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Intro to Psychology > Exam 3 > Flashcards

Exam 3 Flashcards

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1
Q

Memory stages

A

encoding, consolidation, retrieval

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2
Q

encoding

A

code and put into memory, acoustic, visual, sematic

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3
Q

consolidation

A

maintain in memory

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4
Q

retrieval

A

recover from memory

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5
Q

sensory memory

A

briefly holds info for processing, large capacity, about 2 seconds (less for eyes, more for ears), attended  STM

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6
Q

immediate memory

A

stores info for limited time or while manipulating info, 3-5 capacity (from 5-9 or 7 give or take 2), 12-30 seconds w/out rehearsal, attention/rehearsal  LTM

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7
Q

working memory

A

part of STM, when you do thing to what is in your short-term memory

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8
Q

long term memory

A

what we usually think of as memory, stores information for very long periods of time, very larger storage

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9
Q

part of LTM

A
  • semantic
  • episodic
  • procedural
    a. explicit
    b. implicit
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10
Q

semantic ltm

A

I know that (fact)

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11
Q

episodic ltm

A

I remember when (episode of life)

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12
Q

procedural ltm

A

I can do (skill)

  • explicit = intentionally try to remember, consciously aware of doing
  • implicit = unintentional recognition and influences, priming
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13
Q

rehearsal

A

The process of repeating information to yourself, helping you “re-hear” the information over again

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14
Q

chunking

A

A process of arranging information into compact meaningful “chunks” so that they can be more easily rehearsed in immediate memory

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15
Q

ways to improve memory

A
  • rehearsal

- chunking

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16
Q

encoding strategies

A

massed practice, spacing effect, mnemonics

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17
Q

mnemonic

A

the study and development of systems for improving and assisting the memory

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18
Q

massed practice

A

repeated exposure to or study of to-be-remembered information over a very short period of time or without gaps between repetitions

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19
Q

spacing effect

A

learning is most robust when repeated exposure to or study of to-be-remembered material occurs over a longer timeframe

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20
Q

working memory model

A

Baddeley
•Specific model of immediate memory
•Central executive = attention
a.Phonological loop = inner voice, stores and manipulates verbal information
b.Episodic buffer = temporary store, link info of visual and verbal
c.Visuospatial sketchpad = inner eye

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21
Q

maintenance rehearsal

A

shallow, repetition, good for short term, not LTM

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22
Q

elaborative rehearsal

A

deep, relating new info to old info and memory, mnemonics

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23
Q

kay aspects of memory retrieval

A
  • cues
  • free recall
  • cued recall
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24
Q

cues

A

pieces of information in the present that help us remember events from the past, and they are central to remembering

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25
Q

free recall

A

Remembering previously-learned information without any other context to aid in remembering

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26
Q

cued recall

A

Remembering previously-learned information with the aid of a clue or information that helps provide context

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27
Q

memory errors

A
  • omission
  • commision
  • the seven sins of memory
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28
Q

omission

A

memory errors where info can’t be brought to mind

  • Transience
  • Absent-mindedness
  • Blocking
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29
Q

transcience omission

A

memories fade, interference theory of forgetting

a. Retroactive interference = new replace olf
b. Proactive = old block new

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30
Q

absent-mindedness omission

A

not paying attention  memory failure

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31
Q

blocking omission

A

failure to retrieve info available, not enough cues

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32
Q

misattribution commission

A

deja vu

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33
Q

suggestibility commision

A

misinformation effect

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34
Q

bias commission

A

use of schemas

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35
Q

persistence commission

A

PTSD

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36
Q

misinformation effects

A

Occurs when incorrect information obtained after an event contaminates our memory of that event

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37
Q

priming effect

A

introduction of one stimulus influences how people respond to a subsequent stimulus

