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Abnormal Psychology > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

earliest attempts at treating mental disorders; cutting a hole in the skill while person was alive in order to allow the demonic spirits to exit; happened in the stone age (prehistoric times); based on the idea of the baby’s soft spot; possession dominated thinking about abnormal behavior

A

trephining

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2
Q

father of early medicine; responsible for: emergence of scientific viewpoint (clinical observation); early attempts at classification with biological explanations; four humors; brain is important to feelings and behaviors; hiseria in women caused by a wandering uterus; women were simple and not complicated

A

Hippocrates (460-377 BCE)

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3
Q

responsible for: early mapping of nervous system and how it related to psychological disorders; autopsies; scientific approach (biological basis); causes of psychological disorders (physical and mental)

A

Galen (CE 130-200)

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4
Q

very unspecific time in history; supernatural explanations for mental disorders; clergy managed mental illness; mass madness (caused by demonic spirits); mentally ill as witches (witchcraft) (not always); scientific aspect of Greek medicine survived in Islamic countries; Avicenna of Arabia

A

Middle Ages in Europe (CE 500-1500)

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5
Q

wrote The Cannon of Medicine and advocated for the treatment of the mentally ill

A

Avicenna of Arabia (980-1037 AD)

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6
Q

time period of resurgence of scientific questioning; time of Paracelsus and Weyer; establishment of asylums that were basically storage places with deplorable conditions, violent patients on display for the public (like animals), and unethical treatments

A

sixteenth century

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7
Q

said that mental illness was not demonic

A

Paracelsus

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8
Q

wrote about poor treatment of the mentally ill, but did not talk about helping them; one of the first to specialize in mental illness; not well respected and made fun of

A

Weyer

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9
Q

When did asylums emerge in the US?

A

mid 18th century

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10
Q

Which 2 people are associated with the humanitarian reform?

A

Pinel and Tuke

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11
Q

gave patients better conditions; not geared towards treatment

A

Pinel

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12
Q

believed that all should be treated with kindness; set up retreat center

A

Tuke

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13
Q

What were the 2 important movements in America in the 19th century?

A

Moral management and mental hygiene movement

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14
Q

movement of 19th century that focused on the social, individual, and occupational needs of mental patients; focused on what could be helpful

A

moral management

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15
Q

movement of 19th century that was extremely influential in reforming mental institutions; focused on taking care of patient’s physical needs; overshadowed other 19th century movement

A

mental hygiene movement

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16
Q

built mental institutions that eventually became crowded so conditions became bad; influential in reforming mental institutions

A

Dorothea Dix (1802-1887)

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17
Q

a book about the conditions in mental institutions; inspired deinstitutionalization in the 20th century

A

The Snake Pit

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18
Q

What were the purposes of the National Institute on Health (1946)?

A

fund research, train doctors, inform public

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19
Q

What was created under the Community Health Services Act (1963)? What happened because of it?

A

outpatient facilities, inpatient psych units in hospitals; under-funded thus leaving people homeless or in jail

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20
Q

What are the 4 major developments of the contemporary view of abnormal psychology?

A
  1. biological discoveries
  2. development of classification system
  3. development of psychological basis of mental disorders
  4. experimental psychology
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21
Q

What was the Kraft-Ebbing experiment (1897)?

A

major breakthrough for establishment of biological cause of mental disorders; general paresis patients injected with fluids from syphillis patients; found that paresis patients already had syphillis because they had no reaction; possible concrete biological cause

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22
Q

What happened in the case of Phineas Gage?

A

rod passed through the ventromedial region of his frontal lobe; experienced personality changes; initiated neuropsychological studies

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23
Q

What does the ventromedial region of the frontal lobe control and when does it develop?

