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a8035c8b_cy_psych_Flashcards___Cram_com__to_g_protein_coupled_receptors | point prevalence | __ ___ is the numer of ppl with illness at a specific point in time / total pop | [] | biostats, more drugs, emergency psych Flashcards - Cram.com | what drugs bind to g protein coupled receptors | http://www.cram.com/flashcards/biostats-more-drugs-emergency-psych-1304531 | 2/1438042981856.5_20150728002301-00299-ip-10-236-191-2_392561174_0.json |
a8035c8b_cy_psych_Flashcards___Cram_com__to_g_protein_coupled_receptors | reliability | ____: quality f the measurements precision. Can be reproduced | [] | biostats, more drugs, emergency psych Flashcards - Cram.com | what drugs bind to g protein coupled receptors | http://www.cram.com/flashcards/biostats-more-drugs-emergency-psych-1304531 | 2/1438042981856.5_20150728002301-00299-ip-10-236-191-2_392561174_0.json |
a8035c8b_cy_psych_Flashcards___Cram_com__to_g_protein_coupled_receptors | validity | in studies of ____ sensitivity is a measure of the number of true cases | [] | biostats, more drugs, emergency psych Flashcards - Cram.com | what drugs bind to g protein coupled receptors | http://www.cram.com/flashcards/biostats-more-drugs-emergency-psych-1304531 | 2/1438042981856.5_20150728002301-00299-ip-10-236-191-2_392561174_0.json |
a8035c8b_cy_psych_Flashcards___Cram_com__to_g_protein_coupled_receptors | numerator data | __ ___: number of events or conditions of interest | [] | biostats, more drugs, emergency psych Flashcards - Cram.com | what drugs bind to g protein coupled receptors | http://www.cram.com/flashcards/biostats-more-drugs-emergency-psych-1304531 | 2/1438042981856.5_20150728002301-00299-ip-10-236-191-2_392561174_0.json |
a8035c8b_cy_psych_Flashcards___Cram_com__to_g_protein_coupled_receptors | denominator data | __ __: number of ppl in pop of interest at risk of having an event | [] | biostats, more drugs, emergency psych Flashcards - Cram.com | what drugs bind to g protein coupled receptors | http://www.cram.com/flashcards/biostats-more-drugs-emergency-psych-1304531 | 2/1438042981856.5_20150728002301-00299-ip-10-236-191-2_392561174_0.json |
a8035c8b_cy_psych_Flashcards___Cram_com__to_g_protein_coupled_receptors | incidence and prevalence | what two factors represent frequency: | [] | biostats, more drugs, emergency psych Flashcards - Cram.com | what drugs bind to g protein coupled receptors | http://www.cram.com/flashcards/biostats-more-drugs-emergency-psych-1304531 | 2/1438042981856.5_20150728002301-00299-ip-10-236-191-2_392561174_0.json |
a8035c8b_cy_psych_Flashcards___Cram_com__to_g_protein_coupled_receptors | prevalence= incidence X duration | what determines the burden of disease | [] | biostats, more drugs, emergency psych Flashcards - Cram.com | what drugs bind to g protein coupled receptors | http://www.cram.com/flashcards/biostats-more-drugs-emergency-psych-1304531 | 2/1438042981856.5_20150728002301-00299-ip-10-236-191-2_392561174_0.json |
a8035c8b_cy_psych_Flashcards___Cram_com__to_g_protein_coupled_receptors | rate | ___: the number of events in a defined time period divided by the avg pop at risk | [] | biostats, more drugs, emergency psych Flashcards - Cram.com | what drugs bind to g protein coupled receptors | http://www.cram.com/flashcards/biostats-more-drugs-emergency-psych-1304531 | 2/1438042981856.5_20150728002301-00299-ip-10-236-191-2_392561174_0.json |
a8035c8b_cy_psych_Flashcards___Cram_com__to_g_protein_coupled_receptors | outbreak is localized and epidemic doesn't follow usual rate- it is in a widespread area | outbreak vs epidemic | [] | biostats, more drugs, emergency psych Flashcards - Cram.com | what drugs bind to g protein coupled receptors | http://www.cram.com/flashcards/biostats-more-drugs-emergency-psych-1304531 | 2/1438042981856.5_20150728002301-00299-ip-10-236-191-2_392561174_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | combine cross-sectional and longitudinal studies [Cross-Sectional study] | Sequential cohort studies | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Ran mice in maze and divided into groups “maze bright” and “maze dim” utilized selective breeding to breed maze bright and maze dim mice. Proved that learning ability had genetic component [Cross-Sectional study] | R. C. Tyrone maze study | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | compared a group of children with high iq’s with groups of children typical of the general pop *first large-scale longitudinal study that followed the development fo the group over time [Cross-Sectional study] | Lewis Terman’s study | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | adaptation occurs through assimilation and accomidation [Cross-Sectional study] | Adaptation Piaget | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | the process of interpreting new information in terms of existing schemata [Cross-Sectional study] | Assimilation | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | new information doesn’t fit into existing schemata. The process of modifying existing schemata to adapt to this new information [Cross-Sectional study] | Accomodation | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | sensorimotor, preoperational, concrete operational, and formal [Cross-Sectional study] | Piaget’s stages of cognitive development | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | first stage of piaget’s cognitive development lasts from birth to age 2 child forms primary and