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38
Q

amnesia

A

Memory loss due to physical damage or problems in the brain

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39
Q

anterograde amnesia

A

inability to encode new information into long-term memory

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40
Q

retrograde amnesia

A

loss of memories prior to a specific traumatic event

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41
Q

HM and the hippocampus

A
  • Had both retrograde and anterograde amnesia
  • Gave info of how memory systems organized
  • Hippocampus was removed to treat seizures
  • Could rehease to remember info
  • Gave evidence between immediate and LTM and procedural and semantic
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42
Q

exercise influence on memory

A

increase B flow to brain, increase neurogenesis in hippocampus to support memory

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43
Q

contact sports influence on memory

A

harmful, temporary effect on memory

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44
Q

sleep influence on memroy

A

brain transfers memories from STM to LTM and new synaptic buds form

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45
Q

stress influence on memory

A

release cortisol  impair hippocampus

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46
Q

attribution theory

A

• When making sense of other’s behavior, we can attribute their behavior to either internal or external causes

  • dispositional
  • situational
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47
Q

disposition causes

A

internal, trait-based causes (doesn’t care, usually for others)

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48
Q

situational causes

A

external, environmental/situational causes (traffic, usually for ourselves)

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49
Q

kelley’s covariation model

A

Factors help make judgement about behavior, takes time to form

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50
Q

factors of kelley’s covariation model

A
  • consistency = how often
  • distinctiveness = in what situations
  • consensus = in relation to others
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51
Q

fundamental attribution error

A

overestimating the impact of internal attribution of an individual’s behavior

  • others = things are internal
  • us = self-serving bias
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52
Q

actor-observer bias

A

the actions of others are determined by internal
• Self  external
• Others  internal

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53
Q

self-serving bias

A

tendency to make internal or external attributions for one’s behavior in a way that benefits ourselves
• Success -> internal
• Failure -> external

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54
Q

first impressions

A

made quickly, enduring, seconds to minutes

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55
Q

primacy effect

A

remember things that come first, why it’s hard to change

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56
Q

confirmation bias

A

enforce first impression

  • Info consistent with beliefs → attention to info that supports beliefs
  • Info NOT consistent with beliefs → info is ignored
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57
Q

self-fulfilling prophecy

A

sociological term used to describe a prediction that causes itself to become true. Therefore, the process by which a person’s expectations about someone can lead to that someone behaving in ways which confirm the expectations

  • Other’s beliefs about you -> cause -> other’s actions towards you → reinforce → your beliefs about yourself → influence → your actions → impact → other’s
  • Circle
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58
Q

pygmalion effect

A

if someone expects you to behave in a certain way, you start acting like that

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59
Q

social norms

A

learned cultural rules, vary across context, culture, and time

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60
Q

social influence

A

how the presence of other people influence your behavior, feelings, and thoughts

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61
Q

3 levels of social influence

A
  • obedience
  • compliance
  • conformity
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62
Q

obedience

A

changing behavior in response to a demand from an authority figure, most strength of social influence

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63
Q

compliance

A

change way we act/behave because someone asked us to

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64
Q

conformity

A

change behavior in response to real/imagined pressure from others, least strength of social influence

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65
Q

injuctive norms

A

how people SHOULD behave

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66
Q

descriptive norms

A

how people ACTUALLY behave

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67
Q

Asch’s conformity study

A
  • 3 confederates that chose clearly wrong answers
  • 35% participants conform with errors
  • 75% conformed at least once
  • Informational influence = think others know better than you, so you rely on their perceived accuracy to guide your own decisions
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68
Q

group think

A

psychological phenomenon that occurs within a group of people in which the desire for harmony or conformity in the group results in an irrational or dysfunctional decision-making outcome

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69
Q

3 factors contributing to group think

A
  • Overestimating the group (perceived invulnerability, inherent morality)
  • Close-mindedness (divergent thinking discouraged)
  • Pressure for uniformity (challenger space)
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70
Q

milgram experiment

A
  • The effects of punishment on memory
  • Word pair memorization task
  • Teacher gives shock for wrong answers, learner is confederate with heart condition
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71
Q

factors influencing milgram experiment outcomes

A
  • Informational (think other’s know more) and normative influence (want to be liked)
  • Responsibility and self-justification
  • Procedural details (gradual increase)
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72
Q

how nazi germany inspired milgram study and results

A
  • Wanted to see if “normal” people would give deadly shocks to innocent victims after orders
  • Was a lot higher than expected/more people did it than they thought
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73
Q

stanford experiment

A
  • Guards became controlling and fit into their roles in a short amount of time
  • Prisoners became difficult, caused problems, and felt mistreated in a short amount of time
  • Both prisoners and guards engaged in behaviors appropriate to their roles
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74
Q

kitty genovese

A

murdered, stabbed for 30 mins, attacker left and returned, 38 people heard it, no helped

