DevPsych w8-12 Physical Growth, Self Understanding, Social Understanding, Emotional Understanding, Family, Refugees

Taylor  Carre-Riddell
Quiz by Taylor Carre-Riddell, updated more than 1 year ago
Taylor  Carre-Riddell
Created by Taylor Carre-Riddell almost 3 years ago
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Psychology Quiz on DevPsych w8-12 Physical Growth, Self Understanding, Social Understanding, Emotional Understanding, Family, Refugees, created by Taylor Carre-Riddell on 04/27/2017.

Resource summary

Question 1

Question
What are the 3 types of environmental Influence on Children?
Answer
  • Nutrition?
  • Illness
  • Quality of the care
  • none of the above

Question 2

Question
Child Growth monitering allows:
Answer
  • Track the average and assess different growth rates according to each child's country
  • Take actions if health is not up to standard
  • Assure resources are funds are distributed appropriately
  • All of the above

Question 3

Question
Social deprivation before the age of 6 can result in:
Answer
  • Marasmus
  • stunting in body and mental growth
  • Anxious attatchment
  • all of the above

Question 4

Question
Marasmus occurs when:
Answer
  • affects babies who receive insufficient protein and too few calories.
  • Affects children who receive enough calories but not enough protein
  • the child develops yellow rings on the eyes
  • as a result of mental trauma

Question 5

Question
The 2 main malnutrition diseases that follow babies are:
Answer
  • jauntice and poor teething
  • Breast-fed infants do not ordinarily suffer from marasmus unless their mothers are severely malnourished. They may develop kwashiorkor when they are weaned from the breast but then have no other source of protein
  • all of the above
  • babies die if not fed within 24 hours

Question 6

Question
Testosterone and estrogen are controlled by:
Answer
  • the pituarity gland, in the hypothalamus
  • the hypothalamus in the pituarity gland
  • The amygdala
  • MTL

Question 7

Question
Self Concept is:
Answer
  • Both
  • A set of attributes, abilities, attitudes, and values that a person sees as defining who she or he is.
  • person’s sense of sense of who s/he is, where and how s/he belongs, what s/he values, and directions s/he chooses to pursue in life
  • Neither

Question 8

Question
5 Components of A Strong Ethnic Identity:
Answer
  • Knowledge - of the ethnic group’s distinguishing behaviours, values, customs Self-identification - recognise oneself as part of the group Constancy - in belonging, in knowledge Role behaviour - engage in behaviours that reflect the distinguishing traits of the ethnic group Preference - choosing or preferring characteristics that distinguish the group from other groups
  • Achievement & Moratorium: positive self-esteem, critical thinking, advanced moral reasoning • Foreclosure: intolerance, inflexibility, regard difference of opinion as threat • Diffusion: apathy, depression, going along w/ crowd, hopelessness, risky behavior Identity Achievement- conscious commitment to 1 identity
  • A combination of the above
  • A strong sense of Material, Spiritual and Social "Me"

Question 9

Question
“Me” self: self as object of evaluation involves:
Answer
  • 1) A sense of belonging (but not nessarily commitment too) to an ethnic group (a group with shared cultural traditions); (2) The degree to which a person associates his/her thinking, perceptions, feelings, and behavior with membership in that group.
  • self as knower, actor; inner life; not accessible to others
  • Material you want your space to be validated and safe to explore the authentic self, Social people are changed by every interaction, Spiritual hardest to change, your core and morals
  • none of the above

Question 10

Question
Toddlers show self concept by:
Answer
  • Toddlers learn that their bodies are part of themselves, and that they can manipulate their bodies to express themselves.
  • Pronoun control, articulation of desires
  • abstract descriptors of self conflict with each other
  • A and B

Question 11

Question
The Bobo Doll experiment found that:
Answer
  • Children who witnessed the actor being punished for their aggressive behaviour were less likely to imitate the violent behaviour, unprompted
  • Children easily reproduced the behaviours when prompted and offered incentives.
  • The development of self concepts occurs alongside the development of thinking about others (social cognition).
  • A and B

Question 12

Question
Role Taking involves:
Answer
  • Practicing awareness of the perspective of another person
  • better understanding that person’s behaviour, thoughts, and feelings
  • Children go through four stages of increasingly complex and abstract thinking of other people
  • A and B

