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PS101 Exam 1 > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Critical period

A

Age range during which certain experiences MUST occur for development to proceed normally

e.g. Language acquisition (2 - 7 years), if this does not occur, child will likely never learn language

e.g. Jeanie the wild child
–> Case of extreme neglect. Jeanie was never exposed to language until she was taken out of her parent’s custody at age 13. She learned how to speak words, but never learned how to use language as she had passed the critical period.

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2
Q

Sensitive period

A

The optimal age range for certain experiences to spur normal development. More of a good range, but does not need to occur during this period.

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3
Q

Cognitive Development (Piaget)

A

Brain builds schemas to achieve understanding.

  • Split into assimilation and accommodation
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4
Q

Assimilation

A

New experience incorporated into existing schemas.

E.g. Baby has a schema for cats and dogs. Baby sees a raccoon for the first time and categorizes the raccoon as a cat.

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5
Q

Accommodation

A

New experiences cause existing schemas to change

E.g. Baby originally categorized raccoon as cat, but adjusts schema to call it a night cat once it realizes fundamental differences with their schema for cats vs dogs.

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6
Q

Piaget’s Cognitive Development Stages

A
  • 4 stages: sensorimotor, preoperational, concrete operational, formal operational
  • Discontinuous stages of development (stages are distinct from one another, and no step can be skipped)
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7
Q

Sensorimotor

A
  • Birth - 2 years old
  • Understand world through sensory experience and physical interactions with objects (babies put objects in mouth)
  • Begin to acquire language
  • Develops object permanence towards the end of the stage
  • Begin to understand sense of self –> realize they are a separate entity from their mother
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8
Q

Preoperational stage

A
  • Ages 2 - 7
  • World represented symbolically through words an mental images
  • Symbolic thinking enables pretend play
  • Does not understand conservation (pouring water in different glasses)
  • Thinking displays animism (thinking everything is alive) and egocentrism (self-centered thinking that allows them to not understand how someone might have a different point of view from them e.g. broccoli and goldfish example)
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9
Q

Concrete operational

A
  • Ages 7 -12
  • Easily perform basic mental operations involving tangible problems and situations (e.g. fractions, decimals)
  • Have trouble with problems that require abstract reasoning (lack executive functioning as frontal lobe is not fully developed, e.g. think of how would life be without a thumb example)
  • Developing empathy
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10
Q

Formal operational stage

A
  • Develops around 11 - 12 years
  • Ability to think logically about concrete and abstract problems
  • Able to form and test hypotheses
  • Adolescents show egocentrism (everyone is looking at me teenager behaviour)
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11
Q

Attachment

A

Strong emotional bond that develops between children and caregivers

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12
Q

Imprinting

A

Sudden, inflexible, biologically primed form of attachment found in some nonhuman species (e.g. ducks following dog as mother)

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13
Q

Harry Harlow

A
  • Did experiements with Monkeys were he separated them from their mother and observed whether they preferred the clothed “monkey” which provided contact comfort or the wired “monkey” which provided food
  • He found that monkeys spent most of their time near the clothed monkey
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14
Q

Bowlby

A
  • Newborns show no discrimination in attachment behavior
  • Infants begin to discriminate familiar from unfamiliar people in first months of life (3 months); specific attachment behavior at 8 months.
  • Stranger anxiety and separation anxiety develop around this time.
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15
Q

Stranger anxiety

A
  • Around 6/7 months to 18months
  • Distress over contact with unfamiliar people
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16
Q

Separation anxiety

A
  • 12-16 months to 2-3 years
  • Distress over being separated from primary caregiver
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17
Q

Strange situation (Types of attachment, Mary Ainsworth)

A
  • Experiment where a child is put in an amusing environment with mother, introduced to a stranger, and the mother leaves.
  • Can observe type of attachment child has to mother by seeing if child is comforted by presence of mother and if the mother is meeting all of their needs
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18
Q

4 attachment styles

A
  • Secure, preoccupied, dismissing, fearful
  • Measure on scale of dependence and avoidance
  • Attachment styles you develop with primary caregiver greatly influences romantic relationships in your future.
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19
Q

