AP Exam Cram Flashcards by AMANDA MOULTON

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

Structuralism

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Analyze the purpose of the behavior

Functionalism

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perceptions, thoughts

cognitive psychology

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first female president of the APA

Mary Calkins

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1st Female Psychology PhD

Margaret Floy Washburn

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natural selection & evolution

Darwin

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reformed mental institutions

Dorothea Dix

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1st President of the APA, 1st journal

Stanley Hall

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father of American psychology, FUNCTIONALIST

william james

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father of modern psychology, STRUCTURALIST

Wilhelm Wundt

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purpose is to increase knowledge (rats)

basic research

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purpose is to help people

applied research

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

reliability

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

validity

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

Quasi

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clear, precise definition to allow for REPLICATION

operational definition

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assigns participants to control/experimental group at random

random assignment

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

random sample

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

representative sample

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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)

stratified sampling

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

Causation

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variables increase/decrease together

Positive correlation

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as one variable increases, the other decreases

Negative correlation

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issues with survey reliability

social desirability & wording effect

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

naturalistic observation

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left skew created by outliers

neg skew

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right skew created by outliers

pos skew

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establishes significance (meaningfulness)

inferential statistics

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

statistical significance

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ethical guidelines (IRB approval needed)

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

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Receive incoming neurotransmitters

dendrites

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cell body (including nucleus)

soma

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action potential travels down (away) this

axon

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speed up action potential down axons

myelin sheath

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release neurotransmitters & send signals to next neurons

terminals

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sacs inside terminals that contain neurotransmitters

vesicles

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

action potential

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

all or none law

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

refractory period

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receive sense signals (SAME)

sensory neurons

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brain Aceepts signals (SAME)

afferent neurons

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signals to move (SAME)

motor neurons

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signal Exits brain (SAME)

efferent neurons

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cells in spinal cord responsible for reflex loop

interneurons

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voluntary movements (which NS)

somatic NS

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

autonomic NS

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

sympathetic NS

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part of autonomic NS, establishes homeostasis after a sympathetic response

parasympathetic NS

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chemicals released in synaptic gap received by neurons

neurotransmitters

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major inhibitory NT

GABA

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

Glutamate

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reward & movement

dopamine

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moods & emotion

serotonin

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memory (think a for Alzheimers)

acetylcholine

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sympathetic NS arousal

epinephrine & Norepinephrine

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pain control

endorphins

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love & bonding

oxytocin

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drug that mimics a NT

agonist

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drug that blocks a NT

antagonist

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unused NTs are taken back up into the sending neuron

reuptake

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block reuptake — treatment for depression

SSRIs

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movement & balance part of the brain

cerebellum

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

medulla

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bridge between the regions of the brain, basic functions

pons

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part of the brain managing alertness

reticular formation

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Parts of the ________________: amygdala, hippocampus, hypothalamus

limbic system

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emotions, fear

amygdala

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

hippocampus

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

hypothalamus

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

thalamus

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outer portion of the brain – higher order though processes

cerebral cortex

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vision lobe

occipital

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

frontal

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lobe for sensations

parietal

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lobe for hearing and FACE RECOGNITION

temporal

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map of our touch receptors in the parietal lobe

somatosensory cortex

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map of our motor receptors in frontal lobe

motor cortex

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

aphasia

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

Broca’s area

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can’t comprehend speech, left hem damage

Wernicke’s area

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

corpus callosum

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Scientists who did the split-brain experiments

Sperry & Gazzaniga

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

CAN

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

CAN’T

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identical twins

monozygotic

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fraternal twins

dizygotics

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sends hormones throughout the body

endocrine system

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

pituitary gland

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

adrenal gland

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shows brain activity, but isn’t specific

EEG

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shows structures of brain (ex. tumors)

CT & MRI

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

PET

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oxygen shows activity in real time

fMRI

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destruction of brain tissue

lesion

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state of consciousness: controlled processes, totally aware

higher-level

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

lower-level

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state of consciousness: produced through drugs, fatigue, hypnosis

altered states

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state of consciousness: sleeping & dreaming

subconscious

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

beta waves

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

alpha waves

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brain waves that occur during REM sleep

delta waves

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entire sleep cycle takes ____ minutes

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24-hour biological clock of body temperature & sleep

circadian rhythm

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controlls the circadian rhythm

Suprachiasmatic nucleus (SCN)

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falling asleep out of nowhere due to a deficiency in orexin

narcolepsy

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

Freud’s

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hidden meaning behind dreams

latent content

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obvious storyline of a dream

manifest content

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

activation synthesis

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

depressants

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

stimulants

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causes hallucinations, less addictive (LSD, marijuana)

hallucinogens

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

dependence

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

absolute threshold

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can you tell a change is stronger/weaker

Difference threshold / weber’s law

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

signal detection theory

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diminished sensitivity as a result of constant stimulation

sensory adaptation

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

perceptual set

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

inattentional blindness

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visual system pathway of light order