Question 13

Question
Children go through ___ stages of increasingly complex and abstract thinking of other people
Answer
  • Egocentric and Subjective stages
  • Self-reflective stages
  • Mutual and Societal stages
  • all of the above in that order

Question 14

Question
Social environments support (encouragement, sharing) and constrain (rules, laws) the child’s development . Ecological Model of Development states:
Answer
  • All systems are subject to time and cultural change can act as support or constraint
  • All systems are subject to time and cultural change can act as support or constraint but only 1 at a time
  • Social environments interact to support and constrain each other and the child’s development.
  • None of the above

Question 15

Question
Self Efficacy is:
Answer
  • understanding other people’s perspectives
  • A combination of all of these
  • through observing others’ behaviour, and their own and others’ reactions to that behaviour
  • A person’s beliefs about how effectively s/he can control his or her own behaviour, thoughts, and emotions, in order to achieve a desired goal. Fostered by modelling, encouragement, mastery, and wellbeing. Social influence is huge in determining positive/negative effect.

Question 16

Question
Emotional Regulation is:
Answer
  • Difficult for babies, children and teens to achieve
  • nal Regulation: The process of inhibiting, initiating or modulating internal feeling states and related physiological processes, cognitions, and behaviours
  • The ability to allow us to communicate our emotion
  • All of the above

Question 17

Question
Sociocultural view of development means that:
Answer
  • None of the below
  • All elements of a culture contribute to a child’s development: other cultural members, local environments (home, school, neighbourhood) ,cultural values, beliefs, practices, laws
  • We are social creatures, shaped by our social environments; and shaping our social environments
  • B and C

Question 18

Question
The main difference between Cognitive Process of Emotion and System Dynamics of Emotion is:
Answer
  • In emotional regulation, System interaction all occur simultaneously, whereas with Cognitive Process they occur sequentially.
  • None: one is hte extension of the other depending upon the emotion in question
  • Some say they are both are innate, others say they are driven by motivation and driveb by different stimui and factors
  • None of the above

Question 19

Question
What is emotion?
Answer
  • Any event of a system relates to all the systems, each having own activities, needs, resources (communitys individual cells), rules. The relationships between the system define the borders.
  • Psych's emphasis different elements of emotion. Some say they are innate, others say it's driven by motivation and drive to d
  • Subjective Feelings- interpretation of experience Physiological factors- senses, hormones, sleep Cognitions (thoughts)- associations, memory Desire to take action- continue, stop, change
  • All of the above

Question 20

Question
Adolescent Emotional Development involves:
Answer
  • Reduced criminal Sentences, due to • Decision making capacity is diminished relative to adults • Heightened Arousal = more vulnerable to coercion, provocation • Identity (“character”) still being developed
  • Reduced criminal Sentences, due to • The offenders’ decision making capacity is diminished • The offender was coerced, under duress, under threat, provoked • The criminal act was “out of character”
  • Changes in the following systems: Neurological: rapid pruning/change between prefrontal cortex and FL (EF for learning ) and PFC and Limbic System (Emotion). Learning and Making judgements about risk/reward is compromised Emotion: Motivated to take action and change social status, arousal Cognitive: A strong self concept, can identify risks, but influenced by social expeience Social: Influenced by above
  • All of the above

Question 21

Question
An example of Peptide based Neurotransmitters are:
Answer
  • Endogenous Opioids
  • Opiates
  • Analgesia
  • Mu (μ) receptors

Question 22

Question
Peptides in nuerons can act as:
Answer
  • Modulators
  • peptides known to be hormones also act as neurotransmitters and are often co-release with other neurotransmitters
  • A and B
  • Just A

Question 23

Question
Methodone works by:
Answer
  • an agonist (like Heroin) and is used in treatment of dependence because it has a much slower time course than Heroin.
  • Keeps receptors satisfied and person stable without causing instant (addictive) high.
  • A and B
  • None of the above: morphine acts to stop heroin by binding to the receptors