75
Q

bystander effect

A

the more people present, the less likely people are to help, 1 vs 100

  • diffusion of responsibility
  • deindividuation
76
Q

diffusion of responsibility

A

assume that someone else will do it or is more capable

77
Q

deindividuation

A

face in the crowd, lose your sense of self, people engage in impulsive acts in situations they believe they can’t be personally identified/blamed

78
Q

persuasion

A

the process by which a message induces change in beliefs, attitudes or behaviors

  • central
  • peripheral
  • triad of trust
79
Q

central persuastion

A

direct, logical, audience is motivated, produces enduring agreement

80
Q

peripheral persuasion

A

superficial cues, common sales technique, target not thinking carefully

81
Q

triad of trust

A

three characteristics that lead to trust

  • Likability (physically attractive and socially skilled)
  • Authority (status, power, expertise)
  • Honesty (moral dimension of trustworthiness)
82
Q

tricks of persuasion

A
  • Free gifts and reciprocity (we feel compelled to repay what another person has given us)
  • Social proof (follow the crowd)
  • Getting a foot in the door (ask for something smaller first, people are more willing to help someone they have already helped
  • A door in the face (start with a large request designed to be rejected)
  • Low balling (pitching an attractive offer and then increasing the price with he sole aim of earning profit)
  • And that’s not all
  • Sunk cost trap (unrecoverable investments of money and time)
  • Scarcity and psychological reactance (tendency to assert our freedom when we feel others are attempting to control us)
83
Q

cognitive dissonance

A

an unpleasant psychological state resulting from inconsistency between two or more elements in a cognitive system
•mental discomfort that results from holding two conflicting beliefs, values, or attitudes

84
Q

stereotypes

A

overgeneralizations and not necessarily negative

85
Q

prejudice

A

negative ATTITUDES held toward others based on common characteristics, learned

86
Q

discrimination

A

negative action/behavior, puts prejudice into action

87
Q

stereotype threat

A

placed in situation people fear their performance will be consistent with prevailing stereotype, adversely affects performance, self-fulfilling prophecy

88
Q

redlining

A

discriminatory practice of avoiding investment in communities with unfavorable or high-risk demographics

89
Q

social dominance orientation

A

dominant groups want to maintain control over subordinate groups, view ingroup as dominant/superior to outgroups and enforce existing hierarchy

90
Q

right-wing authoritarianism

A

identifies political conservatism, authoritarian submission, authoritarian aggression, and conventionalism as key predictors of prejudice, racism, and right-wing extremism

91
Q

reciprocity norm

A

social standard that people who help others will receive equivalent benefits from them in return

92
Q

mere exposure effect

A

psychological phenomenon by which people tend to develop a preference for things merely because they are familiar with them

93
Q

bobo doll experiment on aggression

A

child may express the stereotype of a group and show negative feelings toward that group, and then later state a racial slur at a member of the group or deny them some resource they are legally able to obtain in keeping with discrimination…. And all because they saw their parents or other key figures do the same at some earlier time in life

94
Q

prosocial behavior

A

voluntary actions that are intended to help or benefit another individual or group of individuals

95
Q

reciprocal altruism

A

altruistic behaviors are performed because they increase the likelihood of repayment in the future

96
Q

gender

A

a socially constructed idea of what defines women and men

97
Q

sex

A

whether someone is biologically female or male, as is determined by their sex chromosomes

