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AP Psych > AP Exam Cram > Flashcards

AP Exam Cram Flashcards

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1
Q

used introspection (looking inward) to determine the structures of the mind —- understand consciousness by understanding unlying components

A

Structuralism

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2
Q

Analyze the purpose of the behavior

A

Functionalism

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3
Q

perceptions, thoughts

A

cognitive psychology

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4
Q

first female president of the APA

A

Mary Calkins

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5
Q

1st Female Psychology PhD

A

Margaret Floy Washburn

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6
Q

natural selection & evolution

A

Darwin

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7
Q

reformed mental institutions

A

Dorothea Dix

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8
Q

1st President of the APA, 1st journal

A

Stanley Hall

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9
Q

father of American psychology, FUNCTIONALIST

A

william james

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10
Q

father of modern psychology, STRUCTURALIST

A

Wilhelm Wundt

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11
Q

purpose is to increase knowledge (rats)

A

basic research

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12
Q

purpose is to help people

A

applied research

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13
Q

examination of how consistent and stable the results of an assessment are

A

reliability

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14
Q

how well a test actually measures what it was created to measure

A

validity

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15
Q

random assignment to conditions is impossible (can’t randomly assign gender)

A

Quasi

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16
Q

clear, precise definition to allow for REPLICATION

A

operational definition

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17
Q

assigns participants to control/experimental group at random

A

random assignment

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18
Q

everyone has a chance to take part in study, increases GENERALIZABILITY

A

random sample

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19
Q

sample mimics the general population (ethnic, gender, age)

A

representative sample

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20
Q

if you need to ensure a representative sample, you can separate your population before you sample (ex. make sure you get 80% women and 20% men)

A

stratified sampling

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21
Q

correlation does not equal ___________ (must do an experience for __________)

A

Causation

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22
Q

variables increase/decrease together

A

Positive correlation

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23
Q

as one variable increases, the other decreases

A

Negative correlation

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24
Q

issues with survey reliability

A

social desirability & wording effect

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25
Q

Observe people in their own setting (can not determine cause & effect) —- what they’re doing, not WHY

A

naturalistic observation

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26
Q

left skew created by outliers

A

neg skew

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27
Q

right skew created by outliers

A

pos skew

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28
Q

establishes significance (meaningfulness)

A

inferential statistics

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29
Q

Results are not due to chance (.05 or lower)

A

statistical significance

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30
Q

ethical guidelines (IRB approval needed)

A

confidentiality, informed consent, debriefing, deception warranted, no harm

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31
Q

Receive incoming neurotransmitters

A

dendrites

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32
Q

cell body (including nucleus)

A

soma

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33
Q

action potential travels down (away) this

A

axon

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34
Q

speed up action potential down axons

A

myelin sheath

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35
Q

release neurotransmitters & send signals to next neurons

A

terminals

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36
Q

sacs inside terminals that contain neurotransmitters

A

vesicles

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37
Q

movement of Na (salt) & K (potassium) ions across membranes send an electrical charge down the axon

A

action potential

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38
Q

stimulus must trigger the action potential past its threshold, but does not increase the intensity of the response

A

all or none law

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39
Q

neuron must rest and reset before it can send another action potential

A

refractory period

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40
Q

receive sense signals (SAME)

A

sensory neurons

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41
Q

brain Aceepts signals (SAME)

A

afferent neurons

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42
Q

signals to move (SAME)

A

motor neurons

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43
Q

signal Exits brain (SAME)

A

efferent neurons

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44
Q

cells in spinal cord responsible for reflex loop

A

interneurons

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45
Q

voluntary movements (which NS)

A

somatic NS

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46
Q

involuntary actions – heart, lungs, etc. (which NS)

A

autonomic NS

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47
Q

part of autonomic NS, arouses the body for fight/flight

A

sympathetic NS

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48
Q

part of autonomic NS, establishes homeostasis after a sympathetic response

A

parasympathetic NS

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49
Q

chemicals released in synaptic gap received by neurons

A

neurotransmitters

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50
Q

major inhibitory NT

A

GABA

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51
Q

major Excitatory NT (clue – get Excited when seeing your mates)

A

Glutamate

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52
Q

reward & movement

A

dopamine

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53
Q

moods & emotion

A

serotonin

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54
Q

memory (think a for Alzheimers)

A

acetylcholine

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55
Q

sympathetic NS arousal

A

epinephrine & Norepinephrine

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56
Q

pain control

A

endorphins

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57
Q

love & bonding

A

oxytocin

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58
Q

drug that mimics a NT

A

agonist

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59
Q

drug that blocks a NT

A

antagonist

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60
Q

unused NTs are taken back up into the sending neuron

A

reuptake

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61
Q

block reuptake — treatment for depression

A

SSRIs

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62
Q

movement & balance part of the brain

A

cerebellum

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63
Q

part of brain that manages vital organs (heart beat, blood pressure)

A

medulla

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64
Q

bridge between the regions of the brain, basic functions

A

pons

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65
Q

part of the brain managing alertness

A

reticular formation

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66
Q

Parts of the ________________: amygdala, hippocampus, hypothalamus

A

limbic system

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67
Q

emotions, fear

A

amygdala

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68
Q

memory (if you saw a HIPPO on CAMPUS you’d REMEMBER it)

A

hippocampus

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69
Q

reward/pleasure center, eating behaviors – link to endocrine system (regulates ANS by releasing hormones, regulates sleep, respiration, etc.)

