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Psych and Sociology MCAT > Ch 6.1-6.2 > Flashcards

Ch 6.1-6.2 Flashcards

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1
Q

personality

A

essentially individual pattern of thinking, feeling and behavior associated with each person
person are nuanced and complex

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2
Q

theories and perspectives on personality

A 
psychoana persp
humanistic
 behaviorist
 social cognitive
 trait 
biological
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3
Q

therapies to treat personality disorders are based on perspectives

A

psychoana therapy
humanistic
person based
social cognitive

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4
Q

psychoana theory

A

personality ( made up of thoughts , feelings and behaviros) is shaped from a person’s unconcious thoughts, feelings, and memories

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5
Q

ucnoncious elements are derived from

A

past experiences, particularly interactions with 1 early caregivers

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6
Q

concious compared to unconcious

A

wat person is concious of is very limited, compared to his or her vasts stores of experiences, memories, needs , motivations below surface ( unconcious)

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7
Q

existence of unconcious psychoana

A

can be inferred from behaviors such as dreams, slips of tongue, posthypnotic suggestions and free associations

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8
Q

classical psycho ana developed by

A

igmund freud

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9
Q

classical psychoana

A

2 insticts drives motivate human behavior
libido
death instinct

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10
Q

libido life instinct

A

drives behaviors based on survival, growth, creativity, pain avoidance and pleasure
commonly defined as sex drive

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11
Q

death instinct

A

drives aggresive behaviors fueled by unconcious wish to die or to hurt oneself or others

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12
Q

classical psychoana : psychic energy distributed among 3 personality components that function together

A

id
ego
superego

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13
Q

classical : id

A

source of energy and instincts
largely unconcious
ruled by pleasure principle

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14
Q

id seeks to

A

reduce tensions
avoid pain and gain pleasure
does not use logical or moral reasoning and does not distinguish mental images from external objects

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15
Q

who functions most on id

A

children function almost exclusively on id according to freud

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16
Q

classical : ego

A

ruled by reality principle
uses logical thinking and planning to control conciousness and id
tries to find realistic ways to satisfy the d desire for pleasure

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17
Q

pleasure principle

A

instinctual seeking of pleasure and avoiding of pain in order to satisfy biological and psychological needs
driving force of id

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18
Q

reality principle

A

ability of the mind to assess the reality of the external world, and to act upon it accordingly, as opposed to acting on the pleasure principle

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19
Q

classical :superego

A

inhibits id and influences the ego to follow moralistic and idelistic goals rather than just realistic goals

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20
Q

superego strives for

A

a higher purpose

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21
Q

superego makes judgements

A

of right and wrong and strives for perfection, based on the fact societal values as learned from one’s parents

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22
Q

superego seeks

A

to gain psycho rewards such as feeling of pride and self love and avoid psycho punishment such as feeling of guilt and inferiority

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23
Q

anxiety according to freud

A

feeling of dread or tension, warning of potential danger that occurs when person begins to become aware of repressed feelings, memories, desires or experiences

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24
Q

ego defense mechanism

A

unconciously denies or distorts reality
in order to cope with anxiety and protect ego
normal and become unhealthy only when taken to extremes

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25
Q

8 common ego defense mech

A 
repression
 denial 
 reaction formation
 projection
displacement 
 rationalization
 regression 
sublimation
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26
Q

repression

A

lack of recall of an emotionally painful memory

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27
Q

denial

A

forceful refusal to acknowledge an emotionally painful memory

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28
Q

reaction formation

A

expressing the opposite of what one feels , when it would feel too dangerous to express the real feeling ( such as acting hateful toward someone who is sexually attracted)

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29
Q

projection

A

attributing one’s own unacceptable thoughts or feelings to another person

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30
Q

ex of projection

A

I am not angry, you are

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31
Q

displacemnet

A

redirecting agressive or sexual impulses from a forbidden action or object onto a less dangerous one

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32
Q

ex of displacement

A

when a person goes home and kicks the dog instead of expressing anger at a boss

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33
Q

rationalization

A

explaining and intellectually justifying one’s impulsive behavior

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34
Q

regression

A

reverting to an earlier, less sophisticated behavior

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35
Q

ex of regression

A

as when a child reverts to bedwetting after a traua

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36
Q

sublimation

A

channeling agressive or sexual E into postive, constructive activities such as producing art

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37
Q

psycho ana and dev stages

A

at each dev stage , certan needs and tasks must be satisfied
when needs and tasks are not met, person harbors unresolved unconcious conflicts which lead to psycho disfunction