secondary circular reactions and object permanence [Cross-Sectional study] | Sensorimotor stage | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | developed in sensorimotor stage infant begins to coordinate separate aspects of movement. This is the advent of goal oriented bx. i.e. When child is hungry will suck on things indiscriminately [Cross-Sectional study] | primary circular reaction | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Phase in piaget's cognitive development theory. During this substage, the child becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment. For example, a child will purposefully pick up a toy in order to put it in his or her mouth. [Cross-Sectional ... | secondary circular reaction | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | occurs when the child realizes that objects continue to exist even though the child cannot perceive their existence. [Cross-Sectional study] | Object permanence | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | second stage of piaget. 2-7 Marks beginning of representational thought. centration and egocentrism exist in this phase [Cross-Sectional study] | preoperational stage | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | held in preoperational stage tendency to be able to focus on only one aspect of a phenomenon. Cannot understand principle of conservation [Cross-Sectional study] | centration | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | notion that physical properties of matter do not change simply because the appearance of the matter changes. Demonstrated this concept by showing that children could not identify that two beakers were equal in the amount of water they held if they were different in shape. [Cross-Sectional study] | principle of conservation | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | inability to understand that relationships are reciprocal and cannot take the perspective of another person [Cross-Sectional study] | egocentrism | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | 7-11 children can conserve and take perspective of others into account, but are limited to working with concrete objects or information that is directly available. These children have difficulty with abstract thought. [Cross-Sectional study] | concrete operational stage | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | begins at about twelve to and lasts into adulthood child begins to think logically about abstract ideas. Thinking “Can think like a scientist” [Cross-Sectional study] | Formal operational | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | phonology, semantics, syntax and pragmatics. [Cross-Sectional study] | Four basic components of language | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | sound stem of language, made up of phonemes [Cross-Sectional study] | Phonology | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | the ability to distinguish between differences in sound that do not denote differences in meaning and those differences in sound that do denote differences in meaning [Cross-Sectional study] | Categorical perception | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | the learning of word meanings [Cross-Sectional study] | Semantics | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | refers to how words are put together to form sentences [Cross-Sectional study] | Syntax | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Chomsky A subfield of linguistics which studies the ways in which context contributes to meaning. It studies how the transmission of meaning depends not only on the linguistic knowledge (e.g. grammar, lexicon etc.) of the speaker and listener, but also on the context of the utterance, knowledge about the status of thos... | Pragmatics | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | an important precursor to language. All children babble regardless of ability to hear [Cross-Sectional study] | Babbling | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | The innate capacity for learning which is thought to be triggered by exposure to language Chomsky [Cross-Sectional study] | Language Acquisition Device | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | grammatical errors that are universal and not the result of environmental influence, but instead the attempted internalization of grammatical rules. [Cross-Sectional study] | errors of growth | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | the study of grammar by Chomsky [Cross-Sectional study] | Transformational grammar | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | (1) Authoritarian -- children were withdrawn and unhappy (2) Permissive (affectionate, not at all strict) -- Happy but lacking in self-control (3) Authoritative (affectionate, firm but fair) -- self-reliant, assertive, happy, friendly, high-functioning kids. Help kids understand and assimilate the ethics of society. [C... | Diana Baumrind and Parenting Style? | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Girl who was discovered at age thirteen after being almost completely isolated. Was able to develop some language but not perfect synatax. *shows there may be a sensitive period in language development vs a critical period. [Cross-Sectional study] | Genie | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Based on the notion that the driving force behind humanity it sexual, and not just in having sex way, but in terms of sexual gratification. Fixation at any stage comes from