PSYC 233 Ch 5-11 Vocab – Flashcards

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B=f(P,E) Behavior(B) is a function of both the person(P) and the environment(E)
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Person-environment interactions (pg 151)
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The upper limits of a person's ability to function in five domains: physical health, sensory-perceptual skills, motor skills, cognitive skills, and ego strength
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Competence (pg 151)
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The physical, interpersonal, or social demands that environments put on people
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Environmental press (pg 151)
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The area where press level is average for a particular level of competence; this is where behavior and affect are normal
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Adaptation level (pg 151)
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slight increases in press that tend to improve performance
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Zone of maximum performance potential (pg 151)
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Slight decreases in press where people are able to live happily without worrying about environmental demands
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Zone of maximum comfort (pg 151)
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Exhibited with people choose new behaviors to meet new desires or needs, exerting control over their lives
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Proactivity (pg 152)
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When people allow the situation to dictate the options they have, and have little control
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Docility (pg 153)
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people with particular needs search for the environments that meet them best
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Congruence model (pg 153)
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a person's potential ability to perform a wide range of activities considered essential for independent living; it is not the person's actual ability to perform the tasks
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Everyday competence (pg 156)
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seeks to understand the dynamic relations between older adults and the environments they inhabit
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Ecology of aging (pg 158)
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designed to provide support, companionship, and certain services during the day
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Adult day care (pg 160)
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housing options for older adults that provide a supportive living arrangement for people who need assistance with personal care but who are not so impaired physically or cognitively that they need 24-hour care
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Assisted living facilities (pg 162)
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inappropriate speech to older adults that is based on stereotypes of incompetence and dependence
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Patronizing speech (pg 172)
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also called secondary baby talk. involved unwarranted use of a person's first name, terms of endearment, simplified expressions, short imperatives, an assumption that the recipient has no memory, and cajoling as a way to demand compliance
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infantilization of elderspeak (pg 172)
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uses computer metaphor to explain how people process stimuli
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information processing approach (pg 187)
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based on three assumptions: people are active participants, both quantitative and qualitative aspects are examined, and information is processed through a series of processes
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information-processing model (pg 187)
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very brief and almost identical representation of the stimuli that exists in the observable environment
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sensory memory (pg 188)
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reflection of how quickly and efficiently these early steps in information processing are completed
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speed of processing (pg 189)
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the amount of attention one has to apply to a particular situation
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processing resources (pg 189)
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how well people perform multiple tasks simultaneously
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divided attention (pg 191)
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information that is processed automatically, gets into into the system largely without us being aware of it
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automatic processing (pg 193)
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requires all of the available attentional capacity
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effortful processing (pg 193)
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the active processes and structure involved in holding information in mind and simultaneously using that information,sometimes in conjunction with incoming information, to solve a problem, make a decision, or learn new information
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working memory (pg 194)
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also called declarative memory, intentional and conscious remembering of information that is learned and remembered at a specific point in time
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explicit memory (pg 196)
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also called procedural memory, involves retrieval of information without conscious or intentional recollection
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implicit memory (pg 196)
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refers to the ability to remember rather extensive amounts of information from a few seconds to hours to decades
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long-term memory (pg 197)
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concerns learning and remembering the meaning of words and concepts that are not tied to specific occurrences of events in time
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semantic memory (pg 197)
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the general class of memory having to do with the conscious recollection of information from a specific event or point in time
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episodic memory (pg 198)
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people are asked to remember information without hints or cues (short answer question)
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recall (pg 199)
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involves selecting previously learned information from among several items
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recognition (pg 199)
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remembering information and events from our own life
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autobiographical memory (pg 200)
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making connections between incoming information and information already known
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rehearsal (pg 203)
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the ability to remember the source of a familiar event as well as the ability to determine if an event was imagined or actually experienced
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source memory (pg 206)
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when one remembers items or events that did not occur
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false memory (pg 207)
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a higher level of text representation
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situation model (pg 209)
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remembering to perform a planned action in the future
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prospective memory (pg 213)
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factors that lessen cognitive decline in that they provide flexibility in responding and adapting to changes in the environment
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cognitive reserve (pg 214)
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knowledge about how memory works and what we believe to be true about it
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metamemory (pg 215)
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the awareness of what we are doing with our memory right now
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memory monitoring (pg 215)