A

rational decision making and emotional processing; developed in mid 20’s

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24
Q

wrote Compendum der Psychiatrie which was a book about different types of psychological symptoms; emphasized brain pathology in mental disorders; created a system of classification for mental disorders; each type was distinct; said we can only study the course of these disorders, not treat them

A

Emil Kraepelin (1856-1926)

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25
Q

introduced mesmerism; magnets responsible for mental disorders; known for weird treatments; not well respected, made fun of

A

Franz Anton Mesmer (1734-1815)

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26
Q

introduced hypnosis; followers believed hysteria was self-hypnosis; led to debate over whether mental disorders were biologically or pyschologically based; thought that maybe hypnosis could cure mental disorders

A

The Nancy School

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27
Q

known for developing psychoanalysis; first attempt to explain psychological origins of abnormal behavior; processes outside a person’s awareness can determine behavior; worked on children

A

Sigmund Freud (1856-1939)

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28
Q

father of modern day psychology; established first psychology lab in Germany; studied memory and sensation; many students brought his ideas to the US; monumental in psychology study, even today

A

Wilhelm Wundt (1832-1920)

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29
Q

Who had the idea of classical conditioning? operant conditioning? behaviorism?

A

Ivan Pavlov
B.F. Skinner
John Watson

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30
Q

Elements of abnormality:

  1. Is the behavior uncommon or rare?
  2. What is abnormal is culturally relative
  3. Does the behavior cause distress?
  4. Does the behavior affect others?
  5. Does the behavior lead to impairment or interfere with life?
  6. Does the behavior cause difficulties for others?
  7. We did not discuss this element in lecture
A
  1. statistical deviancy
  2. violation of standards of society
  3. suffering
  4. social discomfort
  5. maladaptiveness
  6. irrationality or unpredictability
  7. dangerousness
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31
Q

What is the limitation for statistical deviancy? Suffering?

A

some disorders are not rare and not all rare behaviors cause problems; everyone experiences stress from time to time

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32
Q

existed since 1952, classifies symptoms/disorders; first version was based on psychodynamic theory; tried to make it theoretical; currently we use the 5th edition; groups disorders by category; contains checklist of observable symptoms

A

DSM

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33
Q

What are the 4 criteria that must be met in the DSM-5 to classify someone as having a mental disorder?

A
  1. clinically significant syndrome
  2. distress or disability (impaired functioning)
  3. not culturally sanctioned (culture taken into account)
  4. considered to reflect behavioral, psychological, biological disfunction
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34
Q

What do we classify disorders (4 reasons)?

A

provides nomenclature for structuring information, facilitates communication (between clinicians, in court of law); facilitates research; practical reasons (insurance, resource allocations)

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35
Q

What is the downfall of classifying disorders in the DSM (4 things)?

A

it can impede research that is out of the box, if we only focus on DSM disorders, we may miss other less common disorders/symptoms; stigmatization; loss of information; diagnostic categories are heterogeneous

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36
Q

What are the 4 main criticisms of the DSM?

A
  1. disorders may not truly be categorical
  2. arbitrary cutoffs (no continuum)
  3. lack of theory about etiology (symptoms but no causes)
  4. lack of scientific support (lack of research)
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37
Q

study of the cause of a disorder

A

etiology

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38
Q

something that has to happen for something else to occur, but is not enough on its own

A

necessary cause

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39
Q

something that on its own will get the job done, but is not necessary

A

sufficient cause

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40
Q

something that increases the likelihood of something occurring, but is neither necessary or sufficient

A

contributory cause

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41
Q

something that occurs early on before onset

A

distal cause

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42
Q

something that occurs relatively close to the onset

A

proximal cause

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43
Q

_______ and ______ causes are not mutually exclusive. Some symptoms can be both ________ and _______

A

distal and proximal; necessary and sufficient

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44
Q

The relations between causal factors and psychopathology are _______

A

reciprocal

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45
Q

What is the goal of etiological research?

