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Abnormal Psychology > Chapter 3 - Causal Factors and Viewpoints > Flashcards

Chapter 3 - Causal Factors and Viewpoints Flashcards

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1
Q

Necessary cause

A

If Disorder Y occurs, then Cause X must have preceded it

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2
Q

Sufficient cause

A

If Cause X occurs, then Disorder Y will also occur

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3
Q

Contributory cause

A

If X occurs, then the probability of Disorder Y increases

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4
Q

proximal cause

A

causal factor that operates shortly before symptoms of a disorder are shown. May trigger onset of disorder.

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5
Q

distal cause

A

Causal factor occurring early in life that may not show effects for several years. May contribute to a predisposition to develop a disorder.

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6
Q

reinforcing contributory cause

A

A condition that tends to maintain maladaptive behavior that is already occurring

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7
Q

Causal pattern

A

when more than one causal factor is involved; conditions A, B, C lead to condition Y

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8
Q

diathesis

A

a predisposition toward developing a disorder; may derive from biological, psychological, and/or sociocultural causal factors

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9
Q

stress

A

the response or experience of an individual to demands that she perceives as taxing or exceeding her personal resources

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10
Q

diathesis-stress model

A

states that disorders develop when a stressor operates on a person who has a vulnerability for that disorder

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11
Q

additive model

A

diathesis-stress model in which individuals with a high level of diathesis need only a small amount of stress to develop a disorder and vice versa

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12
Q

interactive model

A

diathesis-stress model in which some amount of diathesis must be present before stress will have any effect

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13
Q

protective factors

A

influences that modify a person’s response to stressors, making it less likely that the person will experience adverse consequences of stressors. Usually operate only to help resist against effects of risk factors rather than providing benefit to those w/o risk factors.

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14
Q

resilience

A

the ability to adapt successfully to even very difficult circumstances “overcoming the odds”

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15
Q

developmental psychopathology

A

field that focuses on determining what is abnormal at any point in development by comparing/contrasting it with normal and expected changes

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16
Q

categories of biological factors relevant to development of maladaptive behavior

A
  • neurotransmitter and hormonal abnormalities in neurotransmitter systems (brain and CNS) - genetic vulnerabilities - temperament - brain dysfunction and neural plasticity
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17
Q

abnormalities in neurotransmitter functioning

A
  • excessive production and release into synapse - dysfunction in deactivation of neurotransmitter (reuptake and degradation) - abnormally sensitive/insensitive receptors in postsynaptic neuron
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18
Q

5 primary neurotransmitters (as related to psychology)

A
  • norephinephrine - dopamine - serotonin - glutamate - GABA (gamma aminobutyric acid)
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19
Q

norephinephrine

A

plays a role in reactions to stressful/dangerous situations, attention, orienting, and basic motives

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20
Q

dopamine

A

deals with pleasure and cognitive processing. implicated in schizophrenia and addictive disorders

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21
Q

serotonin

A

effects the way we think and process information from our environments, behaviors, and moods. plays role in emotional disorders (anxiety, depression) and suicide

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22
Q

glutamate

A

excitatory neurotransmitter, implicated in schizophrenia

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23
Q

GABA

A

reduces anxiety and other emotional states characterized by high levels of arousal

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24
Q

HPA axis

A

hypothalamic-pituitary-adrenal-cortical axis

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25
Q

activation of HPA axis

A
  • messages in the form of CRH travel from hypothalamus to pituitary - in response to CRH, pituitary releases ACTH - ACTH stimulates cortical part of adrenal gland to produce adrenaline and cortisol, which are released to general circulation - cortisol tells hypothalamus and pituitary to decrease release of CRH and ACTH, decreases adrenaline and cortisol
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26
Q

cortisol

A

hormone that mobilizes body to deal with stress

27
Q

polymorphisms

A

naturally occurring variations of genes

28
Q

polygenic

A

disorders are influenced by multiple genes with any individual gene having only a small effect

