Study Guide for Test 3: November
05th, Wednesday
TERMS TO KNOW FROM LECTURE AND BOOK: Cognition and Memory chapters: Chapters 7, 8 and 9 (definitions written out and turned into me by 10/20 for 3 points extra credit)
types of memory memory encoding sensory register memory
short term memory chunking long term memory retrieval
episodic memory mnemonics Semantic memory eidectic memory constructive processes schema retroactive interference proactive interference metacognition 7 plus/minus 2 metalinguistic awareness Loftus research maintenance rehearsal elaborative rehearsal state-dependent memory flashbulb memory
decay vs interference ill-defined problems well defined problems trial & error hypothesis testing gestalt or insight info. processing model analogies heuristic algorithms backward workers forward workers problem set functional fixedness mental/problem set language phonemes morphemes syntax syntactical content semantic content developmental progression of language telegraphic speech overgeneralization error nature vs nurture models of speech/language
Personality: Chapter 12 (definitions written out and turned into me by 10/27 for 3 points extra credit)
definition of personality trait theories Psychodynamic theories
Adlerian theory pleasure principle ego ideal
Freudian theory Freud's 3 basic structures id, ego, superego
8 defense mechanisms oral stage oral fixations
anal stage anal retentive person anal expulsive personal.
phallic stage Oedipus complex electra complex
penis envy castration anxiety latency stage;
genital stage Jung's personality theory Jung's 3 parts of personality
personal unconscious collective unconscious archetypes
Cognitive/Behaviorist objective tests validity
reliability Rorschach test Thematic apperception test
MMPI Big 5 factors problems w/projective tests
Catell Eysenck's views Allport model of personality
16 PF test problems with personality tests humanistic theory Developmental: Chapter 4 (definitions written out and turned into me by 11/04 for 3 points extra credit)
embryo fetus prenatal genetics
teratogens Fetal Alcohol Syndrome Down Syndrome
gene defects hemophilia effects of prematurity
mother's health effects period of ovum mother's age and fetus
mom's diseases & fetus Apgar test newborn reflexes
Babinski reflex Darwinian/palmar reflex Moro reflex
Stepping reflex Rooting reflex cephalocaudal development
motor development gross motor development fine motor development
Piaget's theory assimilation accommodation
sensorimotor period peek-a-boo & permanence preoperational period
egocentricism mental representation mental operations
concrete operations flexible thinking in formal operations conservation
formal operations analytical thinking reversibility of set
parent-infant interactions trust vs mistrust stranger anxiety
separation anxiety attachment preattachment
initial attachment strong attachment securely attached
anxious attach avoidant attachment importance of attachment
Harlow studies Infant depriv studies Kohlberg moral development
Erik Erikson stages Kubler Ross stages of grief/dying
Potential Essay Questions: Two of these will appear on
the test. Be ready to answer them as completely as possible.
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Describe 4 ways that one can solve a problem
(e.g. trial and error, etc.). Which one do you believe YOU use most often,
and why?
Distinguish
between well-defined and ill-defined problems. Which might give a novice
problem solver more problems? An experienced problem solver? Why?
-
Define problem
set and functional fixedness. Describe a time when you "got stuck" in
each. How did you finally solve the problem?
-
Distinguish between Sensory register
memory, short term memory, and long term memory. Describe how information
gets into each. That is, what do you need to do to ensure that you
"remember" something?
-
Why do we forget? Name two processes which
produce forgetting. How can we prevent or at least limit the amount of
forgetting when studying?
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Describe the role of the unconscious from a Freudian vs. a
Jungian perspective. That is, describe exactly what the "unconscious"
consisted of from Freud's vs Carl Jung's point of view
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Are you "anal retentive" or
"anal expulsive". Do you think you got this way because of
the way your parents "trained" you, as Freud would suggest? Why or why not
-
Compare and contrast
trait, psychoanalytic and
behavioral theories of personality. Which one do you believe is most
"correct"? Why?
-
Choose a fairy tale or popular story.
Briefly describe the story at three archtypes you can identify within the
story. What do you think these archtypes represented within the story?
-
You
have been asked to give a lecture to young teens about taking good care of
their bodies when they get pregnant.
What
will you tell them about fetal development, teratogens, and how to have the
healthiest baby possible? Why
did you choose to tell them these particular facts/issues?
-
Distinguish
between organizing one's environment and adapting one's environment.
How do these distinctions play a role in Piaget's developmental
theory?
-
A
mother asks her child, "Do you think your brother liked it when you hit
him?". What kind of answer
would you expect from a three year old versus a nine-year old, and why?
-
Outline
and describe changes in cognitive development that occur during childhood.
Include in your discussion each Piagetian stage and a description of
that stage.
-
Describe
the changes that occur in attachment during early childhood. Describe the three types of attached children.
How do these changes affect the baby and their interaction with their
parents?
-
I
have a friend who will soon be a new mother.
She wants to know, what exactly can babies do at birth?
What would you tell her?
-
Is
prenatal care important for early development?
Why or why not? Be sure
to include evidence presented in the book and class to support your answer.
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