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Psychology 101 > Chapters 3 9 11 > Flashcards

Chapters 3 9 11 Flashcards

0
Q

Alcohol (fetal alcohol syndrome)

A

physical and mental abnormalities in children caused by a pregnant woman’s heavy drinking
- in severe cases, signs include a small, out of proportion head and abnormal facial features

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1
Q

Teratogens

A
  • agent, such as a chemical or virus, that can reach the embryo or fetus during prenatal development and cause harm
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2
Q

Baumrind’s Parenting Styles

A

Authorative
Permissive
Authoritarian

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3
Q

Authoritative Parents

A
  • Parents tend to have children with the highest self-esteem, self-reliance, and social competence
  • they exert control by setting rules, but they encourage open discussion and allow exceptions
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4
Q

Permissive Parents

A
  • Tend to have children who are more aggressive and immature

= give in to their children’s desires, make few demands and use little punishment

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5
Q

Authoritarian Parents

A
  • Parent tend to have children with less social skills and self-esteem
  • set the rules and expect obedience
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6
Q

Motivation and Motives

A

Need or desire that energizes and directs behavior

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7
Q

Homeostasis

A
  • Tendency to maintain a balanced or constant internal state

-  The regulation of any aspect of body chemistry, such as blood glucose, around a particular level

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8
Q

Self-Actualization

A

 Psychological need that arises after basic physical and psychological needs are met and self-esteem is achieved
 The motivation to fulfill our potential

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9
Q

Drive Reduction Theory

A

 Idea that a physiological need creates an aroused state (a drive) that motivates us to satisfy the need
 we have physiological needs
 unmet needs creates a drive
 that drive pushed one to reduce the need
 Need (food, water)  Drive (hunger, thirst)  Drive-reducing behaviors (eating, drinking)

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10
Q

Set Point

A

 Point at which your “weight thermostat” is supposedly set
 When your body falls below this weight, increased hunger and a lowered metabolic rate may combine to restore lost weight

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11
Q

Facial feedback Effect

A

 research demonstrates that outward expressions and movements can trigger inner feeling and emotions

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12
Q

Repression

A

 the basic mechanism that banishes anxiety-arousing impulses, enables other defense mechanisms (freud believed)

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13
Q

Defensive Mechanism

A

 unconscious process employed to avoid anxiety-arousing thoughts or feelings

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14
Q

Erickson’s Psychosocial Stage Theory of Development

A

 Erikson proposed the resolution of a specific crisis at each stage of life
o The adolescent struggle involves identity versus role confusion-continuing into adulthood
o The task is to solidify a sense of self by testing and blending various roles
o Social identity involves the “we” aspect of self-concept that comes from group memberships
o Healthy identity formation is followed by the capacity to build close relationships

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15
Q

 Erikson’s Stages of Psychosocial Development

A 
Infancy (to 1 year)
Toddlerhood (1-3 years)
Preschool (3-6 years)
Elementary school (6 years to puberty)
Adolescence (teen years to 20s)
Young adulthood (20s to early 40s)
Middle adulthood (40s to 60s)
Late adulthood (late 60s and up)
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16
Q

 Erikson’s Stages of Psychosocial Development

o Infancy (to 1 year)

A

1 Trust vs mistrust

• If needs are dependably met, ifant develop a sense of basic trust

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17
Q

 Erikson’s Stages of Psychosocial Development

o Toddlerhood (1 to 3 years)

A

2 Autonomy vs. shame and doubt

• Toddlers learn to exercise their will and do things for themselves, or they doubt their abilities

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18
Q

 Erikson’s Stages of Psychosocial Development

o Preschool ( 3 to 6 years)

A

3 Initiative vs. guilt

• Preschoolers learn to initiate tasks and carry out plans, or they feel guilty about their effort to be independent

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19
Q

 Erikson’s Stages of Psychosocial Development

o Elementary school ( 6 years to puberty)

A

4 Competence vs inferiority

• Children learn the pleasure of applying themselves to taks or they feel inferior