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

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protects the eyes

cornea

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controls light entering eye

pupil/iris

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focuses light on retina

lens

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contains rods & cones

retina

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area of best vision (cones here)

fovea

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black/white, dim light

rods

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color, bright light

cones

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connect rods/cones & ganglion cells

bipolar cells

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create optic nerve

ganglion

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occurs where the optic nerve leaves the eye

blind spot

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

feature detectors

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

trichromatic

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

opponent process

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

visual capture

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

stroboscopic movement

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Monocular cue: overlapping images appear closer

interposition

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

relative size

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Monocular cue: parallel lines converge with distance

linear prespective

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Monocular cue: hazy objects appear further away

relative clarity

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Monocular cue: coarser objects are closer

texture gradient

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Monocular cue: things higher in vision look further away

relative height

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

motion parallax

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

retinal disparity

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

convergence

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whole –> smaller parts (prior knowledge)

top-down processing

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smaller parts –> whole

bottom-up processing

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auditory system pathway of sound

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

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ear drum & HAS, bones vibrate to send signal

middle ear

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

place theory

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

frequency theory

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

muller-lyer

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

ponzo

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

McGurk effect

sense of balance (semicircular canals effect)

vestibular sense

sense of body position (neurons in ligaments effect)

kinesthetic

“gate” to control how much pain is experienced

gate-control theory

5 taste (gustation) receptors

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

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

smell (olfaction)

whole is greater than the sum of its parts

gestalt psychology

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

figure/ground

gestalt principle: mentally fill in gaps

closure

gestalt principle: group things together that appear near each other

proximity

gestalt principle: group things together based off looks

similarity

gestalt principle: mentally form a continuous line

continuity

classical conditioning (Pavlov) example

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)

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

contiguity

learning the response pairing

acquisition

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

generalization

CR to ONLY the CS

discrimination

Rescorla & Wagner, classical conditioning involves cognitive processes

contingency model

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

Conditioned taste aversion

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

Watson’s (behaviorism) Little Albert

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

Law of Effect (operant cond)

add something to increase behavior

pos reinforcer

take away something bad/annoying to increase behavior

neg reinforcer

add something bad to dec behavior (ex. spanking)

pos punishment

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

neg punishment

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

token reinforcer

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

overjustification effect

successive approximations to train behavior

shaping

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

continuous reinforcement schedule

reward every X number of response

fixed ratio schedule

reward every X amount of time passed

fixed interval schedule

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

variable ratio schedule

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

variable interval schedule

children imitate behaviors (ex. Bobo doll)

modeling

helping behaviors (modeling)

prosocial

mean behaviors (modeling)

antisocial

Tolman, learning is hidden until useful

latent learning

mental representation of an area, allows navigation if blocked

cognitive maps

Kohler, some learning is through simple intuition

insight learning

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

learned helplessness

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

automatic encoding

requires attention for encoding (ex. school work)

effortful encoding

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

imagery

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

self-referent encoding

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

dual encoding

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

chunking

using letters to remember something (ex. PEMDAS)

acronyms

using locations to remember a list of items in order

method of loci

using a rhyme with imagery to remember lists in order

peg-word

where you learn info is where you best remember it

context dependent memory

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

state-dependent memory

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

sensory memory

visual memory, lasts 0.3 seconds

iconic memory

auditory memory, lasts 2-3 seconds

echoic memory

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

short term memory

memory lasts a lifetime, explicit & implicit

long term memory

long term memory: events

episodic memory

long term memory: facts

semantic memory

unconscious recollection/memories

implicit (nondeclarative)

implicit memory components

classical conditioning, priming, & procedural

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

priming

skills (muscle memory)

procedural

memory organization

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

these neurons in the hippocompus for most memories

acetylcholine

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

long-term potentiation

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

serial position effect

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

flashbulb memories

unconsciously buried memories – unreliable

repressed memories

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

encoding failure

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

forgetting curve

old info blocks new info (encoding) — think PORN

proactive interference

new info blocks old info (encoding) – think PORN

retroactive interference

Loftus, distortion of memory by suggestion or misinformation

misinformation effect

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

framing

forgets new info

anterograde amnesia

forgets old info

retrograde amnesia

caused by destruction of acetylcholine in hippocampus

Alzheimer’s disease

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

phonemes

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

morpheme

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

semantics

two-word stage of speech

telegraphic stage

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

behavioral theory

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

nativistic theory

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

critical period

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

linguistic determinism

thinking about (reflecting upon) the way you think

metacognition

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

prototypes

short cut strategy (rule of thumb)

heuristics

make judgment based off your experience

representative heuristic

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

availability heuristic

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

menta set

preexisting beliefs distort logical reasoning by making invalid conclusions

belief bias

belief perseverance vs confirmation bias

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

inductive vs deductive reasoning

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

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

galton

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

cattell

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

spearman’s G Factor

Intelligence Theory: Gardner’s 8 multiple intelligences

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

Intelligence Theory:

