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Stage 2 Psychology > Exam > Flashcards

Exam Flashcards

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1
Q

ad and dis of experimental research design

A

ad -
* random allocation increases external validity
* maximise control over extraneous variables to help determine the impact on the dependant variable
* controlled setting = easy replication
*cause and effect relationship is determined
dis -
* may be unethical to manipulate variables
* controlled setting may not replicate real world = decrease external validity

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2
Q

experimental research design

A
  • presence of a control group
    -random allocation
    -hypothesis testing
    pre and post testing
  • cause and effect relationship established
  • controlled environment such as labs
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3
Q

quantitative observational research design

A
  • Iv not manipulated
    research in a natrual setting
  • can determine associations but not cause and effect
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4
Q

ad ad dis of quantitative observational research design

A

ad
* allows research of unethical variables
* may allow bigger sample sizes
dis
* hard to replicate due to natural setting
* bias can affect results

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5
Q

qualitative research design

A

ad
* more convenient
* rich, detailed data
* very useful is not much information is known as discussion can be had and further research can build upon that
dis
* personal bias
* presence of facilitator can affect responses

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6
Q

types of data

A

objective quantitative data, subjective quantitative data, qualitative data

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7
Q

content analysis

A

collate and analyse qualitative data

  1. familiarity of data
  2. look for words, phrases relating to theme
  3. examine themes to find patterns
  4. identify common themes and label
  5. count number of times it occurs
  6. frequency table
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8
Q

reliability

A

replicability

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9
Q

source

A

source:
- experts = more trustworthy
- government should be trustworthy
- attractiveness
- fast talking = good
- loud speaking = confidence

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10
Q

channel

A

young more influenced by media
elderly = newspaper
direct experience stronger attitude

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11
Q

message

A

envolke strong message

music can exaggerate

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12
Q

observational learning

A

ARRM
attention - In order for learning to occur, observer must pay attention to the models behaviour.
retention - Observer codes observed behaviour information into long term memory.
reproduction - Observer must be able to reproduce model’s behaviour.
motivation - Observer expects positive reinforcement for modelled behaviour.

Example: model (parent) praises child (observer ) for washing dishes.

Reinforcement can be external (object reward) or internal (sense of accomplishment).

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13
Q

fixed interval

A

When an organism will be reinforced for a response only after a fixed time interval.

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14
Q

fixed ratio

A

When an organism must make a certain number of responses in order to receive reinforcement.

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15
Q

variable interval

A

When the reinforcement is given to a response after a specific, unpredictable amount of time has passed.

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16
Q

variable ratio

A

When the reinforcement is given after an unpredictable number of responses made by the organism.

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17
Q

contiguity

A

Reinforcement needs to be given/received as soon as possible after desired behaviour has been performed for behaviour to continue.

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18
Q

contingency

A

Reinforcer needs to be consistent for behaviour to continue.

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19
Q

prepardness

A

Some behaviours are ‘shaped’ more easily than others.

Reinforcement is shaped more easily than punishment because of the reinforcer being an incentive.

Food is a good example for animals and humans > ensures survival/pleasant taste, therefore more likely to continue reinforced behaviour.

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20
Q

factors affecting observational learning

A

gender of model
status of model
relationship with model
consequence after models behaviour

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21
Q

phobia

A

severe irration fear of a stimulus causing maladaptive behaviour
caused by direct, indirect or observational learning

22
Q

exposure therapy

A

creates a safe environment in which we expose individuals to the stimulus we avoid

23
Q

MOA of learning

A 
Objective quantitative:
Behaviour counts (how many times a learnt behaviour is demonstrated), Physiological responses (how fearful/nervous someone is) etc.

Subjective quantitative:
Rating scales, subjective questionnaires etc.

Qualitative:
Focus groups, Delphi technique, interviews, pictures etc.

24
Q

spontaneous recovery

A

Reappearance, after a rest period, of an extinguished conditioned response.
after UCS is reintroduced

25
Q

ad and dis of psycho dynamic

A

ad - Portrayed extensively in modern culture

First collective theory about personality

First organised theory of personality – was the foundation for future theories and theorists.

dis - Largely untestable

Narrow focus (sex and not much else)

Based on clinical experience but not scientific evidence

Outdated by todays standards of personality theories

26
Q

defence mechanisms

A

The unconscious mind develops a number of specific techniques that is used in order to prevent the conscious mind from becoming aware of the unconscious called defense mechanisms.