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20
Q

 Erikson’s Stages of Psychosocial Development

o Adolescence (teen years into 20s)

A

5  Identity vs. role confusion
• Teenagers work at refining a sense of self by testing roles and then blending them to form a single identity, or they become confused about who they are

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21
Q

 Erikson’s Stages of Psychosocial Development

o Young adulthood (20s to early 40s)

A

6 Intimacy vs isolation
• Young adults struggle to form close relationship and to gain the capacity for intimate love, or they feel socially isolated

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22
Q

 Erikson’s Stages of Psychosocial Development

o Middle adulthood (4os to 60s)

A

7 Generativity vs stagnation
• In middle ae, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose

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23
Q

 Erikson’s Stages of Psychosocial Development

o Late adulthood (late 60s and up)

A

8 Integrity vs despair

• Reflecting on his or her life, an older adult may feel a sense of satisfaction or failure

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24
Q

Elizabeth Kubler-Ross’s stages of grief

A

o Brought the subject of death into the open with her observatioin that those facing impending death tend to move through five broad stages:
 Denial
• Initial stage: “it can’t be happening”
 Anger
• “Why me? It’s not fair”
• Either referring to god, oneself, or anybody percieved, rightly or wrongly, as “responsible”
 Bargaining: “just let me live to see my child(ren) graduate
 Depression: “I’m so sad, why bother with anything?”
 Acceptance: “It’s going to be ok.”

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25
Q

Obesity

A

 Obesity has physical and social risks
 Obese 6 to 9 yrs old are 60 percent more likely to suffer bullying
 Adult obesity is linked with lower psychological wellbeing, increased depression, and employment discrimination

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26
Q

 Obesity health risk

A

o Shortened life
o Reduced quality of life
o Increased health care cost

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27
Q

Why don’t obese people not lose weight?

A

 Sluggish metabolism
o Fat has lower metabolic rate
 Genetic handicap
o Genes explain 2/3 of the person-to-person differences in body mass of adopted children and identical twins

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28
Q

 Obesity risk factors

A

o Sleeploss
o Friendship with obese friends
o Fattening world
o Activity level

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29
Q

 Waist management

A

o Begin only if you feel motivated and self-disciplined
o Exercise and get enough sleep
o Minimize exposure to tempting food cues
o Reduce portion sizes
o Don’t starve all day and eat one big meal at night
o Beware of the binge
o Before eating with others, decide how much you want to eat
o Remember, most people occasionally lapse
o Connect to a support group

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30
Q

Hypothalamus

A 
“pleasure center”
	Arcuate nucleus
o	Pumps appetite-suppressing hormones
	Ghrelin
o	Involves hunger-arousing hormones secreted by empty stomach
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31
Q

Glucose

A

 Is form of sugar that circulates in the blood and provides the major source of energy for body tissues
 Triggers feeling of hunger when low

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32
Q

The appetite hormones

Ghrelin

A

1o Hormone secreted by empty stomach

o Sends “I’m hungry” signals to the brain

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33
Q

The appetite hormones

Insulin

A

2o Hormone secreted by pancreas

o Controls blood glucose

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34
Q

The appetite hormones

Leptin

A

3o Protein hormone secreted by fat cells

o When abundant, causes brain to increase metabolism and decrease hunger

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35
Q

The appetite hormones

Orexin

A

4o Hunger-triggering hormone secreted by hypothalamus

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36
Q

The appetite hormones

PYY

A

5o Digestive tract hormone

o Sends “I’m not hungry” signals to the brain

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37
Q

What are the appetite Hormones?

A 
Ghrelin
Insulin
Leptin
Orexin
PYY
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38
Q

Maslow’s Hierarchy of Needs.

A

 Maslow’s pyramid of human needs: at the base physiological needs must be satisfied before higher-level safety needs, and then psychological needs, become active
 Viewed human motives as pyramid

 At the base are basic physiological needs; at the peak are the highest human needs

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39
Q

What are Maslow’s Hierarchy of Needs?