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38
Q

2 theories regarding developmental stages

A

Freud psyco sexual

Erik Erikson’s psychosocial

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39
Q

freud sexual energy

A

is supposedly present from infancy

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40
Q

freud says person matures thru 5 psycosexual stages

A 
oral
anal
 phallic
 latent
 genital
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41
Q

each psychosexual stage

A

corresponds to a part of the body which focuses on sensual pleasure

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42
Q

oral stage

A

child seeks sensual pleasure thru activities such as suckng and chewing

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43
Q

anal stage

A

seeks sensual pleasure thru control of elimination

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44
Q

phallic stage

A

seeks sensual pleasure thru genitals

child is both sexually attracted to opp sex parent and hostile towards the same sex parent, who is seen as a rival

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45
Q

Oedipus complex

A

a desire for sexual involvement with the parent of the opposite sex and a concomitant sense of rivalry with the parent of the same sex; a crucial stage in the normal developmental process
for boys

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46
Q

Electra complex

A

old-fashioned term for the Oedipus complex as manifested in young girls.

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47
Q

penis envy

A

girls are said to experience this during the phallic stage

as they discover they do not have penises

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48
Q

The psychoanalytic theory

A

says that our childhood experiences and unconscious desires influence behavior

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49
Q

major driving force behind Freud’s instinctual theory

A

concept of libido

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50
Q

libido

A

natural energy source that fuels the mechanisms of the mind. And when this libidinal energy is stuck or fixated at various stages of psychosexual development

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51
Q

when this fixation occurs at this psychosexual development and stages

A

conflicts can occur that have lifelong effects. So fixation at a particular stage is what predicts adult personality according to this theory

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52
Q

For example, someone fixated at the oral stage,

A

might have oral personality characteristics like being overly talkative or having a smoking habit when they grow up

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53
Q

id

A

unconscious part of our mind that makes up most of the mind

develops right after birth, and demands immediate gratification

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54
Q

ego

A

part of our conscious and our unconscious mind
involved in our perceptions, thoughts, and judgments. And it seeks long-term gratification as opposed to the id’s immediate gratification

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55
Q

superego

A

develops around the age of four.

moral compass or our conscience

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56
Q

superego values society

A

represents the values of society

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57
Q

ego acts as a

A

mediator between the unconscious desires of the id and the moral demands of the superego

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58
Q

latency stage

A

sexual intrests subside and are replaced by interests in other areas such as school, friends and sports

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59
Q

genital stage

A

begins in adolescence , when sexual themes resurface and person’s life / sexual energy fuels activities such as friendships, arts, sports and careers

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60
Q

adult personality is largely determined by according to freud

A

first 3 psychosexual stages

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61
Q

psychologically fixated at a stage

A

may occur is parents frustrate or overindulge the child’s expression of sensual pleasure at a certain stage so that the child does not resolve that stage’s developmental conflicts

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62
Q

result of psychological fixation

A

adult continues to seek sensual pleasure through behaviors related to that stage

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63
Q

ex of psychological fixation incest

A

if a child represses his or her unconcious incestuous desires for opposite sex parent in phallic stage, as an adult, he or she may not fully acceptt his or her sexuality and sexual feelings

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64
Q

followers of freud

A

carl jung
karen horney
alfred adler
erik erikson

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65
Q

followers of freud views on humanity

A

more optimistic views of humanity, saw personality as more changeable thruout the lifespan rather than as determined only by early childhood experiences

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66
Q

diff between freud views and followers of freud

A

also saw people as motivated and influenced by growth instinct, striving for superiority or social factors rather than primarily by sensual urges

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67
Q

Erik Erikson extended Freud’s theory in 2 ways

A

added social and interpersonal factors to supplement Freud’s focus on unconcious conflicts within a person

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68
Q

Erik supplement Freud’s focus on early childhood

A

delineated 8 dev stages and conflicts in adolescence and adulthood

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69
Q

Erik 1st stage

A

infant’s task is to resolve crisis of trust vs mistrust
if infants physical and emotional needs are not met, as an adult she or he may mistrust the world and interpersonal relationships

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70
Q

2nd stage

A

toddler must resolve crisis of autonomy vs shame and doubt

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71
Q

2nd stage needs

A

to explore, make mistakes, and test limits are not met as an adult he or she will be dependent rather than autonomous

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72
Q

3rd stage

A

preschool age child must resolve crisis of initiative vs guilt

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73
Q

3rd stage needs

A

to make decisions, otherwise as an adult, he or she may feel guilty taking initiative instead of allowing others to choose

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74
Q

4th stage

A

resolve crisis of industry vs inferiority

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75
Q

4th stage needs

A

if needs to understand the world, develop a gender role identity, suceed in school, and set and attain personal goals are not met at this stage, as an adult he or she may feel inadequate

