological & Behavioral Response + Cognitive Interpretation + Effect on Personal Well Being-->Emotional Response

Adds Effect on Personal Well Being to Schacter-Singer Theory

Ex. See bear in woods==>Heart begins to beat rapidly, Brain interprets the event, and Decide if it will harm you or if it will be good for you-->Feeling of Fear

• Sensorimotor: Birth-2 years old: infants discover aspects of the world through sensory impressions, motor activities, and coordination of the two
• Preoperational: 2-4 + 4-7 years old: children cannot yet manipulate and transform informational ways, but they can think in images and symbols
• Concrete Operational: 7-11 years old: children can understand logical principles that apply to concrete external objects
• Formal Operational: Over 11 years old: only adolescents and adults can think logically about abstractions, can speculate, and can consider what might be and what ought to be

• First Year: Trust vs. Mistrust
• Second Year: Autonomy vs. Shame and Doubt
• Third-Fifth Year: Initiative vs. Guilt
• Sixth Year-Puberty: Industry vs. Inferiority
• Adolescence: Identity vs. Role Confusion
• Early Adulthood: Intimacy vs. Isolation
• Middle Age: Generativity vs. Stagnation
• Old Age: Ego Integrity vs. Despair

• Preconventional:
• 1. Obeying and avoiding punishment from a superior authority
• 2. Making a fair exchange or a good deal

• Conventional:
• 3. Pleasing others and getting their approval
• 4. Doing your duty, following rules and social order

• Postconventional:
• 5. Respecting rules and laws but recognizing that they may have limits
• 6. Following universal ethical principles such as justice, reciprocity, equality, and respect for human life and rights

Parents who are firm, punitive, and unsympathetic

Ex. "their way or the highway", totalitarian

Parents who give their children complete freedom and lax discipline

Ex. mom in Mean Girls

Parents who reason with their children and are firm but understanding

Ex. rules can be bent and stretched depending on the situation

Parents who invest as little time, and effort in their children as possible

Ex. "household"

mother is a home base, leaving her side to explore and play but returning to her periodically for comfort or contact

the infant ignores the mother when she approaches or when she returns after separation

the infant is upset when the mother leaves, but when she returns the child acts angry and rejects the mother's efforts at contact

the infant's behavior is inconsistent, disturbed, and disturbing

sudden, unexpected, potentially life-threatening experiences or traumas

Ex. 911, earthquakes, fire

exactly what's on the tin

Ex. Divorce, illness in the family, moving to a new house

stressors that continue over a long period of time

Ex. chronic illness, low income, bad neighborhood (living in tornado alley)

irritations, pressures, and annoyances that may not be major stressors by themselves but whose effects add up to become significant

Ex. traffic, spilling your coffee, annoying family members

thinking of stressors as challenges rather than as threats; avoiding perfectionism

seeking social support; getting advice

implementing a time-management plan; where possible, making life changes to eliminate stressors

progressive relaxation training; exercise; meditaiton