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Intro to Psychology > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

motivation

A

the urge we feel to move to a goal and accomplish a task

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2
Q

biological motivation

A

keeps us alive, food, water, sex, help species survive, basic, put jacket on when cold

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3
Q

emotional motivation

A

panic, fear, love, hatred, tutor because like person

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4
Q

cognitive motivation

A

perceptions, beliefs, expectations, drop course cause feel stupid

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5
Q

social motivation

A

a lot of young, peer pressure, other people’s reactions, “norms”

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6
Q

maslow’s hierarchies of needs

A
  • physiological
  • safety
  • love/belonging
  • esteem
  • self-actualization
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7
Q

physiological needs

A

breathing, food, water

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8
Q

safety needs

A

physical safety, shelter, resources

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9
Q

love/belonging needs

A

friendship/family

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10
Q

esteem needs

A

self-esteem, confidence respected by other

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11
Q

self-actualization needs

A

most positive aspects, morality, lack of prejudice

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12
Q

evolutionary model of motivation

A

biological, instincts, motivation

- goal = enhance survival and pass on genes

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13
Q

instincts

A

hardwired, automatic behavior

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14
Q

primary motivation

A

automatic, involuntary, and unlearned

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15
Q

optimal arousal model

A
  • M arousal = optimal performance
  • too much arousal = anxiety, disorganized, low performance
  • too little = sleep, alertness, low performance
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16
Q

affiliate motivation

A

need to belong, lack of belonging -> physical and psych problems, more health problems, increased risk of suicide

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17
Q

achievement motivation

A

desire to do things well, based on current standing

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18
Q

intrinsic motivation

A

coming from inside the body to better self, for own sake/personal rewar

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19
Q

extrinsic motivation

A

external, jobs, doing it cause we have to, earn reward or avoid punishment

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20
Q

self-regulation

A

postpone rewards for sake of long-term goal

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21
Q

marshmallow experiment

A

kids given marshmallows and told if they waited they would get another one

  • ego-depletion
  • had to pursue goal in face of temptation -> ID impulses that need controlled
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22
Q

ego-depletion

A

exhaustion of psychological resources to continue to pursue goal, makes self-control difficult

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23
Q

4 ways to counteract temptation in pursuit of goal

A
  • value
  • reward/punishment
  • pre=commitment
  • distance
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24
Q

value

A

decrease temptation value or increase value of goal

- hype self up

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25
Q

reward/punishment

A

health related behavior, studying

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26
Q

distance

A

from temptation, make goal steps more assessable

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27
Q

drive states

A

biological and physical homeostasis

  • first
  • cues
  • hard to focus on anything else
  • hunger, thirst, having to pee
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28
Q

drive reduction

A

people engage in activities to balance bio needs, maintain homeostasis/physiological equilibrium

  • imbalance of homostasis -> cues and discomfort
  • need, drive, incentive
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29
Q

need

A

biological requirement for well being

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30
Q

drive

A

psych state that provides motivation

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31
Q

incentive

A

external object/event that motivates behavior

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32
Q

homeostasis

A

tendency of an organism to maintain stability across all physiological systems in the body

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33
Q

automatic mechanism of homeostasis

A

blood circulation, immune responses

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34
Q

carrot & stick mechanisms of homeostasis

A

deliberate action, bad feeling/good feeling

  • carrot = reward
  • stick = discomfort if don’t engage in action
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35
Q

drives of narrow attention

A

to meet need and can’t think of anything else, shift focus from general to specific, so we can recover to a state of homeostasis

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36
Q

internal cues of hunger

A

empty stomach, trigger by decreased glucose

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37
Q

external cues of hunger

A

time of day, time until next feeding, exposure

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38
Q

brain areas involved with hunger

A
  • lateral hypothalamus

- ventromedial hypothalamus

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39
Q

lateral hypothalamus

A

hunger, subregion, on side, lesion decrease hunger, stimulate increased hunger

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40
Q

ventromedial hypothalamus

A

satiety, midpoint/bottom, subregion, lesion increase eating

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41
Q

leptin

A

produced by fat cells, signal to brain, can increase or decrease depending on what eat, regulates eating and normal body weight, satiety hormone

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42
Q

hyperphagia

A

increased feeling of hunger/don’t feel full, decreased metabolism, leptin doesn’t work