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76
Q

5th stage

A

occurs during adolescence

involves resolving crisis of identity vs role confusion

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77
Q

5th stage needs

A

if adol does not test limits and clarify his or her identiy, goals and life meaning, he or she may develop role cnfusion

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78
Q

6th stage

A

resolve crisis of intimacy vs isolation

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79
Q

6th stage needs

A

if person does not form intimate relationships at this stage, he or she may become alienated or isolated

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80
Q

7th stage

A

occurs in middle age

person resolve crisis between generativity vs stagnation

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81
Q

7th stage needs

A

feel productive by helping next generation and resolving differences between actual accomplishments and earlier dreams, he or she may become stuck in psychological stagnation

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82
Q

8th stage

A

resolve crisis of integrity vs despair
if person looks back with regrets and a lac of personal worth at this stage, he or she may feel hopeless, guilty, resentful and self rejecting

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83
Q

oral age

A

birth to 1 year

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84
Q

anal age

A

1-3

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85
Q

phallic age

A

3-6

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86
Q

latency age

A

6-12

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87
Q

genital age

A

12+

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88
Q

stage 1 age

A

birth to 1

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89
Q

stage 2 age

A

1-3

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90
Q

stage 3 age

A

3-6

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91
Q

stage 4 age

A

6-12

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92
Q

stage 5 age

A

12-18

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93
Q

stage 6 age

A

18-35

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94
Q

stage 7 age

A

35-60

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95
Q

stage 8

A

60+

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96
Q

oral vs stage 1

A

oral : sensual pleasure in mouth A
stage 1: infancy
trust vs mistrust
physical and emotional needs met

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97
Q

anal vs stage 2

A

anal: sensual pleasure in controlling elimination
stage 2: early childhood
autonomy vs shame and doubt
explore make mistakes, test limits

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98
Q

phallic vs stage 3

A

phallic: sensual pleasure in genital area
incestuous desire for the opposite sex parent
stage 3: preschool age
intiative vs guilt
make decisions

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99
Q

latency vs stage 4

A 
latency: sexual interests subside
pursue school, friends , sports 
stage 4: school age 
industry vs inferiority 
gender role identity, school success, attain personal goals, understand the world
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100
Q

genital summary

A

sensual pleasure in genital area

life or sexual energy fuels friendships , arts, sports, careers

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101
Q

stage 5 summary

A

adolescence
identity vs role confusion
identity, goals, life meaning, limit testing

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102
Q

stage 6 summary

A

young adulthood
intimacy vs isolation
form intimate relationships

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103
Q

stage 7 summary

A

middle age
generativity vs stagnation
help next generation and resolve difference between dreams and accomplishments

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104
Q

stage 8 summary

A

later life
integrity vs despair
look back with no regrest and feel personal worth

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105
Q

psyco therapy

A

helps patient become aware of his or her unconcious drives and gain insight into the emotional issues and conflicts that are presenting difficulties

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106
Q

one of goals of psyco therapy

A

help patient become more able to choose behaviors conciously

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107
Q

strengthen goal of psyco therapy

A

strengthen ego so choices can be based on reality rather than on instincts ( id) or guilt ( superego)

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108
Q

talk therapy

A

another name for psyco ana therapy because sessions focus on patients talking about their lives
therapist looks for patterns in significant events that may a role in the cilent’s current difficulties

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109
Q

past effect psyco analysts

A

believe that childhood events and unconcious feelings, thoughts and motivations playa role in mental illness and maladaptive behaviors

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110
Q

techniques used in psyco therapy

A

techniques such as free association, role play and dream interpretation

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111
Q

humanistic theory focus

A

healthy personality development

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112
Q

classical psycoana theory focus

A

conflicts and psycopathology

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113
Q

humanistic theory

A

humans are inherently good and as having free will rather than having behavior determined by their early relationships

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114
Q

basic motive of all people in humanistic theory

A

actualizing tendency

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115
Q

actualizing tendency

A

innate drive to maintain and enhance the organism

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116
Q

person will grow to

A

self actualization, realizing his or her human potential, as long as no obstacle intervenes

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117
Q

humanistic theory developed by

A

Carl Rogers

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118
Q

according to humanistic theory , when child receives disapproval from caregiver for certain behavior

A

he or she sense that the caregiver’s positive regard is conditional

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119
Q

values of child

A

in order to win caregiver’s approval and see both self and caregiver as good, child introjects the caregiver’s values, taking them on as part of his or her own self concept

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120
Q

self concept

A

made up of child’s concious subjective perceptions and beliefs abouthim or herself

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121
Q

child’s true values

A

remain but are unconcious and child pursues experiences consistent with introjected values and unconcious true values is the root of psycho pathology