A

hypothalamus

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70
Q

relay center for all sense but SMELL (you MUST use your ______ unless its MUSTY – smelly)

A

thalamus

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71
Q

outer portion of the brain – higher order though processes

A

cerebral cortex

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72
Q

vision lobe

A

occipital

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73
Q

lobe for decision making, planning, judgment, movement, & personality

A

frontal

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74
Q

lobe for sensations

A

parietal

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75
Q

lobe for hearing and FACE RECOGNITION

A

temporal

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76
Q

map of our touch receptors in the parietal lobe

A

somatosensory cortex

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77
Q

map of our motor receptors in frontal lobe

A

motor cortex

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78
Q

LEFT HEMISPHERE ONLY – damage results in _____ (damaged speech)

A

aphasia

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79
Q

inability to produce speech (broken sounding, but understandable), left hem damage

A

Broca’s area

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80
Q

can’t comprehend speech, left hem damage

A

Wernicke’s area

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81
Q

bundle of nerves connecting 2 hemispheres, sometimes severed in patients with seizures –> split-brain

A

corpus callosum

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82
Q

Scientists who did the split-brain experiments

A

Sperry & Gazzaniga

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83
Q

split brain –> right eye (left hem) = can or can’t say what they saw

A

CAN

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84
Q

split brain –> left eyes (right hem) = can or can’t say what they saw

A

CAN’T

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85
Q

identical twins

A

monozygotic

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86
Q

fraternal twins

A

dizygotics

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87
Q

sends hormones throughout the body

A

endocrine system

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88
Q

part of endocrine system, controlled by the hypothalamus, releases growth hormones

A

pituitary gland

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89
Q

part of endocrine system, related to sympathetic NS, releases adrenaline

A

adrenal gland

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90
Q

shows brain activity, but isn’t specific

A

EEG

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91
Q

shows structures of brain (ex. tumors)

A

CT & MRI

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92
Q

glucose shows brain activity (when in doubt, pick this one)

A

PET

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93
Q

oxygen shows activity in real time

A

fMRI

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94
Q

destruction of brain tissue

A

lesion

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95
Q

state of consciousness: controlled processes, totally aware

A

higher-level

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96
Q

state of consciousness: automatic processing (daydreaming, phone numbers)

A

lower-level

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97
Q

state of consciousness: produced through drugs, fatigue, hypnosis

A

altered states

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98
Q

state of consciousness: sleeping & dreaming

A

subconscious

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99
Q

brain waves when awake (clue – you betta be awake for the exam)

A

beta waves

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100
Q

high amplitude brain waves, NREM stages of sleep or relaxation, slower

A

alpha waves

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101
Q

brain waves that occur during REM sleep

A

delta waves

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102
Q

entire sleep cycle takes ____ minutes

A

90

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103
Q

24-hour biological clock of body temperature & sleep

A

circadian rhythm

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104
Q

controlls the circadian rhythm

A

Suprachiasmatic nucleus (SCN)

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105
Q

falling asleep out of nowhere due to a deficiency in orexin

A

narcolepsy

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106
Q

Dream Theory: dreaming is a gratification of unconscious desires & needs (latent & manifest content)

A

Freud’s

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107
Q

hidden meaning behind dreams

A

latent content

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108
Q

obvious storyline of a dream

A

manifest content

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109
Q

Dream Theory: brain produces random bursts of energy — dreams start random and then develop meaning (memories in lymbic system)

A

activation synthesis

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110
Q

Decrease sympathetic NS (alcohol, barbiturates, tranquilizers, opiates)

A

depressants

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111
Q

Increase sympathetic NS (amphetamines, cocaine, MDMA/ecstasy, caffeine, nicotine)

A

stimulants

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112
Q

causes hallucinations, less addictive (LSD, marijuana)

A

hallucinogens

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113
Q

Become addicted to the drug & must have it to avoid withdrawal symptoms (psychological & physiological)

A

dependence

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114
Q

detection of signal 50% of the time (is it there?)