29
Q

3 genotype-environment correlations

A
  • childs genotype has passive effect due to genetic similarity of parents and children - child’s genotype evokes particular reactions from social and physical environment - active effect: child seeks out and builds environment that he likes
30
Q

genotype-environment interaction

A

people with different genotypes may be differently susceptible to their environments

31
Q

linkage analysis

A

Genetic research strategy where occurrence of a disorder in extended family is compared with that of a physical characteristic or biological process that is known to be located on a particular chromosome

32
Q

Association studies

A

Genetic research strategy that compares frequency of genetic markers known to be located on a particular chromosome in people with and without a particular disorder

33
Q

Temperament

A

A child’s reactivity and characteristic ways of self regulation

34
Q

What 5 dimensions of temperament can be identified in children as young as 2 - 3 months?

A
  • fearfulness - irritability and frustration - positive affect - activity level - attentional persistence and effortful control
35
Q

Three dimensions of adult personality

A
  • neuroticism or negative emotionality - extroversion or positive emotionality - constraint (conscientiousness and agreeableness)
36
Q

Infant temperament dimensions of fearfulness and irritability correspond to which adult temperament?

A

Neuroticism

37
Q

Infant temperament dimensions of positive affect and possibly activity level correspond to which adult temperament?

A

Extraversion

38
Q

Infant temperament dimension of attentional persistance and effortful control correspond to which adult temperament?

A

Constraint

39
Q

What does it mean for a child to be considered “behaviorally inhibited”?

A

They are fearful in many unfamiliar situations. When this trait is stable, it is a risk factor for the development of anxiety disorders.

40
Q

What does it mean for a child to be considered “uninhibited”?

A

They show little fear of anything. In teenage years, they are more likely to show aggressive and delinquent behavior. If combined with high levels of hostility, risk for conduct disorder and antisocial personality disorder are increased.

41
Q

Developmental systems approach

A

Focuses on bidirectional influences of genetic activity neural activity behavior environment (physical and sociocultural)

42
Q

primary process thinking

A

mental images and wish-fulfilling fantasies generated by the id

43
Q

secondary process thinking

A

adaptive measures of the ego

44
Q

ego psychology

A

view that psychopathology develops when the ego does not function adequately

45
Q

object relations theory

A

focuses on individuals interactions with real and imagined other people and on the relationships that the individuals experience between internal and external objects

46
Q

object (in object relations theory)

A

symbolic representation of another person in a childs environment (most often a parent)

47
Q

introjection

A

a child symbolically incorporating important people in his life into his personality (through images and memories)

48
Q

interpersonal perspective

A

views psychopathology as rooted in the unfortunate tendencies we develop while dealing with our interpersonal environments; focuses on relationships (past and present) with other people

49
Q

attachment theory

A

emphasizes importance of early experience (esp. in attachment relationships) as laying the foundation for later functioning throughout the lifespan

50
Q

learning (in behaviorism)

A

modification of behavior as a consequence of experience

51
Q

Other name for Classical conditioning

A

pavlovian conditioning

52
Q

Classical conditioning

A

UCS and UCR exist. CS is paired with them. CR exist when CS results in same response as UCS.

53
Q

extinction (classical conditioning)

A

gradual process by which CS no longer leads to CR

54
Q

spontaneous recovery (classical conditioning)

A

return of learned response after extinction

55
Q

other name for operant conditioning

A

instrumental conditioning

56
Q

operant conditioning

A

individual learns to achieve a goal through reinforcement

57
Q

in operant conditioning, what kind of response is highly resistant to extinction?

A

conditioned avoidance response

58
Q

cognitive-behavioral perspective

A

focuses on how thoughts and information processing can become distorted and lead to maladaptive emotions and behavior

59
Q

self-schemas

A

views on who we are, what we might become, what is important to us, and the roles we occupy

60
Q

assimilation

A

fitting new experiences into existing schemas

61
Q

accommodation

A

changing of existing schemas to incorporate new information that doesn’t fit

62
Q

implicit memory

A

behavior reveals that individual previously learned an activity even though they cannot remember learning it

63
Q

Humanistic perspective

A

views human nature as basically good and emphasizes people’s inherent capacity for growth and self actuallization

Abnormal Psychology (3 decks)

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