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Behavioural Sciences Flashcards

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1
Q

hindbrain

A
  • cerebellum = blanace/refined motor
  • medulla oblongata = vitals
  • reticular formation = alertness/arousal
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2
Q

midbrain

A

sensory/motor info from body
REFLEXES

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3
Q

forebrain

A

NOT needed for survival, complex processes
cortex, basal ganglia, limbic, thalamus, hypothalamus, posterior pituitary, pineal

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4
Q

thalamus

A

sensory waystation (NOT smell)
MGN = auditory info
LGN = visual infor

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5
Q

hypothalamus

A

homeostasis
* LH = triggers eating (damage = lack hunger)
* VMH = triggers satiety (damage = very much hungry)
* AH = sexual, sleep, body temp

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6
Q

posterior pituitary

A

oxytocin + ADH from hypothalamus

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7
Q

pineal gland

A

melatonin – biological rhythms

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8
Q

basal ganglia

A

smooth movement + posture

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9
Q

limbic system

A
  • amygdala = aggression/defensive, processes environment, external cues, learns from surroundings
  • hippocampus = long term mems, learning/memory
  • hypothalamus = homeostasis
  • thalamus = relays sensory info (EXCEPT SMELL)
  • septal nuclei = pleasure centre
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10
Q

cortex

A
  • frontal = prefrontal cortex (superivse), motor cortex (precentral gyrus), Broca’s area
  • parietal = somatosensory cortex, integrate sensory information
  • occipital = vision
  • temporal = auditory, Wenicke, hippocampus
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11
Q

dominant hemisphere

A
  • usually LEFT
  • letters, words, speech, reading, math, language sounds, complex voluntary movement
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12
Q

non-dominant hemisphere

A

faces, music, emotions, geometry, direction

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13
Q

dopamine

A

role in movement/posture
HIGH in Schizophrenia
LOW in Parkinsons

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14
Q

serotonin

A

mood, sleeping, eating, dreaming

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15
Q

GABA

A
  • inhibitory, hyperpolarization of post synaptic membrane, Cl- channel causing hyperpolarization
  • reduces neuronal excitability
  • LOW LEVELS in patients with anxiety
  • does NOT really relate to MOOD disorders
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16
Q

glycine NT

A

inhibitory
hyperpolarization of postsynaptic membrane (same as GABA)

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17
Q

glutamate NT

A

excitatory NT

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18
Q

peptide NT

A

endorphins, natural painkillers

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19
Q

sensation VS transduction VS perception

A

sensation = receptors in PNS detect stimulus
transduction = convert physical stimuli to electrical signals in NS
perception = processing of this info to understand it

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20
Q

sensory receptors

A
  • photoreceptors =EM waves
  • hair cells = hearing, rot/lin acceleration
  • nociceptors = pain
  • thermoreceptors
  • osmoreceptors
  • olfactory receptors
  • taste receptors
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21
Q

absolute threshold

A

minimum stimulus to activate SENSORY system

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22
Q

threshold of conscious perception

A

below this, stimulus arrives at CNS but is not perceived by higher brain structures

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23
Q

JND threshold

A

minimum difference between 2 stimuli to percieve difference

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24
Q

Weber’s Law

A

(discriminatory change/original value) x 100%
* constant ratio of discrimination – higher magnitude stimulus needs higher magnitute change to percieve difference
* LINEAR RELATIONSHIP

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25
Q

signal detection theory

A

change in our percpetion of stimuli based on context, how perception is influenced by memories/expectation

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26
Q

sclera

A

white of eye, not over front most cornea

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27
Q

retina

A

innermost layer, has photoreceptors (considered CNS)
cones = colour (bright light)
rids = light/dark (dark light)

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28
Q

fovea

A

middle of retina = macula
centremost region is fovea = ONLY CONES
as move away to edges, cones decrease and rods increase

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29
Q

resolution of photoreceptors

A

as # of receptors that converse through bipolar neurons increase, the resolution DECREASES
cones have HIGH resolution, so LESS converging at one ganglia

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30
Q

parallel processing

A

simultaneously analyze/combine colour, shape, motion
* colour = cone cells
* shape = parvocellular cells (HIGH spatial resolution, LOW temporal)
* motion = magnocellular cells (LOW spatial, HIGH temporal) blurry but moving

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31
Q

place theory

A

location of hair cell that gets vibrated on basilar membrane determines perception of PITCH
base (close) = HIGH frequencies, apex (end) LOW frequencies

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32
Q

vestibule

A

utricel & saccule
LINEAR acceleration, used in balance

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33
Q

semicircular canals

A

ROTATIONAL acceleration

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34
Q

pacinican corpuscles

A

deep pressure/vibration

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35
Q

meissner corpuscles

A

light touch

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36
Q

merkel discs

A

deep pressure/texture

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37
Q

ruffini endings

A

stretch

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38
Q

free nerve endings

A

pain + temperature

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39
Q

2 point threshold

A

minimum distance between 2 points of stimulation to feel as DISTINCT
depends on density of nerves

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40
Q

gate theory of pain

A

gate mechanism can turn pain on/off by spinal cord preferentially forwarding other sensory signals to the brain to lower pain perception

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41
Q

proprioception

A

kinesthetic sense, where body is in space
receptors found in muscle/joints
hand eye cord, balance, mobility

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42
Q

bottom up processing

A

slower, first time, parallel processing, combine stimuli to create image before determining what the object is

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43
Q

top down processing

A

faster, memories/expectations, quick recognition of object as a whole before recognizing components

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44
Q

gesalt principles

A

** law of pragnaz = perceptual organization always as simple, regular, symmetrical as possible**
* proximity = objects close together percieved as unit
* similarity = similar objects grouped together
* good continuation = elements seem to follow same pathway/pattern groped together, most simple pattern
* subjective contours = perciving shapes not present due to contours
* closure = percieve as complete figure even if not fully closed
PGSSC

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45
Q

classical conditioning

A
  • involuntary behaviours instinctual reponse
  • associate 2 unrelated stimuli\
  • generalization = similar stimuli produce response
  • discrimination = distinguish between 2 similar stimuli
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46
Q

operant conditioning

A
  • VOLUNTARY behaviours with consequences
  • escape learning = do something to reduce negative effect
  • avoidance learning = do something to prevent negative effect
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47
Q

reinforcement schedules

A
  • FR = after fixed # performances (2nd best)
  • VR = after varying # performances (BEST – very rapid / very resistant)
  • FI = after fixed interval of time, WORST
  • VI = after varying intervals of time, 3rd best
    **RATIO > INTERVAL, VARIABLE > FIXED
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48
Q

sensory memory

A

very short
maintained by snesory projection areas
fades quickly

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49
Q

short-term memory

A

hippocampus, 7 +/- 2 items in STM
can use rehearasal techniques to learn + move to LTM

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50
Q

working memory

A

allows up to manipulate few pieces of info
eg. simple math in heads

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51
Q

long term memory

A

BEST = elaborative rehearsal
hippocampus consolidates STM -> LTM
implicit and explicit memory