98
Q

gender roles

A

cultural expectations as to how women and men should look and act

99
Q

gender identity

A

whether someone subjectively feels like a woman or man

100
Q

cisgender

A

a person whose gender identity is the same as their born biological sex

101
Q

transgender

A

having a gender identity that is different from one’s assigned gender

102
Q

gender non-binary

A

people who don’t identity as either male or female

103
Q

gender dysphoria

A

distress brought about by having a gender identity that doesn’t match one’s biological sex

104
Q

primary sex characteristics

A

organs that allow for reproduction

105
Q

secondary sex characreristics

A

physical differences between women and men that aren’t directly related to reproduction

106
Q

intersex

A

having genitals that are not completely female or male

107
Q

klinefelter syndrome

A

an intersex condition caused by having XXY sex chromosomes, resulting in men underproducing testosterone during puberty

108
Q

social role theory

A

behavioral differences between men and women can be attributed to cultural standards and expectations about gender rather than to biological factors

109
Q

gender schemas

A

children learn gender roles from their culture, we assign certain behaviors and actions to certain genders

110
Q

gender identity

A

Whether someone subjectively feels like a woman or man

111
Q

sexual orientation

A

a person’s identity in relation to the gender or genders to which they are sexually attracted

112
Q

heterosexual

A

straight, being attracted to member of the opposite sex

113
Q

homosexual

A

gay, being attracted to members of the same sex

114
Q

bisexual

A

being attracted to members of both the same and opposite sex

115
Q

pansexual

A

being attracted to members of both the same and opposite sex, as well as people who are transgender or intersex

116
Q

queer

A

not identifying as either heterosexual or cisgender

117
Q

asexual

A

having no sex drive and experiencing no sexual arousal toward others

118
Q

sexual prejudice

A

• Negative attitudes and stereotypes toward people who identify as LGB

119
Q

3 ways to reduce sexual prejudice

A
  • Simple educate people about the queer community
  • Showing people that LGB+ tolerance is quickly becoming the norm
  • Have straight people get to know LGB+ people
120
Q

contributors to sexual orientation

A

50% genes
-Gay sibling = 1.5-20% increased chance of being gay
-13x increase
-Twins = 50-60% heritable
Rest is determined by prenatal environment
-Mom’s hormones (exposure to testosterone)
-Testosterone affects development of hypothalamus (processes sexual attraction and arousal)

121
Q

evolutionary advantages of the existence of homosexuality to promote survival

A
  • Social glue (eases conflicts)
  • Practice
  • Kin selection (more resources available for children of one’s siblings, which enhances their chances of survival and indirectly pass on your DNA)
122
Q

3 stages of sexual response cycle

A
  • Excitement = vasocongestion (B to genitals)
  • Orgasm = ejaculation
  • Resolution = refractory period
123
Q

stress

A

Any circumstances that threaten or a perceived to threaten, one’s well-being and thereby tax one’s ability to cope

124
Q

eustress

A

helps us perform at our best, activates part of brain (front) to help us do better (attention and motivation), enhances memory (amygdala and hippocampus)

125
Q

distress

A

over stressed, inability to concentrate and make good decisions (frontal areas), anxiety/panic/anger, impairs memory (amygdala takes over and shuts down hippocampus/frontal areas

126
Q

hans selye

A

Termed General adaptation syndrome = combo of physiological , what body is doing to adapt to stress,, first demo of biological stress
•Occurs is 3 chronological stages
•Alarm stage = initial response, HPA and SAM pathway
•Resistance = body mobilizes to defend against stressor, sustained cortisol release (HPA)
•Exhaustion = ongoing response to stressor can lead to depleted resources for the body, immune system starts to be less effective, get sick

127
Q

yerkes-dodson law for stress and performance

A

have best performance with some stress, and stress increase/decrease, so does performance
- inverted U shape

128
Q

stress and coping theory

A
  • lazarus and folkman
  • cognitive appraisal
    •Problem-focused coping
    •Emotion-focused coping
    •Stress appraisal process
    •Reappraisal
129
Q

Problem-focused coping

A

changing the source of the stress, making a plan, overal contributes to good health