A

absolute threshold

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115
Q

can you tell a change is stronger/weaker

A

Difference threshold / weber’s law

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116
Q

Detection depends on experience, expectations, alertness, etc. (ex. more likely to notice someone at the door when waiting for the pizza guy)

A

signal detection theory

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117
Q

diminished sensitivity as a result of constant stimulation

A

sensory adaptation

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118
Q

tendency to see something as part of a group to speed up signal processing

A

perceptual set

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119
Q

failure to notice something added b/c youre focused on another task

A

inattentional blindness

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120
Q

visual system pathway of light order

A

Cornea –> pupil/iris –> lens –> retina –> fovea –> rods –> cones –> bipolar cells –> ganglion –> feature detectors

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121
Q

protects the eyes

A

cornea

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122
Q

controls light entering eye

A

pupil/iris

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123
Q

focuses light on retina

A

lens

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124
Q

contains rods & cones

A

retina

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125
Q

area of best vision (cones here)

A

fovea

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126
Q

black/white, dim light

A

rods

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127
Q

color, bright light

A

cones

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128
Q

connect rods/cones & ganglion cells

A

bipolar cells

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129
Q

create optic nerve

A

ganglion

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130
Q

occurs where the optic nerve leaves the eye

A

blind spot

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131
Q

Specialized cells that see shapes, lines, etc. in the occipital lobe

A

feature detectors

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132
Q

Theory of color vision: 3 cones for receiving color (blue, red, green)

A

trichromatic

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133
Q

theory of color vision: complementary colors are processed in ganglion cells, explains why we see an AFTER IMAGE

A

opponent process

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134
Q

visual system overwhelms all others (ex. nauseous in IMAX b/c vision trumps vestibular)

A

visual capture

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135
Q

motion produced by a rapid succession of slightly varying images (animations)

A

stroboscopic movement

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136
Q

Monocular cue: overlapping images appear closer

A

interposition

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137
Q

Monocular cue: 2 objects usually similar in size, the smaller is farther away

A

relative size

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138
Q

Monocular cue: parallel lines converge with distance

A

linear prespective

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139
Q

Monocular cue: hazy objects appear further away

A

relative clarity

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140
Q

Monocular cue: coarser objects are closer

A

texture gradient

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141
Q

Monocular cue: things higher in vision look further away

A

relative height

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142
Q

Monocular cue: closer objects appear to move faster than farther objects

A

motion parallax

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143
Q

Binocular Cue: image is cast slightly different on each retina, location of image helps us determine depth

A

retinal disparity

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144
Q

Binocular Cue: eyes strain more (looking inward) as objects draw nearer

A

convergence

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145
Q

whole –> smaller parts (prior knowledge)

A

top-down processing

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146
Q

smaller parts –> whole

A

bottom-up processing

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147
Q

auditory system pathway of sound

A

sound –> pinna –> auditory canal –> ear drum –> hammer, anvil, stirrup –> oval window –> cochlea –> auditory nerve –> temporal lobes

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148
Q

ear drum & HAS, bones vibrate to send signal

A

middle ear

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149
Q

Theory of hearing (in cochlea): hair cells bend to determine sound, high pitches

A

place theory

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150
Q

Theory of hearing (in cochlea): rate action potentials are sent determines sound, low pitches

A

frequency theory

151
Q

illusion, viewers usually estimate that the stick with two open fins is longer, even though the sticks are actually the same length – does not work on cultures without exposure to modern architecture

A

muller-lyer

152
Q

illusion, assuming two same length lines are different lengths since the outer lines are converging (appearing to imply distance), occurs due to linear perspective

A

ponzo

153
Q

see mouth saying ba or fa overrides what you actually hear (va) due to visual capture

A

McGurk effect

154
Q

sense of balance (semicircular canals effect)

A

vestibular sense

155
Q

sense of body position (neurons in ligaments effect)

A

kinesthetic

156
Q

“gate” to control how much pain is experienced

A

gate-control theory

157
Q

5 taste (gustation) receptors

A

bitter, salty, sweet, sour, umami (savory)

158
Q

only sense that does not route through the thalamus and instead goes to the temporal lobe & amygdala

A

smell (olfaction)

159
Q

whole is greater than the sum of its parts

A

gestalt psychology

160
Q

gestalt principle: organize info into figures that stand apart from background

A

figure/ground

161
Q

gestalt principle: mentally fill in gaps

A

closure

162
Q

gestalt principle: group things together that appear near each other

A

proximity

163
Q

gestalt principle: group things together based off looks

A

similarity

164
Q

gestalt principle: mentally form a continuous line

A

continuity

165
Q

classical conditioning (Pavlov) example

A

Uncond. stim - food (response without needing to be learned)
Uncond. response - salivate (naturally occurs)
neutral response - bell (normally doesn’t evoke response)
cond. stim. - bell (once NS –> cond)
cond. resp. - salivate (follows a CS)

166
Q

timing of the pairing NS/CS must be presented .5-1sec BEFORE the US

A

contiguity

167
Q

learning the response pairing

A

acquisition

168
Q

CR to like stimuli (ex. one dog bit you –> fear all dogs)