parental over or under indulgence at any one stage. personality development require successfully navigating each one. % stages : oral, anal, phalli... | Freud's personality development | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | birth - 18 months gratification is obtained through putting objects in mouth [Cross-Sectional study] | Oral phase | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | one-3 years labidinal energy centered on anus. gratification obtained through elimination and retention of waste materials Fixation would lead to either sloppiness or excessive orderliness [Cross-Sectional study] | Anal stage | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | 3-6 get through this stage by resolving oedipal complex. Male envies father's sexual relationship with mother. fears castration. sublimates guilt by identifying with father and forming sexual identity internalizing moral values. Child sublimates labidinal energy putting it into school work or collecting things [Cross-S... | Phalic stage | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | After resolution of oedipal complex through sublimation of libido. ends in pubert [Cross-Sectional study] | Latency | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Begins at puberty lasts through adulthood. if prior development has proceeded correctly at this point the person should enter into health heterosexual relationships [Cross-Sectional study] | Genital stage | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Test devised by kholberg to test moral stages of individual. Asked about stealing medicine for sick wife if couldn't afford it. [Cross-Sectional study] | Heinz Dilemma | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Kholberg believed that there were three phases of moral development each consisting of two stages: Preconventional, conventional, post-conventional. [Cross-Sectional study] | Kohlberg's stages of moral development? | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | First stages of moral development Proconventional Morality Stage 1. Obedience and Punishment Orientation: Kohlberg's stage 1 is similar to Piaget's first stage of moral thought. The child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey. To the Heinz dilemma, th... | First phase kohlberg | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Conventional phase Stage 3 Good Interpersonal Relationships. At this stage children--who are by now usually entering their teens--see morality as more than simple deals. They believe that people should live up to the expectations of the family and community and behave in "good" ways. Good behavior means having good mot... | Second Phase kohlberg | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Postconventional Stage 5. Social Contract and Individual Rights. At stage 4, people want to keep society functioning. However, a smoothly functioning society is not necessarily a good one. A totalitarian society might be well-organized, but it is hardly the moral ideal. At stage 5, people begin to ask, "What makes for ... | Kohlberg's 3rd phase | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Erik Erikson's theory of delvelopment. Development is a sequence of central life crises. In each of these crises there is a possible favorable outcome and a possible unfavorable outcome. Development occurred through resolution of conflicts between needs and social demands. [Cross-Sectional study] | Psychosocial theory | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | trust vs mistrust, autonomy vs shame and doubt initiative versus guilt industry versus inferiority identity versus role confusion, intimacy versus isolation, generativity versus stagnation, Integrity versus despair [Cross-Sectional study] | Phases of psychosocial theory | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | first phase of Psychosocial theory first year of life. if resolved successfully the child will come to trust his or her environment, if unresolved child will be suspicious of world possible throughout life [Cross-Sectional study] | Trust vs Mistrust | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Second phase of psychosocial theory 1-3 years Favorable outcome: feeling of will and ability to exercise choice as as well as self-restraint. Child will have sense of competence and autonomy. Unfavorable outcome: sense of doubt and lack of control. A feeling that what happens to one is a result of external forces rathe... | Autonomy vs shame and doubt | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Third phase 3-6 years favorable outcomes: purpose, ability to initiate activity and ability to enjoy accomplishment. Neg: Child will be so overcome by fear of punishment that the child may unduly restrict himself or may overcompensate by showing off [Cross-Sectional study] | Initiative Vs guilt | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Fourth phase of psychosocial theory 6-12 Favorable: child will feel competent and will be able to exercise his or her abilities and intelligence in the world and affect world in way child desires. Unfavorable: Results in a sense of inadequacy a sense of inability to act in a competent manner, low self-esteem [Cross-Sec... | Industry vs Inferiority | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Fifth phase of psychosocial theory during adolescence Favorable: ability to see oneself as a unique and integrated person with sustainted loyalties Unfavorable: confusion of one's