130
Q

emotion-focused coping

A

managing emotions that come with stress, can be useful when problem-focused coping is not viable coping strategy

131
Q

stress appraisal process

A

event doesn’t matter, rather how we perceive and interpret it

132
Q

reappraisal

A

person incorporates any new info

133
Q

stressors

A

represent a perceived potential for harm, loss, damage

134
Q

types of stressors

A
  • Physical vs psychosocial (Can damage body, Can interfere with life, more on day to day basis)
  • Internal vs external (Physical, inside body, nutritional status, From outside, work)
  • Acute vs chronic (Short-lasting, Long-lasting, abuse, traumatic childhood)
  • Predictable vs unpredictable (Can prepare ourselves to deal with it, Do not have time/knowledge to prepare)
  • Controllable vs uncontrollable (Can “fix” the problem, Can’t fix the problem)
135
Q

stress response

A

•Physiological = automatic arousal, hormone fluctuation
•Emotional = annoyance, anger
•Behavioral = coping efforts, lashing out
•Potentially stressful event -> subjective cog appraisal -> 3
- HPA axis
- SAM pathway

136
Q

Hypothalamic- pituitary-adrenal axis

A

slower, hypothalamus → pituitary gland → adrenal cortex (on top of kidneys), cortisol (helps prepare body to prepare itself), threat passes → cortisol falls

137
Q

Sympathomedullary pathway

A

faster, activates PNS (SNS → adrenalin [epinephrine]→ fight of flight), shuts down PSN (rest and digest)

138
Q

fight or flight response

A
  • SNS elicits the fight-or-flight response, which is involved in preparing the body to fight or to flee in response to stressors (Cannon, 1939)
  • activation and regulation are key to understanding the stress response.
  • The HPA axis results in the production of cortisol by the adrenal cortex (above the kidneys). Cortisol reduces inflammation and pain that may occur with injury, reduces immune system. Cortisol levels also help to mediate response of the Autonomic nervous system to promote resolution of stress response
139
Q

homeostasis

A

the state of balance that is upset by stressors and then restored by the stress response

140
Q

role of amygdala in stress

A

fire alarm

first to be affected

141
Q

hippocapmus

A

command center (HPA axis for slower response, SAM for faster)

142
Q

prefrontal cortex in stress

A

control our emotional responses to stress so that we do not get too stressed out

143
Q

how stress increase immune function

A

Alert to problem, cope and restore

144
Q

how stress can decrease immune function

A
  • More stress = less healing, immune suppressed

* Less interleukin 1 when stressed

145
Q

primary appraisals

A

based on your perceptions of the stressor characteristics, how much demand it represents, and its relevance for you

146
Q

secondary appraisals

A

based on your perceptions of the resources available for coping for a specific stressor

147
Q

challenge vs threat theory

A

• Potential stressor -> primary appraisal -> secondary appraisal -> threat or challenge

148
Q

challenge

A

situations in which resources exceed the demands of the situation

149
Q

threat

A

situations in which demands exceed the resources available for coping

150
Q

trier social stress test, perceived stress scale

A
  • Life events = major life events can be major sources of stress, but even minor life events can also be stressful
  • Stressful life events list created by Holmes and Rahe
  • Add up value to see how much change the event creates in your life
  • When people are required to make a change, this can cause feelings of stress
  • Shows risk for disease
  • Kind of like the biomed model
151
Q

diathesis-stress model

A
  • Theory that mental and physical disorders develop from a genetic or biological predisposition for that illness (diathesis) combined with stressful conditions that play a precipitating or facilitating role
  • More stress and more predisposition for disorder = more vulnerable
152
Q

3 mental health disorders for which stress is risk facts

A
  • PTSD
  • Depression (social rejection = trigger)
  • Long lasting effects from childhood stressors
153
Q

influence of stress on acute vs chronic

A
  • Acute = can last longer

* Chronic = can be more severe

154
Q

how does stress affect inflammation

A

leads to hyper physiological levels of cortisol. This alters the effectiveness of cortisol to regulate both the inflammatory and immune response because it decreases tissue sensitivity to cortisol