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43
Q

prader-willi syndrome

A

genetic condition resulting in hyperphagia and obesity

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44
Q

prevalence and type of ED

A
  • Bulimia nervosa (throwing up)
  • Binge eating (eating a lot in small window of time then feeling sick/guilty)
  • Anorexia (restricted eating)
  • Body dysmorphia (false image)
  • 70% adults overweight/obese
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45
Q

emotions

A

short-term, reactive, motivator, brief, acute changes in conscious experience and physiology, in response to personally meaningful situation

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46
Q

mood

A

long-term, affective states that operate in the background of consciousness, tend to last longer than most emotions

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47
Q

temperament

A

life long, biologically based, consistent individual difference in behavior, relatively independent of learning, system of values, and attitudes, more fixed

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48
Q

basic emotions

A

Sad, happy, anger, fear, disgust, surprise (contempt?)

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49
Q

universality of emotions

A

Biology, evolutionary, all cultures share common ancestors, emotions are same

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50
Q

why emotions develop later/less universal

A

depends on social norms

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51
Q

emotion characteristics

A
  • Temporary (clear and triggered)
  • Valenced (pos,neg,mix)
  • Alters thought processes (shifts attention – neg = narrow; pos = widen)
  • Triggers action (approach/avoidance)
  • Passions you feel
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52
Q

3 elements of emotion

A
  • physiology
  • behavior
  • subjective experience
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53
Q

physiology of emotion

A

what is going on in the body as we experience emotion, result of emotion

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54
Q

behavior of emotion

A

emotional expression

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55
Q

subjective experience

A

labeling emotion, cognitive processes of everything combined to label

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56
Q

role of limbic system/amygdala in emotion

A
  • Learn, recognize, and perceive emotions
  • Amygdala damaged = can’t read emotions
  • Trouble with appraisal = evaluation of emotion-relevant aspect of stim
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57
Q

universalist theory of emotion

A

biology, evolutionary, all cultures share common ancestors, emotions are same

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58
Q

social constructivists of emotion

A

humans adapted to different environment, emotions evolve too, cultural ideas and practices area all-encompassing, social environment plays role

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59
Q

James-Lange theory of emotion

A

Emotions caused BY physiological responses, trigger = physiological, each emotion has different pattern of physiological changes

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60
Q

facial feedback hypothesis

A

we experience emotions once we recognize the physical changes taking place, physiological response CAUSE emotion

  • W = can get similar activation with diff emotions
  • S = smile -> realize you’re happy
  • Perceive event unconscious-> physiological and behavior response->emotional experience
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61
Q

pen in mouth experiment of emotion

A
  • hold pen in mouth while rating how funny series of cartoons were
  • 2 positions
  • no strong similar conclusion
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62
Q

cannon bard theory of emotion

A
  • Emotion is created directly in brain
  • Perceived event->physiological and behavioral response and emotional experience simultaneously
  • Thalamus gets sensory info
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63
Q

cognitive arousal theory

A
  • 2 factors
  • Emotions influenced by how we interpret the cause of an event of arousal
  • Cognitive component
  • Can interpret if actual threat of just nervous and limit/control response to physiological
  • Physiological arousal + cognitive interpretation = emotional experience
  • Attributions = emotion comes from ID cause of event
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64
Q

attributions

A

emotion comes from ID cause of event

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65
Q

misattribution of arousal

A

arousal can be perceived to stem from a source that is not actually the cause of the arousal

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66
Q

bridge experiment

A
  • pretty girl + bridge = arousal from girl -> less scared

- creep + bridge = more scared

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67
Q

functions of emotion

A
  • intrapersonal
  • interpersonal
  • social and cultural
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68
Q

intrapersonal

A

within us, prepare body for action, emotions motivate behaviors

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69
Q

interpersonal

A

with others, emotional expressions (facilitate specific behaviors in perceivers and signal nature of interpersonal relationships), provide incentives, social referencing

70
Q

social and cultural

A

w/in society

71
Q

emotional contagion

A
  • Catch emotions from other people and are influenced by them
  • Microexpressions->brain interpret actual emotions
  • Digital = even written words influence emotions, at subconscious level
72
Q

amplification

A

our emotions are repeated with multiple exposures, increased contagion with more people

73
Q

cultural display rules

A
  • Help people manage or modify their emotions, learned early, specify how to exhibit emotions in particular social circumstances
74
Q

role of reward/punishment in emotion

A

Different rewards and punishments create different emotions, we will do activities that make us the most happy