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

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

Binet

developed the WAIS & WISC – most commonly used today

wechsler

high IQ & low IQ

high = above 135
low = below 70

causes of mild intellectual disadvantage

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)

predicts your abilities to learn a new skill (ASVAB)

aptitude test

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

standardization

2 types of reliability (same results over time)

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

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

content validity: test measures what you want it to
predictive validity: accurately predicts a trait

prenatal development

zygote –> embryo –> fetus

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

maturation

innate reflexes we’re born with

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

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

visual cliff

assimilation vs accommodation (Piaget)

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

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

sensorimotor stage

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)

pre-operational stage

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

concrete operational stage

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

formal operational stage

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

Vgotsky’s Developmental Theory

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

zone of proximal development

patterns of emotional reactions, precursor to personality

temperament

discovered contact comfort is more important than feeding

Harlow

Baumrind’s parenting styles

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

Mary Ainsworth: strange situation paradigm –> attachment styles

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

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

pre-conventional morality

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

conventional morality

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

post-conventional morality

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

Carol Gilligan

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

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

we learn gender roles & identity from those around us

social learning theory

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

cellular clock theory

aging: unstable oxygen molecules within cells damage DNA

free-radical theory

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

cross-sectional study

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

longitudinal study

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

instinct

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

drive reduction

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

incentive theory

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

cognitive dissonance

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

Yerkes Dodson Law

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

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

hierarchy of needs

hormones singlaing to eat (GO eat)

ghrelin, orexin

hormones signaling to stop eating (Lets Pack it up)

leptin, PYY

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

lateral hypothalamus

stimulated = feel full (not hungry)

ventromedial hypothalamus

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

set point

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

hypothalamus

sexual response pattern

excitement –> plateau –> orgasm –> refractory

Kinsey created a scale of __________, lacked a representative sample

homosexuality

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

James-Lange Theory

emotions simultaneously occur with physiological response (SNS)

Cannon-Bard

physio arousal + explanation for arousal –> emotions

Schacter Two Factor

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

Lazarus

Eckman, 6 universal emotions seen across all cultures

happiness, anger, sadness, surprise, disgust, fear

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

Le Doux

being forced to smile will make you happier

facial feedback hypothesis

culture’s norms of how to express certain emotions

display rules

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

industrial / organizational psych

focuses on safety & efficiency of human-machine interaction

ergonomics / human factors

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

Hawthorne effect

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

Theory X Management

intrinsic motivation, manager gives responsibilities & looks for input

Theory Y Management

Selye’s GAS – 3 phases of stress response

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

Type A & B personalities (not valid today)

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

Lewin’s theories of conflict

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)

available to be called into awareness/conscious

preconscious

Freud’s id, ego, & superego

id: hidden desires, pleasure principle
ego: reality principle
superego: moral conscious

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

reaction formation

displacement vs sublimation

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

Freud’s Psychosexual stages

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

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

oedipal complex

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

electra complex

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

fixation

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

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

tell a story about a vague picture, psychoanalysis technique

Thematic apperception test (TAT)

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

Jung

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

Horney

inferiority complex

Adler

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

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

test for trait theory using:

personality inventories (MMPI)

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

Rogers

actual (social) self vs ideal (true) self

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

pos vs neg self-concept

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

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

disadv: too specific, can’t generalize

observations & interviews

social-cognitive perspective

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

reciprocal determinism

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

self-efficacy

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

abnormal behavior

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

DSM (V currently)

reform movement, helped reform psychiatric care

Dorothea dix

individuals purposefully got admitted into institutions –> reforms

Rosenhan study

anxiety disorders

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

somatoform disorders (no physical cause)

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

dissociative disorders

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

schizophrenia positive symptoms

something added
- hallucinations
- delusions
- disorganized thinking/speech

schizophrenia negative symptoms

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

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

catatonia

some possible causes of schizophrenia

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

depressive disorders

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

bipolar disorders

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

due to lower levels of serotonin & norepinephrine

personality disorders

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

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

client-centered therapy

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

rational-emotional therapy

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

cognitive therapy

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

systematic desensitization

antipsychotics

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

mood stabilizers

treat bipolar disorder using lithium

anti-anxiety medication

depress the CNS (xanax, ativan)

anti-depressants

increase serotonin through reuptake inhibition

SSRIs

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

ECT

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

attribution theory

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

actor-observer bias

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

fundamental attribution error

central route vs peripheral route to persuasion

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

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

halo effect

normative vs informational social influence

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

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

obedience

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

social loafing

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

deindividuation

more time with group = stronger their thoughts/opinions become

group polarization

believe the world is just and people get what they deserve

just-world phenomenon

hostile vs instrumental aggression

hostile: emotional/impulsive anger
instrumental: premeditated

more people around us = less likely to help someone

bystander effect

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

social exchange theory

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

social trap

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

false-consensus effect

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