A

generalization

169
Q

CR to ONLY the CS

A

discrimination

170
Q

Rescorla & Wagner, classical conditioning involves cognitive processes

A

contingency model

171
Q

John Garcia, predispositions allow classical conditioning to occur in one trial (ex. food poisoning)

A

Conditioned taste aversion

172
Q

conditioned a fear in a baby –> behavioral treatments for fear (counterconditioning)

A

Watson’s (behaviorism) Little Albert

173
Q

Thorndike, behaviors followed by pos outcomes are strengthened, neg. outcomes weakened

A

Law of Effect (operant cond)

174
Q

add something to increase behavior

A

pos reinforcer

175
Q

take away something bad/annoying to increase behavior

A

neg reinforcer

176
Q

add something bad to dec behavior (ex. spanking)

A

pos punishment

177
Q

take away something good to dec behavior (ex. take away car keys)

A

neg punishment

178
Q

type of secondary reinforcer that can be exchanged for stuff (ex. token, money)

A

token reinforcer

179
Q

reinforcing behaviors that are intrinsically motivating –> stop doing them (ex. give child $$ for reading when they already like to read –> stop reading)

A

overjustification effect

180
Q

successive approximations to train behavior

A

shaping

181
Q

reward for every response (quick to learn, but quick extinction)

A

continuous reinforcement schedule

182
Q

reward every X number of response

A

fixed ratio schedule

183
Q

reward every X amount of time passed

A

fixed interval schedule

184
Q

reward after a random number of responses (ex. slot machine — best conditioning long term)

A

variable ratio schedule

185
Q

reward after a random amount of time has passed (ex. fishing)

A

variable interval schedule

186
Q

children imitate behaviors (ex. Bobo doll)

A

modeling

187
Q

helping behaviors (modeling)

A

prosocial

188
Q

mean behaviors (modeling)

A

antisocial

189
Q

Tolman, learning is hidden until useful

A

latent learning

190
Q

mental representation of an area, allows navigation if blocked

A

cognitive maps

191
Q

Kohler, some learning is through simple intuition

A

insight learning

192
Q

no matter what you do, you never get a pos outcome –> give up

A

learned helplessness

193
Q

requires no encoding effort (ex. what did you eat for breakfast)

A

automatic encoding

194
Q

requires attention for encoding (ex. school work)

A

effortful encoding

195
Q

attaching images to info makes it easier to remember (encoding)

A

imagery

196
Q

we remember stuff better the more interested we are in it (encoding), ex. remember a cute guy’s phone # better

A

self-referent encoding

197
Q

use multiple methods of processing to remember (ex. words & photos)

A

dual encoding

198
Q

break info into smaller units to aid in memory (phone #)

A

chunking

199
Q

using letters to remember something (ex. PEMDAS)

A

acronyms

200
Q

using locations to remember a list of items in order

A

method of loci

201
Q

using a rhyme with imagery to remember lists in order

A

peg-word

202
Q

where you learn info is where you best remember it

A

context dependent memory

203
Q

physical state you were in when learning is when you best remember

A

state-dependent memory

204
Q

stores all incoming stimuli that you receive (first you have to pay attention) – iconic & echoic

A

sensory memory

205
Q

visual memory, lasts 0.3 seconds

A

iconic memory

206
Q

auditory memory, lasts 2-3 seconds

A

echoic memory

207
Q

info passes from sensory memory to STM – lasts 30sec, and can remember 7 +/- 2 items

A

short term memory

208
Q

memory lasts a lifetime, explicit & implicit

A

long term memory

209
Q

long term memory: events

A

episodic memory

210
Q

long term memory: facts

A

semantic memory

211
Q

unconscious recollection/memories

A

implicit (nondeclarative)

212
Q

implicit memory components

A

classical conditioning, priming, & procedural

213
Q

info that is seen earlier prepares you to remember something later on

A

priming

214
Q

skills (muscle memory)

A

procedural

215
Q

memory organization

A

memory is organized according to hierarchies, linked memories are stored together (semantic networks), & pre-existing concepts of how something should look (schemas)

216
Q

these neurons in the hippocompus for most memories

A

acetylcholine

217
Q

neural basis of memory – connections are strengthened over time with repeated stimulation (more firing of neurons)

A

long-term potentiation

218
Q

tendency to remember the beginning (primacy effect) & the end (recency effect) of the list best

A

serial position effect

219
Q

particularly vivid memories of highly important events (ex. 9/11)

A

flashbulb memories

220
Q

unconsciously buried memories – unreliable

A

repressed memories

221
Q

forget info because you never paid attention (encoded it) in the first place

A

encoding failure

222
Q

Ebbinghaus, recall decreases rapidly at first, then plateaus after which little is forgotten

A

forgetting curve

223
Q

old info blocks new info (encoding) — think PORN

A

proactive interference

224
Q

new info blocks old info (encoding) – think PORN

A

retroactive interference

225
Q

Loftus, distortion of memory by suggestion or misinformation

A

misinformation effect

226
Q

the way a question is posed/contextualized, impacts how info is recalled/perceived