75
Q

emotion as a motivator

A

Emotions motivate us because we want to be happy and we will do what it takes to be happy

76
Q

Darwin’s 3 principles of emotion

A
  • serviceable habits
  • antithesis
  • direct action of excited nervous system on body
77
Q

serviceable habits

A

the way emotions are expressed serves a purpose in non-human animals but not people
- dogs bearing teeth

78
Q

antithesis

A

how opposite emotions have opposite bodily expressions

79
Q

direct action of the excited NS on body

A

nerve-force is generated in excess, body could expel unused excitement via laughter

80
Q

developmental psych

A
  • The study of how thoughts/behaviors change and stay the same across life span
81
Q

john locke nurture

A

nurture, personality based on environment, parenting, tabula rosa

82
Q

jacques rousseau nature

A

nature, genes, human nature (instincts), biological, kids can progress without instruction

83
Q

maturation

A
  • Nature, changes that develop in a fixed sequence no matter the environment (motor skills)
84
Q

prenatal development

A
  • zygote
  • embryo
  • fetus
85
Q

zygote stage

A

0-2 weeks, rapid cell decision, implanted in uterus

86
Q

embryo stage

A

2-8 weeks, growth of major body structures

87
Q

fetus

A

9w-birth, refinements and finishing touches

88
Q

teratogens

A

any substances that can cause birth defects, external stimuli, not usually self-imposed (alcohol, thalidomide, zika virus)

89
Q

newborn senses

A
  • Senses less developed
  • Prefer things in B and W
  • Can see in color at 6 months
  • 20/20 not until 2-3yrs
  • Vision blurry, poor depth perception, link faces and contrast
  • Hearing = like baby talk and mom’s voice, more developed than eyes
  • Smell and taste = prefer sweet taste
90
Q

newborn reflexes

A

involuntary, unlearned motor skills

a. Grasping = grab on tight enough to support weight
b. Stepping = precursor of walking, over flat surface, walking movement
c. Rooting = turn head to whatever touch cheek
d. Sucking = sucks whatever touches lip

91
Q

continuous theory of development

A

gradual over time, don’t see discrete changes

92
Q

discontinuous theory of development

A

see sudden, discrete changes, qualitatively different

93
Q

JP theory of cog development 3 observations

A
  • Discontinuous = children develop cognitively in stages
  • Constructivist = children actively seek knowledge
  • Dialectical = encountering info in conflict with existing perspective->cognitive growth
94
Q

schemas

A

generalization based on experience, form basic units of knowledge, provide framework for understanding future, mental grouping of similar objects, events, ideas, people

95
Q

JP assimilation

A

fit new information into existing schema

96
Q

JP accommodation

A

modify existing schema when they don’t work/fit

97
Q

JP 4 sages of development

A
  • sensorimotor
  • preoperational
  • concrete operational
  • formal operational
98
Q

sensorimotor

A

0-2yr, sensory and motor functions, object manipulation, have problem understanding object permanence, gain object permanence ->next stage

99
Q

preoperational

A

2-7yr, use symbols, thinking dominated by perspective, animism (everything alive), pretend play, egocentrism, issues with conservation (volume, mass, number), understand conservation  next stage

100
Q

concrete operational

A

7-11yr, do simple math, understand concrete objects, struggle with abstract, identity, rule driven, understand abstracts  next level

101
Q

formal operational

A

12+, not universal stage everyone reaches, abstract ideas, logic, reflections, hypothetical reasoning, ½ adults reach it, not reached  use own to earth knowledge

102
Q

Lev Vygotsky’s theory of development

A
  • Not based on stages
  • Created the sociocultural theory
  • scaffolding
  • zone of proximal development
103
Q

scaffolding

A

guided practice to provide framework for cog development and slowly fading out)

104
Q

zone of proximal development

A

distance between what child can currently do and they can accomplish with someone’s help