identity and a kind of amorphous personality that shifts from day to day [Cross-Sectional study] | Identity vs. Role confusion | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | sixth phase of psychosocial theory young adulthood Favorable: ability to have intimate relationships with others. Ability to commit oneself to another person and one's own goals. Unfavorable; Avoidance of commitment kind of alienation and distancing of oneself from others and one's ideals [Cross-Sectional study] | Intimacy versus isolation | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | seventh phase of psychosocial theory Middle age Favorable: individual capable of being productive, caring, contributing memeber of society. Unfavorable: one aquires a sense of stagnation and may become self-indulgent bored and self-centered [Cross-Sectional study] | Generativity versus stagnation | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Final phase of psychosocial theory Old age Favorable: acceptance that one's life has been worth while Unfavorable: Feeling that life has been worthless [Cross-Sectional study] | Integrity vs despair | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | Baby Rhesus monkeys cloth mother versus wire mother. Cotact comfort was more essential in bond formation than physical need [Cross-Sectional study] | Harry Harlow | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | experiment performed by mary ainsworth to explore attachment relationships of infants 1 infant allowed to explore room 2 stranger comes into room talks with mother and then plays with child 3. mother leaves child and child plays with stranger 4. Stranger leaves mother returns 5. Infant left alone 6 Mother leaves strang... | Strange situation procedure | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | infants are not distress when left alone with the stranger and avoid contact with the mother upon her return [Cross-Sectional study] | Insecure/ avoidant attachment | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | infant mildly distressed during separation from the mother but greet her postively when she returns [Cross-Sectional study] | Secure attachment | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
ba567c60_al_psych_Flashcards___Cram_com__Cross_Sectional_study | distressed during the separation and are inclined to resits physical contact with the mother upon her return [Cross-Sectional study] | Insecure/resistant attachment | [] | developmental psych Flashcards - Cram.com | Cross-Sectional study | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
1c77b3cc_Module_6_Flashcards___Cram_com__1 | [2] The point at which a muscle's tendon attaches to the more stationary bone [1] | Origin | [
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1c77b3cc_Module_6_Flashcards___Cram_com__1 | [2] The point at which a muscle's tendon attaches to the moveable bone [1] | Insertion | [
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1c77b3cc_Module_6_Flashcards___Cram_com__1 | [2] The largest part of the muscle, which actually contains the muscle cells [1] | Belly | [
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1c77b3cc_Module_6_Flashcards___Cram_com__1 | [2] The process of chewing [1] | Mastication | [
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1c77b3cc_Module_6_Flashcards___Cram_com__1 | [2] Muscles in the forearm which create motion in the hands [1] | Extrinsic hand muscles | [
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1c77b3cc_Module_6_Flashcards___Cram_com__1 | [2] Muscles within the hand which create motion in the hands [1] | Intrinsic hand muscles | [
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50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | Narrow QRS complex HR above 100 coming from somewhere above the ventricles [Sinus Arrhythmia] | Supraventricular Tachycardia | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | Different areas of the atria act as pacemakers Usually seen in slow rhythms P waves change beat by beat based upon the site of the pacemaker QRS is usually normal [Sinus Arrhythmia] | Wandering Atrial Pacemaker | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | Flutter waves replace the p waves Rate is fast 300 bpm Creates a sawtooth appearance Ventricles can not respond to all atrial waves so you have a fixed conduction ration [Sinus Arrhythmia] | Atrial Flutter | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | Rapid atrial rate P waves are replaced by fibrillatory waves Atrial rate can be as high as 350 bpm Eventually the atrial depolarizations reach the ventricle Rate is variable QRS is normal Rhythm is called irregularly irregular Abnormality occurs at an irregular interval [Sinus Arrhythmia] | Atrial Fibrillation | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | Ectopic site in atria fires early Generates [Sinus Arrhythmia] | Premature Atrial Contraction | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | Originates in the Av node Shorter PR No delay for AV conduction P wave is inverted [Sinus Arrhythmia] | Junctional Rhythm | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | PR is longer than 0.2 seconds Longer than 5 small boxes Conduction delay at AV node P wave is normal QRS is normal Just delayed May be a sign of future risk of conduction delays [Sinus Arrhythmia] | 1st Degree AV Block | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | Problem with the AV node itself Progressive blocking of AV node conduction