A

framing

227
Q

forgets new info

A

anterograde amnesia

228
Q

forgets old info

A

retrograde amnesia

229
Q

caused by destruction of acetylcholine in hippocampus

A

Alzheimer’s disease

230
Q

smallest unit of sound (ex. “ch” in “chat”)

A

phonemes

231
Q

smallest unit that carries meaning (ex. -ed means past tense)

A

morpheme

232
Q

set of rules by which we derive meaning (ex. -ed makes something past tense)

A

semantics

233
Q

two-word stage of speech

A

telegraphic stage

234
Q

Theory of Language Dev: skinner, learn language through positive reinforcement (kids imitate what they hear)

A

behavioral theory

235
Q

Theory of Language Dev: chomsky, language is innate/biological & we are predisposed to learn

A

nativistic theory

236
Q

Theory of Language Dev: time where something must be learned or else it cannot ever happen

A

critical period

237
Q

Theory of Language Dev: whorf, language influences the way we think (need words for the past to think of the past)

A

linguistic determinism

238
Q

thinking about (reflecting upon) the way you think

A

metacognition

239
Q

an ideal example that concepts (mental categories) are compared to (what you first think of)

A

prototypes

240
Q

short cut strategy (rule of thumb)

A

heuristics

241
Q

make judgment based off your experience

A

representative heuristic

242
Q

make judgment based on the thing that first pops in your head

A

availability heuristic

243
Q

keep using one strategy to solve a problem – not outside the box

A

menta set

244
Q

preexisting beliefs distort logical reasoning by making invalid conclusions

A

belief bias

245
Q

belief perseverance vs confirmation bias

A

BP – belief , contrary evidence shown, belief remains
CB – belief, seek only supporting evidence, belief stays

246
Q

inductive vs deductive reasoning

A

inductive: data drives decisions (bottom-up)
deductive: driven by logic (top-down)

247
Q

Intelligence Theory: 1st to suggest intelligence was inherited (eugenics)

A

galton

248
Q

Intelligence Theory:
- crystallized intelligence (language skills & facts – increase with age)
- fluid intelligence (spatial ability, processing speed, abstract thinking – decreases with age)

A

cattell

249
Q

Intelligence Theory: general intelligence (g) underlies all mental abilities (typical IQ of today)

A

spearman’s G Factor

250
Q

Intelligence Theory: Gardner’s 8 multiple intelligences

A

linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, intrapersonal (self), interpersonal (others), naturalist

251
Q

Intelligence Theory:

A
  • analytical (solving problems, what IQ tests assess)
  • practical (adapting to real-life demands – street smarts)
  • creative (novel solutions, ideas, products)
252
Q

developed the 1st intelligence test with Terman –> stanford-____ IQ Test

IQ = (mental age / chronological age)100
- chronological actual age
- mental age = tested age compared to others the same age
- average = 100

A

Binet

253
Q

developed the WAIS & WISC – most commonly used today

A

wechsler

254
Q

high IQ & low IQ

A

high = above 135
low = below 70

255
Q

causes of mild intellectual disadvantage

A
  • PKU (liver fails to produce enzyme needed to break down chemicals –> brain damage)
  • down syndrome (extra copy of 21st chromosome)
  • Fragile X (higher in boys, only one X chromosome)
256
Q

predicts your abilities to learn a new skill (ASVAB)

A

aptitude test

257
Q

administer a test to a representative sample for a basis of meaningful comparison

A

standardization

258
Q

2 types of reliability (same results over time)

A
  • spilt-half reliability: compare 2 halves of the test
  • test-retest reliability: use the same test on 2 different occasions
259
Q

2 types of validity (measures what it’s intended to)

A
  • content validity: test measures what you want it to
  • predictive validity: accurately predicts a trait
260
Q

prenatal development

A

zygote –> embryo –> fetus

261
Q

natural course of development, occurs no matter what (walking)

A

maturation

262
Q

innate reflexes we’re born with

A

rooting, sucking, swallowing, grasping, Moro (startle), stepping, Babinki (toes spread when foot is touched)

263
Q

eyes have the most limited development till one year = babies still have to learn depth perception, so they will cross a “cliff”

A

visual cliff

264
Q

assimilation vs accommodation (Piaget)

A

assimilation = incorporate new info into existing schemas
accommodation = adjust existing schemas (create new categories)

265
Q

Piaget’s Stages: birth - 2 years — focused on exploring the world around them
- lack object permanence
- develop sense of self (recognize self in mirror)

A

sensorimotor stage

266
Q

Piaget’s Stages: 2-7 years — use pretend play, developing languages, using intuitive reasoning
- lack conservation (substances remain same despite length, width)
- lack reversibility (reverse math operations – 4+10 vs 10+4)
- egocentric (can’t distinguish one’s own perspective from others)