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122
Q

discrepancy betwene concious and unconcious

A

leads to tension, not knowing oneself and feeling that something is wrong

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123
Q

behavior and self concepts

A

people choose behavior consistent with their self concepts

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124
Q

encountering experiences which contradict their self concepts

A

people feel uncomfortable incongruence

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125
Q

paying attention to emotional reactions to experiences

A

person in an incongruent state can learn what his or her true values are and then become helathy again by modifying introjected values and self concept and growing toward fulfillment and completeness of self

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126
Q

denial and self concepts

A

usually, people find it easier to deny or distort such experiences than modify self concepts

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127
Q

humanist theory

A

humans have free will and we can actively develop ourselves to our highest potential and reach self actualization

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128
Q

primary diff between Freud’s theory and humanistic theory

A

Freud’s theory was deterministic
his theory says our behavior is determined by our unconcious desires
focuses on individuals who have mental conflicts and not all people
humanistic theory focuses on the concious rather than the unconcious

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129
Q

Maslow

A

1st major theorist

formed the heirarchy of needs

130
Q

heirarchy of needs

A

can be depicted using a pyramid
all our needs are built upon each other
must first fulfill the needs which form the base of the pyramid and then we can work our way up

131
Q

needs that need to be fulfilled

A

after our physiological needs, need for safety, love self esteem then self actualization
therefore we can all reach self actualization

132
Q

characteristics of self actualizing people

A

self aware
caring
wise
interests are problem centered
focus energies on tasks that are the mission of their life
higher purpose focused on larger causes and less about the basic aspects of life
trying to strive and think broader for larger causes

133
Q

how often is self actualization acheived

A

not very much

1% of the people achieve self actualization

134
Q

carl rogers humanist ideas

A

used Maslow’s idea and the qualities he described, and says that they are nurtured early in life

135
Q

Carl rogers self actualization

A

constant growth process that is nurtured in a growth-promoting climate

136
Q

growth-promoting climate two conditions that need to be met in order to help someone reach self actualization

A

the first is that growth is nurtured by when an individual is being genuine
the second condition that needs to be met is that growth is nurtured through acceptance, and acceptance from others

137
Q

growth by genuine

A

one has to be open and revealing about themselves. They have to be genuine and true to who they are.

138
Q

growth thru acceptance

A

one must receive acceptance and receive an unconditional positive regard from others

139
Q

ex of growth thru acceptance punishment

A

a parent may get upset at their child and punish them for doing something wrong. But they’re going to still love their child and regard their child without any conditions, no matter what. So this allows us to be open and learn without fearing others are going to look at us differently if we do something wrong.

140
Q

genuine relationships with others and acceptance

A

allows us to live up to the ideals of our true, real self, versus this ideal self that is bounded by conditions that people rarely can live up to

141
Q

both Maslow and Rogers said a central feature of our personality

A

self-concept

142
Q

self concept

A

achieved when we bring genuineness acceptance together and achieve this growth-promoting climate. So as individuals, we tend to act and perceive the world positively.

143
Q

humanistic therapy

A

aka person centered therapy
used to provide an environment that help cilents trust and accept thmselves and their emotional reactions so they can learn and grow from their experences

144
Q

essential elements of environment in human therapy according to rogers

A

therapistès trust in the cilent and therapist communicating genuineness ( congruence) , unconditional positive regard and empathic understanding to the cilent

145
Q

cilent vs patient

A

meant suggest the inherent health of person on an equal level with the therapist

146
Q

behaviorist perspectiv

A

person is result of learned behavior patterns based on personès environment
deterministic

147
Q

determinism

A

belief in the inevitability of causation. Everything that happens is the only possible thing that could happen. The chains and networks of causes are so powerful and inexorable that every outcome is inevitable.

148
Q

behaviorist proposes

A

that people begin as blank slates and env rein and punishment completely determine an individualès subsequent behavior and personalities

149
Q

beh process

A

begins in childhood and continues thruout the lifespan

150
Q

beh personality

A

result of interaction between the individual and the environment

151
Q

beh focused on behavior

A

which is observabel and measureable rather than mental and emotional behaviors

152
Q

psychoana vs beh

A

opposites because psychoana mostly focuses on mental behaviors instead of observable behaviors
behaviorists donèt care for theories which take into account thoughts and feelings

153
Q

learning according to behaviorism

A

occurs thru 2 forms of conditioning, classical or operant

154
Q

classical c

A

person acquires a certain response to stim that is paired to a second different stim that already produces the desired response
also called assoc learning

155
Q

operant c

A

behaviors are influenced by consequences that follow them

156
Q

operant

A

personès action or behavior that operated on the env and produces consequences

157
Q

consequences

A

rein which make it more likely that operant will be repeated or punshments which make it less likely that the operant will be repeated