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52
Q

implicit memory

A

skills, conditioned responses, procedures
eg. tying shoe, riding a bike

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53
Q

explicit memory

A
  1. semantic memory = FACTS, concepts, ideas
  2. episodic memory = semantic memories in a specific context, our EXPERIENCES, emotional association
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54
Q

alzheimer’s

A
  • retrograde memory loss
  • APP mifolds ,form plaques from B-sheet insoluble
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55
Q

korsakoff’s syndrome

A

memoryloss due to thiamine deficiency + alcoholism
both retrograde and anterograde amnesia
confabulation

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56
Q

confabulation

A

false memory creation

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57
Q

long term potentiation

A

as simulus, repeated, neurons increase efficiency of releasing NTs, receptor sites on postsynaptic membrane increase, basis for LTM

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58
Q

proactive VS retroactive interference

A
  • proactive = old information impairs ability to learn NEW
  • retroactive = new information causes forgetting of OLD
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59
Q

piaget’s stages

A

1. sensorimotor (0-2) = 1/2 circular reactions, ENDS with object permanence
2. preoperational (2-7) = symbolic, centration, egocentrism, pretend play
3. concrete operational (7-11) = CONSERVATION, learn empathy and math skills
4. formal operational (11+) = abstract thinking, moral reasoning

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60
Q

vygotsky

A

culture influences development, scaffolding
zone of proximal development = space between what child can do on their own and what they can do with help

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61
Q

fluid vs crystallized intelligence

A

fluid intelligence = problem solving skills
crystaqllized intelligence = learned skills / knowledge

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62
Q

IQ

A

mental age / chronological age x 100

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63
Q

states of consciousness – “BATD”

A
  • awake = beta waves, reticular formation (disrupted = coma)
  • relaxed = alpha waves, slower, eyes closed
  • Stage 1 = theta waves (irregular, slow)
  • Stage 2 = sleep spindles, K complexes
  • Stage 3+4 = delta waves (SWS), low freq high V
  • REM intersperced between stages of sleep
    One sleep cycle = 90 minutes, REM between
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64
Q

REM

A
  • patterns mimic wakefulness (beta) but person is asleep
  • memory consolidation, dreams
  • most REM is at the END of the night
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65
Q

circadian rhythms

A
  • low light = releases melatonin from pineal gland, controlled by hypothalamus connected to retina, makes you sleepy
  • high light = CRF increases, stimulaties ACTH, cortex releases cortisol to keep you awake
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66
Q

dreaming theories

A
  • activation synthesis = desires, needs, memories
  • problem solving = use dreams to solve stuff
  • cognitive process theory = dreams are stream of consciousness
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67
Q

dyssomnias

A

difficult to FALL, STAY, AVOID, sleep
insomnia, narcolepsy, sleep apnea

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68
Q

parasomnia

A

abnormal behaviour while sleeping
night terrors, sleepwalking

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69
Q

depressants

A
  • REDUCE NS activity
  • alcohol = increases GABA, brain inhibition, alcohol myopia
  • benzos/barbituates = increase GABA, relaxation
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70
Q

stimulants

A
  • increase frequency of action potentials
  • amphetamines = increase dopamine/E/NE/serotonin, decrease reuptake
  • cocaine = anesthetic + vasoconstrictive
  • ecstasy
  • opiates (morphine, codeine)
  • opioids (oxycodone, hydrocodone, heroin)
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71
Q

marijuana

A

stimulant, depressant, and hallucinogen
INHIBITS GABA
also increase dopamine, serotonin, NE

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72
Q

mesolimbic reward pathway

A
  • responsible for drug addiction
  • pathway connecting the midbrain to the forebrain
  • releases dopamine, reinforcing behaviours that are percieved as pleasurable
  • dopamine = reinforces drug use
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73
Q

nativisty theory of language

A

innate capacity for language (LAD)
critical period for development = 2-puberty

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74
Q

learning theory of language

A

skinner, learn by operant conditioning, reinforcement by parents

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75
Q

social interactionist theory of language

A

interaction of biological and social processes
language driven by desire to communicate

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76
Q

wharfian hypothesis

A

language determines perception of reality

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77
Q

arcuate fasciculus

A

connects Broca + Wernicke
damage = conduction aphasia
speech + comprehension unaffected, but cannot repeat what’s been said

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78
Q

opponent process theory

A

when drug is taken repeatedly, body changes physiology to oppose drug’s effects
explains WITHDRAWL

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79
Q

3 elements of emotion

A
  • physiological response
  • behavioural response (facial + body lang)
  • cognitive response (subjective interpretation of feeling)
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80
Q

common sense theory of emotion

A

stimulus – feel emotion – physiologic response
my heart is pounding because i am afraid

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81
Q

james-lange theory of emotion

A

stimulus – physiologic response – feel emotion
i am afraid because my heart is pounding

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82
Q

cannon-bard theory of emotion

A

stimulus – physiologic response & feel emotion
my heart is pounding and the wolf makes me afraid
* Cannon hypothesized the thalamus sent sensory info simultaneously to BOTH sympathetic NS and the cortex
* critique = fails to account for VAGUS nerve – feedback system sends info from periopheral organs to CNS, peripheral organs can still relay info to the brain even when afferent nerves severed

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83
Q

sachter-singer theory of emotion

A

stimulus – physiologic response &same time cognitive appraisal – feel emotion
my heart is pounding means i am afraid because i have interpreted the situation as dangerous

physiologic arousal and interpretation occur simultaneously, then leading to emotion

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84
Q

limbic system components list

A

amygdala, thalamus, hypothalamus, hippocampus, prefrontal cortex

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85
Q

amygdala

A
  • fear, process environment, interpret facial expressions
  • controls IMPLICIT memory
  • aggressive behaviour
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86
Q

hippocampus

A

temporal lobe, controls EXPLICIT memory, creating LTM’s
storage + retrieval of emotional memories

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87
Q

prefrontal cotrex

A
  • complex planning, decisions, personality
  • dorsal = attention + cognition
  • ventral = emotion
  • venteromedial = controlling emotional responses from AMYGDALA
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88
Q

general adaptation syndrome

A
  1. alarm = initial reaction, SNS activated, trigger stress hormones
  2. reistance = continued hormones, SMS fight stressor, resistance to sickness
  3. exhaustion = body can’t maintain elevated response, sickness
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89
Q

Freud’s identity development

A
  1. oral (0-1) = mouth, fixtion = dependency
  2. anal (1-3), fixation = orderliness/messiness
  3. phallic (3-5), oepidal/electra conflict resolved, fixation = vanity, envy, self-obsession, sexual dysfunction
  4. latent (5-puberty) = libido silenced
  5. genital (puberty-adult) = healthy heterosexual relations
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90
Q

Erikson’s psychosocial development
(my silly girl in red is selling drugs)

A

trust v. mistrust (0-1)
autonomy v. shame (1-3)
initiative v. guilt (3-6)
industry v. inferiority (6-12)
identity v. role confusion (12-20)
intimacy v. isolation (20-40)
generativity v. stagnation (40-65)
integrity v. despair (65+)

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91
Q

kohlberg’s moral reasoning

A
  • personality depends on development of moral reasoning
  • Preconventional – 1. obedience (consequences) 2. self-interest (gain rewards)
  • Conventional – 3. conformity (approval of others) 4. law/order (maintain social order)
  • Postconventional – 5. social contract (moral rules = greater good) 6. universal human ethics (abstract)
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92
Q

vygotsky personality

A

driven by child’s internalization of culture, ZOPD

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93
Q

psychoanalytic perspective: personality

A
  1. Freud
  2. Jung
  3. Adler + Horney
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94
Q

