Psych 200 Exam 3 - Poole

a. Secure attachment b. Anxious attachment c. Ambivalent attachment

most desired/ideal outcome, happens when an infant feels extremely comfortable around parent (parent serves as a secure base for the child)

kid is comfortable exploring an environment

distressed when secure base leaves and avoids SB when they return

have an avoidant relationship with their peers, pessimists

cautious around others, don't let others hold them, not happy with SB when they return, anxious

don't attach well, pessimists

memory for sensory information

started briefly in its original sensory form, requires attention to move into the working memory system

Matt Damon example

Info from sensory memory is briefly "manipulated" or stored

A memory system where memory can be manipulated

Has a limited capacity (ex. 7 +/- 2 bits of info, characters, miller, 1956)

relatively permanent stage of information

constantly dwelling on something

easier to remember the end

over time you forget

natural processing of letting neural connection separate over time

If you're supposed to memorize stuff in a sequence, the order in which they appear will determine their memorability (beginning & end- easier)

easier to remember the beginning

semantic episodic procedural perceptual

long term memory for general facts

long term memory for personal experiences

autobiographical memory

long-term store for how to perform tasks

have to perform it to keep it sharp

more abstract

long term memory related to your perceptions/sensation based experiences that are hard to explain

way to determine one's attachment: does the baby stick close to secure base & what does it do when it's far away or not there

Jean Piaget was a cognitive psychologist who studied the cognitive development in humans. Cognition refers to mental processes in the brain. How the brain and mind changes over a lifespan.

is like a building under construction

over time building becomes bigger & more complex

Experience creates a Schema. A mental framework for understanding anything.

Understanding complex information is determined by the complexity of the schema.

over time you forget

natural processing of letting neural connections separate

memory is at the end of the list so it's easier to remember

You subconsciously choose what to encode based on what you focus on

apple logo example

if you take in everything you overstimulate

information at some point in time is stopping you from learning at another time, 2 types of interference

older information moves forward in time and confuses your learning right now, old information stops you from learning new information

what you are learning new interferes with your ability to recall old information

a mental framework for understanding (schemantic)

experience leads to a more broader & complex schema

built using 2 processes (Assimilation & Accomodation)

Adding new information into your existing schema, easily

new information into schema, but doesnt fit easily

don't have a mental folder to sort into, has to make one

Known for stages of development/cognitive development

Identity development is composed of 8 stages where a developmental crisis or challenge must be confronted

Emotions can occur without bodily input

Stimulus->subcortical brain activity->conscious feelings & autonomic arousal

Similar bodily responses can accompany different emotions

Bodily changes and realization of emotion occur simultaneously

Basic emotions theory

Stimulus->autonomic arousal->conscious feelings

Physiological arousal is necessary for emotion

Different bodily responses accompany different emotions

Arousal precedes emotion- dog barks, autonomic arousal, fear "I feel fear because I tremble"

Stimulus->Autonomic arousal->appraisal->feelings->conscious feelings

Monkey chooses comfort over a mother that provided food

Stages where a developmental crisis or challenge is and one must confront it

Trust vs. Mistrust

Meets needs, develop trust

autonomy vs shame and doubt

do things for self or doubt abilities

initiative vs guilt

initiate tasks or feel guilty about independence

industry vs inferiority

Apply self to tasks or feel inferior

ego identity vs role confusion

Test roles to form "self" or be confused about who you are

intimacy vs isolation

Form close relationships or feel isolated

generativity vs stagnation

contribute to the world or feel lack of purpose

integrity vs despair

Reflect on life: see satisfaction or failure

tension between these two, fight for developmental dominance

Sensorimotor Stage Preoperational Stage Concrete Operational Formal Operaltional

Infants acquire information through sensory input

• sucking, grasping, recognising Apply these behaviors to other objects Explore the environment through senses

Object Permanence: hiding a toy from a child and them still knowing where it is. out of sight does not mean gone forever

Kind think symbolically about objects

• ex. leaves are hamburgers

• thing about things not in the environment

• use words and pictures to represent objects

Cannot yet think "operationally"

• ex. 2 milk same size glass are =, pour one into taller glass but its full, seems bigger

Understanding "concrete" objects- objects that can be manipulated in a variety of ways

Logical reasoning begins to blossom (reversibility, classification, and conservation)

multifaceted responses to events that we see as challenges or opportunities... events that are important to our goals

mental response to environment

Social, action, functional, valence (pleasant or unpleasant), arousal (physiological not sexual), and motivation (one moving toward or away from a stimulus)

behavioral (face, posture, actions), physiological (blood pressure, fists, adrenalin, etc.), experiential (thoughts, judgements, decisions; the mental component; what’s going on in your thoughts; learned from past)

social in nature, related to action, & functional

valence, arousal and motivation

Spacing Retrieval practice Mnemonic devices- creating associations Chunking Music Acronyms Method of Loci- associating topics with locations in a room

(retrieval, storage, encoding) ~ what are they (basic memory processes?)

Lack of attention (encoding) Decay Interference Serial Position Effect

the idea that emotions are evolved and evolved from our ancestors

they are built into you

EVOLVED, ADAPTIVE

similar facial expressions, experiences across the world

Brain constructs an emotion

you aren't born with emotions, your body constructs them based on experience of other's

Emotions are a byproduct of the environment around you

We control which emotions we have

We can control when we have emotions

We can control how we experience (feel) + express them

We have more control over our emotions than we realize

"Affect labeling" (emotion labeling) giving language to what you are experiencing, describing what you feel even though it's hard to do (chart example)

Physical Exercise Socializing Journaling (gratitude & good things) Mindfulness (prayer, meditation, being aware of your environment) Music Deep Breathing

How we try to influence which emotions we have/experience, when we have them, and how we experience & express them

5 steps to regulating emotions

increase the chance of being in a situation where desired emotions are experienced (when possible)

modify the situation to lead the predictable, emotionally sound outcomes

redirect attention in a situation through distraction and rumination

look where your mind goes and you can learn how to direct your emotions by directing your attention

distracting yourself from what you don't want to focus on

can't stop thinking about it

something that has already happened

usually negative

changing appraisal to alter the situation's emotional significance

re-apprasial

appraising it again

thinking with intentionality

allows one to understand why they are experiencing a specific emotion, gives some control

Directly influencing physiological, experimental, or behavioral responses

Suppression

Our typical response

the intentional act to avoid a feeling

Problematic because the feeling doesn't change (blood vessels constrict, heart works harder to process oxygen)

suppression does not depress it, body finds a way to let it out