A

pre-operational stage

267
Q

Piaget’s Stages: 7-11 years — use operational thinking, classification, & can think logically in a concrete conext

A

concrete operational stage

268
Q

Piaget’s Stages: 11-15 years — use abstract & idealistic thoughts, hypotheticals

A

formal operational stage

269
Q

cognitive development is a social process too, which needs interaction with others

A

Vgotsky’s Developmental Theory

270
Q

Vgotsky, gap between what a child can do on their own & with support (need scaffolding)

A

zone of proximal development

271
Q

patterns of emotional reactions, precursor to personality

A

temperament

272
Q

discovered contact comfort is more important than feeding

A

Harlow

273
Q

Baumrind’s parenting styles

A
  • authoritarian – my way or the high way –> kids lack initiative
  • permissive – kids do whatever –> kids lack initiative
  • authoritative – give & take –> kids become socially compotent & reliable
274
Q

Mary Ainsworth: strange situation paradigm –> attachment styles

A
  • secure (60%) – upset when mom leaves, easily calmed on return –> more stable adults
  • avoidant– avoids mom, doesn’t care when she leaves
  • ambivalent – avoids mom, freaks out when she leaves
  • disorganized – confused, fearful, dazed – result of abuse
275
Q

Kohlberg’s Moral Development: children, follow rules to avoid punishment

A

pre-conventional morality

276
Q

Kohlberg’s Moral Development: adolescents, follow rules because it’s the law or to gain social approval

A

conventional morality

277
Q

Kohlberg’s Moral Development: adults, do what they believe is right (even if it goes against society)

A

post-conventional morality

278
Q

moral reasoning & moral behaviors are 2 different things (what you say isn’t always what you do) — kind of like cognitive dissonance

A

Carol Gilligan

279
Q

Erikson’s socioemotional development: each stage results in competence or weakness

A
  • Trust vs Mistrust: needs met = infants develop basic trust
  • autonomy vs shame/doubt: learn to exercise will (ex. “I want to do it!!” & pours milk)
  • initiative vs guilt: initiate tasks & carry out plans (“why” kids)
  • industry vs inferiority: learn what you’re good at
  • identity vs role confusion: tests roles & form an identity
  • intimacy vs isolation: close relationships & gain a capacity for love
  • Generativity vs stagnation: contributing to the world through family & work — mid-life crisis time
  • integrity vs despair: reflect on life and feel satisfied or like a failure
280
Q

we learn gender roles & identity from those around us

A

social learning theory

281
Q

aging: cells have a maximum # of divisions before they can’t anymore

A

cellular clock theory

282
Q

aging: unstable oxygen molecules within cells damage DNA

A

free-radical theory

283
Q

studies people of different ages at the same point in time
- adv: inexpensive & quick
- disadv: can be differences due to generational gap

A

cross-sectional study

284
Q

studies same people over time
- adv: eliminates cohort differences, lots of detail
- disadv: expensive, time-consuming, high drop out rates

A

longitudinal study

285
Q

Theory of motivation: complex behaviors have fixed patterns & are not learned (animal motivation)

A

instinct

286
Q

Theory of motivation: physiological need created aroused tension, motivating you to satisfy the need to maintain homeostasis

A

drive reduction

287
Q

Theory of motivation: driven by external rewards
- intrinsic = do it because you like it
- extrinsic = obtain a reward

A

incentive theory

288
Q

Theory of motivation: Festinger, 2 opposing thoughts conflict with each other, causing discomfort–> trying to justify situation

A

cognitive dissonance

289
Q

Theory of motivation: humans seek optimum levels of arousal – easier tasks = more arousal, harder = less arousal

A

Yerkes Dodson Law

290
Q

Theory of motivation: Maslow, needs lower in the pyramid have priority over higher needs

physiological –> safety –> love/belonging –> esteem –> self-actualization –> self-transcendence

A

hierarchy of needs

291
Q

hormones singlaing to eat (GO eat)

A

ghrelin, orexin

292
Q

hormones signaling to stop eating (Lets Pack it up)

A

leptin, PYY

293
Q

stimulated = makes you hungry (i’m LATE for lunch so i’m hungry)

A

lateral hypothalamus

294
Q

stimulated = feel full (not hungry)

A

ventromedial hypothalamus

295
Q

control system dictates how much fat you should carry – every person is diff, makes it hard to lose weight

A

set point

296
Q

stimulation of this part of the brain –> inc sexual behavior, destruction –> sexual inhibition

A

hypothalamus

297
Q

sexual response pattern

A

excitement –> plateau –> orgasm –> refractory

298
Q

Kinsey created a scale of __________, lacked a representative sample

A

homosexuality

299
Q

aware of stimulus & physiological response (arousal) –> emotion

A

James-Lange Theory

300
Q

emotions simultaneously occur with physiological response (SNS)