105
Q

erikson’s theory/8 stages of social development

A
  • 1st year = build trusting relationships, not  mistrust, carry for the rest of life
  • 2nd yr = learn how to do somethings by themselves, autonomy (sense of choice), not  shame and doubt
  • 3-5 yr = try to form own relationships, plan activities, initiative, help feel secure and lead, not guilt
  • 6-puberty = children productive, industry, some thrive, not  inferiority
  • Adolescence = identity, not  role confusion
  • Early adulthood = intimacy, relationships with other, not  isolation
  • Middle age = hitting stride, maintaining productivity, generativity, not  stagnation
  • Old age = integrity, ask if we lived successful life, not  despair
106
Q

temperament

A

person’s basic disposition, how they tend to react

107
Q

3 temperaments of babies

A
  • easy
  • difficult
  • slow to warm up
108
Q

easy baby

A

30-40%, happy, predictable schedules, adaptable, like novelty, reality soothed

109
Q

difficult baby

A

10%, bad mood, unpredictable schedule, dislike change/novelty, loud, active, crabby

110
Q

slow to warm up

A

15-20%, less grumpy, quitter, more regular schedule, slow to adapt

111
Q

attachment

A

deep, affectionate, close, and enduring emotional bond, important for survival

112
Q

imprinting

A

rapid and innate learning of the characteristics of caregiver soon after birth, after 1 day will imprint

113
Q

bowlby evolutionary theory

A

adaptive because it keeps them safe and ensures survival, need secure base, need to internalize relationship

114
Q

harlow evolutionary theory

A

attachment based on feeding/comforting contact (wire mom monkey)

115
Q

attachment styles

A
  • secure
  • insecure-avoidant
  • insecure
  • insecure-ambivalent
  • disorganized
116
Q

Ainsworth S2 experiment

A
  • Determine attachment from body’s response to strangers separation and reunion with mom
    a. Mom and kid  play  stranger, mom, kid  stranger and kid  parent and kid  kid alone  stranger and kid  mom and kid
117
Q

secure attachment

A

caregiver reacts quickly and positively, responds to needs, kid distressed when leaves, happy when return, seeks comforts of mom

118
Q

insecure-avoidant attachment

A

parent unresponsive, uncaring and dismissive, kid not stressed when parent leaves, doesn’t seek mom

119
Q

insecure-ambivalent

A

parent responds to child inconsistently, kid distressed when mom leaves, not comforted by return

120
Q

disorganized attachment

A

parent abusive/neglectful, responds in frightening/frightened way, kid has no attachment, often dazed/confused/apprehensive when mom present

121
Q

3 styles of adult attachment

A
  • secure
  • insecure-ambivalent
  • insecure-avoidant
122
Q

secure adult attachment

A

trusting/lasting relationships, seek out social support

a. Know deserving and capable of reciprocal relationships

123
Q

insecure-ambivalent adult attachment

A

reluctant to become close to others, fear, may worry that partner doesn’t love them

a. Want to be around others, but fear they don’t want to be around me
b. Clingy, jealous, obsessive

124
Q

insecure-avoidant adult attachment

A

invest little in social and romantic relationships, trouble sharing thoughts and feelings with others

a. Think others want to be around me, but not interested in close relationship
b. Cold, distant

125
Q

heinz moral dilemma

A
  • Husband stole medication for dying wife, dilemmas are artificial, sample is biased, dilemmas are hypothetical, poor research design
126
Q

kohlberg stages of moral development

A
  • preconventional
  • conventional
  • postconventional
127
Q

preconventional moral development

A

1 = avoidance of punishment, 2 = exchange of favors, preschool-elementary

128
Q

conventional moral development

A

many highschool, 3 = good child, be liked, good interpersonal relationships, 4 = law and order, aware of rules and want to uphold law, most stop here

129
Q

postconventional moral development

A

rarely seen before college, 10-15% of adults, 5 = social contract, for the good of the greatest number, 6 = universal ethical principles, extremely rare

130
Q

monozygotic twins

A

identical twins, single egg splits into 2

131
Q

dizygotic twins

A

two eggs fertilized by two separate sperm

132
Q

3 teratogen affects

A
  • Alcohol = fetal alcohol syndrome (FAS), organ damage, altered physical (lip, eyes, nose), cog impairments
  • Thalidomide = shortened and malformed limbed
  • Zika virus = regardless of time, microcephaly, restricted growth and altered brain development
133
Q

cognitive reserve

A

increased neural connectivity from education/work/leisure activities
- less cog challenges

134
Q

learning

A

long-lasting changes in behavior/mental processes that occur with experience, experiencing events, observing relationships between events, noting consistencies in the world