A

to identify factors that can help improve treatment or prevention efforts

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46
Q

model that states that vulnerability + negative event = disorder

A

diathesis stress model

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47
Q

submodel of the diathesis stress model that needs some amount of diathesis before stress will have any effect; diathesis is necessary for disorder

A

interactive model

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48
Q

submodel of diathesis stress model that says that diathesis and stress sum together; high diathesis needs less stress for disorder to occur

A

additive model

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49
Q

viewpoint for understanding psychopathology that states that there is a complex interaction of biological, psychological, and social/cultural factors; widely accepted

A

bio-psycho-social model

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50
Q

viewpoint for understanding psychopathology that states that disorders are diseases of the NS and endocrine systems inherited or caused by pathological processes; not the result of neurological damage but rather abnormality; biological factors interact with psychological and sociocultural factors

A

biological viewpoint

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51
Q

What are the 5 causes of disorders according to the biological viewpoint?

A
  1. neurotransmitter abnormalities
  2. hormone abnormalities
  3. genetic vulnerabilities
  4. temperment
  5. brain dysfunction and neural plasticity
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52
Q

This biological cause of disorders deals with abnormality in the communication of neurons and chemical imbalances; too much production, dysfunction in deactivations, problems with receptors

A

neurotransmitter abnormalities

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53
Q

biological cause of disorders dealing with NS linked with endocrine system, pituitary gland, HPA axis (stress response system, problems related to PTSD and depression), sex hormones

A

hormone abnormalities

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54
Q

biological cause of disorders dealing with chromosomal abnormalities (affects many genes, ex. Trisomy 21 Down’s Syndrome), gene abnormality (usually polygenic), genotype vs. phenotype, twin studies

A

genetic vulnerabilities

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55
Q

how genes shape the environment; include passive effect (parents provide environment), evocative effect (genes make you behave in a certain way, pull response from others), active effect (shaping environment, seeking out)

A

genotype-environment correlation

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56
Q

genes impact sensitivity/vulnerability to environment

A

genotype-environment interaction

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57
Q

percentage of twins sharing disorder or trait in twin studies

A

concordance

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58
Q

What are the critiques of twin studies?

A

parents emphasize differences in twins, monozygotic twins are treated more alike

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59
Q

biological cause of disorders dealing with a child’s characteristic emotional and arousal response to various stimuli; believed to form the basis of personality; interactions with environment; kagen’s research (behavioral inhibition = risk factor for anxiety disorders)

A

temperment

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60
Q

biological cause of disorders dealing with the fact that subtle differences in certain brain structures or function have been linked to various disorders

A

brain dysfunction and neural plasticity

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61
Q

flexibility of the brain in making changes in organization and/or function in response to pre or post natal experiences, stress, diet, drugs, etc.; rat study (enriched vs. impoverished environments)

A

neural plasticity

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62
Q

theory developed by Sigmund Freud that emphasizes early childhood experiences and the unconscious; theory of personality (id, ego, superego), anxiety and defense mechanisms, psychosexual stages of development

A

Psychoanalytic theory

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63
Q

In the psychoanalytic theory of personality, what do the id, ego, and superego represent?

A 
id = instinctive desires, drives, pleasure
ego = controls id, reality
superego = conscience (moral reasoning)
64
Q

In the psychoanalytic theory of personality, _______ arises because different goals are being sought after within an individual

A

internal conflict

65
Q

According to the psychoanalytic theory of personality, _____ and _____ play a key role in a person’s life. If anxiety is expressed, the ______ handles it. If not, it is left in the unconscious and cannot be dealt with rationally.

A

fear and apprehension; ego

66
Q

What are the 5 psychosexual stages of development and what happens during each?

A
  1. oral stage (nursing, sucking, etc.)
  2. anal stage (toilet training)
  3. phallic stage (oedipus complex (boys) and electra complex (girls))
  4. latency period (nothing)
  5. genital stage (sexual relationships)
67
Q

Appropriate gratification is important in each psychosexual stage, or a person will _______

A

get stuck in one stage

68
Q

develops when ego doesn’t delay gratification or make use of defense mechanisms

A

ego psychology

69
Q

theory with a focus on interactions with people and relationships that people experience between external and internal objects; interest in inner images of self and others; introjection

A

object-relations theory

70
Q

perspective stating that we are social creatures, thus we are a product of our relationships; we are motivated by a desire to belong and participate in a group (when maladaptive, psychopathology occurs)

A

interpersonal perspective

71
Q

theory that stresses the importance of early childhood experience, particularly attachment relationships and the importance of parental care quality and development of secure attachments

A

attachment theory

72
Q

What was Harry Harlow (1905-1981) known for?