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belief in oneself as it applied to memory
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memory self-efficacy (pg 216)
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memory aids that rely on environmental resources such as notebooks or calendars
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external aids (pg 218)
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memory aids that rely on mental processes, such as imagery
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internal aids (pg 218)
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theories of intelligence that specify many domains of intellectual abilities
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multidimensional (pg 236)
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the distinct patterns of change in abilities over the life span,with these patterns differing for different abilities
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multidirectionality (pg 236)
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the range of functioning within an individual and the conditions under which a person's abilities can be modified within a specific age range
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plasticity (pg 237)
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acknowledges that adults differ in the direction of their intellectual development
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interindividual variability (pg 237)
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measuring intelligence as performance on standardized tests
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psychometric approach (pg 238)
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research more concerned with the ways in which people conceptualize and solve problems than with scores on tests
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cognitive-structural approach (pg 238)
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interrelationships among performances on intelligence tests
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primary mental abilities (pg 240)
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the interrelated abilities measured by two tests in which performance is highly correlated
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factor (pg 240)
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broad ranging skills, each composed of several primary abilities
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secondary mental abilities (pg 243)
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the abilities that make you a flexible and adaptive thinker, allowing inferences and relations among concepts independent of acquired knowledge and experience
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fluid intelligence (pg 243)
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the knowledge that is acquired through life experience and education in a particular culture
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crystallized intelligence (pg 245)
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the use of currently available knowledge to make sense out of incoming information
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assimilation (pg 256)
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changing one's thought to make it a better approximation of the world of experience
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accommodation (pg 256)
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characterized by a recognition that truth caries from situation to situation, that solutions must be realistic to be reasonable, that ambiguity and contradiction are the rule rather than the exception, and that emotion and subjective factors usually play a role in thinking
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post-formal thought (pg 259)
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involves how people reason through dilemmas involving current affairs, religion, science, and the like
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reflective judgement (pg 260)
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the highest level of information-processing capacity of which a person is capable
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optimal level of development (pg 260)
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describes the gradual, and somewhat haphazard, process by which people learn new abilities
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skill acquisition (pg 260)
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the ability a normal, healthy adult would exhibit without practice or training
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unexercised ability(pg 266)
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the ability a normal, healthy adult would demonstrate under the best conditions of training or practice
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optimally exercised ability (pg 266)
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the idea that the processes of thinking become connected to the products of thinking
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encapsulation (pg 270)
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the way people form and revise first impressions
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impression formation (pg 282)
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older adults let their initial bad impressions stand because negative information was more striking and affected them more strongly
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negativity bias (pg 283)
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drawing on previous experiences stored in memory when faced with new situations
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social knowledge (pg 285)
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trying to determine the source of a particular piece of information
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source judgments (pg 285)
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explanations people construct to explain their behavior, which can be situational, dispositional, or interactive
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causal attributions (pg 289)
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behavioral explanations that reside within the actor "Brittany is anxious"
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dispositional attribution (pg 289)
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behavioral explanations that reside outside the actor "Brittany is succumbing to pressures from her boss"
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situational attribution (pg 289)
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producing informational distortions when making causal attributions about problem solving
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correspondence bias (pg 289)
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Older adults avoid negative information and focus more on positive information when making decisions and judgments and when remembering events
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positivity effect (pg 294)
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How we approach solving problems
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cognitive style (pg 295)
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a special type of social knowledge structure or social belief that represent socially shared beliefs about characteristics and behaviors of a particular social group
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Stereotypes (pg 296)
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operating when an individual attributes an older person's failure observed in a young adult
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Age-based double standard (pg 298)
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the activation of strong stereotypes that are not only automatic but also unconscious
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implicit stereotyping (pg 299)
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when you slow your speech, use childlike vocabulary, dramatically articulate your words, speak with a demeaning emotional tone, and engage in superficial conversation
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patronizing talk (pg 300)
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an evoked fear of being judged in accordance with a negative stereotype about a group to which you belong
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stereotype threat (pg 301)
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the degree to which one believes that one's performance in a situation depends on something that one personally does
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personal control (pg 304)
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prevent or alleviate losses in domains that are personally relevant for self-esteem and identity
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assimilative activities (pg 305)
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readjusting goals and aspirations as a way to lessen or neutralize the effects of negative self-evaluations in key domains
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accommodations (pg 305)
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alter the effects of self-discrepant evidence