Temporary following heart damage or surgery PR gets progressively shorter with each beat until a p wave is not conducted [Sinus Arrhythmia] | Wenckebach | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | More severe type of 2nd degree block Conduction ratio defect P wave with no QRS at a fixed ratio May degenerate into complete heart block Occurs after large MI [Sinus Arrhythmia] | Mobitz | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | No electrical contact between the atria and the ventricles Atria fire at their intrinsic rate So do the ventricles P waves “march through” [Sinus Arrhythmia] | 3rd degree block | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | Irritable focus in the ventricle fires early QRS is wide an bizarre No p wave for that beat [Sinus Arrhythmia] | Premature Ventricular Contractions | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | Blockage of the right bundle First R wave represents LV QRS is wide [Sinus Arrhythmia] | Right Bundle Branch Block | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | Look at leads I, V5 and V6 Should see a wide QRS Really a Rsr’ Blockage of the left bundle First peak represent depolarization of the right ventricle [Sinus Arrhythmia] | Left Bundle Branch Block | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | No CO No concerted electrical activity No hope for the future [Sinus Arrhythmia] | Ventricular Fib | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
50ad8578_6_Exam_3_Flashcards___Cram_com__Sinus_Arrhythmia | ST elevation I, V2-V5 Anterolateral MI Note the Q waves throughout [Sinus Arrhythmia] | MI Acute | [] | Kines 456 Exam 3 Flashcards - Cram.com | Sinus Arrhythmia | http://www.cram.com/flashcards/kines-456-exam-3-1532490 | 2/1438042990112.50_20150728002310-00301-ip-10-236-191-2_376780351_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Ratio Linear Symbols | Flow Maps Direction Amount | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] LINEAR DATA | INFORMATION ON LOCATION PLUS INFORMATION ON Attribute (the topic or theme) Amount (size or rank or pathway) Direction (sometimes generalized) | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Quantitative Flow Maps | QUANTITATIVE lines usually scaled so that widths are proportional to the amounts they represent (cost, tons, people, etc) Traffic Flow Maps Population Flow Maps Commodity Flow Maps Desire Line Maps | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Flow Map Pro/Con | POSITIVE VERY EFFECTIVE FOR LINEAR DATA INVOLVING MOVEMENT OF SOMETHING NEGATIVE DIFFICULT TO CONSTRUCT DIFFICULT FOR READERS TO ESTIMATE SIZE | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Flow Map Guidelines | Flow lines are most important Smaller lines on top of larger lines Arrows necessary if direction is critical Land and Water contrast is essential Projection, center and aspect important Keep information simple Legend should be clear and unambiguous | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Dot Density Alternative Name | Also called Aerial-Frequency Mapping | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Data Types | Discrete geographic phenomena Raw data (count data) Qualitative or Quantitative Map | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] One dot equals one item | ONE DOT EQUALS ONE ITEM Qualitative Nominal Scale Location accurate | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] One dot equals many items | ONE DOT EQUALS MORE THAN ONE Quantitative Ordinal scale (apparent densities) Location generalized (spatial proxy) | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Dot Density Pro/Con | Positive good visual impression easy to construct Information inside of enumeration units Negative limited information not intended for determining exact quantities | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Dot Value Guidelines | Should be a rounded number, no fractions Minimum 2-3 dots per unit Should be tested with different sized dots using the unit with the highest density – dots should just start to merge. | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Enumeration Units | Enumeration Units Smaller the unit the greater the accuracy Dot Density map | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Dot Location Guidelines | (1) Transition: dots should transition from high density to low density across units (2) Boundary Effect: dots should be located near and on boundaries (3) Ancillary variables a. Limiting variables (ponds, parks etc) b. Related variables (roads, soils etc) | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
529631fb_TC1_3_Flashcards___Cram_com__tours__Temperature__isotherms_ | [Interval Linear Symbols] Dot distribution methods | Uniform Geographically Weighted Geographically Based | [] | TC1-3 Flashcards - Cram.com | Time (isochrones) Elevation (isobase or contours) Temperature (isotherms) | http://www.cram.com/flashcards/tc1-3-1496130 | 2/1438042981856.5_20150728002301-00163-ip-10-236-191-2_385862325_0.json |
b30fea30_Forces_Flashcards___Cram_com__owards_the_center_of_a_circle_ | [centripetal force] ... the sum of all forces acting on an object. | What is a NET FORCE? | [] | Forces Flashcards - Cram.com | What kind of force causes an object moving in a circular motion to accelerate towards the center of a circle? | http://www.cram.com/flashcards/forces-211752 | 2/1438042981856.5_20150728002301-00072-ip-10-236-191-2_384447564_0.json |
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