158
Q

both punish and rein can

A

be positve or negative

159
Q

postve or -

A

refers to whether the consequence involves the presence or absence of a particular stimulus

160
Q

positve rein

A

presence of a rewarding stimulus

161
Q
  • rein
A

absence of aversive stimulu

162
Q

+ punish

A

presence of aversive stmuli

163
Q
  • punish
A

absence of a rewarding stim

164
Q

behavioral therapy

A

uses conditioning to shape a cilentès behaviors in a desired direction

165
Q

ABC model beh

A

therapist first persorma a functional assesment to det antecedents ( A and consequences (C) of behavior (B)

166
Q

therapy after ABC

A

proceeds by changing ante and consequences , using least aversive means possible

167
Q

common applications of behav therapy

A

include relaxation training
systematic desensitization
to help cilents manage fear and anxiety

168
Q

systematic desensitization

A

cilent helped to relax while repeatedly being exposed to or imagining the situation that provokes anxiety
allows cilent to experience the problematic situation without experiencing any averse consequences

169
Q

Skinner

A

strict behst

associated with concept of operant conditioning

170
Q

Pavlov

A

classical conditioning

171
Q

behav believed that humans are

A

shaped by the env.t

172
Q

cognitive theory

A

considered the bridge between behaviorism and other theories that emphasize thinking and behavior

173
Q

social cogitive perspective

A

personality is formed by reciprocal interaction among behavioral, cognitive and environmental factors

174
Q

behav component of scog

A

includes patterns of behavior learned thru classical and operant conditioning as well as observational learning

175
Q

observational learning cog

A

occurs whena person watches another personès behavior and its consequences , thereby learning, rules, strategies and expected outcomes in diff situations

176
Q

ex of obs learning violence

A

studies found that children who watched aggressively and violent behavior in a vdeo subsequently behaved with more agression and violence towards aa doll

177
Q

imitation

A

people are more likely to imitate models whom they admire or like or seem similar to themselves

178
Q

cognitive portion of personality

A

includes mental processes involving observational learning as well as concious cognitve processes such as self efficacy beliefs

179
Q

self efficacy beliefs

A

beliefs about 1 s own abilities

180
Q

environmental comp

A

includes situational influences such as opps, rewards and punishments

181
Q

cognitive behav therapy

A

behav usually combined wth cognitive approach

182
Q

from cog persp feelings

A

and behaviors are seen as reactions not to actual events but to the personès thought about those events

183
Q

people live according to cog

A

by self created, subjective beliefs about him or herself , other people and the world and the beliefs color the personès interpretations of events

184
Q

beliefs of people cog

A

many are formed during childhood and they are often unconcious

185
Q

roots of psycopatho according to cog

A

are irrational or dysfunctional thoughts and beliefs

186
Q

goal of cognitive psychotherapy

A

help cilent become aware of these subsituate rational or accurate beliefs and thoughts which lead to more functioning feelings and behaviors

187
Q

psyco ana therapy assumed problem

A

unconcious forces and childhood experiences

188
Q

psyco ana therapy goals

A

reduced anxiety thru self insight

189
Q

psyco ana general method

A

analysis and interpretation

190
Q

humanistic therapy assumed problem

A

aka cilent centered or person centered

barriers to self understandng and acceptance

191
Q

humanistic therapy goals

A

personal growth thru self insight

192
Q

humanistic general method

A

active listening and unconditional positive regard

193
Q

cognitive behavioral therapy assumed problem

A

maladaptive behaivor and or negative self defeating thoughts

194
Q

cognitive behavioral therapy goals

A

extinction and relearnng of undesired thoughts or behaviors and healthier thinking and self talk

195
Q

cognitive behavioral general method

A

reconditioning, desensitization, reversal of self blame

196
Q

Banduraès social cognitive theory

A

Attention
Memory
Imitation
Motivation

197
Q

personality trait

A

generally stable predisposiition towards a brain behavior

198
Q

trait theories of person focus

A

on identifyng, describing, measuring and comparing individual differences and similarities with respect to such traits

199
Q

2 types of trats

A

surface

source

200
Q

surface traits

A

evident from a personès behavior

201
Q

ex of surface trait

A

person might be described as talkative or exuberant

202
Q

source trats

A

factors underlying human personality and behavior
fewer and more abstract
not binary but a continuum ranging between 2 extremes such as extroversion and introversion

203
Q

Raymond Cattell

A

used factor analysis with hundreds of surface traits to identify which traits were related to each other
he identified 16 surface traits

204
Q

15 traits were reduced to

A

5 global factors

205
Q

global factors

A

source traits
beneath each gobal factors
number of correlated and more specific primary factors are claimed

