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Exam 3 Flashcards

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1
Q

Nature

A

genetic background

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2
Q

Nurture

A 
the environment (family life, the way you’ve grown up within the context of your family/interaction w/ peers, socioeconomic status, access to resources, a fetus’ experience in uterus, all of your life experiences contribute to your environment.)
Includes the physical environment, even in utero, and the social environment
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3
Q

Behavior genetics

A

the study of genetic and environmental influences on behaviors. By examining genetic influence, more information can be gleaned about how the environment operates to affect behavior.
e.g. Individual differences (the ways that we vary one from the next)

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4
Q

Evolutionary Psychology

A

the study of human cognition and behavior with respect to their evolutionary origins.
e.g. Universal behaviors, “human nature”
sex differences (Ex: why are most acts of violence perpetrated by men around the world?)

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5
Q

Nature versus nurture: Competing historic views

A

Nurture:
John Locke: tabula rasa (blank slate)
Skinner and Watson: radical behaviorism
Nature:
Plato: truth, goodness, beauty exist as innate universals in the mind
Rousseau: the human infant is innately good
Leibnitz: there are veins in the marble of the blank slate (there is something already written upon our human nature as we come into the world)

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6
Q

Genotype

A

specific genetic makeup (we each have our own unique genotype (unless identical twin))
Genes program the formation of protein molecules

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7
Q

Phenotype

A 
Observable characteristics (path between genotype and phenotype is long and not direct) 
*Most of our human behaviors are effected by thousands of genes that are all having tiny effects
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8
Q

polygenic transmission

A

the kind of inheritance in which the trait is produced from the cumulative effects of many genes.

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9
Q

The environment affects what in relation to genotype and phenotype?

A

affects when and how genotype is expressed in phenotype

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10
Q

remote causes of behavior

A

The evolutionary function of behavior
OR the adaptive significance of a behavior: how the behavior influenced chances of survival and reproduction

Remote causes work by selecting for genes that code for current biological mechanisms that get expressed in the right environments

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11
Q

Proximate causes of behavior

A

Current biological mechanisms AND
Current environmental experience, including culture
What causes behavior in the here-and-now, within a person’s lifetime.

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12
Q

Remote cause or function of laughter?

A

Helps people share same emotions

Offers feedback to partner about laugher’s intentions and emotional state

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13
Q

Proximate causes of laughter?

A

Vibration of vocal cords, exhaling - physical mechanisms most similar to our closest genetic relatives (chimps and bonobos)
Social experiences and tickling
Physical mechanism most similar to our closest genetic relatives (chimpanzees and bonobos)

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14
Q

Genes affect our

A

IQ and traits

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15
Q

IQ and traits affect

A

responses we evoke from others (evocative effect)

Environments we select (selection effect)

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16
Q

Nature via Nurture

A

Evolution: genes shape universal behaviors and possibly some gender differences
Behavior genetics: genes shape our personalities and likelihood of disorder
But, nurture is profoundly important in both processes

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17
Q

Domain general model:

A

different cognitive skill (e.g. reasoning, lang, counting) change together

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18
Q

Schemas:

A

organized patterns of thought and action

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19
Q

Assimilation

A

New experiences are incorporated into existing knowledge (schemas)

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20
Q

Accommodation

A

New experiences change existing knowledge (schemas)

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21
Q

After repeated accommodation, child’s underlying schemas change and

A

Move to new stage

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22
Q

Sensorimotor Stage (ages 0 to 2)

A

Thought and action are virtually identical
Exploration through sense and behavior

Lack of object permanence (things exist even if you can’t see them)

Complete egocentrism
Embedded in own point of view

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23
Q

Preoperational Stage (ages 2 to 7)

A

Symbolic thought develops
Words and images
Object permanence is firmly established
Still egocentric (think ppl see the world exactly the way they do)
The child cannot coordinate different physical attributes of an object or different perspectives
Centration: focus on one perceptually striking aspect of an object w/o considering other relevant features. (poor Jonathan)

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24
Q

Concrete Operational (ages 7 to 12)

A

Operations: mental actions that can be used to manipulate, transform, and then return an object to its original state
Can perform reversible mental operations on representations of objects
Begins to understand conservation
Basic properties of an object or situation remain the sane even tho the superficial properties are changed
*No longer egocentric, can take other POVs

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25
Q

Formal Operational Stage (ages 12 to 15)

A

Can apply logic more abstractly
Hypothetical thinking develops
Third-eye problem (how rational is their answer)

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26
Q

Was Piaget right?

