- StudyBlue
- New York
- Cornell University
- Human Development
- Human Development 2180
- Loeckenhoff
- Prelim 2 (ch. 7, 8, 4)
Prelim 2 (ch. 7, 8, 4)
Human Development 2180 with Loeckenhoff at Cornell University
About this deck
By: Ailin Lu
Created: 2011-04-03
Size: 78 flashcards
Views: 30
Created: 2011-04-03
Size: 78 flashcards
Views: 30
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metamemory
self-ratings of memory performance
-elderly expect selves to perform much worse than younger adults due to ageism
primary memory
conscious awareness of recently perceived events
secondary memory
the retrieval of events that had left consciousness
working memory
used when an individual is performing tasks that entail the active and simultaneous processing and storing of information
interference
the source of age-related difficulties in working memory
declarative memory
involves the conscious recollection of the past
ex: "i remember that the first car I ever drove was a _____."
ex: "i remember that the first car I ever drove was a _____."
nondeclarative memory
reveals itself by the influence that past events have on a person's current behavior
ex: person remembers how to drive a car
ex: person remembers how to drive a car
episodic memory
the conscious recollection of specific details of previous events
accompanied by a sense of remembering, pastness, and autonoetic awareness
autonoetic awareness
the feeling that a remembrance actually happened to us
ex: remembering what your first time flying on a plane was like
semantic memory
the remembrance of acquired knowledge about the world, not something about our personal past
noetic awareness
the awareness that we possess certain pieces of information that is objective, not subjective in nature
ex: recalling the procedures required before getting on a plane, but not how the experience was
source memory
episodic memory for the context in which a particular piece of informatino was learned
ex: "i remember that my best friend told me she was moving to california when she called me while i was making dinner last saturday"
content memory
remembering information, but not where/how you learned it
ex: I remember my best friend is moving to California, but I don't remember how i learned this information
autobiographical memory and three functions it serves
an individual's recall of episodes from his/her own past
serves a directive, self, and social function
directive function
used to guide present and future thoughts and actions
self function
create personal well-being and continuity or growth of the self
social function
used to strengthen social bonds with friends and family members
reminiscence bump
a disproportionate number of memories for experiences that occurred during the teenage years (15-18 for males, 13-14 for females)
infantile amnesia
refers to the facts that the experiences that occur and that are remembered in early childhood are not typically remembered in adulthood.
people who score higher on IQ scores tend to have earlier first memories
flashbulb memory
an exceptionally vivid,detailed, and long-lasting mental image of a personal, experienced event
nondeclarative memory
involves being able to do something effectively because of the beneficial effects of past experience
priming task
where individuals are asked to identify or make judgments about stimuli that were or were not presented during an earlier phase of an experiment
implicit memory
recall of things not primed
explicit memory
recall of items from a previously given list
attention
the capacity or energy necessary to support information processing
selective attention
the ability to distinguish relevant from irrelevant information
divided attention
used when distributing attention across multiple sources of information
executive control processes
individually and controlled cognitive processes including strategy use and voluntary allocation of cognitive resources
encoding
the registration or pickup of information
storage
the retention of information in memory
retrieval
finding or using information in memory
encoding deficit
people lose ability to engage in the organizational elaborative and imagery processes that are helpful in memory tasks with age
retrieval deficit
people lose ability to develop strategies that would help them find stored information with age
apparent memory deficit
memory problems resulting from ineffective encoding and retrieval strategies; can be overcome by using strategies that enable more effective processeing of information
genuine memory deficits
memory problems that persist even after individuals have carried out effective encoding and retrieval activities; they are largely irreversible
preclinical dementia
the pattern of performance on selected cognitive tasks that is predictive of AD
genotypes associated with early onset AD
presenilin-1, presenilin-2, SORL1
mild cognitive impairment
greater than normal age-related memory loss, sometimes precedes the emergence of AD
g-factor
"general capacity"- implies that an individual performs at roughly the same level of proficiency regardless of the type of task he or she undertakes
Crystallized intelligence
the extent to which individuals have acquired and retained knowledge; primary mental abilities associated with crystallized intelligence are verbal comprehension and vocabulary
Fluid intelligence
an individual's "pure" ability to perceive, remember, and think about a variety of basic ideas; it involves mental abilities not imparted by one's culture
ex: extracting relationships among patterns, drawing inferences from relationships
one of the most commonly used tests to measure adult intelligence
Wechler Adult intelligence Scale (WAIS-III)
factor analysis
a statistical procedure used to determine how scores on multiple tasks intercorrelated; can be used to identify primary mental abilities; a statistical technique that summarizes many correlations
how does selective dropout skew results?
it provides an overly optimistic view of adult intellectual change because those who perform poorly typically drop out and are not recorded
how does health across the lifespan skew results?