206
Q

5 global factors Cattell

A

extroversion, anxiety, receptivity, accomodation and self control

207
Q

some primary factors are

A

associated with more than one global factor

208
Q

16th surface trait

A

problem solving

did not sort into any of the five global factors

209
Q

5 factor model described by

A

McCrae and Costa

widely accepted

210
Q

5 factors of 5 factor model

A

extroversion, neuroticism, openess to experience, aggressiveness and concientousness

211
Q

Cattell Extroversion 5 primary factors

A 
reserved/ warm
 serious/ lively
shy/ bold
private/ forthright
 self-reliant/ group oriented
212
Q

Cattell anxiety 4 primary factors

A

emotionally stable/ reactive
trusting/ vigilant
assured/apprehensive
relaxed/ tense

213
Q

Cattell receptivity 4 primary factors

A

reserved/ warm
unsentimental/ sensitive
practical/ abstracted
traditional/ open to change

214
Q

Cattell accomodation 4 primary factors

A

bold/ shy
vigilant/ trusting
traditional/ open to change
domnant/ deferential

215
Q

Cattell self control 4 primary factors

A

lively/ serious
abstracted/ practical
expedient/ rule cocnioius
tolerates disorder/ perfectionist

216
Q

primary factors which are part of more than one global factor

A 
reserved or warm
lively/ serious
bold/ shy 
practical/abstracted
traditional/ open to change
217
Q

personality traits and careers

A

thought to help predict a personès performance and enjoyment in certain careers
assesments of personality traits are often used for career counseling and by human resources departments as an aid to hiring and promoting decisions

218
Q

trait based assesments also used to help

A

people understand and accept themselves and others

219
Q

each personal type is seen

A

as having its own strengths and weaknesses

no type is identified as pathological , weaknesses are viewed to be chars to be aware of and mange rather than change

220
Q

trait theories not concerned

A

with explaining why a person has particular traits although some have proposed that certain traits are biologically based

221
Q

bio perspective of personality

A

partly due to innate biological differences among people

222
Q

bio support

A

, support for this view is found in heritability of the basic personality trats as well as correlations between person traits and certain aspects of brain structure and function

223
Q

Hans Esyenk level of extroversion

A

proposed that personès level of extroversion is based on individual differences in reticular formation (which mediates arousal and conciousness)

224
Q

Ey: intro

A

more easily aroused and therefor require and tolerate less external stimulation

225
Q

Ey: extro

A

less easily aroused and comfortable in more stimulating environments

226
Q

Ey: level of neuroticism

A

based on individual differences in limbic system ( which helps mediate emotion and memory)

227
Q

correlations between extro and brain

A

volume of brain regions involved with processing negative emotions and punishment

228
Q

twin studies and adoption studies support for extro

A

heritability of extroversion and neuroticism

229
Q

Big 5 Extroversion 5 ex

A

reserved/ affectionate
loner/ joiner
quiet / talkative
internal stimuli / external stimuli

230
Q

Big 5 Neuroticism 5 ex

A 
calm/ worrying 
even tempered/ emotional
 secure/ sensitive
confident/ nervous 
 emotionally stable/ unstable
231
Q

Big 5 openess to experience 5 ex

A 
down to earth / imaginative 
 uncreative/ original 
 prefer routin/ prefer variety 
 cautious/ curious 
 consistent/ inventive
232
Q

Big 5 agreeableness 7 ex

A 
antagonistic/ acquiescent 
ruthless/ softhearted
 suspicious/ trusting
cold/ friendly
 unkind/ compassionate
antagonistic/cooperative
 not pleasing / pleasing others
233
Q

Big 5 conscientousness 5 ex

A 
lazy/ hardworking
aimless/ ambitious
quitting/ persevering
easygoing/ efficient
careless/ organized
234
Q

Jeffrey alan gray personality proposal

A

personality is governed by interactions among three brain systems that respond to rewarding and punishing stimuli

235
Q

Gray:: fearlessness and avoidance

A

linked to fight or flight sympa NS

236
Q

Gray: worry and anxiety

A

linked to behavioral inhibition system

237
Q

Gray: optimism and impulsivity

A

linked to behavioral approach system

238
Q

C robert cloninger personality link

A

linked personality to level of activity of certain neuro in 3 interacting systems of gray

239
Q

clon: low dopamine activity

A

correlates with high impulsiviy and novelty seeking

240
Q

clon: low epi activity

A

higher approval seeking and reward dependence

241
Q

clon low sero activity

A

risk avoidance

242
Q

grey matter volume and novelty seeking

A

in the cingulate cortex

243
Q

grey matter volume and reward dependence

A

in caudate nucleus

244
Q

grey matter volume and avoidance

A

orbitofrontal, occipital and parietal cortices

245
Q

person situation controversy

A

aka trait vs state controverys
considers degree to which apersonè reaction in a given situation is due to their personality ( trait) or is due to the situation itself (state)