155
Q

5 factors that help protect us from negative effects of stess

A
  • PA
  • Sleep (6-9 hours)
  • Diet
  • Social support (emotional, instrumental, informational, appraisal)
  • Relaxing (mindfulness)
156
Q

the 4 ds

A
  • Deviance = behavior/thoughts/feelings outside realm of normal, on it’s own not problem, just means outside of norm
  • Distress
  • Dysfunction = get in way of ability to function as member of society
  • danger
157
Q

clinical judgment

A

consider content, context/culture, and consequences, done using DSM

158
Q

how labels with mental disorders can be harmful and helpful

A
  • Can help a person get the correct treatment

* Can be associated with stigmas and discrimination

159
Q

stigma of mental health disorders

A
  • The destructive beliefs and attitudes held by society

* Can lead to discrimination

160
Q

importance of person-first language

A
  • You recognize that they are a person, just like everyone else, before they are their disability
  • Some people are proud of what makes them unique, so you do have to ask
161
Q

role of dorothea dix

A

advocated for more humane treatment of the mentally ill, states started funding special institutions to house and treat people with psych disorders

162
Q

deinstitutionalization

A

A movement to reduce admissions to psychiatric hospitals, shorten lengths of stay, and improve the treatment that admitted individuals received

163
Q

NAMI

A

national alliance of mental illness

164
Q

DSM-5

A
  • Created and used by clinicians, researchers, health insurance, pharmacies, and forensic
  • How clinicians make consistent, objective diagnoses and treatment decision
  • First published in 1952 in response to veterans coming home from war
165
Q

gender dysphoria

A

psychological distress that results from an incongruence between one’s sex assigned at birth and one’s gender identity

166
Q

biopsychosocial model of mental illness

A
  • Overlap of bio, psych, and social context
  • Degree of hederability can vary
  • A lot to do with trauma and personality traits, socioeconomic statis
167
Q

neurodevelopmental

A
  • autism
  • affect the brain and neurological systems
  • first seen during infancy
  • marked by impairments and deficits in multiple aspects of a child’s life, including academic ability, social functioning, and behavioral problem
168
Q

schizophrenia

A
  • 0.5-2% of world population
  • Slightly more common in men (1.4:1)
  • Symptoms start in 16-30 with episodes often occurring throughout remaining lifespan (come and go)
  • Positive symptoms = psychotic behaviors that don’t exist in healthy person, lose touch with aspects of reality, disordered thought processes
  • Hallucinations = most often auditory
  • Delusions = of grandeur or persecution
  • Bizarre beaviors
  • Negative symptoms = disruptions to normal emotions and behaviors
  • Social withdrawal
  • Flat affect (blunt emotional responses)
  • Anhedonia
169
Q

bipolar

A
  • Alternate between two poles of emotional extremes
  • Typically 1-2 episodes/year
  • Depressive episode
  • Manic episode
  • Inflated self-esteem
  • Decreased need for sleep
  • More talkative
170
Q

depressive disorders

A
  • 10%
  • 20% lifetime prevalence
  • Number one cause of disability in young adults
  • Main cause of suicide
  • Common in young people
  • 30% of college students report having depression
  • No cures
  • Most common
  • 50% of people don’t seek help
  • overwhelming feeling of hopelessness, helplessness, feeling guilt/shame, don’t find joy in things they once enjoyed
  • Physical manisphestation = report feeling pain
  • Underlying cause/risk factors:
  • Biological component
  • Risk factors (female make up ⅔)
  • Traumatic events and stress
171
Q

anxiety

A
  • recurrent, terrifying panic attacks (individual experiences all the effects of a fear reaction without a threatening stimulus, accompanied by strong arousal of the sympathetic ANS)
  • long lasting
172
Q

ocd

A
  • Persistent thoughts, repetitive, ritualistic behaviors
  • Obsessions = persisten, upsetting, unwanted thoughts that cause marked anxiety or distress
  • Compulsions = ritualistic, repetitive behavior that the person feels will reduce anxiety
173
Q