A 
o	Self-transcendence needs
o	Self-actualization needs
o	Esteem needs
o	Belongingness and love needs
o	Safety needs
o	Physiological needs
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40
Q

What are Maslow’s Hierarchy of Needs?
1 top 6 bottom
o Self-transcendence needs

A

1 Need to find meaning and identity beyond the self

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41
Q

What are Maslow’s Hierarchy of Needs?
1 top 6 bottom

self-actualization needs

A

2 Need to live up to our fullest and unique potential

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42
Q

What are Maslow’s Hierarchy of Needs?
1 top 6 bottom
Esteem Needs

A

3 Need for self-esteem, achievement, competence, and independence
 Need for recognition and respect from others

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43
Q

What are Maslow’s Hierarchy of Needs?
1 top 6 bottom
Belongingness and love needs

A

4 Need to love and be loved, to belong and be accepted

 Need to avoid loneliness and separation

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44
Q

What are Maslow’s Hierarchy of Needs?
1 top 6 bottom
Safety needs

A

5 Need to feel that the world is organized and predictable

 Need to feel safe, secure, and stable

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45
Q

What are Maslow’s Hierarchy of Needs?
1 top 6 bottom
Physiological need

A

6 Need to satisfy hunger and thirst

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46
Q

Emotions

A

 Emotions are adaptive responses that support survival

47
Q

Emotional components

A

o Bodily arousal
o Expressive behaviors
o Conscious experiences

48
Q

Emotion theory

 James-Lange Theory: Arousal comes before emotion

A

o Experience of emotion involves awareness of our physiological responses to emotion-arousing stimuli
o We don’t just smile because we share our teammates’’ joy. We also share the joy because we are smiling with them
o We observe our heart racing after a threat and then feel afraid

49
Q

Emotion theory

 Cannon-Bard Theory : Arousal and emotion happen at the same time

A

o Emotion-arousing stimulus simultaneously triggers
 Physiological responses
 The subjective experience of emotion
o Our heart races at the same time that we feel afraid

50
Q

Emotion Theory

 Schachter-Singer Two-factor Theory: Arousal + Label = Emotion

A

o Emotions have two ingredients: physical arousal and cognitive appraisal
o Arousal fuels emotion; cognition channels it
o Emotional experience requires a conscious interpretation of arousal
o Spillover effect: spillover arousal from one event to the next—influencing a response
 Arousal from a soccer match can fuel anger, which can descend into rioting or other violent confrontations
o We may label our arousal as fear or excitement, depending on context

51
Q

Emotion theory

 Zajonc, LeDoux

A

o Emotion and the two-track brain
o Zajonc
 Sometimes emotional response take neural shortcut that bypasses the cortex and goes directly to amygdala
 Some emotional responses involve no deliberate thinking
 Zajonc, LeDoux
• We automatically feel startled by a sound in the forest before we label it a threat

52
Q

Emotion Theory

Lazarus

A

emotion and two track brain
 Brain processes much information without conscious awareness, but mental functioning still takes place
 Emotions arise when an event is appraised as harmless or dangerous
 The sound is “just the wind”

53
Q

 Detecting emotions in others

A

 People were more likely to see it as a male when it wore an angry expression, and as a female when it wore a smile
o Glance or a stare can communicate intimacy, submission, or dominance
o Nonthreatening cues more easily detected that deceiving expressions
o Women detect emotions (except anger) better than men
o Females more likely to express empathy and experience emotional events

54
Q

 Culture and emotional expression

A

o Gesture meanings vary among cultures; but outward signs of emotion are generally the same
o Shared emotional categories do not reflect shared cultural experiences

55
Q

 Gordon Allport’s trait theory

A

o Personality described as a stable and enduring pattern of behavior

56
Q

 The “big five” personality factors (canoe)