246
Q

traits

A

considered interanl, stable, and enduring aspects of personality that should be consistent across most situations

247
Q

states

A

are situational, unstable, temporary and variable aspects of personality that are influenced by external environment

248
Q

ex of triat

A

extroversion

249
Q

ex of state

A

stress

250
Q

personality and behavior stability over time

A

research suggests that while peopleàs personality traits are fairly stable
their behavior in specific situations can be variable

251
Q

variable behavior means

A

people do not act with predicatbale consistency even if their personality traits are predictably consistent

252
Q

behavior in unfamiliar situations

A

tend to modify behavior based on social cues

thus specific traits may remain hidden

253
Q

social cues

A

verbal or non verbal hints that guide social interactions

254
Q

ex of behavior in unfamiliar situation extrovert in fornmal

A

a person who is normally quite extroverted may seem quiet and reserved in anunfamiliar formal situation

255
Q

familiar situation behavior

A

people act more like themselves

same extrovert may be considered talkative in a familiar situation with friends

256
Q

best wa to reveal distinct personality traits

A

average behavior

257
Q

instinct

A

behaviors that are unlearned and present in a fixed pattern thruout a species
one of the several factors that is understood to influence motivation

258
Q

ex of instinct chicks

A

imprinting in chicks wholearn to following objects or organisms that are present when they hatch

259
Q

human instincts include

A

sucing behaviors, naturally holding breath under water, demonstrating fear when approaching drops in elevation

260
Q

instincts represent

A

the contribution of genes which predispose species to particular behavior

261
Q

organisms are pushed to act in certain ways

A

by physiological drives

262
Q

drive

A

urge originating from a physiological discomfort such as hunger , thirst, sleepiness
useful for alerting an organism that is no longer in a state of homeostasis

263
Q

homeostasis

A

internal state of equilibirium

264
Q

drives suggest

A

that something is lacking, food , water or sleep for example

265
Q

drives work thru

A
  • feedback systems, which re abundant in human physiology
266
Q

negative feedback

A

maintainins stability or homeostasis ; system produces a product or end result , which feed back to stop the system and maintain the product or end result within tightly controlled boundaries

267
Q

bio exs of - feedback

A

regualtion of blood pressure blood glucose levels and body temperature

268
Q

ex of impact of bio systems on behavior

A

if blood glucose drops because you havenèt eaten in hours, you will feel hungry and have a strong drive to eat

269
Q

behaviors can also be motivated by

A

desire to acheive an optimal level of arousal

270
Q

ex of behaviors motivated by arousal toddler and adult

A

toddler nt stimulated enough may seek stimulation by exploring the surroundings
adult who is feeling bored will do the same

271
Q

overstimulation impact

A

can lead to feelings of stress, which may lead one to seek ways to relax or sleep

272
Q

bio needs include

A

higher level needs

need for safety, belonging and love and achievement

273
Q

theories that explain how motivation affects human behavior

A

drive reduction
incentive
maslowès heirarchy of needs

274
Q

drive reduction reasoning

A

since drives a re phys states of discomforts, it follows that we are motivated to reduce these drive thru behaviors such as eating and drinking

275
Q

drive reduction theory

A

suggests that a phys need creates an aroused state that drive the organism to reduce the need by engaging in some behavior
greater the physiological need, greater the drive , an aroused motivated state

276
Q

ex of drive reduction glucose

A

if your blood glucose drops, you feel hungry or light headed and have a drive to eat

277
Q

incentives

A

external stimuli, objects and events in the environment that can help induce or discourage certain behaviors

278
Q

incentive types

A

+: drive us to do something

-: repel us from doing something

279
Q

behaviors most strongly motivated when

A

there are phys needs, strong + incentives and a lack of - incentives

280
Q

Abraham Maslow sought to explain

A

human behavior by creating a heirarchy of needs

281
Q

base of pyramid

A

physiological needs or basic needs needed to sutain human life
need to maintain homeostasis (obtain food, water and oxygen, elimintae waste, regulate internal temp, rest, engage in activity, reproduce)

282
Q

after basic needs are met

A

safety needs

need to feel safe and protected, establish routine and familiarity, feel like the world is organized and predictable

283
Q

after safety needs are met

A

love and belongingness

need to receive and give love, affection, and trust; need to be a part of a group or community; avoid loneliness

284
Q

after belongingness is acheived

A

esteem needs

nedd to acheive self esteem and independence; eeds to receive esteem and respect from others