A

monkey experiments: monkeys given choice between cloth mother (no food) and wire mother (food)

73
Q

What was Harry Harlow criticized for?

A

His experiments may not generalize to humans

74
Q

What was Mary Ainsworth (1913-1999) known for?

A

Strange situation experiments; child attachment styles

75
Q

attachment style in which the child explores when mom is there but checks in, is distressed when mom leaves, and glad when mom returns; associated with an available mom; best attachment style

A

secure

76
Q

attachment style in which the child clings to mom when she is there, is furious when mom leaves, and angry when she returns; associated with mom who is engaged on her own terms

A

anxious

77
Q

attachment style in which the child could care less about the mom when she is there, doesn’t react when she leaves, and ignores when she returns; associated with disengaged mom

A

avoidant

78
Q

What is a criticism of Freud’s psychoanalytic theory?

A

overemphasis of sex drive

79
Q

these perspectives started as a reaction to the approaches of early psychodynamic perspective; originally in lab settings

A

behavioral perspectives

80
Q

What is the central theme of behaviorism?

A

learning

81
Q

the modification of behavior as a consequence of experiences

A

learning

82
Q

What are the 3 main theories/perspectives of the behavioral perspective?

A
  1. classical conditioning
  2. operant conditioning
  3. observational learning
83
Q

process by which a previously neutral stimulus comes to elicit a specific response; unconditioned stimulus (elicits response in beginning); unconditioned response (happens automatically in beginning); conditioned stimulus (elicits response after training); conditioned response (happens after training)

A

classical conditioning

84
Q

realization, slowing of conditioned response, unlearning

A

extinction

85
Q

learning process

A

acquisition

86
Q

start of conditioned response again with conditioned stimulus present

A

spontaneous recovery

87
Q

What experiment was James Watson known for and what theory/perspective did this apply to?

A

Little Albert and white rats; classical conditioning

88
Q

when similar things to the conditioned stimulus are presented, the conditioned response still occurs

A

generalization

89
Q

irrational fear of a specific stimulus

A

phobia

90
Q

What are the limitations of classical conditioning?

A

non-random distribution, not all remember traumatic event

91
Q

this process deals with reinforcement vs. punishment and negative vs. positive; stimulus occurs after response

A

operant (instrumental) conditioning

92
Q

increase in behavior by adding pleasure

A

positive reinforcement

93
Q

decrease in behavior by adding adverse element

A

positive punishment

94
Q

increase in behavior by removing adverse element

A

negative reinforcement

95
Q

decrease in behavior by removing pleasure

A

negative punishment

96
Q

learning to discriminate between similar stimuli

A

discrimination

97
Q

learning through observation alone without direct experience

A

observational learning

98
Q

What was Albert Bandura’s famous study?

A

Bobo doll experiment (1960s)

99
Q

What was the criticism of the behavioral perspectives?

A

focused on symptoms, not causes; animal studies oversimplify human behavior

100
Q

reaction to simplicity of behavioral perspective; failure to tend to mental processes on influence of behavior and emotion

A

cognitive-behavioral perspective

101
Q

said that people learn more by internal reinforcement by visualization of consequences; self-efficacy; thoughts affect feelings and behaviors and serves as a mediator

A

Albert Bandura

102
Q

Belief that one can achieve their goals

A

self-efficacy

103
Q

underlying representation of knowledge that guides the current processing of information; influenced by temperament, abilities, and experiences; vital to ability to engage in effective/organized behavior; can be the source of psychological vulnerabilities when distorted or inaccurate; difficult to modify, new learning experiences help