Freud’s psychosexual

A
  • inborn sexual instincts
  • id = inborn urges, pleasure principle
  • superego = perfectionist, judging, pride/guilt
  • ego = oppose id, reality principle, moderates superego/ego
  • *eg. id=child, superego=parents, ego = mediator
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95
Q

Jung

A
  • libido in general, not just sexual
  • inborn archetypes = Jungian archetypes
  • archetypes = underlying forms/concepts, building blocks of common experiences
  • ego = conscious mind
  • unconscious mind = personal + collective
  • SELF is the harmony between conscious, collective unconscious, personal unconscious
  • 3 dichotomies of personality, led to Myers-Briggs Type Inventory
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96
Q

Jungian archetypes

A
  • persona = personality we present to the world
  • anima = man’s femininity, sex-inappropriate
  • animus = woman’s masculinity, sex-inappropriate
  • shadow = unpleasant + socially incorrect thoughts/feels
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97
Q

Adler + Horney

A
  • adler = striving for superiority drives personality
  • horney = diagree with Freud’s assumption about women – personality is governed by neurotic needs, if become the central focus this leads to neurotic need (ANXIETY)
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98
Q

humanistic perspective of personality

A
  • Rogers Person Centred Theory = help client reflect, make choices, take action, power to control OWN behaviour
  • person-centred, value individuals, how HEALTHY people strive to SELF REALIZATION (Maslow)
  • Kelly = used himself, individuals = scientists, anxious means having diccifulty understanding environment
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99
Q

type theories

A
  • ancient greek humours
  • sheldon’s somatotypes
  • type A (high strung), type B (relaxed)
  • myers-briggs type inventory
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100
Q

trait theories

A
    1. Eysenck PEN model = psychotism (nonconformity), extraversion, neuroticism) – now the big 5 traits
    1. Allport = 3 types of traits — cardinal (big, organize life around), central (major trait), secondary (personal, limtied)
    1. McClelland = identified personality trait “N-Ach” = need for achievement
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101
Q

social cognitive theory of personality

A

reciprocal determinism where people shape environments based on personality, envrionment shapes thoughts/feelings/behaviours

people learn by watching others, especially when others receive rewards/punishments

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102
Q

behaviourist theory of personality

A

operant conditioning, behaviours one has LEARNED based on reward/punishment make up personality

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103
Q

biological theory of personality

A

behaviour a result of GENES, make up personality

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104
Q

schizophrenia

A
  • delusions, hallucinations, disorganized thought, disorganized behaviour
  • disturbance of AFFECT (emotion) and AVOLITION (ability to do things)
  • HIGH dopamine
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105
Q

major depressive disorder

A
  • 1+ depressive episode (5+ symptoms, 2+weeks, impairs functioning)
  • sadness + SIG E CAPS
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106
Q

persistent depressive disorder

A
  • suffer from depressed mood NOT severe enough for MDD
  • usually 2+ years
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107
Q

SAD

A
  • MDD with seasonal onset in winter
  • abnormal melatonin metabolism
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108
Q

bipolar I

A
  • manic episodes
  • might have MDE’s
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109
Q

bipolar II

A
  • hypomania (less severe than mania, doesn’t impair functioning)
  • at least ONE MDE
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110
Q

cyclothymic disorder

A
  • bipolar disorder
  • combination of hypomanic episodes + low mood (NOT MDE)
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111
Q

generalized anxiety disorder

A

persistent worry about a variety of things

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112
Q

specific phobia

A

irrational fear of something

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113
Q

social anxiety

A

anxiety in social situations

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114
Q

agoraphobia

A

fear of being in places that are hard to escape from

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115
Q

panic disorder

A

fear, sweating, hyperventilating, sense of unreality

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116
Q

OCD

A

obsessions (stress-inducing thoughts)
compulsions (repetitive tasks to reduce the stress)

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117
Q

body dysmorphic disorder

A
  • type of OCD related disorder
  • unrealistic + negative view of body
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118
Q

PTSD

A
  • intrusion = flashback/nightmare
  • avoidance = people, places
  • negative cognitie = forget, distanced
  • arousal = startle, anxiety, irritability
  • must have symptoms for at least one month, if less = acute stress disorder
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119
Q

dissociative disorders

A

escape one’s reality
dissociative amnesia, identity, derealization

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120
Q

dissociative amnesia

A

inability to recall past experiences, linked to trauma

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121
Q

dissociative identity disorder

A

2 or more personalities that take control of person’s behaviour
severe physical/sexual abuse as a child

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122
Q

derealization disorder

A

detached from mind/body, out of body experiences
doesn’t display psychotic symtpoms (delusion/hallucin.)

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123
Q

somtic symptom and related disorders

A
  • somatic symptom = 1+ somatic symptom with disproportionate anxiety about its seriousness
  • illness anxiety = consumed with thoughts of getting ill
  • conversion = unexplained symptoms ex. blindness with no neurological impairment
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124
Q

personality disorder:
cluster A (cold/eccentric)

A
  • paranoid = distrust
  • schizotypal = odd/magical thinking
  • schizoid = detached, low emotion, low social skills
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125
Q

personality disorder:
cluster B (erratic/drama)

A
  • antisocial = no guilt/remorse for actions
  • borderline = instability in mood+behaviour
  • histrionic = attention seeking behaviour
  • narcissistic
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126
Q

personality disorder:
cluster C (anxious/fearful)

A
  • avoidant = shyness
  • dependent = continous need
  • OCPD = NOT OCD, perfectionist + inflexible, rules)
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127
Q

delusions

A

false beleifs NOT shared by others in the SAME CULTURE
* delusions of reference, persecution, grandeur

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128
Q

hallucinations

A

perceptions NOT due to external stimuli

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129
Q

disorganized behaviour

A
  • can’t do activities of daily living
  • catatonia = rigid posture/bizarre movement
  • echolalia = repeat others words
  • echopraxia = imitate actions of others
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130
Q

disorganized thought

A

speech with no structure, word salad, shifts ideas

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131
Q

disturbance of affect

A

reduction in ability to display intensity/appropriateness of emotion

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132
Q

avolition

A

low engagement in purposeful, goal-directed actions

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133
Q

prodromal phase

A
  • BEFORE schizophrenia diagnosis
  • clear deterioration, withdrawl, odd behaviour
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134
Q