Question 24

Question
A known cannabinoid receptor, CB1 receptor, when activated, causes:
Answer
  • Often “co-transmitters” that serve to modulate the release of other transmitters.. Again modulating the modulators
  • shortens the duration of action potentials in the presynaptic neuron >> decreasing amount of neurotransmitter released.
  • THC (tetrahydrocannabinol) is the active compound in marijuana
  • None of the above

Question 25

Question
Nucleosides function:
Answer
  • Often “co-transmitters” that serve to modulate the release of other transmitters.Again modulating the modulators.
  • It dilates blood vessels in regions of the brain that become metabolically active
  • All of these functions could be possible
  • None of the above

Question 26

Question
Possible functions of NO as a nuerotransmitter is:
Answer
  • It is involved in learning and memory through effects on synaptic plasticity It dilates blood vessels in regions of the brain that become metabolically active
  • At high postsynaptic firing rate leads to sleepiness
  • It dilates blood vessels in regions of the brain that become metabolically active
  • A and C

Question 27

Question
How does NO differ from other neurotransmitters:
Answer
  • NO is not synthesized and stored in vesicles like other neurotransmitters.
  • NO is produced throughout the cell including dendrites and defuses out of the cell as soon as it is produced. NO does not activate receptors but simply enters the neighbouringcell
  • NO is very short lived and is degraded or reacted within a few seconds of being produced
  • All of the above

Question 28

Question
Adenosine:
Answer
  • At synapses where adenosine is the primary neurotransmitter, a high postsynaptic firing rate leads to sleepiness
  • is released from astrocytes, a type of glial cell that “supports” neural function. One important role is the supply of energy to neurons
  • Caffeine acts as adenosine-receptor antagonist and blocks the natural action of adenosine.
  • All of the above are correct

Question 29

Question
The Four Parenting Styles involve:
Answer
  • Four Parenting Styles Styles can be used partially or in combination. Demandingness / control= boundaries rules
  • Most parents sit on a continuum of the situation at hand. Need to change the style as child grows older and thier needs change
  • Producing man different social outcomes
  • A and B

Question 30

Question
The Family as a Dynamic System
Answer
  • Going through events can assure the family Systems are stronger
  • Everyone's identity is dependant on the other: one moves, everyone moves
  • The family is a set a parameters within the Whiner Framework
  • A and B

Question 31

Question
Why do Siblings Grow Up with Different Outcomes?
Answer
  • Because they start off with genetic differences
  • Because their parents are at different life stages (with different needs and skills) when each child experiences a certain age.
  • Because individuals interpret and react to the same event in different ways.
  • All of the above

Question 32

Question
What is the difference between a refugee and an aslyum seeker?
Answer
  • has a well founded fear of persecution
  • owing to such fear is unable or unwilling to return home
  • An asylum seeker is any person who has submitted an application for refugee
  • None

Question 33

Question
Walsh's Model involves:
Answer
  • First and foremost, the emotional well-being of refugee children is influenced by the protection and care they receive from their families
  • familial relationships are impacted by events. -Distressful events : military, poverty, bombings -Persistent events -Disruptive transition: separate from family
  • Limited opportunity • Limited resources • Seeking a change
  • All of the above

Question 34

Question
The Cultural Challenges of Settlement include:
Answer
  • Immigrant Push factors • Limited opportunity • Limited resources • Seeking a change • Opportunity to prepar
  • Refugee Pull factors • Accepted their application • Little/no opportunity to prepare
  • Refugee Push factors • Danger, fear for life • Destruction • Little/no opportunity to prepare
  • All of the above

Question 35

Question
Narrative case study allows researchers:
Answer
  • to see what is important subject by what they emphasis
  • To get details they can't in a clinical trail
  • To gain subjects confidence
  • All of the above

Question 36

Question
Do community members’ false beliefs contribute to negative attitudes?
Answer
  • Community members’ negative attitudes are supported by false beliefs.
  • Only due to government and media representation of refugees
  • No: people can see through the political agenda
  • yes: can challenge those beliefs through education.

Question 37

Question
How did teenage refugee challenges change over six months since arrival in the new country?
Answer
  • English challenges decreased over time
  • discrimination challenges increased over time
  • discrimination was their smallest challenge: the biggest was safety and living needs
  • A and B
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