Science Quiz / Psychology (development & other)

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Can you name the Psychology (development & other)?

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inanimate objects are imagined to have life and mental processes
P2 has this  
social approval, relationships, obligations, rule following (No because its against the law, yes because has a duty to)
 
over applying grammar rules (learn –ed = past tense, runned, jumped, etc.)
 
parenting style, demands for conformity and obedience with little tolerance for discussion of rules, parents enforce with threats of or actual punishment
 
developmental period before birth
 
parenting style, parent sets few rules and allows children to make own decisions, give most decision making responsibility to child but still is caring
 
unfolding of genetically programmed processes of growth and development over time (sitting, crawling, walking, puberty, menopause)
 
inability to think through a series of mental operations/events and then mentally reverse them (raisins knocked over on table is more than raisins in box)
P2 has this  
incorporates new information into existing schemas (grasp jewelry same as rattle)
 
primitive form of learning which some young animals follow and form attachment to the first moving object they see (you are my mother!!!)
 
based on social good, justice, universal principles (Yes because the right to life outweighs right to property, no b/c its bad for the whole of society to infringe on others rights
 
developing organism (in humans) during the first 8 weeks after conception
Stage 2 
Wilson’s term for the constraints placed on development by heredity
 
between neonatal and establishment of language (18 months to 2 years)
 
after embryo before birth after 8 weeks
Stage 3 
touch cheek, baby will turn and open mouth
 
organ that surrounds embryo/fetus, lets in nutrients, prevents some waste/harmful substances
 
toxic substances that can get by the placenta (include HIV/AIDS, alcohol, drugs, chemicals)
 
fertilized egg, right after conception
Stage 1 
physical and mental problems seen in children whose parents drink too much alcohol
 
a period of language development in which children add about 45 new nouns to their vocabulary on an average day.
 
imitation of others behaviors (baby sticking tongue out after you do)
 
close coordination of sounds or actions of caregivers and infant (baby laughs when mom does)
 
reflexive response
 
span of time during which an organism is especially responsive to a particular type of stimuli
 
touch palm, hand closes
 
biologically organized mental structure in the brain that facilitates the learning of languages because it is innately programmed with some of the fundamental rules of grammar
 
enduring socio-emotional relationships between a child and regular caregiver
 
attachment style of children who are relaxed and comfortable with caregivers and tolerant of strangers
 
stimulation and reassurance derived from the physical touch of a caregiver (monkey experiment)
 
the inability to take into account more than one factor at a time (which has more juice? tall = more than short cup)
P2 has this  
production of repetitive syllables
 
period one month after birth
 
type of insecurely attached, caregivers are inconsistent, child wants attention and contact, shows distress when separated and difficult to console
 
process of trimming unused brain connection
 
meaningful unit of language that makes up words (both whole words, i.e. table, and parts, i.e. –ing and –ed)
 
depth perception; babies 8.5+ months won’t cross glass
 
type of insecurely attached, caregivers are not there, child shows no interest in caregiver and is not distressed when separated with caregiver nor happy when he/she returns
 
Piaget's theory, stage 1 , child relies heavily on innate motor responses to stimuli (no object permanence)
 
Piaget's theory, stage 2, marked by well-developed mental representation and the use of language
 
something stays the same even though appearance changes; e.g., costume
P3 has this  
mental process modifies schemas in order to include new info (internet, bat is not a bird despite wings)
 
in Piaget’s theory, a mental structure/program that guides a developing child’s thought (dog = four legged creature)
 
ability that emerges in sensorimotor period where infants develop the ability to keep a simple goal in mind as they pursue it
 
awareness that other people’s behavior may be influenced by beliefs, desires, emotions different from one’s own
 
Piaget's 3rd stage, when a child understand conservation but is incapable of abstract thought
 
last stage of Piaget's theory where abstract thought appears
 
parenting style, high expectations of child, parent enforces with consequences rather than punitive action (high standards + warmth and respect for child’s views)
 
parenting style, parent shows indifference or rejection to child (sometimes neglect or abuse)
 
Reasoning based on self-interest (avoiding punishment, gaining rewards) (No because he’ll go to jail )
 
type of psychology that studies the effects of social variables and cognitions of individual behavior and social interactions (studies situations in which people find themselves in
 
group expectations regarding what is appropriate and acceptable for its member’s attitudes and behavior
 
socially defined pattern of behavior that is expected of persons in a given setting or group
 
experiment where people had group expectations about how they were supposed to behave, People got lost in social roles, Guards became brutal, Prisoners became depressed, Experiment
 
how we infer the causes of other people’s behavior
 
internal characteristics (eg. Attitudes, personality traits)
part of A-theory 
based on the situation, events that could affect anyone
part of A-theory 
dual tendency to overemphasize personality traits while minimizing situation influences (slowing down to avoid hitting a dog and crashes = bad driver)
 
an attribution pattern where one takes credit for successes and denies responsibility for failures (I got an ‘A’, the teacher gave me a ‘C’)
 
social psychological phenomenon that refers to cases where individuals do not offer help in an emergency situation when other people are present
 
feel less responsible, because others are equally able to act or it is assumed to be accepted by group leader
 
tendency for people to adopt the behavior’s, attitudes and opinions of other members of a group
 
assume nothing is wrong because no one else looks concerned
 
perceived motion of a stationary dot of light in a totally dark room, showed the formation of group norms (dot moving in the same way)
 
Others provide information, esp. in ambiguous situations (what do we do? Look to others, i.e. odd table set ups)
 
Wanting others to like / accept us
 
form of conformity in which a group’s majority of influences individual judgments of unambiguous stimuli
 
poor judgments and bad decisions made by members of groups that are overly influenced by perceives group consensus or the leader’s point of view
 
certain feelings towards group members, based solely on membership (emotional component)
 
generalization about a group of people, identical characteristics assigned to members, despite actual variation (cognitive component)
 
Unjustified action toward group members, based solely on membership (behavior component)
 
prejudice based on conflict among groups for resources
 
social groups disliked when they can serve as easy scapegoats (blamed for hard time, i.e. Jews in Germany)
 
categorizing ourselves and others into groups
 
group with which an individual identifies
 
people outside the group one individual identifies
 
tendency to prefer your own group (even when group is randomly assigned, i.e. over and under estimators)
 
the anxiety felt by minority group members that they might confirm a negative stereotype
 
social learning view that predicts we like those who give us maximum rewards at minimal cost
 
the more we see / interact with people, more likely they become our friends
 
notion that we are attracted to those who are most similar to ourselves on significant dimensions
 
sharing of personal information and feelings to another person as part of the process of developing trust
 
social psychological theory that states how people decide whether to pursue a relationship by weighing the value of the potential relationship against their expectation of success
 
various love in 3 components: passion (erotic attraction), intimacy (sharing feelings/confidences) and commitment (putting relationship first in life)
 

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