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immunizing mechanisms (pg 305)
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involved bringing the environment into line with one's desires and goals
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primary control (pg 305)
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bringing oneself in line with the environment
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Secondary control (pg 305)
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entail an active search for another job (changing the environment so you once again have a steady income)
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primary control strategies (pg 305)
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involve appraising the situation in terms of how you really did not enjoy that particular job
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secondary control strategies (pg 305)
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occurs when two or more people work together to solve a cognitive task
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collaborative cognition (pg 308)
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consist of aspects of personality that are consistent across different contexts and can be compared across a group along a continuum representing high and low degrees of the characteristic (shy, talkative, authoritarian, etc)
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dispositional traits (pg 317)
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things that are important to people, their goals, and their major concerns in life
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personal concerns (pg 317)
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the aspects of personality that pull everything together, those integrative aspects that give a person an identity or sense of self
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life narrative (pg 317)
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five independent dimensions of personality: neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness
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five-factor model (pg 319)
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each psychosocial strength of Erikson's theory has its own special time of ascendancy, or period of particular importance
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epigenetic principle (pg 328)
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results from dynamic interaction between the person and the environment, consists of fundamental changes in the way in which thoughts, values, morals, and goals are organized
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Ego development (pg 333)
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focusing on understanding the role the the self plays; character development involves self-evaluated standards, self-critical thinking, self-determined ideals, and self-set goals
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conscientious stage (pg 334)
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reevaluating one's roles and dreams and making the necessary corrections
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midlife correction (pg337)
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a person's unified sense of the past, present, and future
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life-span construct (pg 340)
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the organized, coherent, integrated pattern of self-perceptions
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self-concept (pg 342)
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a representation of what we could become, what we would like to become, and what we are afraid of becoming
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possible selves (pg 344)
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which includes seeking pastoral care, participating in organized and nonorganized religious activities, and expressing faith in a God who cares for people
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spiritual support (pg 346)
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acceptance of most adaptive aspects of both the traditional masculine and feminine roles
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Androgyny (pg 350)
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especially useful as quick screening measures of mental competence that are used to screen for cognitive impairment
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mental status exams (pg 364)
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feeling down or blue; the most prominent feature of clinical depression
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dysphoria (pg 368)
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focuses on attempts to alter current behavior without necessarily addressing underlying causes
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behavior therapy (pg 373)
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attempts to alter the ways people think
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cognitive therapy (pg 373)
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characterized by a disturbance of consciousness and a change in cognition that develop over a short period of time
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delirium (pg 374)
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not a specific disease but rather a family of diseases that are characterized by cognitive and behavioral deficits involving some form of permanent damage to the brain
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dementia (pg 376)
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the most common form of progressive, degenerative, and fatal dementia, accounting for perhaps as many as 70% of all case of dementia
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Alzheimer's disease (pg 376)
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a protein, surrounded by degenerated fragments of dying or dead neurons
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beta-amyloid (pg 376)
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when symptoms associated with Alzheimer's disease are worse in the evening than in the morning
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sundowning (pg 378)
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teaching persons with Alzheimer's disease to remember new information by gradually increasing the time between retrieval attempts
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spaced retrieval (pg 386)
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a form of dementia caused by a series of small strokes
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vascular dementia (pg 388)
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argues that social contact is motivated by a variety of goals, including information seeking, self-concept, and emotional regulation
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socioemotional selectivity (pg 406)
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a relationship in which one partner displays aggressive behavior toward the other partner
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abusive relationship
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a theory that states that people find partners based on their similarity to each other
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assortative mating
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a situation in which a woman believes that she cannot leave an abusive relationship and in which she may even go so far as to kill her abuser
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battered woman syndrome
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living with another person as a part of a committed, intimate, sexual relationship
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cohabitation
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a theory of relationships based on the idea that each partner contributes something to the relationship that the other would be hard-pressed to provide
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exchange theory
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refers to the idea that the well-being of the family takes precedence over the concerns of individual family members
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familism
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the notion that similar interests and values are important in forming strong, lasting interpersonal relationships
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homogamy
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the person who gathers family members together for celebrations and keeps them in touch with each other
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kinkeeper
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married couples who have grown apart but continue to live together
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married singles
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middle-aged adults caught between the competing demands of two generations: their parents and their children
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sandwich generation
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