A

schemas

104
Q

working new experiences into existing schemas; reinterpretation, distortion; ex. child mistakes cow for dog

A

assimilation

105
Q

changing existing framework to incorporate new information that doesn’t fit into schemas; being flexible, adaptive; different forms of psychopathology characterized by maladaptive schemas as a function of adverse early learning experiences; we strive for this

A

accommodation

106
Q

we try to make sense of things that happen to us by assigning causes

A

attribution theory

107
Q

characteristic way in which people assign causes to good and bad events

A

attributional styles

108
Q

People with _____ attribute bad events to internal, global, and stable causes to negative situations

A

depression

109
Q

Who is associated with cognitive therapy (most empirically validated treatments)?

A

Aaron Beck

110
Q

What are the criticisms of the cognitive behavioral perspective?

A

cognitions cannot be directly observed, difficult to measure empirically

111
Q

perspective of psychopathology that deals with sociology and anthropology; individual development reflects that of larger society as well as immediate family groups; society and culture can influence how we assess particular disorders; most symptoms of psychopathology are universal with different prevalence rates; society and culture can influence expression of specific disorders and how people differ in types of stress; society and culture can influence treatment seeking

A

sociocultural perspective

112
Q

What are the 4 sociocultural causal factors?

A
  1. Low SES
  2. Prejudice/discrimination
  3. social change and uncertainty
  4. urban stressors: violence and homelessness
113
Q

Classifying abnormal behavior is important because … (2 reasons)

A

it allows for the planning of treatment, full assessment of all problems patient is experiencing is extremely important

114
Q

How clinicians, using psychological tests, observations, and interviews develop summaries of symptoms and problems; formal procedures used; clinicians as problem solvers

A

clinical assessments

115
Q

Results from one assessment (should. should not) be used to make a diagnosis.

A

should not

116
Q

Clinical assessments should include what 2 things?

A
  1. social and behavioral histories

2. assessment instruments

117
Q

Assessments should be ________, which means they are reliable and valid

A

psychometrically sound

118
Q

instrument gives same result every time; consistency

A

reliability

119
Q

extent to which instrument measures what it is meant to measure (accuracy)

A

validity

120
Q

Reliability is________ for validity, but it is not _______

A

necessary, sufficient

121
Q

multicultural assessment-cultural competence; language issues, values and customs, use assessment procedures adapted for culturally diverse clients; ex. eye contact across cultures

A

culturally sensitive assessment procedures

122
Q

having a good relationship with a client

A

rapport

123
Q

often used to rule out medical induced psychopathology

A

physical exams

124
Q

neurological exam that studies anomolies in brain structure, such as tumors and physical damage

A

CAT scan

125
Q

neurological exam with better resolution than a CAT scan but also looks at brain structure, uses magnets

A

MRI scan

126
Q

neurological exam that assesses brain waves during wake and sleep cycles; brain activity and function; sleep problems; not completely precise; good temporal resolution (time)

A

EEG

127
Q

neurological exam that allows assessment of functional aspects of the brain, such as metabolic changes in the brain; expensive and requires ingestion of radioactive substance; good spacial resolution

A

PET scan

128
Q

neurological exam that is an improved upon MRI to allow assessments of the functional aspects of the brain; uses magnets; led to mapping of many different phenomena; does not require the ingestion of a radioactive substance; spacial resolution; uses same scanner as PET scan

A

fMRI

129
Q

designed to measure cognition, perception, motor function; used as clues to extent and location of brain damage; well studied; commonly used to test for dementia, Alzheimer’s, and TBIs; long batteries of tests

A

neuropsychological assessments

130
Q

attempts to provide realistic picture of person’s life, including the assessment of personality, stressors, level of functioning; resources, symptoms (pt.) and signs (dr.)

A

psychological assessments

131
Q

What are the 2 main psychological assessment methods?

