-
Semantic Memory
Memory for generalized knowledge of the world.
Generally start sentences with "I know that..."
Ex. I know that the sky is blue.
-
Episodic Memory
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.
-
Procedural Memory
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
-
Explicit Memory
Information retrieved through a conscious effort to remember something
Ex. Recalled memories
-
Implicit Memory
The unintentional recollection and influence of prior experiences
Ex. Priming
-
Formal Concepts
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
-
Natural Concepts
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...
-
Anchoring Heuristic
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
-
Representativeness Heuristic
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
-
Availability Heuristic
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
-
Statistical Reliability
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
-
Statistical Validity
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
-
Maslow's Hierarchy of Needs
- 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
-
Jame's Peripheral Theory of Emotion
Perceived Event-->Physiological & Behavioral Response-->Emotional Response
Ex. See bear in woods-->Heart begins to beat rapidly-->Feeling of fear
-
Cannon's Central Theory of Emotion
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
-
Schacter-Singer Theory of Emotion
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
-
Lazarus' Cognitive Appraisal Theory of Emotion
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
-
Piaget's Stages of Development
- 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
-
Erikson's Stages of Development
- 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
-
Kohlberg's Stages of Development
- 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
-
Authoritarian Parents
Parents who are firm, punitive, and unsympathetic
Ex. "their way or the highway", totalitarian
-
Permissive Parents
Parents who give their children complete freedom and lax discipline
Ex. mom in Mean Girls
-
Authoritative Parents
Parents who reason with their children and are firm but understanding
Ex. rules can be bent and stretched depending on the situation
-
Uninvolved Parents
Parents who invest as little time, and effort in their children as possible
Ex. "household"
-
Secure Attachment
mother is a home base, leaving her side to explore and play but returning to her periodically for comfort or contact
-
Avoidant Attachment
the infant ignores the mother when she approaches or when she returns after separation
-
Ambivalent Attachment
the infant is upset when the mother leaves, but when she returns the child acts angry and rejects the mother's efforts at contact
-
Disorganized
the infant's behavior is inconsistent, disturbed, and disturbing
-
Catastrophic Event
sudden, unexpected, potentially life-threatening experiences or traumas
Ex. 911, earthquakes, fire
-
Life Change or Strain
exactly what's on the tin
Ex. Divorce, illness in the family, moving to a new house
-
Chronic Stressor
stressors that continue over a long period of time
Ex. chronic illness, low income, bad neighborhood (living in tornado alley)
-
Daily Hassles
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
-
Cognitive Coping Strategies
thinking of stressors as challenges rather than as threats; avoiding perfectionism
-
Emotional Coping Strategies
seeking social support; getting advice
-
Behavioral Coping Strategies
implementing a time-management plan; where possible, making life changes to eliminate stressors
-
Physical Coping Strategies
progressive relaxation training; exercise; meditaiton
|
|