SSRIs

A

block reuptake of serotonin by presynaptic neuron, increase serotonin levels

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135
Q

symptoms of depressive episode

A
  • sadness + SIG E CAPS (need 5+ for MDE)
  • sleep, interest, guilt, energy, concentration, appetite, psychomotor, suicidal
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136
Q

symptoms of manic episode

A
  • DIG FAST – need 3+!
  • Distractible, Insomnia, Grandiosity, Flight of ideas, Agitation, Speech, Thoughtlessness (risk)
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137
Q

ego-syntonic VS ego-dystonic personality disorders

A
  • syntonic = they percieve their behaviour as correct
  • dystonic = see the illness as intrusive/bothersome
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138
Q

borderline personality disorder

A
  • cluster B personality disorder
  • instability in mood/behaviour/self image
  • fear of abandonment
  • splitting as strategy – everyone good OR evil
  • common in FEMALES
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139
Q

causes of schizophrenia

A
  • hypoxemia at birth
  • marijuana
  • inherited genetics
  • HIGH DOPAMINE – treat with neuroleptics to block receptors (antipsychotics)
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140
Q

causes of alzheimer’s

A
  • presenilin gene (chr. 1 + 14)
  • apolipoprotein (chr. 19)
  • B-amyloid precursor gene (chr. 21) – HIGH in Down’s Syndrome
  • atrophy of brain, flattened sulci, enlarged ventricles, low blood flow in PARIETAL lobe, low Ach, plaques, tau protein tangels
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141
Q

causes of parkinson’s

A
  • LOW dopamine in basal ganglia
  • basal ganglia for start/stop motor movements, smoothing movements
  • brady kinesia (slow), resting tremor, pill-rolling tremor, masklike fascies (emotionless), muscle tension, shuffling gait
  • depression + dementia COMMON
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142
Q

michelangelo phenomenon

A

ideal self can be SCULPTED with help from others

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143
Q

social action

A

action/behaviour a person is conscious of and performing becuse others are around
VS social interaction = action/behaviour of 2+ people

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144
Q

Yerkes-Dodson law

A
  • presence of others (arousal) enhances performance of SIMPLE tasks, HINDERS complex tasks
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145
Q

bystander effect

A
  • when people don’t help victims when others are around
  • more likely to help if less people, not strangers, high severity, responsibility felt
  • can be WORSENED when adding more moderators/securityi
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146
Q

social loafing

A

put in less effort in a group setting than individually

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147
Q

peer pressure

A
  • social influence, can be + or -
  • mechanism = identity shift effect = conform to norms of group
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148
Q

group polarization

A

tendency for groups to make decisions that are more extreme than the individual ideas

149
Q

groupthink

A
  • desire for harmony in a group results in incorrect/bad decisions
  • alternative ideas not discussed
  • type of conformity – group conformity
  • illusions of invulnerability, self-censorship, stereotyping
150
Q

primary socialization

A

childhood
initially learn from caregivers acceptable actions/attitudes

151
Q

secondary socialization

A

adolescents/adulthood
learn appropriate beahviour in smaller groups/settings (church, school)

152
Q

labelling theory

A
  • labels affect how they see tehmselves
  • work to oppose label or embrace it
  • focuses on how deviant behaviors in the past have long-term stigmatizing impacts on individuals
153
Q

differential association theory

A

deviance learned through others
degree to which one is surrounded by ideas that support VS oppose norms

154
Q

strain theory

A

deviance is natural reaction when structure of society cannot allow us to meet goals (american dream = theft)

155
Q

conformity VS complience VS obedience

A
  • conformity = matching beleifs/attitudes/behaviour to norms, can internalize or just identify
  • compliance = changing behaviour based on a request from someone with no authority
  • obedience = changing behaviour based on direct order from authority more likely to obey than comply
156
Q

3 components of attitude (ABCs)

A
  • affective = how a person feels about something
  • behavioural = how a person acts towards something
  • cognitive = how someone thinks bout something, used to justify A & B
157
Q

functional attitudes theory

A
  • attitudes serve 4 functions:
    1. knowledge (predict behaviour)
    1. ego expressive (self identity)
    1. adaptive (learn to be accepted)
    1. ego defensive (justify our wrong actions)
158
Q

learning theory of attitudes

A

attitudes developed through types of learning
direct interaction, instruction from others, others’ attitudes
classical/operant conditioning

159
Q

elaboration likelihood model of attitudes

A
  • continuum of people. based on how they process PERSUASIVE INFO
  • central route processing = high elaboration, analyze content and meaning
  • peripheral route processing = low elaboration, superficial details of persuasive info (slogans, logo)
160
Q

social cognitive theory of attitudes

A

behavioural, personal, and environmental factors influence each other to create attitudes

161
Q

3 types of statuses

A
  1. ascribed = involuntaryily given
  2. achieved = result of effort/choices
  3. master = most identified by/most important
162
Q

role conflict VS role strain

A

conflict = between roles
strain = within one role

163
Q

as group size increases…

A

trade intimacy for stability

164
Q

iron law of oligarchy

A

beurocratic systems naturally shift to being ruled by an elite group

165
Q

Mcdonaldization

A

shift towards efficiency, predictability, calculability, control in societies

166
Q

social contruction model of emotion

A

NO biological basis for emotions
emotion based on experiences/situation

167
Q

display rules

A

culturally specific expectation of emotional display

168
Q

impression management for self-presentation

A
  1. authentic self = who we are
  2. ideal self = who we want to be
  3. tactical self = how we market ourselves based on others expectations
169
Q

dramaturgical approach

A
  • front stage = how we confrom to image we want seen by others
  • back stage = not observed, acting freely
170
Q

george mead = two part self theory

A
  • “ME” = response to environemnt/expectations
  • “I” = the creative expression of the individual
171
Q

amygdala

A
  • activated = aggression
  • determines if something is a threat
  • PREFRONTAL cortex can control amygdala and reduce aggression
  • neoassociation model = more likely aggressive when feeling negative emotions already (hot, tired, stressed)
172
Q

types of attachment

A
  1. secure = consistent caregiver, upset when separated + comforted by return
  2. avoidant = no response from caregiver, no response when separated/returned
  3. ambivalent = caregiver is inconsistent, very distressed when separated + not comforted by return
  4. disorganized = no clear pattern of beahviour = ABUSE
173
Q

primacy vs recency effects on impression

A

primacy = 1st impression more important
recency = most recent info more important

174
Q

halo effect

A

one’s overall general impression (I like you) leads to bias in making specific judgements (you are a good mother)

175
Q

just-world hypothesis

A

good things happen to good people

176
Q

attribution theory

A
  • tendency for individuals to infer the causes of other people’s behaviour
  • **dispositional (internal) = attribution that relate to the person
  • situational (external) = attributions that relate to the surroundings**
  • consistency cues = consistent behaviour over time
  • consensus cues = if person’s behaviour matches others
  • distinctiveness cues = use similar behaviour in similar situations
177
Q

4 types of stereotypes (warmth/competence)

A
  1. paternalistic = H warmth/L comp (housewives, elderly)
  2. admiration = H warmth/H comp (in group, allies, NOT competitive)
  3. contemptuous = L warmth/L comp (welfare, poor, low status and COMPETITIVE)
  4. envious = L warmth/H comp (COMPETITIVE, asians, rich people)
178
Q

stereotype

A

cognitive
attitude/impressions
based on superficial info

179
Q

prejudice

A

affective
irrational +/- atitude before an actuial experience/encounter
3 social factors = CLASS, POWER, PRESTIGE
propaganda aims to create prejudice

180
Q

discrimination

A

behavioural
when prejudicial attitudes cause a geoup to be treated differently

181
Q

functionalism

A
  • society as a living organism
  • manifest functions = actions intended to help
  • latent functions = unintended +ve consequences
182
Q

conflict theory

A
  • how POWER differentials are created
  • individuals compete in society over limited resources
  • marxist theory
183
Q

symbolic interactionism

A

how people interact through shared understanding of words, gestures, symbols

Symbolic interactionism is the view that an individual’s experiences influence his or her perceptions. Thus, an individual’s experience with race and class would influence how he or she perceives the images.

