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Psych 305 > Chapter 3 - Models of Abnormality > Flashcards

Chapter 3 - Models of Abnormality Flashcards

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1
Q

Two ways to study behavior genetics

A

Pedigree studies, twin studies

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2
Q

Pedigree studies

A

Genealogical studies, studies family background and genes

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3
Q

Concordance

A

The rate at which twins share the same trait

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4
Q

Discordance

A

When both twins do not share the same trait

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5
Q

Identical vs fraternal twins?

A

Identical twins are monozygotic, while fraternal twins are dizygotic

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6
Q

What causes disorders from a biological standpoint?

A

Disorders associated with a lack of NTs or excess of NTs at the synapse, or heightened sensitivity of receptors in synapse

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7
Q

Characteristic hemispherality

A

Some may have relatively more activity in one hemisphere during rest

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8
Q

Why is characteristic hemispherality important for disorders?

A

Davidson/Tomarken proposed that right hemisphere people are closer to the threshold than others for negative states

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9
Q

Characteristics of the left hemisphere

A
  • Verbal, speech math, logic
  • Relatively more active with joy, happiness
  • Positive emotions
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10
Q

Characteristics of the right hemisphere

A
  • Imagery, artistic skills, creativity
  • Relatively more active with sadness, disgust, anger
  • Negative emotions
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11
Q

What is psychoneuroimmunology?

A

Interactions among nervous, endocrine, and immune systems

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12
Q

Role of significant stressors on the immune system

A

Stress -> Corticosteroids -> decreased immune system function -> illness

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13
Q

Id

A

Instinctual, in unconscious, is present at birth, unrealistic, instant gratification

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14
Q

Ego

A

Realistic (only one), delays instant gratification

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15
Q

Superego

A

Internalization of moral code/values

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16
Q

Two subsystems of superego

A
  • Conscience: internalization of what is wrong

* Ego-ideal: internalization of what is right

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17
Q

Ego-strength

A

Healthy personality, grounded in reality, needs are met realistically, better able to cope

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18
Q

Freud structure of the mind

A
  • Preconscious: not currently in awareness, but can gain access
  • Conscious: in current awareness
  • Unconscious: below level of awareness and difficult to gain access
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19
Q

Psychic determinism

A

All behavior overt and covert is caused (determined) by unconscious variables and events from earlier in life

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20
Q

Displacement

A

Defense mechanism in which unacceptable feelings/attitudes unconsciously displaced onto something/someone else

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21
Q

Projection

A

Defense mechanism in which unacceptable thoughts/feelings are projected onto others - attribute unacceptable thoughts/feelings to other people

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22
Q

Intellectualization

A

Defense mechanism in which you view emotional challenges as an intellectual experience

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23
Q

Psychodynamic causes of maladaptive behavior

A

1) Rigidly sticking to defense mechanisms
2) Conflicts between Id and Superego overwhelm Ego
3) Vulnerability due to early life experiences
4) Fixation on one psychosexual stage

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24
Q

How did neoanalytic theorists differ from Freud?

A

1) More emphasis on sociocultural factors
2) More spirituality
3) More positive view of human nature
4) Belief in freedom of choice (not all unconsciously determined)
5) Considered more of the conscious aspects of personality

25
Q

Basic premise of behavioral models

A

Behavior and personality develop through the learning process

26
Q

Classical conditioning

A

Pairing neutral stimulus with one that naturally elicits a response so that the previously neutral stimulus now also elicits the response

27
Q

Stimuli and responses in classical conditioning

A
  • UCS - original natural stimulus, doesn’t have to be learned
  • UCR - original natural response, doesn’t have to be learned
  • CS - previously neutral stimulus, now paired with UCS
  • CR - learned response to CS
28
Q

What is the result of fixation?