A

Cannon-Bard

301
Q

physio arousal + explanation for arousal –> emotions

A

Schacter Two Factor

302
Q

cognitive appraisal –> physio response & emotion (ex. given pop quiz, realize you know it –> happy)

A

Lazarus

303
Q

Eckman, 6 universal emotions seen across all cultures

A

happiness, anger, sadness, surprise, disgust, fear

304
Q

some stimuli routed directly to amygdala (ex. seeing a spider)

A

Le Doux

305
Q

being forced to smile will make you happier

A

facial feedback hypothesis

306
Q

culture’s norms of how to express certain emotions

A

display rules

307
Q

psych of work – employee recruitment, training, satisfaction, productivity

A

industrial / organizational psych

308
Q

focuses on safety & efficiency of human-machine interaction

A

ergonomics / human factors

309
Q

productivity inc when workers feel important (ex. teacher teaches when principal is present)

A

Hawthorne effect

310
Q

Extrinsic motivation, manager control employees & enforces rules (eXtrinsic)

A

Theory X Management

311
Q

intrinsic motivation, manager gives responsibilities & looks for input

A

Theory Y Management

312
Q

Selye’s GAS – 3 phases of stress response

A
  • alarm: freak out in response to stressor
  • resistance: dealing with stress
  • exhaustion: can not take it anymore & give up
313
Q

Type A & B personalities (not valid today)

A
  • A: rigid, stressful person, perfectionist – risk for heart disease
  • B: laid back, nonstressed
314
Q

Lewin’s theories of conflict

A

Approach-Approach: win-win situation, pick one
- approach-avoidance: win-lose, outcome has positive and negative aspects
- avoidance-avoidance: lose-lose, both outcomes are bad but you have to choose one
- Multiple approach-avoidance: 2+ win-lose situations, but which to choose (ex. college decision)

315
Q

available to be called into awareness/conscious

A

preconscious

316
Q

Freud’s id, ego, & superego

A
  • id: hidden desires, pleasure principle
  • ego: reality principle
  • superego: moral conscious
317
Q

transform unacceptable motive to opposite (fears sexual urges their experiencing –> veryyyy religious)

A

reaction formation

318
Q

displacement vs sublimation

A
  • displacement = take feeling out on someone else (anger –> kick dog)
  • Sublimation = replace unacceptable urges with socially acceptable ones (ex. kickboxing)
319
Q

Freud’s Psychosexual stages

A
  • oral: focus on the mouth (entirely id)
  • anal: defecation (ego forms)
  • phallic: genitals focused (superego forms)
  • latency: time out, personality is set
  • genital: sexual reawakening, oedipal & electra complexes are repressed
320
Q

phallic stage, young boys identify with father out of fear (castration anxiety)

A

oedipal complex

321
Q

phallic stage, young girls identify with mother because they can’t with their father (penis envy)

A

electra complex

322
Q

stuck in an earlier Freudian stage, influencing personality (ex. anal = “anal retentive”)

A

fixation

323
Q

psychoanalysis is analyzed through the use of: (subjective –> unreliable)

A

free association, transference, dream interpretation, & projective tests (TAT & Rorschach inkblot)

324
Q

tell a story about a vague picture, psychoanalysis technique

A

Thematic apperception test (TAT)

325
Q

Neo-Freudian: collective unconscious (shared reservoir of memories, explains shared myths)

A

Jung

326
Q

Neo-Freudian: personality develops in social relationships, NOT sexual urges (security, not sex, is the motivation)

A

Horney

327
Q

inferiority complex

A

Adler

328
Q

Big 5 traits (OCEAN) – ignores the role of situation in behavior

A
  • openness (high = imaginative, independent)
  • conscientiousness (high = organized, careful, disciplined)
  • Extraversion (high = sociable, fun-loving, affectionate)
  • Agreeableness (high = soft-hearted, trusting, helpful)
  • Neuroticism (emotional stability)
329
Q

test for trait theory using:

A

personality inventories (MMPI)

330
Q

talked about self-concept (idea of who you are) as the center of personality, humanist

A

Rogers

331
Q

actual (social) self vs ideal (true) self

A

actual: what others see
Ideal: who you WANT to be

332
Q

pos vs neg self-concept

A

pos: perceive world positively (optimist)
neg: dissatisfied & unhappy

333
Q

Behavior is a complex interaction of inner process & environmental influence –> personality, emphasizes conscious awareness, expectations, & goals

disadv: too specific, can’t generalize

observations & interviews

A

social-cognitive perspective

334
Q

Bandura, interaction of behaviors, cognitions, & enviro make up you

A

reciprocal determinism

335
Q

**COMMON FRQ TERM
belief one can succeed so you ensure you do through actions

A

self-efficacy

336
Q

disturbance in cognition/emotional regulation/behavior AND distress/disability in social situations/work

A

abnormal behavior

337
Q

Manual listing all accepted psych disorders – classifies them based on criteria, NO explanation of causes or treatments