Secure Attachment

A
  • Comfortable with intimacy and autonomy
  • low dependence, low avoidance
  • High opinion of self and others as needs were met in infancy
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20
Q

Fearful Attachment

A
  • Afraid of intimacy and rejection, and believes self to be worthy of rejection. High emotional reactivity.
  • High dependence and high avoidance
  • Low opinion of self and others (I was not worthy of love from my parents and I was betrayed by not being loved enough)
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21
Q

Preoccupied Attachment

A
  • Preoccupied with relationships, high emotional reactivity
  • High dependence, low avoidance
  • Low opinion of self, high opinion of others (I was not worthy of being taken care of, fear of abandonment)
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22
Q

Dismissive attachment

A
  • Dismissive of attachment, counter dependent
  • High avoidance, low dependence
  • High opinion of self, low opinion of others (I raised myself, no one helped me)
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23
Q

4 types of parenting

A
  • Authoritative, authoritarian, indulgent, neglectful
  • measured on a scale of warm/cold and restrictive/permissive
  • Authoritarian, indulgent, and neglectful parenting can lead to narcissistic kids
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24
Q

Authoritative Parenting

A
  • Controlling but warm (have rules/expectations, but help you get there)
  • most positive childhood outcome
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25
Q

Authoritarian Parenting

A
  • Exert control but cold, unresponsive, or rejecting
  • Rule setters and cold, but no praise for doing well. Quick to criticize when doing poor.
  • Leads to children with poor self-esteem, popularity, school performance
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26
Q

Indulgent Parenting

A
  • Warm and caring, but no rules are present.
  • Don’t provide guidance and discipline, leading to immature and self-centered kids.
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27
Q

Neglectful parenting

A
  • Not warm and provides no rules or guidance
  • Most negative developmental outcomes
  • Kids develop “any attention is good attention” mentality, giving behaviorally the worst outcome.
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28
Q

Erikson’s stages of psychosocial development

A
  • Eight psychosocial stages, each stage involving a crisis over how we view ourselves in relation to others and the world
  • Each stage can provide positive or negative feedback
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29
Q

Trust/Mistrust

A
  • 1 year of age
  • Am I getting consistent care and support?
  • Positive: trust, negative: mistrust
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30
Q

Autonomy/Doubt

A
  • 2-3 years
  • Is my independence affirmed?
  • Am I learned how to do things myself, or are my parents doing a lot of things for me? Children have opportunity to learn autonomy
  • Positive: gain confidence and develop autonomy
  • Negative: e.g. criticism from parents, develop shame/doubt about abilities
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31
Q

Initiative/Guilt

A
  • 3 - 6 years
  • Is my curiosity affirmed?
  • Positive: curiosity supported by parents, develops initiative
  • Negative: feeling of guilt developed, child won’t be as proactive
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32
Q

Industry/Inferiority

A
  • 6-12 years
  • How do I measure up against people my age?
  • Positive: develops sense of industriousness (hardworking)
  • Negative: develops sense of inferiority
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33
Q

Identity/Confusion

A
  • Adolescence
  • Do I feel a sense of resonance with myself?
  • Questioning purpose and identity
  • Negative: Role confusion
34
Q

Intimacy/Isolation

A
  • Early adulthood
  • How do I feel about my relationships?
  • Negative: Feel lonely/isolated
35
Q

Generativity/Self-absorption

A
  • Middle adulthood
  • Do I do meaningful work and give back to my community?
  • Negative: stagnation (feel that they have lack of purpose
36
Q

Integrity/despair

A
  • Late adulthood
  • Did I live a good life? Do I have any regrets?
  • Positive: Fulfilment
  • Negative: Despair
37
Q

Rationalization

A
  • A false excuse to explain an anxiety- arousing behavior that has occurred.

e.g. she graded harshly (makes yourself feel better about your score)

e.g., Justify murders by only murdering people who I deem “immoral”

38
Q

Repression

A
  • Anxiety-arousing memories, feelings, impulses are prevented from entering consciousness

e.g. Memories of childhood abuse are locked away in memory

39
Q

Denial

A
  • Refusal to acknowledge an event or the emotions connected to it.

e.g. Trump denying that he lost the election.