A

When a person gets fixated in a psychosexual stage, portion of psychic energy is attached to that stage and can’t be used for other functions

29
Q

Oral fixation

A

Over/under gratification of one’s oral needs, results in person that is very needy and dependent

30
Q

Anal fixation

A

When you obtain a sense of control, results in person that is very controlling/clean/organized (anal retentive). Anal expulsive is the opposite of anal retentive

31
Q

Phallic fixation

A

Problems identifying with same sex parent, involves development of one’s sexual identity. Fixation results in promiscuity

32
Q

Who are the contemporary psychoanalytic theorists?

A

Carl Jung, Alfred Adler, Karen Horney

33
Q

Generalization of learning

A

When other stimuli similar to the CS elicit the response (after an accident, not only do buses trigger a reaction but also all vehicles)

34
Q

Extinction

A

Cessation of a response - exposure to CS without UCS (get back on the bus)

35
Q

Counter-conditioning

A

Pair something pleasant with unpleasant stimulus

36
Q

Aversive Counter-Conditioning

A

Pair noxious stimulus with undesired response

37
Q

Operant conditioning

A

Organism “operates” on environment in some way and receives response from environment

38
Q

Reinforcement vs punishment

A
  • Reinforcement: increasing a behavior by delivering something desired or removing something undesired
  • Punishment: decreasing a behavior by delivering something undesired or removing something desired
39
Q

Negative vs positive (in terms of conditioning)

A
  • Negative: Increases behavior by removing something not desired
  • Positive: Increases behavior by giving something desired
40
Q

How does shaping work in terms of operant conditioning?

A

Successively reinforce steps toward target behavior

41
Q

How does extinction happen with operant behavior?

A

Remove reinforcement

42
Q

Reinforcers

A

Anything that increases likelihood of behavior

43
Q

Social learning

A

Behaviors acquired through relations with others and observations of others

44
Q

Modeling (Vicarious learning)

A

Learn by watching others perform behavior

45
Q

What makes conditions more powerful for modeling?

A
  • Model is similar to learner
  • Learner is dependent on model
  • Model is rewarded for behavior
  • There is uncertainty about appropriate behavior
46
Q

Implicit learning

A

When interpretation of event shapes one’s behaviors or attitudes toward behavior

47
Q

Cognitive perspective focus

A

Internal processes/thoughts, thoughts produce and are initiated by behavior

48
Q

Cognitive causes of maladaptive behavior

A
  • Unfortunate experiences + Maladaptive thought/beliefs
  • Schemata cannot accommodate current life experiences
  • Irrational and maladaptive thoughts/beliefs
49
Q

Ellis’s Rational-Emotive Therapy

A

A - Antecedent (event, “trigger”)
B - Belief (about event)
C - Consequences (emotional) of belief
D - Disputing maladaptive thoughts/behaviors

50
Q

Humanistic/Existentialist perspective focus

A

Self, dignity, inherent goodness, striving towards self-actualization to be all that you can be

51
Q

Roger’s person centered theory

A
  • One’s self image needs to be congruent with life experiences
  • Problems come from discrepancy between one’s real and ideal selves
52
Q

Existential theories

A
  • Basic tenet: take responsibility for one’s actions and freedom of choice
  • Living authentically (living by one’s own goals) vs living inauthentically (living by goals set by others)
53
Q

Causes of maladaptive behavior under phenomenological perspectives

A
  • Being held back from achieving one’s full potential
  • Incongruence between self-image and life expectancies
  • Living inauthentically
54
Q

Focus of multicultural models of maladaptive behavior

A

Cultural context of behaviors

55
Q

to feel or not to feel

A

a feel feels as feely by any other name

56
Q

Criticisms of multicultural model

A
  • Not empirically based, don’t lend well to empirical study, difficult to obtain large numbers of subjects
  • Cultural phenomena are culture specific - cannot generalize findings to larger numbers of symptoms, individualistic vs collectivistic
57
Q

Inferiority model

A

Because other groups are different from the majority, they are inferior. The Ball Curve found IQ scores lower in African Americans, posited that that was due to genetics

58
Q

Deprivation/Deficit model

A

Different groups score lower due to neural deprivation

Psych 305 (11 decks)

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