A

DSM (V currently)

338
Q

reform movement, helped reform psychiatric care

A

Dorothea dix

339
Q

individuals purposefully got admitted into institutions –> reforms

A

Rosenhan study

340
Q

anxiety disorders

A
  • Generalized: anxious all the time, NO REASON
  • panic disorder: frequent panic attacks
  • agoraphobia: anxiety being in places you can not escape (public places / people)
  • phobias: irrational fear disrupting life
341
Q

somatoform disorders (no physical cause)

A
  • conversion: loss of feeling or usage of body part with no physiological cause
  • illness anxiety: obsess over possibility of having an illness but no phyical symptoms
  • somatic symptom: interprets normal symptoms as a major disease
342
Q

dissociative disorders

A
  • DID: several different personalities with no awareness of each other
  • Dissociative Amnesia & Fugue: new life & personality with no memory of previous one due to trauma
343
Q

schizophrenia positive symptoms

A

something added
- hallucinations
- delusions
- disorganized thinking/speech

344
Q

schizophrenia negative symptoms

A

something taken away
- flat affect
- impaired decision-making, inability to pay attention

345
Q

schizophrenia symptom, become frozen over periods of time (waxy flexibility)

A

catatonia

346
Q

some possible causes of schizophrenia

A
  • too much dopamine
  • Diathesis-Stress: genetic predisposition that must be “turned-on” by enviro stimuli
347
Q

depressive disorders

A
  • major depressive: extreme sadness & despair, apathy towards life
  • disruptive mood regulation: frequent temper tantrums inconsistent with developmental level
  • seasonal affective: occurs typically in winter, light therapy
348
Q

bipolar disorders

A
  • bipolar: severe depression & mania (heightened mood, risky behaviors)

due to lower levels of serotonin & norepinephrine

349
Q

personality disorders

A

disruptive, inflexible, enduring behavior patterns = difficult to treat

  • antisocial: disregard for others, manipulative
  • borderline: unstable interpersonal relationships & self-image
  • histrionic: excessive emotionality & attention seeking
  • narcissistic: need for admiration & lack of empathy
350
Q

humanistic disorder treatment, developed by Rogers, active listening & focus on personal growth

A

client-centered therapy

351
Q

cognitive disorder treatment, developed by Ellis, analyze self-defeating behaviors to change THOUGHT PATTERNS, best for anxiety disorders

A

rational-emotional therapy

352
Q

Cognitive disorder treatment, developed by Beck, illogical thoughts –> psych problems, challenges those thoughts, best for depression, self-directed (you figure out errors)

A

cognitive therapy

353
Q

behavior approach for disorders, associate pleasant/relaxed state with gradually inc anxiety-triggering stimuli

A

systematic desensitization

354
Q

antipsychotics

A

decrease dopamine to treat schizophrenia, side effects = tardive dyskinesia (hand tremors)

355
Q

mood stabilizers

A

treat bipolar disorder using lithium

356
Q

anti-anxiety medication

A

depress the CNS (xanax, ativan)

357
Q

anti-depressants

A

increase serotonin through reuptake inhibition

SSRIs

358
Q

send electricity to induce minor seizures, used to treat depression (rare)

A

ECT

359
Q

explain others behaviors by crediting the situation or person’s internal disposition (ex. they only passed b/c they cheated)

A

attribution theory

360
Q

when it’s others, blame the person — when it’s you, blame the situation

A

actor-observer bias

361
Q

observers underestimate the importance of the situation & overestimate the impact of personal disposition

A

fundamental attribution error

362
Q

central route vs peripheral route to persuasion

A
  • central: change attitudes through logical arguments & explanations
  • peripheral: change through incidental cues (like attractiveness)– more temporary
363
Q

if your first impression of someone is good, you’ll interpret other info about them in a good way

A

halo effect

364
Q

normative vs informational social influence

A
  • normative: conform to gain social approval or not stand out (be part of the norm)
  • informational: conform b/c we think their opinions must be right
365
Q

Milgram experiment, administer shocks because they were told to by authority

A

obedience

366
Q

people in a group exert less effort when pooling their effort together

A

social loafing

367
Q

loss of self-awareness and self-restraint in a group to foster anonymity (mob mentality)

A

deindividuation

368
Q

more time with group = stronger their thoughts/opinions become

A

group polarization

369
Q

believe the world is just and people get what they deserve

A

just-world phenomenon

370
Q

hostile vs instrumental aggression

A
  • hostile: emotional/impulsive anger
  • instrumental: premeditated
371
Q

more people around us = less likely to help someone

A

bystander effect

372
Q

social behavior is an exchange process – aim is to maximize benefits & minimize costs

A

social exchange theory

373
Q

conflicting parties pursue own interests –> destruction (lose-lose)

A

social trap

374
Q

overestimate the degree everyone else thinks/acts the way we do

A

false-consensus effect

AP Psych (1 decks)

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