Ego’s protective methods of reducing anxiey

e.g repression

27
Q

ad and dis of maslow

A

ad - Makes clients feel positive

Very client supportive therapy focused on feelings

Focuses on healthy behaviour rather than issues or problems

dis - Hierarchy of needs seen as too restrictive

No explanation for excellence despite missing lower levels

Focuses on healthy behaviour (too positive) may not solve real underlying issue of negative behaviour

28
Q

ad and dis of eyesenck

A

ad - Able to make predictions about behaviour

Able to identify behaviour easier

dis - Too fixed

Doesn’t explain why personalities change

Suggests personality is ‘set’ at birth

Too subjective – depends on ‘point of view’

Too limited

29
Q

OCEAN test

A 
openness - feelings, values 
conscientiousness - competence, achievement striving, 
extroversion - excitement, activity 
agreeableness - trust, selflessness
neuroticism  - anxiety, hostility
30
Q

word association

A

personality test

given one word and asked to tell another that associates

31
Q

personality disorder

A

Personalities that are outside the social norms and are associated with maladaptive behaviours , emotions and thoughts.

32
Q

symptoms of jet lag

A

daytime sleepiness
increased fatigue
loss of concentration
irritable

33
Q

jet lag

A

changing of time zones as SCN is used to different times to produce and not produce melatonin
1 hour difference = one day to recover
easier to delay sleep than bring sleep forward

34
Q

how to prevent jet lag

A

work on the timezone of destination before travelling
increase heat on the plane to increase sleepiness
alter circadian rhythm by eating at the times of the destination
delay sleep if arriving in the daytime

35
Q

symptoms of sleep deprivation

A

occurs when individual does not receive optimal amount of sleep during their sleep cycle
symptoms
- increased sleepiness
- increased fatigue
- increased fatigue
- loss of concentration
- slower reaction time = body isnt alert and hence cannot respond

36
Q

sleep debt

A

is the difference between an individuals optimal sleep and the amount of sleep they recieved

  • effect desire to fall asleep
  • desire to sleep increases
37
Q

insomnia

A

is a sleep disorder which results in a reduction in quality and amount of sleep an individual recieves, making suffers unable to function at an optimal level

38
Q

symptoms of insomnia

A
  • increased sleepiness

- difficulty falling or staying asleep or both

39
Q

what can cause insomnia

A

lifestyle;
- lots of coffee is over stimulating

environment;
- bright or loud sleeping environment

psycholohical factors:
sleep anxiety heightens arousal and therefore cannot calm down enough to be sleepy

40
Q

treatments of insomnia

A

based on the association that where a person sleeps is related with the process of sleeping.

  1. lie down when sleepy
  2. don’t use stimulus in bed
  3. can’t get up? get out of bed
  4. get out of bed same time everyday no matter how much sleep
  5. dont nap –> hoping to increase sleep debt
41
Q

sleep is measured by

A

ECG - brain waves
EOG - eye movement
EMG - muscle activity
objective quantitative measures

42
Q

sleep apneoa

A

when an individual periodically stops breathing during sleep, causing then to abruptly wake up and end their sleep cycle.

43
Q

stratagies for sleep apneoa

A

(lifestyle) dont smoke, lose weight or consume depressants

(treatments) oral mouth guard, continous positive airway pressure, jaw surgery

44
Q

narceolepsy

A

sleep disorder where individuals instantly enter sleep cycle at unpredictable times, loss of muscle control ad is trigger by things like laughing

45
Q

parasomnias

A

nigh terrors, commonly occur in children during the SWS

nightmares occur in rem

46
Q

symptoms of fatigue

A

yawning
sore eyes
headache day dreaming
blurred vision

47
Q

how to prevent fatigue

A

encourage sleep, plan overnight accomodation, 15 minute breaks every two hours when driving

48
Q

sleep hygiene

A

how to have optimal and quality sleep

  1. wake up and go to seep at the same time
  2. quiet and comfortable sleeping space
  3. dont drink coffee
  4. cant sleep? dont nap throughout the day
  5. resolve problems throughout the day by making a worry list
  6. have a solid routine –> in bed by 9pm
49
Q

stress management

A
  • eat well
  • less coffee
  • exercise
  • endorphins through humour
50
Q

shift work

A
  • suffer from poor sleep quality
  • negative affect on health
  • external cues conflict with the internal cues of the SCN in melatonin production and body temperature
  • circadian rhythmn de-syncronised
51
Q

reduces sleep =

A

reduced task performance

52
Q

ways to prevent negative impact of shift work

A 
- regular timed shifts 
use bright light to wake up 
wearing dark glasses to block sunlight 
- drink coffee, but not too much 
- sleep during the day in a quiet environment

Stage 2 Psychology (8 decks)

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