40
Q

Displacement

A
  • Impulses are first repressed then shifted (displaced) on to a more acceptable target.

e.g. Boss yells at you –> you yell at spouse as they are a safer target to get anger out

41
Q

Intellectualization

A
  • Removing the emotional component of a situation and deal with it as an intellectually interesting event.

E.g. medical professional receives bad news –> thinks about survival rates and possible medications instead of processing their emotions

42
Q

Projection

A
  • People disguise their own threatening impulses by attributing them to others

e.g. marjorie taylor green tweet

43
Q

Reaction Formation

A

Unconsciously switch impulses to their opposites. Has to be exaggerated to be reaction formation, not denial.

e.g. minister preaching that being gay is a sin, but has a secret gay relationship. (Denial would just be minister not accepting his sexuality, reaction formation bc he has the relationship while preaching other ideals.)

44
Q

Sublimation

A
  • Taboo impulses channeled into socially desirable and admirable behaviors.

e.g. police forcing suspect to confess by yelling aggressively is a way to get out repressed violent urges in a socially acceptable way.

45
Q

Oral Stage

A
  • during infancy
  • pleasure comes from mouth –> eating and exploring world
  • Fixation can occur from e.g. weaning off bottle too early
  • Symptoms: Constant nail biting, smoking, overeating, overdrinking
  • Regression would be these same symptoms but the behavior only shows when individual is stressed out.
46
Q

Psychosexual Development Stages

A
  • Theory of development by Freud with 5 stages
  • If development goes wrong in that stage, you can get “stuck” which is known as fixation.
  • You can also revert back to that stage in a state of stress which is called regression.
47
Q

Anal Stage

A
  • Age 2-3
  • Before potty training, your biology controls other people. –> e.g. parents drop everything and tend to your needs
  • When potty training, you give up control due to your biology. This is easier for some children than others.
  • Fixation: children that are more reluctant and resilient to give up that control. Leads to messy, negative, dominant adult.
  • Too much pressure on kid: leads to excessive need for orderliness and cleanliness.
48
Q

Phallic Stage

A
  • Age 4-5
  • Pleasure is derived from sexual organs
  • Children suffer from oedipus or electra complex
  • Kids usually understand that different genders have different genitals. They usually also figure out phallic pleasure, but do not understand the meaning.
49
Q

Oedipus complex

A
  • Young boy’s unconscious desire for mother, and jealousy of father (main rival)
50
Q

Electra complex

A
  • Young girl’s unconscious blame towards mother for deficiency, and develops unconscious attachment to father.
51
Q

Latency Stage

A
  • Sexual impulses are hidden, and social development occurs first.
52
Q

Genital stage

A
  • Adult romantic relationships
  • Erotic impulses expressed in sexual relationships
  • A monogamous relationship is a sign of healthy development.
  • Bad adults relationships can be due to unresolved conflicts with parent

e.g. Britney spears example

53
Q

Trephination

A
  • Poking holes in skull to let “devil out”
  • Historically, most abnormal behaviors were attributed to the devil
  • Evidence of a biological cause did not come until syphilis developed into a neurodegenerative disorder.
54
Q

Vulnerable stress model

A
  • Internal factors (genetic, biological, psychological etc) and External factors (e.g. low social support) coupled with a stressor can lead to the development of physiological disorder.
55
Q

Q. How do you define a behavior as abnormal?

A
  • It must fit the one of the criteria: distress, dysfunction, deviance
  • Behavior is personally distressful, personally dysfunctional, and culturally deviant and it leads to others judge it as inappropriate or maladaptive.
56
Q

Distress

A
  • Judgements of abnormality most likely when distress is disproportionately acute or long-lasting
57
Q

