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Substances that excite the CNS, increase dopamine and norepinephrine levels, and have euphoric, energetic effects. (Examples: caffeine, nicotine, cocaine, amphetamines, ecstasy) |
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(Opiates) - opium and its derivatives
Relieve pain, increase relaxation and feelings of well-being
Examples - heroin, morphine, methadone, codeine, oxycontin |
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Drugs that alter sensation and perception
Less addictive
Examples - LSD, mescaline, PCP |
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Leaves and bud of the hemp plant
THC mimics the effects of anandamide
Euphoria, heightened senses, impairs memory and motor skills
Less addictive |
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Health Behaviors to reduce stress |
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Excercise (reduces obesity, heart disease)
Eating well - immune system functions better
Sleeping well
Relaxation - people can learn to lower FOF response |
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Belief that you can influence your environment in ways that determine if you experience positive or negative outcomes |
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particular pattern of behaving with three main components: time urgency (easily impatient), competitive drive (achievement oriented), and hostility (easily angered) |
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The absence of the behaviors of time urgency, competitive drive, and hostility |
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Having generally positive expectations for the future
Positively correlated w/ better physical and psychological health
Less likely to (compared to pessimists) experience depression/anxiety, have heart disease, engage in health risk behaviors, have complications after surgery |
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Any process by which people try to manage the stress they are experiencing |
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Perception that others are responsive and receptive to one's needs
Emotional = expression of empathy (shoulder to cry on)
Tangible = direct assistance (loans you money)
Informational = advice or info |
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Behavior that directly manages the stressor |
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Facing the stressor and working to overcome it |
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behavior aimed at controlling the emotional response to a stressor |
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Avoiding situations or thoughts that are reminders of the stressor |
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changing the way you think about a stressor that reduces its threat |
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Characterized children as active thinkers who explore their words, found that children of the same age made the same cognitive mistakes that older children did not make, developed a four-stage theory of cognitive development |
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(Birth- 2years) experience the world through the senses anad through movement, begin to act intentionally (goal-directed behavior), develop schemas (assimilation and accomodation) |
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Taking one idea, trying it out to see if result is the same |
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Depending on result, sometimes you have to revise, child is changing idea based on what happened in the situation |
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The idea that objects continue to exist even when they are not visible |
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(2-6years) learns about physical objects, lacks understanding of physical properties, drastic development in motor skills, lacks understanding of mental representations, egocentrism |
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(6-11 years) thinks logically about physical objects and events, understands physical properties, understands conservation |
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(11 years and up) thinks logically about abstract ideas, understands hypotheticals |
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Children learn largely through interaction with people, not objects, cultural tools play a major role in cognitive development, children of any age are capable of learning a range of new skills |
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Harlow's Study of rhesus monkeys |
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Definition
Showed that we don't just get attached to caregivers because they give us food, but because they provide affection |
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Bowlby's Attachment Theory |
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Definition
Bowlby theorized that infants have a social reflex that facilitates the attachment process, infants send out social signals to keep adults (caregivers) close by, as adults respond to the infant's signals one becomes the primary caregiver and the source of the emotional attachment |
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Term
Ainsworth & The Strange Situation |
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Definition
Secure attachment - infants were distressed by mom's absence and calmed down relatively when she returns
Avoidant - not distressed when mom leaves and don't really acknowledge her when she returns
Ambivalent - are distressed but not comforted by return |
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The study of continuity and change across the lifespan
Overlapping areas of development: perceptual, motor, cognitive, social |
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Motor development: reflexes |
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Specific patterns of motor response to specific sensory stimulation |
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We learn our motor skills from top down. Control heads before control arms and legs and feet.
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How to control motor responses from inside out, could sit up but can't grasp a block |
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Emotions are positive or negative experiences that are associated with particular patterns of physiological arousal |
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How positive or negative the experience is |
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How active or passive the experience is |
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James-Lange Theory of Emotion |
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Definition
Stimuli trigger activity in the autonomic nervous system, which then produce an emotional experience in the brain |
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Cannon-Bard Theory of Emotion |
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Definition
Emotional stimulus activates the thalamus, the thalamus then simultaneously activates |
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Schachter-Singer's Two-Factor Theory of Emotion |
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Definition
Emotions are inferences about the causes of undifferentiated physiological arousal, emotion has two components: physiological arousal and a cognitive label that specifies the emotion, emotions differ in terms of their labels, but the arousal is teh same (or similar) |
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Basic universal emotional expressions |
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Definition
Anger, surprise, disgust, joy, fear, and sadness
People around the world can identify these six emotions based only on facial features
Culture teaches people how to regulate (change or hide) their emotional expressions |
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