135
Q

reflexes

A

not learned, innate responses, born with them, stim triggers a response

136
Q

non-associative learning

A

simplest form of learning, measure response, not reward

  • orienting response
    a. habituation
    b. sensitization
137
Q

orienting response

A

when a novel stim automatically attracts attention and causes exaggerated response

138
Q

habituation

A

learn not to respond to a stim that is presented repeatedly without change, punishment/reward

139
Q

sensitization

A

reaction to a stim causes and increased reaction to a second stim

140
Q

behaviorism

A

psychological orientation focused on the measurement of observable behavior rather that internal processes

141
Q

associative learning

A
  • 2 pieces of info from environment repeatedly linked so that we connect them in our minds
142
Q

pavlov’s experiment

A
  • Gave food to dog  dog salivate
  • Expose to bell  no response
  • Before conditioning: NS  US
  • During conditioning: NS + US  UR
  • After: CS  CR
143
Q

classical conditioning

A

one seemingly insignificant event signals an important event

144
Q

conditioned emotional responses

A
  • US = a stim creates response without training (mints)
  • UR = response without training (puts hand out)
  • NS = no response initially, turn to CS after learning
  • CR = start responding to CS after repeated pairings
145
Q

blocking

A

uncontrollable suppression, or repression of painful or unwanted thoughts/memories

146
Q

spontaneous recovery

A

conditioned stim presented after a rest period, will elicit conditioned response

147
Q

generalization

A

respond similarly to conceptually or physically similar stimuli

148
Q

discrimination

A

respond differently to different events, only with original CS introduced

149
Q

little albert experiment

A
  • Conditioned to be afraid of white bunny, generalized to other white fluffy things, potentially decrease fear with systematic desensitization
150
Q

conditioned taste aversion

A
  • Response when establish association with food and feeling sick after
  • Benefit = had to quickly learn what was good or bad food
151
Q

phobias

A

irrational fear of stimulus

152
Q

systemic desensitization

A

used to remove phobia
a. Start slowly exposing to image of phobia  wait until HR decrease  next step  HR increase  exposed more  HR decrease  next step  hold stim

153
Q

5 keys about C2

A
  • Generates multiple responses
  • Establish preferences and adversion
  • Underlines various psych conditions (PTSD)
  • Pairing US and CS not always result in CR (blocking)
  • Not permanent (extinction)
154
Q

operant conditioning

A
  • Associated learning, certain behavior  certain response
  • When behavior associated with significant event, based on rewards and punishments
  • reinforcement
  • punishment
  • types of reinforces
  • shaping, schedules of reinforcement, extiction, partial reinforcement extinction effect, escape/avoidance
155
Q

reinforcement

A

increase behavior

156
Q

punishment

A

decrease behavior

157
Q

positive

A

add

158
Q

negative

A

take away

159
Q

types of reinforcemet

A

PR, NR, PP, NP

160
Q

shaping

A
  • Rewarded for successive approximations/correct baby steps

- Pigeon circle  food

161
Q

schedules of reinforement

A
  • Fixed = constant requirement
  • Variable = on average requirement
  • Interval = wait certain period of time
  • Ratio = wait certain number of responses
162
Q

extinction

A

what used to work no longer does

  • Response refined  response no longer enforced  NS
  • Takes longer to break habit
163
Q

partial reinforcement extinction effect

A
  • Behavior reinforced on a variable ratio persists longer

- Learning hard to extinguish (why gambling addictive)

164
Q

observational/social learning

A

we understand what to do by watching others

165
Q

modeling

A

imitation of behaviors performed by others

166
Q

bobo doll experiment

A
  • albert bandera
  • how much we learn by watching others
  • kids 3-5 watched adult for 10 mins
  • watched aggression->aggressive
  • watched calm-> no hitting
  • no moral compass
  • lived, filmed, cartoon, control (live=3-4x more hit)
  • doesn’t end same in real life
167
Q

biological preparedness

A

some events serve as better signals or conditional stimuli than others due to evolution.

168
Q

learned helplessness

A
  • Sometimes operant doesn’t change consequences

- Later don’t learn when response DOES affect consequences

169
Q

lifestyle choices to prevent alzheimer’s

A
  • strong social network
  • staying intellectually engages
  • being physically active
170
Q

higher-order conditioning

A

an already-conditioned signal is paired with a neutral stimulus or currently meaningless event

Intro to Psychology (3 decks)

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