184
Q

social constructionism

A

how people construct theor social reality
when society all agrees on the significance of something Eg. MONEY

185
Q

rational choice theory

A

individual decision making to consider benefits/harms
VS. exchange theory = interactions in groups, behaviour rewarded

186
Q

material culture VS symbolic culture

A

material = artifacts/objects
symbolic = associated with ideas/symbols
symbolic culture is SLOWER to change = culture lag

187
Q

racial formation theory

A

racial identity is fluid + depends on current political/economic/social factors

188
Q

malthusian theory

A
  • how growth of population (developing) will outpace growth of food supply
  • catastrophe = starvation occurs
189
Q

Marxist theory

A
  • have-nots (proleriatait)
  • haves (bourgeoise)
  • class consciousness leads to have nots aiming to overthrow haves
190
Q

social mobility

A
  • ability to move UP or DOWN in social class
  • upward, downward, horizontal mobility (within a class)
  • can be intragenerational (within one’s lifetime) or intergenerational (parents-children)
191
Q

second sickness

A

exacerbation of health outcomes caused by social injustice

192
Q

subliminal perception

A

perception of stimulus below threshold of conscious perception arrives at CNS but does NOT reach higher order brain regions

193
Q

signal detection theory

A

Focuses on changes in our perception of same stimuli depending on internal or external context, exploration of RESPONSE BIAS
- hit, miss, false alarm, correct rejection
- catch trials = stimulus presented
- noise trials - signal not presented

194
Q

duplicity theory of vision

A

Retina has 2 types of photo receptors
rods =light/dark, contain pigment rhodopsin, low detail, work best in DARK
cones = colour vision, more in centre, high acuity, sensitive in day

195
Q

bipolar cells

A

connect with rods and cones, highlight the light gradient between adjacent rods/cones

196
Q

ganglion cells

A

Where bipolar cells synapse to, group together into optic nerve
ONE ganglion cell - input from MANY rods/cones

197
Q

amacrine and horizontal cells

A

input from multiple retinal cells from same area, highlight any differences between information in each bipolar cell, before input is passed to ganglion cells — important for EDGE DETECTIONS SINCE THEY INCREASE PERCEPTION OF CONTRASTS

198
Q

visual pathways

A

L field perceived on right of eye, R field on L side of eye
nasal pathways cross, lateral stay lateral
Optic chiasm - where nerves become tracts
Info to LGN in thalamus and the visual cortex

199
Q

optic pathway injuries

A
200
Q

structure of ear

A
  • external auditory canal, directs to tympanic membrane
  • middle ear = 3 bones - malleus, incus, stapes
  • stapes connected to oval window
  • inner ear = fluid vibrations from bones
  • inner ear - cochlea, vestibule, semicircular canals
201
Q

membranous and bony labyrinth

A

Membranous = K+ rich endolymph — suspended in bony
Bonds = perilymph — transmits VIBRATIONS to inner ear structures

202
Q

cochlea

A
  • spiral, divided into 3 scalar, organ of corti is middle and responsible for hearing
  • rests on basilar membrane = flexible, hair cells in endolymph
  • hair cells embedded in tectorial immobile membrane, convert physical stimulus to electrical signal - TRANSDUCTION
203
Q

vestibule

A

LINEAR acceleration — utricle and saccule
Balancing apparatus, determine orientation in 3D space
modified hair cells covered with otoliths (resist accelerative motion)

204
Q

semicircular canals

A

sensitive to ROTATIONAL acceleration
ampulla = swelling at end where hair cells are
uses endolymph instead of otoliths, resists rotational motion

205
Q

auditory pathway

A

Vestibulocochlear nerve (CN VIII)
MGN of thalamus (vs vision in LGN)

206
Q

olfactory system

A
  • only system that does not pass through thalamus
  • olfactory chemoreceptors in nasal cavity
  • if bind chemical stimuli, receptor cells activated + send signal to OLFACTORY BULB
  • signal pass though olfactory TRACT to brain
207
Q

5 basic tastes

A

sweet, sour, salty, bitter, umami/savoury

208
Q

image; top VS bottom processing

A
209
Q

hypnosis

A

state where person appears to be in control of their normal functions but is highly suggestible state

210
Q

meditation

A

quieting the mind, reduce stress
can resemble STAGE 1 SLEEP, decrease HR and BP

211
Q

hallucinogens

A

LSD — Involves serotonin
distortions of reality/fantasy, enhance sensory, introspection, high BP/HR, pupil dilation, sweating, hyperthermia

212
Q

summary chart; psychoactive drugs

A
213
Q

dishabituation

A

recovery of a response to a stimulus after habituation has occurred — eg. 2nd stimulus presented after habituation fully occurred, interrupts habituation process
creates new awareness of ORIGINAL stimuli, NOT NEW

214
Q

shaping

A

operant conditioning
Rewarding increasingly specific behaviours

215
Q

primary VS secondary reinforcer VS discriminative stimulus

A

primary = would respond to naturally
secondary/conditioned = would not normally cause a reinforcement
discriminative stimulus = indicates the reward is potentially available
Eg. dolphins — fish is the primary reinforcer, clicking sounds that accompany fish is the secondary reinforcer, trainer is discriminative stimulus

216
Q

latent learning

A

learning that occurs without a reward

217
Q

preparedness

A

predisposition to learn certain behaviours more easily since they are related to an animal’s NATURAL TENDENCIES

218
Q

instinctive drift

A

difficulty in overcoming instinctual behaviours for conditioned behaviours

219
Q

sensitization vs desensitization

A

sensitization = increased response to a stimulus over time (eg. sweater gets scratchier till unbearable)
desensitization = decreased response to previously sensitized stimulus over time

220
Q

lo

automatic vs effortful (controlled) processing

A

automatic = information gained without effort (temp, route taken)
controlled = active memorization that requires work

221
Q

encoding

A
  • visual encoding = weakest
  • semantic (meaning)= strongest
  • method of loci = associate with location along a route
  • peg word = associate numbers to items that rhyme or resemble numbers
222
Q

types of memory flow chart

A
223
Q

serial position effect

A

retrieval cue that appears when learning lists
primacy effect = remember EARLY items (1st)
recency effect = remember later items (last)
primacy is STRONGER and LAST LONGER
think: 1st impressions are strongest

224
Q

confabulation

A

gaps in memories that are filled – eg. false memories

225
Q

misinformation effect

A

recall of events/information infuenced by outside sources

226
Q

source monitoring error

A
  • confusion between semantic and episodic memory
  • remember the details of an event, but confusde the context under which those details were gained
  • eg. hear a story of something, and later recalls story as happening to themselves
227
Q

availibility heuristic

A

how likely something is based on how easily similar instances can be imagined
how easily something comes to memory
eg. hear something in the news a lot, think it is likely

228
Q

representativeness heuristic

A

how well something matches mental prototype
categorizing items on the basis of whether they fit the prototypical, stereotypical, or representative image of the category
may lead to base rate fallacy