A

o Conscientiousness
 Disorganized, careless, impulsive  organized, careful, disciplined
o Agreeableness
 Ruthless, suspicious, uncooopeartive  soft-hearted, trusting, helpful
o Neuroticism (emotional stability vs. instability)
 Calm, secure, self-satisfied  anxious, insecure, self-pitying
o Openness
 Practical, prefers routine, conforming  imaginative, prefers variety, independent
o Extraversion
 Retiring, sober, reserved  sociable, fun-loving, affectionate

57
Q

 Sigmund Freud – structure

A

 View of personality with a focus on the unconscious and the importance of childhood experiences
o Personality arises from conflict between impulse and restraint
o With socialization, urges are internalize through social restraints which aid in the resolution of basic conflict
o People seek to express impulses in ways that bring satisfaction without guilt or punishment

58
Q

 Exploring the unconscious (Freud’s psychoanalytic perspective)

A

o Specialized in nervous disorders after medical school
o Theorized that mind contained large unconscious region where feelings and ideas were repressed
o Used free association to help patients find and release forbidden thoughts

59
Q

 Psychoanalysis

A

o Freud’s theory of personality that attributes thoughts and actions to unconscious motives and conflicts
o The techniques used in treating psychological disorder by seeking to expose and interpret unconscious tensions

60
Q

Unconcious

A

o According to Freud, a reservoir of mostly unacceptable thoughts, wishes, feelings, and memories
o According to contemporary psychologists, information processing of which we are unaware

61
Q

Free association

A

o In psychoanalysis, a method of exploring the unconscious in which the person relaxes and says whatever comes to mind, matter how unimportant or embarrassing

62
Q

Freud’s idea of the mind’s structure

A

o Id
 Unconcious psychi energy that strives to satisfy basic sexual and aggressive drives; operates gratification
o Ego
 Largely conscious, “executive” part that balances the demands of the id, superego, and reality; operates on reality principle
o Superego
 Represents internalized ideals and provides standards for judgement (the conscience) and for future goals

63
Q

 Freud’s psychosexual stages

A 
o	Children pass through stages wherein id’s pleasure-seeking energies forcus on an erogenous zone
o	Oral (0-18 months) 
	Pleasure centers on the mouth—sucking, biting, chewing
o	Anal (18-36 months)
	Pleasure focuses on bowel and bladder elimination
	Coping with demands for control
o	Phallic (3-6 years)
	Pleasure zone is the genitals
	Coping with incestuous sexual feelings
o	Latency (6 to puberty)
	Dormant sexual feelings
o	Genital
	Maturation of sexual interests
64
Q

Oedipus complex

A

o Boy’s sexual desires toward his mother and feelings of jealousy and hatred for the rival father

65
Q

Electra complex

A

o Female version of Oedipus complex

women want power

66
Q

Identification

A

o Children incorporate their parents’ values into their developing superegos

67
Q

Fixation

A

o Lingering focus of pleasure-seeking energies at an earlier psychosexual stage, in which conflicts were unresolved

68
Q

Defense Mechanism

A

o Ego distorts reality in effort to manage anxiety through defense mechanisms
o All defense mechanisms operate indirectly and unconsciously
o Repression underlies all other defense mechanisms

69
Q

Defense Mechanism

Regression

A

1 Retreating to a more infantile psychosexual stage, where some psychic energy remains fixated
 A little boy reverts to the oral confort of thumb suckin on the way to his first day of school

70
Q

Defense Mechanism

Reaction Formation

A

2 Switching unacceptable impulses into their opposites

 Repressing angry feelings, a person displays exaggerated friendliness

71
Q

Defense Mechanism

Projection

A

3 Disguising one’s own threatening impulses by attributing them to others
 An el Salvadoran saying captures the idea: “the thief thinks everyone else is a thief”

72
Q

Defense Mechanism

Rationalization

A

4 Offering self-justifying explanations in place of the real, more threatening unconscious reasons for one’ actions
 A habitual drinker says she drinks with her friends “just to be sociable.”

