Exam 2 Chapters 5-9

in information-processing models of memory

initial storage facility where sensory information registers but decays rapidly without attention

in information-processing models of memory

intermediate storage where information from sensory memory or from long-term memory is consciously manipulated or reorganized

in information-processing models of memory

compnent of working memory that selects and processes sensory inputs and transforms them into meaningful mental representations; it also can retrieve information from long-term memory

in information-processing models

component of working memory that allows information about sounds and language to be kept in consciousness

in information-processing models of memory

component of working memory that allows information about the shape and location of visual images to be kept in consciousness

in information-processing models

storage of virtually unlimited capacity, which holds information for very long periods

number of digits a person can remember at one time

it usually consists of 5 to 9 digits but can be increased by chunking

in information-processing models

memory for facts and events that can be recalled or recognized and stated verbally or can cause feelings of familiarity

in information-processing models

memory for procedures, habits, skills, or other types of information that generally do not require effort to recall; also called procedural memory

in information-processing models of memory

processing that is intentional and conscious

in information-processing models

processing that is unintentional and unconscious

in information-processing models

memory for personal experiences, activities, and events linked with specific times and places

in information-processing models

memory for general factual knowledge about the world, social customs, and language

third and final level of Labouvie-Vief's model of adult cognitive development

characterized by openness, flexivibility, and autonomous choice of principles; disciplined reflection and collective thought and discussion

first of Schaie's five cognitive stages

characterized by a child's or adolescent's learning of information and skills largely for their own sake or as preparation for participation in society

second of Schaie's five cognitive stages

young adults use knowledge to gain competence and independence

third of Schaie's five cognitive stages

middle-aged people are concerned with long-range goals and practical problems related to their responsibility for others

fourth of Schaie's five cognitive stages

middle-aged people responsible for societal systems deal with complex relationships on several levels

fifth of Schaie's five cognitive stages

older adults choose to focus limited energy on tasks that have meaning for them

in Jung's terminology

images of ideas important in a culture's mythic tradition, which survive in the "collective unconscious"

in Balte's terminology

the area in which a wise person is expert, including knowledge of facts and procesdues concerning the essence of the human condition

according to Achenbaum and Orwoll

one of three facets of wisdom, characterized by self-examination, self-knowledge, and integrity

according to Achenbaum and Orwoll

one of three facets of wisdom, characterized by empathy, understanding, and maturity in social relationships

according to Achenbaum and Orwoll

one of three facets of wisdom, characterized by capacity for self-transcendence

Kohlberg's second level of moral reasoning

standards of authority figures are internalized

Kohlberg's third level of moral reaosning

morality is fully internal and principled

life structure in which primary roles - learning, working, and leisure - are based on age

typical in industrialized societies

Super's terminology

first stage of career exploration and devlopment, in which younger adolescents develop a general concept of occupation as a defining feature of self

Super's terminology

second stage of career exploration and development, in which older adolescents or college-age adults gain information about occupations and working conditions and begin to focus on specific vocations

Super's terminology

third stage of career exploration and development, in which people in their early twenties try out entry level jobs or start professional training and make a final choice of career

Super's terminology

fourth stage of career exploration and development, in which people in their late twenties seek advancement along a chosen career path, develop expertise, and see work as intrinsic to the self-concept

Super's terminology

fifth stage of career exploration and development, in which people in their mid thirties strive for rapid advancement and consolidate gains

Super's terminology

sixth stage of career exploration and development, in which people in their mid forties focus on maintaining rather than acquiring prestige, authority and responsibility

Super's terminology

seventh stage of career exploration and devlopment, in which people in their late fifties begin to anticipate retirement and distance themselves from their work

Super's terminology

eighth stage of career exploration and development, in which people formally separate from their work, usually at age 65, and adjust to their self-concept of lack of career

theory proposed by Kahn and Antonucci

reduction of social contracts in outer circles after retirment may be offset by new contacts in those circles, as well as by maintenance of an inner core of close friends and family

theory proposed by Carstensen

reduction of social contracts directed toward informatino gathering and identity formation is adaptive to aging, while contacts that fulfill emotional needs become central