Unhealthy participants don't do as well and old people suffer from sicknesses more often than younger participants do. Therefore, health maybe become more of a determinant of intellectual functioning, yet there must be ways to control for it
terminal drop
the tendency for an individual's psychological and biological abilities to decrease dramatically in the last few years prior to death.
common cause hypothesis
the idea that the general efficiency of sensory systems and of intelligence is affected by a common underlying factor: the psychological deterioration of the brain
crystallized intelligence and fluid intelligence
measures of intelligence that reflect the influences of culture and experience
v
basic information processing abilities of the mind, independent of life experience and education
divergent v. convergent thinking
many different answers to one question
v
arrive at a single correct answer for a problem
primary mental abilities
thurstone's belief that intelligence consists of the following mental abilities: verbal comprehension, word fluency, number space, associative memory, perceptual speed, and induction
psychometric approach
measurement-based view that has advanced understanding of the structure of intelligence
an approach to adult intellectual development that involves the administration of standardized adult intelligence tests ex: WAIS and PMA
sensory deprivation hypothesis
the idea that age-related declines in cognitive functioning reflect the cumulative effects of reduced sensory stimulation in the oldest-old
structural equation modeling
a statistical method that involves testing patterns of pre-specified relations between multiple variables
adaptation v coping
developmental changes that are the result of experiencing and eventually managing stressful/challenging situations
v
processes involved in managing the demands of life events and situations that are self=appraised to be taxing or exceedingly difficult
affective forecasting
an individual's predictions about his/her future feelings about events that could occur in the future. Generally, notoriously inaccurate
allostasis v allostatic load
maintaining stability through change V. the cumulative burden on biological systems caused by prolonged effort to adapt to stressful events (younger people have less of an allostatic load).
caregiver burden
the overall negative impact of providing care to elderly
daily hassles and uplifts
little irritations and annoyances that sometimes punctuate our day-to-day existence (older adults report fewer than adults in roles and responsibilities but more in social and health problems)
positive experiences encountered daily
defense mechanisms
conscious/unconscious strategies for responding to situations that are personally threatening as ways of coping
emotion focused coping v. problem coping
secondary appraisal:
internal v. external resources
gender consistency model
adults typically take care of the parent of the same gender; since most of the elderly are women, so are most of the caregivers
general adaptation syndrome and the three steps
Hans Selye showed that individuals mobilize themselves for action when confronted with a stressful event
1. alarm
2. resistance
3. exhaustion
meaning-making
first phase of coping: an attempt to understand or explain the occurrence of an unwanted event
possible selves
an individual's self-perceptions that guide present and future choices and behavior
primary appraisal v secondary appraisal
Lazarus proposed that individuals evaluate the stressfulness of life events; primary appraisal-determine the meaning and stressfulness of a life event
secondary appraisal- self assessment of coping strategies and whether they would be effective
selective optimization with compensation (SOC) theory
selection- older individuals adapt by reducing activities
optimization- the gain aspect of development & possibility for elderly to continue to acquire, refine, maintain and coordinate high levels of performance
compensation-the regulation of loss
social clock
a baseline for comparative assessment of their own developmental progress
socioemotional selectivity theory
elderly adults' choices to engage in fewer social exchanges, selecting people whose companionship they enjoy and who contribute positively to their emotional life (due to limited amount of time)
stress and stressful events
the responses of various biological and psychological systems to threatening or potentially threatening events and situations
stressful events can be internal, external, real or perceived
stressful events can be internal, external, real or perceived
Three steps to coping
1) meaning-making
2) mastery
3) self-enhancement
Mastery
second step to coping: the attempt to gain control or to perceive control over al least some aspects of the situation
self-enhancement
third step to coping: the attempt to regain or rebuild lost feelings of self-esteem
objective caregiver burden
the disruption in expected routine or lifestyle ex: finances, family activities, friendships, marital relationships, entertainment, vacations, and travel
subjective caregiver burden
emotional reactions to caretaking ex: guilt, embarrassment, resentment, anger
three emotional/coping styles of caregivers
confrontational(emotionality ex: anger, guilt, sadness)
denial (repression of neg emotions)
avoidance (suppression of negative feelings; associated with higher instances of depression among caregivers)
two predictors of depression in caregivers
degree of behaviour problems of elderly
feeling of entrapment or overwhelming
mediators for caregiver stress
social support, personality variables, financial resources, utilization of forma support services, (possibly race, emotional support, quality of current relationship and past relationship)
prospective memory
remembering to do something in the future
About this deck
By: Ailin Lu
Created: 2011-04-03
Size: 78 flashcards
Views: 30
Created: 2011-04-03
Size: 78 flashcards
Views: 30
About StudyBlue
STUDYBLUE makes things that make you better at school.
Things like online flashcards with photos and audio.
Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“Simply amazing. The flash cards are smooth, there are many different types of studying tools, and there is a great search engine. I praise you on the awesomeness.”
Dennis
Dennis