ptsd

A
  • Tend to be emotionally numb or angry
  • Over generalization
  • Some are more susceptible than others
  • Affected by hippocampus
  • Have PTSD = smaller hippocampus
174
Q

dissociative disorders

A
  • A break in memory, consciousness or identity
  • Dissociative fugue = inability to recall important personal information – too extensive to be explained by ordinary forgetfulness
  • Dr. Jekyll anf znr. Hyde
  • Dissociative amnesia = sudden memory loss, can occur with or without fugue
  • Dissociative identity disorder = reports having more than one identity, formerly multiple personality disorder
  • Dissociative identity disorder = reports having more than one identity, formerly multiple personality disorder
  • Positive = feelings of disconnection from one’s body (depersonalization), feelings that one’s surroundings are not real (derealization), or fragmentation of identity
  • Negative = experienced as loss of memory or mental function
175
Q

eating disorders

A
  • anorexia nervosa requires an intense fear of weight gain or becoming fat as well as extreme discomfort in the individual’s perception of his or her own body weight and shape
  • ARFID, on the other hand, is often defined by selective or picky eating
  • binge eating disorder (BED) is the most common of the eating disorders, higher among women, close to 2% of men, most prevalent among individuals seeking to lose weight, eating an abnormally large amount of food in a short period of time
176
Q

sleep/wake

A
  • concerned with disturbances that entail dissatisfaction with the quality, timing, or duration of sleep
  • individuals experience daytime distress and impairment, including fatigue, difficulty with cognitive focus, and declines in mood
  • Narcolepsy is a sleep–wake disorder that involves excessive daytime sleepiness due to the inability to maintain good sleep at night
  • excessive sleepiness results in recurrent, sudden lapses into sleep, typically lasting from a few seconds to several minutes
177
Q

sexual dysfuntion

A
  • umbrella category for disorders associated with clinically significant difficulty in sexual response or the ability to experience sexual pleasure
  • rule out inadequate sexual stimulation
  • associated with general declines in health associated with aging.
  • sexual dysfunction characterized by recurrent failure to get or keep an erection during sexual activity with a partner
  • can lead to low self-esteem or a decreased sense of masculinity
178
Q

impluse control and conduct disorders

A
  • The ability to resist urges, temptation, and impulses to engage in behaviors that may bring harm to self or others.
  • repeated failure to resist urges to steal items, even though the individual does not need the items for personal use or their monetary value
  • individuals with kleptomania can often afford to pay for the items and may discard or give them away after stealing them
179
Q

addiction

A
  • A disorder of the brain reward system characterized by compulsive and repetitive engagement in activities associated with immediate pleasure, even when the long-term outcomes are negative
180
Q

neurocognitive disorders

A
  • neurocognitive disorder characterized by memory loss, disorientation, confusion, impaired judgment, and behavioral changes
  • fairly common disorder, with prevalence rates ranging from 5–10% of the population
  • Alzheimer’s disease may include forgetfulness, difficulty making decisions, and mood swings
181
Q

personality disorders

A
  • indicates an enduring pattern of characteristics, beliefs, and behaviors that are drastically different from the expectations of the individual’s society and lead to distress and impairment
  • usually first seen during adolescence or early adulthood and, by definition, do not change over time
  • personality disorder has difficulty in social relationships and with social expectations
  • borderline personality disorder is instability in interpersonal relationships, self-image, and emotion, cluster B, characterized by intense emotions and moods that can change quickly, ey characteristic of borderline personality disorder is black-and-white thinking
182
Q

cluster A

A

Odd and Eccentric Behaviors, social awkwardness, social withdrawal, and distorted thinking.

183
Q

cluster B

A

Dramatic, Emotional, and Erratic Behaviors, problems with impulse control, moral reasoning, and the ability to regulate emotions

184
Q

cluster C

A

Anxious and Fearful Behaviors, typified by shy, nervous, insecure, and overly cautious behaviors

Intro to Psychology (3 decks)

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