A
  1. interviews

2. clinical observation

132
Q

unstructured (naturalistic) vs. structured (SCID, booklet form); structured diagnostic interviews

A

interviews

133
Q

What are the advantages and disadvantages of a structured interview?

A

Adv: no bias
Disadv: long and may not ask FU questions

134
Q

more naturalistic psychological assessment method, but people behave differently in a clinical setting; role playing; self-monitoring; rating scales

A

clinical observation

135
Q

Modern psychological tests tend to have what 3 things?

A
  1. standardized set of procedures/scoring
  2. empirically developed
  3. more precise and reliable than interviews
136
Q

What are the 2 types of psychological tests?

A
  1. intelligence

2. personality (projective, objective)

137
Q

provides estimates of overall intellectual capabilities; WISC-V and WAIS-IV are the most common (include verbal and nonverbal reasoning skills); can take 2-3 hours; used to help identify developmental disabilities (intellectual disability, pervasive developmental (e.g. autism), learning

A

intelligence tests

138
Q

developed from psychodynamic perspective; major assumption - make sense of ambiguous stimuli; projects problems, motives, wishes into situation; present ambiguous stimuli or vague pictures; p’s response believed to reflect personality characteristics

A

projective personality tests

139
Q

discovered by Hermann Rorschach (developed) and John Exner (developed scoring system); training in scoring and interpretation of responses can take years; test takes an hour and a half or more; doesn’t require much verbal ability and is studied for ages 5-80; people are more honest with their answers because there is no clear answer

A

Rorschach Inkblot

140
Q

typically structured (questionnaires, self-report inventories, rating scales); empirically derived, often standaridized (psychometrically sound)

A

objective personality tests

141
Q

most researched and more taught objective personality test; used internationally; contains validity scales and clinical scales; can detect bias/random responding; 2nd edition with 567 T/F questions, scored using standardized procedures to produce profiles, distinguish response patterns between normal and having particular diagnosis

A

MMPI (Minnesota Multiphasic Personality Inventory)

142
Q

study of distribution of diseases, disorders, health-related behaviors in a given population; using treatment centers as samples is not a good sample because not all people seek help; not great data on how common disorders are with DSM 5

A

epidemiology

143
Q

What are the 2 major studies of epidemiology?

A
  1. epidemiologic catchment area (ECA) (5 major cities)

2. national comorbidity survey (NCS, NCS-R) (across US, more reliable)

144
Q

number of active cases of a disorder in a population at a given time

A

prevalence

145
Q

Prevalence/incidence:

  1. have it right now (smallest number)
  2. have had it in the past year
  3. have had it at some point (largest number)
A
  1. point
  2. 1 year
  3. lifetime
146
Q

number of new cases occurring over given period of time (smaller number)

A

incidence

147
Q

What is the estimated lifetime prevalence of any disorder?

A

46.6%

148
Q

What are the 3 most prevalent groups of disorders from most common on?

A

anxiety
mood
substance abuse

149
Q

What are the 3 most prevalent disorders from most common on?

A

major depressive disorder
alcohol abuse
specific phobia
social anxiety disorder

150
Q

variables are correlated because of a third variable

A

spurious correlation

151
Q

presence of two or more disorders in one person; NCS-R says that a person with a serious disorder has a 50% chance of having 2 or more additional disorders; difficult to figure out causes because of this

A

comorbidity

152
Q

good starting point for gathering information; useful in developing hypotheses

A

case studies

153
Q

What are the 3 main sources of information>

A
  1. case studies
  2. self-report data (questionnaires, interviews, etc,)
  3. observational data (direct/indirect observation)
154
Q

Research design that does not involve manipulation of variables; examines relationships between variables of interest; measuring relationships between variables; correlations (Pearson’s r)

A

observational (correlational) design

155
Q

research design with random assignment of participants to one condition; manipulate independent variable; observe effect on dependent variable; can make causal inferences; difficult to implement for abnormal psychology because of ethics, cannot manipulate certain things, participant cooperation

A

experimental design

Abnormal Psychology (2 decks)

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