229
Q

base rate fallacy

A
  • associated with representativeness heuristic
  • using prototypical factors while ignoring NUMERICAL information
230
Q

schemas

A
  • piaget – frameworks for us to organize and interpret new information
  • assimilation = describe new info based on our current schemas
  • accomodation = how we adjust schemas to incorporate new info
231
Q

schemas

A
  • piaget – frameworks for us to organize and interpret new information
  • assimilation = describe new info based on our current schemas
  • accomodation = how we adjust schemas to incorporate new info
232
Q

7 universal emotions

A
  • happy
  • sad
  • angry
  • scared
  • suprised
  • disgusted
  • contemptuous
  • ALL CULTURES show these with the SAME facial expression
233
Q

c

intrinsic vs extrinsic motivation

A

extrinsic = outside oneself, external forces (eg. rewards)
intrinsic = motivation within oneself, interest/enjoyment

234
Q

instinct theory of motivation

A

peple driven to behaviours based on evolutionarily programmed instincts
derived from Darwin

235
Q

arousal theory of motivation

A
  • people do actionsd in order to maintain an optimal level of arousal
  • LOW arousal better for HIGH cognitive tasks
  • HIGH arousal for simple tasks (boring)
  • HIGH arousal for activies needing physical endurance/stamina
  • yerkes-dodson law = intermediate arousal for optimal performance
236
Q

drive reduction theory of motivation

A
  • drives = internal states of tension that encourage behaviour focused on fgoals
  • drives create uncomfortable tension, creates motivation to eliminate this state
  • primary and secondary drives
  • motivation = goal of eliminating uncomfortable states
237
Q

primary VS secondary drives

A

primary = motivates us to sustain bodily homeostasis
secondary = additional drives that are not directly related to biological processes, stem from learning or certain emotions

238
Q

schemas

A
  • piaget – frameworks for us to organize and interpret new information
  • assimilation = describe new info based on our current schemas
  • accomodation = how we adjust schemas to incorporate new info
239
Q

maslow’s hierarchy of needs

A
  • basic needs = physiologcial + safety
  • psychological needs = belonging/love & esteem needs
  • self-fulfilment needs = self-actualization
  • lower on pyramid = higher influence on motivation
240
Q

self-determination theory of motivation

A
  • SDT is a needs based theory, emphasize 3 universal needs:
    1. autonomy = in control of one’s action/ideas
    1. competence = excel at difficult tasks
    1. relatedness = need to feel accepted/wanted
  • need to meet all of these to develop healthy relationships with self/others
241
Q

incentive theory of motivation

A

behaviour motivated by desire to get rewards and avoid punishment (NOT related to arousal or needs)

242
Q

expectancy value theory of motivation

A

motivation needed to reach a goal depends on:
1. expectation of success
2. how much they value succeeding at the goal

243
Q

primary process

A

ID’s response to frustruation, obtain satisfaction now, not later
id can use wish fulfillment (mental imagery) through daydream/fantasy

244
Q

central route processing

A

high elaboration, analyze content and meaning

244
Q

peripheral route processing

A

do not elaborate, superficial details of persuasive info (slogans, logo)

245
Q

freud’s instincts

A
  • eros = life instincts that promote quest for survival
  • thanatos = death instincts, unconscious wish for death and destruction
246
Q

freud’s defense mechanisms

A
  • how ego releives anxiety between clashing id and superego, they:
    1. deny/distort/falsify reality
    1. are UNCONSCIOUS
247
Q

freud’s instincts

A
  • eros = life instincts that promote quest for survival
  • thanatos = death instincts, unconscious wish for death and destruction
248
Q

Defence Mechanisms

A

reaction formation = minimizing uncomfortable thoughts by thinking the opposite

249
Q

Jung

personal VS collective unconscious

A

personal unconscious = similar to Freud’s unconscious
collective unconscious = powerful system shared among all humans, experiences from early ancestors – images of common experiences = ARCHETYPES

250
Q

psychotherapy

A
  • idea that people have the freedom to control their own behaviour
  • OPPOSED TO psychoanalysts (slave to unconscious) and behaviourists (individuals subject to faulty learning)
  • ROGERS!! ideal self VS real self
251
Q

types of therapy:

A
252
Q

self-discrepancy theory

A
  • each person has 3 versions of themselves
  • actual self = our self-concept, how we see ourselves
  • ideal self = who we want to be
  • ought self = the way others think we should be
  • closer together = higher self esteem
253
Q

learned helplessness

A

losing all motivation to get out of a negative situation, model for clinical depression
when self efficacy is depresed beyond recovery

254
Q

theory of mind

A

ability to sense how another’s mind works
can recognize/react to how others think about us
become aware of judgements from outside world

255
Q

looking-glass self

A

others reflecting our selves BACK to us
development of personality in relation to societal context
how we are seen/treated by others affects how we see ourselves

256
Q

types of groups:

A
257
Q

group conformity

A

individuals conform in an attempt to fit in and be accepted by group, show behaviour they normally wouldn’t

258
Q

group sizes

A
  • dyad = intimate
  • triad = most stable
  • tetrad = lead stable (splits)
  • larger groups = social processes (groupthink, etc) occur
259
Q

cultural diffusion

A

spread of cultural beliefs from one group to another
exchange between out groups
eg. popularitry of sushi in USA

260
Q

cultural transmission

A

passing of knowledge/values to the next generation
between in-groups through education/socialization

261
Q

cultural relativism

A

no right or wrong cultural practices
allows for inclusivity of cultural differences

262
Q

formal organization

A
  • different from groups in many ways
  • continue despite departure of a member
  • expressed goals written, enforcement, control activites
  • hierarchal formal roles/duties to members
263
Q

bureaucracy

A
  • rational system of policial organization, administration, discipline, and control
  • Iron law of oligarchy
264
Q

Allport - 3 types of traits

A

cardinal (big, organize life around)
central (major trait)
secondary (personal, limtied)

265
Q

Jung

personal VS collective unconscious

A

personal unconscious = similar to Freud’s unconscious
collective unconscious = powerful system shared among all humans, experiences from early ancestors – images of common experiences = ARCHETYPES

266
Q

mere exposure / familiarity effect

A

people prefer stimuli that they have been exposed to more frequently
eg. being in proximity with someone makes you want to like them more

267
Q

neo-association model

A

more likely aggressive when feeling negative emotions already (hot, tired, stressed)

267
Q

foraging

A
  • seeking out and eating food
  • biological = hunger controlled by hypothalamus (LH, VMH), some genes play a role in hunger
  • cognitive = spatial awareness, memory, decision making
  • social influences too
267
Q

mate bias

A

how choosy members are for a mate
evolutionary mechanism to increase fitness of species
1. direct benefits = material advantage, protection, support
2. indirect benefits = survival of offspring

267
Q

empathy-altruism hypothesis

A

help another person when they feel empathy for the person, regardless of the personal cost

268
Q

inclusive fitness

A

organism’s success in a population
#of offspring, success of offspring, ability of offspring to support others
promotes idea that altruism can improve fitness and success of species as a whole

269
Q

attributional biases

self serving bias

A

view their success as based on internal factors, but failures based on external factors (out of control)
protects self-esteem