73
Q

Defense Mechanism

Displacement

A

5 Shifting sexual or aggressive impulses toward a more acceptable or less threatening object or person
 A little girl kicks the family dog after her mother puts her in time-out

74
Q

Defense Mechanism

Denial

A

6 Refusing to believe or even perceive painful realities

 A partner denies evidence of his loved one’s affair

75
Q

Adler’s and Horney’s beliefs about personality development

A

 Accepted Freud’s basic ideas
 Incorporated some Freudian ideas into psychodynamic theory: much of mental life is unconscious
 Differed from Freud in two ways:
o Placed more emphasis on role of the conscious mind
o Doubted sex and aggression were all-consuming motivations; emphasized social interactions and other motives

76
Q

Carl Rogers’ Person-centered perspective

A

 People have self-actualizing tendencies and are basically good
 Self-concept is central feature of personality

77
Q

 Characteristics that nurture growth between any two human beings

A

o Genuineness
o Acceptance
o Emphathy

78
Q

Unconditional Positive regard

A

o According to rogers, an attitude of total acceptance toward another person

79
Q

Self-concept

A

o All our thoughts and feelings about ourselves, in answer to the question, “who am I?”

80
Q

The Biopsychosocial approach to the study of personality

A

 At every moment, our behavior is influenced by our biology, our social and cultural experiences, and our thought processes and traits

81
Q

The Biopsychosocial approach to the study of personality
 Personality
Biological Influences

A

1 Genetically determined temperament
 Autonomic nervous stystem ractivity
 Brain activity

82
Q

The Biopsychosocial approach to the study of personality

 Personality
Psychological Influences

A

2 Learned responses
 Unconscious thought processes
 Expectations and interpretations

83
Q

The Biopsychosocial approach to the study of personality
 Personality
Social Cultural Influences

A

3 Childhood experiences
 Influence of the situation
 Cultural expectations
 Social support

84
Q

What is the the most widely used objective test to measure personality?

A

 Rorschach test

85
Q

 Rorschach test

A

o The most wildely used objective test to measure personality
o Revels what seen in series of 10 ink blots reflect inner feelings and conflicts
o Lacks predictive validity and reliability

86
Q

Projective Test

A

o Reveal hidden conflicts and conflicts

o Provide glimpse into test-taker unconsciousness

87
Q 
Stress
(class note)
A
  • the real roots of stress come from within
  • “it is not the place, nor the condition, but the mind alone that can make anyone happy or miserable.”
  • it is the way you look at and operate your life that causes most of your pain and frustration.
  • create peace instead of stress
88
Q

The type and number of chromosomes males and females have

A

xx- female 23

xy- male 23

89
Q

Why set goals?

A

1 it is a way of organizing your life

  1. it will reduce stress
  2. it is a way of marking your progress as you reach the goals
  3. as you reach goals your self-esteem rises
  4. as we reach one goal we are motivated to go on to other goals
90
Q

How to set goals

A
  1. Don’t set them too high
  2. Don’t set them too low
  3. Make them challenging
91
Q

Adler

A

coined “inferiority complex”

strive for goals

92
Q

Hypothalamus 2

A

Lateral - feeding (hunger)
Ventromedial - satiety (full)
Paraventricular - blood sugar levels (fat)

93
Q

Obesity

class

A

doubled since 1980

94
Q

book “what to say when you talk to your self”

A

when monitor talk to self - negative ; beat up self
need to switch and change to positive approach
- “brain can’t take a joke”
self-efficacy

95
Q

Hans Selye’s GAS syndrome

A

General adaptation syndrome
phase 1 - alarm
phase 2 resistance
phase 3 exhaustion

96
Q

Type A’s personality in relationship to heart disease

A

type A’s toxic core is negative emotion - especially anger

97
Q

Developmental Psychology

A

the scientific study of changes that occur in human beings over the course of their life
- originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan.