285
Q

after esteem is established

A

self actualization

need to realize oneès full potential and find menaing beyond oneès self

286
Q

pyramid sugests

A

not all needs are created equally, some needs take priority over others

287
Q

ex of the priority of needs food porblems

A

an indiviudal who is struggling every day to work to put food on the table will plae higher value on meeting physiological needs than on fulfilling a cognitive need for belongingness by joining a community organization

288
Q

heirarchy is arbirtrary

A

comes from western emphasis on inividuality and some individuals show the ablity to reorganize these otives for ex hunger strikes

289
Q

advatages to Maslow heirarchy of needs

A

the inclusion of high level needs such as self actualization and the need for recognition and respect from others can also explain behavviors that the drive theory and the incentive theory cannot

290
Q

physiological homeostasis and detection

A

for many phys processes it is theorized that our bodies have a set point or a sweet spot at which things are in homeostasis
bodies have mechanisms which detect devations from the set oint and stimulating us to react either internally or behaviorally to regain the set point
responses to body temp variations , fluid intake, weight variations and sexual stimulation are regulated to a large extent by bio processes

291
Q

regulating body temp

A

important to surviavl because it affects protein function, cellular membranes and like
small elevations in body temp can result in heat stroke

292
Q

hypo

A

primary control center for detecting changes in temp and receives input from skin receptors

293
Q

response to cold

A

when hypo determines the body is cold, i causes vasoconstriction and shivering

294
Q

response to heat

A

when hypo dets that body is hot, it causes vasodilation and sweating

295
Q

behavior response to heat

A

by stretching out to maximize surface area and shedding layers of clothing

296
Q

behavior response to cold

A

curling inward, snuggling up and adding layers of clothing

297
Q

summary: internal response when body temp falls

A

internal response: vasococnstriction ( conserves heat)

shivering ( generates heat)

298
Q

summary: external response when body temp falls

A

curling in snugglng seeking warmth, adding layers

299
Q

summary: end result to internal and external response when body temp falls

A

heat is retained and normal body temperature is reached once again

300
Q

summary: internal response when body temp rises

A

vasodilation ( heat loss) and sweating ( heat lost as sweat evaporates

301
Q

summary: external response when body temp rises

A

stretching out, seeking shade, shedding layers

302
Q

summary: end result to internal and external response when body temp rises

A

heat is lost to environment and normal body temp

303
Q

monitoring fluid levels includes

A

intakes of fluids as well as excretion

304
Q

intake of fluids is stimulated by

A

speciaized osmoreceptors in the brain that detect dehydration

305
Q

omoreceptors

A

communicate with pituitary gland to stiimulate the release of antidiuretic horone ( ADH)

306
Q

ADH communicates

A

with the kidneys to reduce urine production by reclaiming water

307
Q

when blood volume is low

A

including when one is losing a significant amount of blood, hunger for sodium is stimulated to increase concentration of salt in bloodd and thirst to replace the lost fluuid

308
Q

excess fluid management

A

thru urination and sweating

309
Q

hunger regulates

A

the intake of nutrients in to the body

310
Q

hunger is controlled by the

A

hypo , which receives info from the stomach, intestines, liver as well as thru monitoring blood glucose levels

311
Q

lateral hypo brings

A

on hunger

312
Q

ventromedial hypo

A

depresses hunger

313
Q

ghrelin

A

released by the stomach and pancreas, heightens the sensation of hunger

314
Q

leptin

A

hormone released by white adipose tissue ( fat) reduces hunger

315
Q

sex hormones are responsible for

A

directing the debelopmet of M and F sexual anatomy, activation of sexual behavior

316
Q

estrogen and testosterone

A

control sexual drve to a minimal extent in the short term , long term behavior can be guided by sex hormone s

317
Q

sociocultural factors on Maslow heirarchy

A

higher levels of Maslow heirarchy , socio likely play large role in motivation
lower levels of Maslowès heirarchy also influenced by sociocultural

318
Q

ex of sociocultural influence on individuals

A

how a culture views body weight has an impact on the motivation of its members to reach some desired weight

319
Q

culture and image Us vs success

A

US thinner image is idolized on television, poeple can change their eating habits inorder to obtain that desired figure
other culture, being overweight is idolized as a sign sucess and well being so members may strive to gain weight

320
Q

cutural influence taste

A

preferences , desire for fatty foods and amount of exercise people get

321
Q

appetite and mood

A

feeling depressed, we may crave sweet or starchy foods to help boost neuro serotonin, which has a calming effect
may crave food simply for sensory stimulation when bored or may develop food aversions based on experiences of food poisoning

Psych and Sociology MCAT (14 decks)

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