A

Yes and no.
Yes
*stages occurs in this order across cultures

No
Children are not at the same stage for all of their skills
Change is often continuous rather than abrupt

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27
Q

What promotes prosocial emotions and a strong conscience?

A

Power assertion
Love withdrawal
Induction: verbal reasoning in which parent induces the child to think about harmful or helpful consequences of his or her actions
Why does induction work best?
It enables them to take someone else’s perspective

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28
Q

Attachment

A

Universal
Strong emotional bond
forms between the important adults and the baby. A specific relationship between child and other person.
Emerges 7-8 months
The Strange Situation
Baby cries when mom leaves. Baby is a little better when stranger comes. Very happy when mom comes back.

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29
Q

What changes when attachment develops?

A

Kids move
Stranger and separation anxiety
Social referencing
*checking with parent during exploration

30
Q

Secure attachment

A

Parents are more responsive to babies needs

31
Q

Secure attachment predicts

A

later persistence
Good social skills
Secure attachment style as young adults

32
Q

Baumrind’s longitudinal study

A

Helping children adopt norms (shared expectations for behavior)
Observed preschoolers interact with their parents
Found two dimensions of parental behavior
*Warmth/acceptance versus hostility/rejection
*Control/restrictiveness versus permissiveness

33
Q

Authoritative

A

high warmth, high control. Parents are loving and accepting. Clear about expectations for kids.
*Kids tend to have better social skills in elementary school, tend to be more confident, tend to do better in school

34
Q

Authoritarian

A

low warmth, high control. Parent has clear expectations for kid, but does not provide love.
*These kids tend to be more withdrawn/angry, but they have decent academics, little delinquency.

35
Q

Permissive

A

Permissive parents tend to be very loving, yet provide few guidelines and rules.

36
Q

Neglectful

A

parents don’t respond to their child’s needs or desires beyond the basics of food, clothing, and shelter.

37
Q

Authoritative Outcomes

A

Better social skills
More confident
Better academics

38
Q

Authoritarian Outcomes

A

Withdrawn, angry

BUT decent academics, little delinquency

39
Q

Permissive Outcomes

A

Poor self-control
Rebellious
Poor academics

40
Q

Neglectful outcomes

A

Poor social skills
Poor academics
Delinquent

41
Q

Distressing

A

emotional pain

42
Q

Dysfunctional

A

(impairment in daily life) -condition is getting in the way of what the person needs to do.

43
Q

Deviant

A

statistical rarity

44
Q

criteria in defining psychological disorders

A

Distressing, Dysfunctional, Deviant (three D’s)

45
Q

Generalized Anxiety Disorder diagnosis

A

Excessive anxiety and worry occurring more days than not for at least 6 months about a number of events or activities
Difficult to control worry
3 of 6 of the following symptoms (present more days than not for 6 months): restlessness, easily fatigued, difficulty concentrating, irritability, muscle tension, sleep disturbance
Impairment (or dysfunction)

46
Q

Causes of disorders (etiology)

A 
Biological (including heredity)
Learning
Cognitive
Other environmental:  family, society
        *Causes interact
47
Q

What is a personality disorder?

A

Pervasive maladaptive pattern of thinking, feeling, and behaving
Chronic; but we now know that they can change
Assumed to have origins in childhood or adolescence
Prevalence: around 10% in adolescence and adulthood

48
Q

Diagnosis of Antisocial Personality Disorder

A

1) Norm-breaking behavior
stealing
fighting
lying, etc.

