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| general factor- primary intelligence factor that underlies all specific mental abilities |
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| intelligence that reflects inforamtion processing capabilities, reasoning and memory |
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| accumulation of information skills and strategies that are learned through experience and can be applied in problem solving situations |
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| gardner's theory of multiple intelligence |
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| people do not have general intelligence but rather multiple intelligences |
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| sternberg's triachic theory of intelligence |
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| highly respected theory in which intelligence falls into 3 classes. analytical, creative and practical |
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| information processing approach |
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| the way people store material in memory and use that material to solve intellectual tasks |
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| a cluster of traits relating to the emotional side of like; ability to perceive, understand and express emotion |
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| tests devised to quantify a persons level of intelligence |
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| Intelligence quotient test. formula: (mental age/ actual age) X 100 |
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| peaks at 20 yrs old and tests are mostly verbal. |
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| used to predict future performance and ability to learn. EX:SAT |
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| used to measure what you've learned before |
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| analogies measure the ability to perceive relationships. |
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| a test that does not discriminate against the members of any minority group |
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| person whose intelligence is lower than average (IQ is 69 or below) |
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| the most common cause of mental retardation in newborns, caused when the mother uses alcohol during pregnancy |
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| mental retardation in which no apparent biological defect exists but there is a history of retardation in the family |
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| person whose intelligence is above average (IQ is 130 or higher) |
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| he substantial increase in average scores on intelligence tests all over the world. |
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| teacher's expectations about a student's IQ can affect classroom performance |
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| the awareness of sensations, thoughts, and feelings being experienced at a given moment |
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| fluctuations in alertness, energy, and mood over the course of the day |
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| approximately 5 minutes. Less brain activity. Hallucinations, jerking, easy to awaken; reasonably coherent |
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| about 20 minutes. Sleep spindles- bursts of brain activity (reason unknown). Still somewhat easy to wake up. |
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| about 30 minutes- delta waves- longer slower peaks. Very hard to wake up. But whispering your name will wake you up. |
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| 30-45 minutes. Strong brain activity. Paradoxical sleep even though you’re asleep and dreaming your brain waves appear as though you’re awake. Period when dreams occur. Increased sexual arousal. Paralyzed to keep us from acting out our dreams. |
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| days of uniterrupted sleep |
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| tension in legs, sometimes wake themselves or partners up |
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| experiencing panic during non-REM sleep with no recollection of the incident upon waking |
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| falling asleep at any time |
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| inability to breath during sleep |
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| unconscious wish fulfillment theory |
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| Sigmund Freud's theory that dreams represent unconscious wishes that dreamers desire to fufill |
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| (part of Sigmund Freud's theory) what’s going on in the dream |
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| (part of Sigmund Freud's theory) the significance of the dream |
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| dreams for survival theory |
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| theory suggesting that dreams permit information that is critical for our daily survival |
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| activation synthesis theory |
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| theory that the brain produces random electrical energy during dreams that stimulates memories lodged in various problems of the brain |
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| physiological stimulation |
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| keeps neutral pathways exercised. Example: Newborns experience lots of REM sleep |
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| a trancelike state of heightened susceptibility to the suggestions of others. However, people cannot be hypnotized again their free will or do bizarre or silly acts against their will |
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| drugs that change a person's emotions, perceptions and behavior |
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| drugs that produce a biological or pyschological dependence in the user |
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| slows down brain functions. Examples: alcohol, tranquilizers |
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| reduces anxiety and pain. Ex: Morphine, herion |
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| energize the body excite neural activity arouse bodily function. Example: cocaine, caffeine |
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| distort perceptions and evoke vivid images. Ex: THC, LSD |
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| assumes personality is motivated by inner forces and conflicts about which people have little awareness and over which they have no control |
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| Freud's theory that unconscious forces act as a basis of personality |
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| Conscious- current thoughts at a given moment, Preconscious- below conscious realm, contains memories not in conscious can be brought to conscious and Unconscious- below preconscious unaware of repressed thoughts (bulk of human mind I.E. iceberg example |
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| pyschosexual stages of development. Age: birth to 1 year. Focus: mouth. Theme: dependency. Fixation: oral gratification - over eating |
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| pyschosexual stages of development. Focus: bladder, anus. Age: 1-3. Theme: control. Fixation: control/ expulsive. |
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| occurs in boys durign the phalic stage; in love with mother and wants to kill father in order to be closer to their mothers; unable to kill fathers so instead identify with them |
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| girls are in love with father and want to kill their mothers. |
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| redirect emotional response to undeserving recipient. Ex: man gets angry at boss and ends up yelling at wife |
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| forgetting unpleasant experiences from consciousness to the unconscious. Ex: being unable to recall childhood abuse. |
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| diverting unwanted impulses into socially approved thoughts, feelings or behaviors. Ex: a person with strong feelings of aggression becomes a soldier |
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| unconscious impulses expressed as their opposite in the conscious. Ex: a homosexual person exhibiting homophobic behavior |
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| providing self justified explanations in place of the actual reason for the behavior. Ex: a woman on a diet eats all the icecream in the freezer in a blackout |
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| attributing unacceptable thoughts to someone else. Ex: an unfaithful man thinks his wife in unfaithful |
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| behaving in a way appropriate for an earlier age. Ex: a college student throwing a tantrum after failing a test |
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| social cognitive approach |
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| theories that emphasize the influence of a person's cognition (thoughts feelings, expectations and values) as well as observation of others' behavior, in determining personality |
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| Big five personality test |
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| Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism |
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| a test in which a person is shown ambigous picture and is asked to interpret it |
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| involves showing a series of symmetrical visual stimuli to people who identify them |
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| consists of a series of pictures which a person writes a story about |
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| a method of gathering data about people by asking them questions |
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| identifies people with psychological difficulties and predicts everyday behaviors |
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| belief in one's personal capabilities and the faith they have in themselves to carry out a particular behavior or produce a desired outcome |
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| encompasses out positive and negative self evaluations |
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| theories that suggest that important components of personality are inherited |
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| innate disposition that emerges early in life |
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| emphasizes people's inaate goodness and desire to achieve higher levels of functioning |
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| a state of self-fufillment in which people realize their highest potential |
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| a model of personality that seeks to identify the basic traits necessary to describe personality |
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| Four components of emotional intelligence |
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| 1. must know one;s own emotions and mange them, 2. must recognize emotions in others, 3. handle relationships well, 4. motivate oneself. |
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| demands immediate gratification regardless of cost, present at birth. Pleasure principle. |
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| resolves conflicts between id and super ego. Reality principle |
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| focuses on morality; learned from parents, teachers and laws. |
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| pyschosexual stages of development. Focus: genitals. Age: 3-6. Theme: gender identification. Fixation: promiscuous/ asexual. |
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| pyschosexual stages of development. Focus: genitals. Age: puberty- adulthood. Theme: life enhancement. |
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