270
Q

stereotype threat

A

anxious about confirming a negative stereotype

271
Q

chart: population pyramids

A
272
Q

dependency ratio

A

= #dependents (under 15, over 65) / #working x 100%
HIGH = WORSE

273
Q

fertility rate

A

avg number of children born to a woman during her lifetime in a population – need 2 to replace

274
Q

mortality rate

A

of deaths per 1000 people per year

275
Q

demographic transition (5 stages)

A
276
Q

globalization

A
  • process of integrating economy with free trade and tapping foreign markets
  • from improvements in technology and communication
  • can be positive (more food) or negative (unemployment, rising prices, pollution)
277
Q

SUPER IMPORTANT TO MEMORIZE

Chart: Theoretical Approaches

A
278
Q

manifest VS latent functions

A
  • part of functionalism
  • manifest function = action intended to help some part of system
  • latent function = UNINTENDED positive consequence in other areas that comes from manifest function
278
Q

class consciousness

A

organization of the working class around shared goals and recognition of a need for collective political action

conflict theory

278
Q

false consciousness

A

major BARRIER to class consciousness
misperception of one’s actual position in society

conflict theory

278
Q

religion: modernization

A

reduced importance of religion as society industrializes

278
Q

religion: secularization

A

reduced POWER of religion as involvement declines

279
Q

religion: fundamentalism

A

renewed commitment to religion as a REACTION to secularization

280
Q

suburbanization

A
  • migration pattern of the MIDDLE CLASS to suburban communities
  • suburbs cleaner, less crowded, low crime, good schools
  • urban centres usually have higher poor individuals
281
Q

caste VS class system

A

caste = social status given at birth, social groupings rigid, social mobility HARD
class = social status partially achieved through merit, social groupings flexible, social mobility is possible

282
Q

meritocracy

A
  • based on intellectual talent / achievement
  • mastery of skills allows someone to advance up social ladder
  • FEAR that meritocracy in USA is becoming plutocracy = rule by upper class
283
Q

urban decay

A

previously functional part of a city deteriorates over time
may be related to suburbanization

284
Q

urban renewal

A
  • city land is reclaimed and renovated for public/private use
  • fuelled by gentrification
285
Q

gentrification

A
  • related to urban renewal
  • where upper/middle class buys up/renovates land in low SES/deteriorated areas
  • displaces low SES/poor populations
286
Q

world system theory

A

core nation = high skill, high paying production, exploiting peripheral nations (low skilled)
semi-peripheral nation = working to become core nation

287
Q

self awareness

A

ability to recognize self as an individual seperate from the environment and others

288
Q

protectionism

A

country REJECTING trade and isolating
opposes globalization

289
Q

acute stressor

A

one that is prevalent for a short period of time

290
Q

microstressor

A

small daily hassles

291
Q

ambient stressors

A

chronic environmental stressors that cannot be changed (or percieved as unchangeable)
eg. economy, climate change, pollution

292
Q

aversive conditioning

A

behavioural conditioning where bad stimuli are associated with undesireable behaviours.
Eg. administering a drug that causes extreme nausea after minimal drinking to reduce alcoholism

293
Q

deindividuation

A

phenomenon where individual loses self-awareness in GROUPS (conformity ≠ deindividuation)

294
Q

exchange mobility

A

number of people in society who are in each SES remains stable overall

295
Q

homophily

A

tendency for others to bond with people similar to themselves

296
Q

attributional biases

fundamental attribution error

A

tendency to attribute another’s actions to their character or personality, ignoring external factors

attribute to DISPOSITIONAL (internal) rather than SITUATIONAL (external) factors

297
Q

attributional biases

actor-observer bias

A

attribute someone elses behaviour to internal factors, but our own to external factors

eg. you cut yourself a break, but hold others 100% accountable for their actions

298
Q

ethnocentrism

A

Ethnocentrism is a world view in which one’s own culture and traditions are seen as inherently superior to those of other people. It is propagated from one generation to the next through a variety of cultural channels, the first and most important of which is the family.

299
Q

distress, eustress, neustress

A
  • distress = negative stress that is bad for health
  • eustress = positive type of stress that happens when you perceive a situation as challenging but motivating
  • neustress = neutral type of stress, happens when you are exposed to something stressful, but it doesn’t actively or directly affect you
300
Q

inductive vs deductive reasoning

A

inductive = bottom up, specific situation to determine broad principle
deductive = top down, apply broad principle to specific situation

301
Q

cognitive dissonance

A

Cognitive dissonance occurs when a person’s attitudes, perceptions, or behaviors are inconsistent with one another.

Cognitive dissonance is the unpleasant feeling a person experiences when holding two contradictory beliefs at the same time.

It can be resolved in various ways in order to minimize perceptions of inconsistency.

302
Q

hidden curriculum

A

Hidden curriculum describes the norms, values, and behaviors that are imparted in an educational program, even though they are not officially part of the curriculum.

Paragraph 3 describes beliefs and norms about unprofessional behavior (e.g., remaining quiet, obeying supervisors) that are often learned during medical school, but this culture that promotes unprofessional behavior is not an explicit part of any medical school curriculum.

303
Q

2 persuasion techniques

A
  1. foot in the door = get them to agree to small request first, then much larger one
  2. door in the face = crazy big request first that they reject, followed by smaller one they’ll accept
304
Q

informational influence

A

Informational influence is an influence to accept information from others as evidence about reality, and can come into play when we are uncertain about information or what might be correct

305
Q

```

~~~

cognitive dissonance theory

A

Cognitive dissonance theory holds that people desire consistency between their thoughts, values, and actions, and seeks to explain the justifications people use for actions that do not align with their values and evoke cognitive dissonance. This would apply to instances of bystanders not intervening (an action), even though they think it’s right for others to intervene for them (a value).

306
Q

norms

A
  • rules that define acceptable and appropriate actions within a given group or community, thus guiding human behaviour
  • formal = written, explicit, penalties
  • informal = understood but implicit, not fined, not written
  • informal = folkways, mores, taboos
  • breaking a norm = deviance (use stigma or social pressure to combat)
307
Q

folkways

A
  • norms that govern everyday behaviour
  • customs that we follow but aren’t written down, informal
  • less significance attached to them but that still influence everyday behavior
  • Breaking a folkway usually brings with it less severe consequences than breaking a more
308
Q

mores

A
  • informal norms that carry major importance for society and, if broken, can result in severe social sanctions.
  • moral norms, if you break them = IMMORAL
  • often linked to religious stuff
309
Q

laws

A
  • actually defined as legal/illegal, FORMAL, written
310
Q

taboos

A
  • things that people find offensive and socially inappropriate if caught doing them
311
Q

belief perserverance

A
  • Belief perseverance refers to the tendency to maintain one’s beliefs, even in the face of evidence to the contrary
312
Q

mental set

A
  • framework used to try and solve a problem
313
Q

approach/avoidance conflict types:

A
  • approach/approach = both options are appealing
  • approach / avoidance = one option appealing, one option negative
  • avoidance/avoidance = both options are unappealing/negative
  • double approach/avoidance = Double approach-avoidance conflicts consist of two options with both appealing and negative characteristics
314
Q

asch’s study of conformity

A
  • In 1951, Solomon Asch conducted an experiment investigating the extent to which social pressure from a majority group could influence a person to conform.
  • Asch used confederates who were instructed to give clearly incorrect answers regarding the lengths of various lines.
  • He then measured the number of times each unknowing participant conformed to the majority view.
  • Asch’s study included 7 confederates who gave the same (incorrect or correct) response in each trial. That is, a participant had to make a decision after hearing 7 incorrect or else after 7 correct responses from confederates.
  • In the study in the passage, the number of participants instructed to conform with the minority view also varied across trials
315
Q

kinship of affinity

A
  • individuals related by CHOICE
  • eg. husband and wife marry
  • vs. related by blood
316
Q

anomie

A
  • society feeling fragmented and lacking cohesiveness
  • caused by heterogeneity, rapid changes, low income
  • lack of attachment to social norms, breakdown in connection between individuals and community
317
Q

nucleus accumbens

A

centre for reward sensitivity
involved in addiction

318
Q

house money effect

A

people become more open to assuming risk because the new money is not treated as one’s own

319
Q

gambler’s fallacy

A

mistaken belief that, if something happens more frequently than normal during some period, it will happen less frequently in the future, or vice versa

Eg. bet heads because the last 10 flips have been tails

320
Q

prisoner’s dilemma

A

psychological game theory that shows why two completely “rational” individuals might not cooperate, even if it appears that it is in their best interests to do so

321
Q

anomie theory

A

Anomie theory states that individuals who experience weakened social values are less likely to behave in ways that are helpful to that society

322
Q

relative deprivation theory

A

Relative deprivation theory posits that individuals who perceive themselves as having fewer resources than others will often act in ways to obtain these resources.

323
Q

freud’s identity iceberg

A
324
Q

normative organization

A

people join due to some shared ethical or ideal goal, not compensated with money
eg. volnteers

325
Q

utilitarian organization

A

provide a financial benefit to its members
eg. companies

326
Q

coercive organization

A

organization that members are forces to join
eg. prison

327
Q

social reproduction

A

poverty tends to create poverty, and wealth creates wealth across generations
opposed to intergenerational mobility
perpetuation of inequalities through social systems

328
Q

implicit vs explicit attitudes

A

explicit attitudes = ones that you are consciously aware of
implicit = unconscious

329
Q

cognitive schema

A

internal working model that sets expectations about self and others

Schemas are knowledge structures that determine one’s expectations in different contexts, including social interactions

330
Q

weber’s characteristics of ideal bureaucracy

A
  • specialization in limited number of tasks
  • employment based on technical qualifications
  • decisions based on hierarchy, not needing consensus
  • evaluation of performance based on standardized rules/procedures
  • impersonality, efficiency, rationality
  • overall: hierarchy, salaried careers, technical qualification, written rules
331
Q

cultural assimilation

A
  • Assimilation is a social dynamic where a culture becomes indistinguishable from the majority culture
  • eg. immigrant group expressing the cultural values of a new country indicates the adoption of the values of the host country.
  • vs cultural diffusion which is MUTUAL exchange between out groups
332
Q

social facilitation

A
  • performing better when in the presence of others/audience
  • opposite to social inhibition
333
Q

perceptual constancy

A
  • tendency to experience a stable perception even as the sensory input itself is changing
  • perceive an object that you are familiar with as having a constant shape, size, and brightness despite any changes in stimuli that occur
  • eg. opening a door its changing, but you know its still a door
334
Q

social comparison

A

when people compare themselves (favourably or unfavourably) to others
can impact self esteem

335
Q

social strain theory

A

describes how people react to social constraints to achieving goals

336
Q

disengagement theory

A

describes how older people disengage from society

337
Q

scapegoating

A
  • assigning blame to an identifiable source, often when the real cause is abstract, such as globalization
  • scapegoating captures the assignment of blame to a group that is not responsible for the situation of the individual described in the question.
  • eg. woman loses her job to someone in Mexico, now hates all of Mexico and assumes everyone there is taking jobs
338
Q

characteristics of modern economic systems

A
  • division of labour
  • occupation specialization
  • structural interdependence
339
Q

normative social influence

A
  • individuals acting in ways that comply with the norms of their social groups
  • conforms in order to be ACCEPTED by their group
340
Q

operational definition

A
  • how an abstract concept as a variable is observed through different measurements.
  • The use of different measures, such as the frequency of attending religious rituals, is to operationalize the abstract concept of religiosity
341
Q

social stratification

A

Social stratification refers to the objective social hierarchy in a society (according to social group characteristics)

342
Q

dual coding effect

A

Dual-coding refers to the retrieval advantage of verbal items that are imageable.
visual + verbal

343
Q

state dependency effect

A

benefit of a match between the conditions (in particular, the subject’s mental and emotional state) under which information is encoded into memory and the conditions present when the subject attempts to retrieve that information.

344
Q

spreading activation theory

A

Spreading activation suggests that, when the representation of a concept is activated in memory, the activation spreads to concepts that are semantically or associatively related to it

345
Q

linguistic relativity

A

structure of language affects its perception
language determines thought
eg. classic colour study, if a culture has many words for different shades of “green” they can percieve these colours more

346
Q

vision:

stereopsis
accomodation
convergence

A

steopsis = using both eyes to percieve depth
accomodation = eye changesw refractive power (shape of lens) to focus objects at dif distances
convergence = eyes rotate inward so line of sight intersects in front of eyes

347
Q

biofeedback

A

gaining awareness of physiological functions with a goal of trying to manipulate them. eg. yoga and “calming breathing”, guided meditations

348
Q

priming

A

previous experiences influences interpretation of event
eg. professor shows bowl of fruit at beginning of class, then at end asks students to write words that start with “B” – more likely to write “Banana” etc.

349
Q

catharsis theory

A

Freud
expressing negative/aggressive emotions can be a healthy way to reduce these feelings and experience equilirium

350
Q

rod monochromatism

A

cone cells are absent/nonfunctional
complete colour blindness
greyscale vision

351
Q

**

generations

A

Baby boomers- 1946-1964- post ww2 generation, hard-working, long hours

Generation X- 1965-1981- “work to live” mentality, value work life balance

Generation Y- 1982-1997- millenials

Generation Z- 1998-present- grew up with technology

352
Q

ecological fallacy

A

formal fallacy in the interpretation of statistical data that occurs when inferences about the nature of individuals are deduced from inferences about the group to which those individuals belong
attributing the characteristics of a POPULATION to an INDIVIDUAL

353
Q

thoerndikes law of effect

A

behavior that is rewarded tends to be repeated, while behavior that is punished tends to decrease.

This law is foundational in the study of operant conditioning

354
Q

emotional intelligence

A

ability to percieve, assess, and manage the emotions of ourselves, others, and groups

355
Q

thomas theorem

A

outcome of a situation depends on how it is interpreted
“if we define a situation as real, then they are real in their consequences”

356
Q

reproductive memory

A
  • idealized, not realistic
  • where we can recall info exactly the way it occured, high fidelity
357
Q

eidetic memory

A

photographic memory

358
Q

dichotic listening task

A

present 2 different stimuli to each ear (same time) and ask them to repeat what they heard
measures selective attention (which ear they heard)

359
Q

social epidemiology

A

studying how social factors (race, class) determine distribution of disease
eg. studying determinants of health

360
Q
A

My MCAT Cards (12 decks)

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