2) Psychopathy - personality traits
Lack of empathy and remorse
shallow emotions
Impulsive

3:1 male: female
starts in childhood
not necessarily criminals
Some evidence that behavior often improves over time; psychopathy can improve, too, but less than behavior

49
Q

Bohman (1996)

A

Adoption study of boys
Biological parents: normal or criminal
Rearing family: authoritative (good) versus other types (bad)

Percent of boys with criminal behavior in adulthood

Bio parents normal, rearing family good
 3%
Bio parents normal, rearing family bad
 6%
Bio parents criminal, rearing family good
 12%
Bio parents criminal, rearing family bad
- 40%
50
Q

Prefrontal cortex

A

reduced size and functional impairment

Affects self-control, decision making, planning

51
Q

Amygdala

A

reduced size
Affects emotion-based learning and fear conditioning
May relate to poor conscience development

52
Q

Insecure attachment

A

have trouble making emotional connections with others. They can be aggressive or unpredictable toward their loved ones—a behavior that is rooted in the lack of consistent love and affection they experienced in their childhood.

53
Q

Phobias

A

Fear of specific object or situation

Must be impairing or cause considerate distress

54
Q

Panic Disorder

A

Panic attack
Episode of intense fear and terror
physical symptoms

people notice something is occurring and misinterpret it and assume it means something terrible is going to happen - heart is beating fast so they think they are going to have a heart attack

Worry about attack or avoid situations because of them
Common co-occurring condition

55
Q

Obsessive-compulsive disorder

A

No longer considered an anxiety disorder, but often co-morbid
Obsession: repetitive, unwelcome thought, image, or urge

Compulsion: repetitive behaviors or mental act

Obsession - causes anxiety or distress
Compulsion - eliminates disconfort
*negative reinforcement
Obsession returns — becomes a destructive cycle

56
Q

anxious kids tend to have

A

Overprotective parents

57
Q

ABC model

A

a general model for how cognition affects symptoms
A - activating event
B - beliefs (or cognition)
C – consequences -effects on mood and behavior; in this case, anxiety symptoms

58
Q

Catastrophize

A

worst will occur! (you assume the worse possible thing will happen, as a result of something)
*common belief in all anxiety disorders

59
Q

Social phobia

A

belief ppl are judging you when they probably are not

60
Q

OCD

A

someone needs 100% assurance that something bad is not going to happen

61
Q

Major Depression Disorder

A

Depressed mood
Anhedonia - don’t take pleasure in the things that would normally make you happy
Significant change in weight or appetite
Hypersomnia or insomnia (or both)
Psychomotor slowing or activation
Fatigue/loss of energy
Worthlessness or guilt
Difficulty thinking, concentrating, or making decisions
Thoughts of death, suicidal ideation or behavior
*need 5/9 to get diagnosis

62
Q

Depression is prevalent

A

more in children then adults in a 12 month period

63
Q

True or false: depression is twice as prevalent in women than in men

A

True

64
Q

Depression is…

A

episodic and recurrent

65
Q

Pessimism

A

When the person experiences something negative, they believe the cause is
Personal (vs. due to outside factors)
Pervasive (vs. focused on just that domain of life)
Permanent (vs. temporary)

66
Q

Excessive reassurance seeking

A

Mild dysphoria leads people to repeatedly request reassurance from others that they are lovable and valuable
Excessive reassurance seeking eventually irritates others, provoking
rejection and exacerbating depression

67
Q

Depression Summary

A

Depression is prevalent, recurrent, episodic, and often comorbid with other disorders.
Multiple factors play a role in the etiology of depression, such as genetic factors, loss/stress, cognition, interpersonal factors, diet, and activity.
It is possible to prevent and treat depression by targeting any of these factors.
Big picture on psychopathology: Psychological disorders arise from the interaction of various vulnerabilities across multiple levels of analys3is: genes, biology, individual (thinking and behavior), social (relationships, societal context).

68
Q

Preconventional

A

Stage 1
Obedience & Punishment

Stage 2
Self-interest of getting rewards
*Premoral - Kolberg says self-interest is not moral

69
Q

Conventional ——-> conventions shared by society

A

Stage 3
Win others approval, be “good boy/girl” ——> e.g. stealing looks bad, helping wife looks good
Stage 4
Law and order, doing one’s duty ——> should not steal; otherwise everyone would steal
conformity to others expectations
Most people make it to this stage by 13

70
Q

Postconventional

A

Stage 5
balancing societal well-being and individual rights —-> recognizes tension between societal good and individual good (can side on either option)
Stage 6
abstract, ethical, universal principles of conscience ——> articulate a more general principle that people should follow
Self-accepts moral principles
Only 5% make it to stage 6 according to Kolberg

Psych (4 decks)

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