98
Q

Sensation Seekers

A

 Personality trait defined by the search of experiences and feelingsm that are “varied, novel, complex and intense”, and by the readiness to “take physical, social, legal, and financial risks for the sake of such experience”
 thrill seekers

99
Q

External Locus of control

A

belief that events in one’s life, whether good or bad, are caused by uncontrollable factors such as the environment, other people, or a higher power
o individuals believe they are powerless to control outside events. Self-efficacy

100
Q

Internal Locus of control

A

individuals believe they can control events that happen to them

101
Q

Personality

A

refers to individual differences in characteristic patterns of thinking, feeling and behaving

102
Q

Emotion focused coping

A

 involves trying to reduce the negative emotional responses associated with stress such as embarrassment, fear, anxiety,m depression excitement, and frustration,
 the only realistic option when the source of stress is outside the person’s control
 Drug therapy
 Keeping yourself busy to take your mind off the issue
 Letting of steam to other people
 Praying for guidance and strength
 Ignoring the problemn in the hope it will go away
 Distracting yourself (eg tv, eating)
 building yourself to expect the worse
 less effecting than problem-focused
 women tend to use more emotion focused
 negative side effects – delays the person dealing with the problem

103
Q

Problem - focused coping

A

 Lazarus and folkman suggestion 2 types of coping responses
 targets the causers of stress in practical ways which tackles the problem or stressful situation that is causing stress, consequently directly reducing the stress
 aims to remove or redcuce the cause of the stress
 taking control – escaping from the stress or removing the stress
 information seeking – most rational action; trying to understand the situation and putting into place cognitive stratgies to avoid it in future
 evaluating the pros and cons of different options for dealing with the stressor
 is best, removes the stressors, so deals with the root cause of the problem, providing a long term solution
 not best or possible for some: death, loss (requires emotion); not work beyond indiviudals control to remove source of stress – exam, work, etc
 people with low self steem use emotion focused

104
Q

Pyschoneuroimmunology

A

 (PNI) is the study of the interaction between psychological processess and the nervous and immune systems of the human body

105
Q

Subject of daily hassles of life and stress

A

 Daily hassles are the small, day to day irritations, repeated many times, that drive us all crazy (printer jam, lose keys)
 Daily hassles are as toxic to our health as major life events
 constantly triggering your stress response
 affect our longer term health and mood
 When there is no time to recover from one problem before the next one hitsm your stystem starts wearing down from the stress
 may take more toll on our health than even major life events like bereavement
 those who experienced higher rate of daily hassles were at an increased risk of dying early, just as if they’d experienced more serious life event, like losing a loved one

106
Q

 Freud’s psychosexual stages

Oral fixiation

A

mouth

- over eating, smoking

107
Q

 Freud’s psychosexual stages

Anal fixiation

A

potty train

  • control (anal retentive; explosive
  • very particular
108
Q

 Freud’s psychosexual stages

Phalic fixation

A

4-5 years
oedipus complex
- try to be the parents
elektra complex (Horneyes)

109
Q

 Freud’s psychosexual stages

Latent and Genital

A

Latent - it’s there, not obvious

genital - 12 yrs old on; become adult; marries

110
Q

how stress correlates with disease

A

reduce immune system

111
Q

Self-efficacy

A

I can attitude

powerful approach

112
Q

Personality factor of psychological hardiness

A

o a personality type or pattern associated with continued good health and performance under stress
o have a high sense of life and work commitment, a greater feeling of control over what happens to them, and are more open to changed and challenges in life
o tend to interpret stressful and difficult experiences as normal features of an existence which is overall interesting and worthwhile
o function as a significant moderator or buffer in the stress-health relation
o low neuroticism
o predicting leader performance

113
Q

Three components of Psychological Hardiness

A

o commitment
o challenge
o control

114
Q

Happiness

A

mental or emotional state of well-being defined by positive or pleasant emotions ranging from contentment or intense joy

115
Q

Predictors of happiness? (maybe)

A

• autonomy – “feeling that your life-its activities and habbits – are slef-chosen and self-endorsed”
• internal locus of control
- social relationships

116
Q

Two main causes of illness/disease?????

A

Heart disease

Stroke

Psychology 101 (2 decks)

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