Dysfunctionality

A
  • Dysfunctional for either for individual or for society
    e.g., skipping work 2 days a week due to alcoholism –> dysfunctional in society
58
Q

Deviance

A
  • Deviate/violate cultural norms
59
Q

Q. What are criteria considered when diagnosing psychological disorders

A
  • Reliability: all clinicians would show agreement in diagnosis (consistency)
  • Validity: diagnosis captures core features of the disorder
60
Q

Anxiety disorders

A
  • Frequency and intensity of anxiety responses are out of proportion to the situations that trigger them.
  • Anxiety begins to interfere with daily life
61
Q

Components of anxiety responses

A
  • Subjective-emotional
    –> feeling of tension/apprehension
  • Cognitive
    –> worry, thoughts about inability to cope
  • Physiological
    –> increased heart rate, muscle tension
  • Behavioral
    –> avoidance of feared situations, decreased task performance, increased startle response
62
Q

Generalized Anxiety Disorder

A
  • Chronic state of diffuse, “free-floating anxiety”
  • Anxiety is not attached to specific objects or situations
63
Q

Panic Disorder

A
  • Panic occurs suddenly and unpredictably
  • Much more intense than typical anxiety
  • How you perceive your physiological response to anxiety can fuel/lead to a panic attack (the cognitive portion e.g. “I’m losing it, I’m having a heart attack”.
64
Q

Agoraphobic behaviors

A
  • Fear of open and public spaces from which escape would be difficult
  • Individuals with agoraphobia start to avoid situations that reinforce their anxiety, and often do not leave home
65
Q

Social phobias

A
  • fear of situations in which evaluation might occur
66
Q

Obsessive-Compulsive Disorder

A
  • A subtype of anxiety disorder
  • Obsession component: repetitive and unwelcome thoughts, images, or impulses. These thoughts give anxiety, and make individual feel compelled to do something about anxiety
  • Compulsions: Repetitive behavioral response done in order to get rid of anxiety
  • OCD is maintained through operant conditioning, as anxiety is reduced by doing certain behavior –> reward –> learn to continue that behavior next time.
  • Common behaviors include cleaning, checking, counting, hoarding
67
Q

Post-traumatic stress disorder

A
  • A severe anxiety disorder that can occur in people exposed to extreme trauma
  • Severe symptoms of anxiety, arousal, distress such as reliving trauma in flashbacks, survivors guilt, and avoidance of reminders of trauma.
  • Patients tend to have interpersonal relationship troubles as they tend to be over-reactive to certain stimuli.
  • They can also be habituated to a high stress environment, and don’t show expected response out of certain stimuli.
  • Time is the best treatment for PTSD
68
Q

Q. What biological factors influence anxiety?

A
  • Overreactive autonomic nervous system and neurotransmitter systems can be involved in emotional responses
  • Overreactive right hemisphere (right hippocampus processes negative emotions) can lead to anxiety
  • 40% concordance rate in identical twins –> genetic factor exists, but environment is more important
69
Q

Q. Describe the evolutionary explanation for anxiety

A
  • People tend to develop phobias/anxiety regarding things that can cause them harm e.g. spiders, heights, blood
70
Q

Neurotic anxiety

A
  • Freud’s idea for cause of anxiety disorder
  • Anxiety occurs when unacceptable impulses threaten to overwhelm the ego’s defenses
71
Q

Somatoform disorders

A
  • When someone presents with a physical complaint, but the cause is completely psychological
72
Q

Hypochondriasis

A
  • People who get convinced that normal physiological symptoms is a sign of serious disease
73
Q

Conversion Disorder

A
  • Convertion of psychological angst in physical symptom
  • Serious neurological disorders that can suddenly cause paralysis, loss of sensation, blindness, sudden refusal to talk
  • Conversion disorder is catchy, easily influenced by others (mass hysteria)
  • People with conversion disorder usually do not panic when symptoms arise, as their symptom is a reason for not needing to do something that bothers them. Nobody will question a physical complaint, so this is seen as an unconscious relief.
74
Q

Factitious Disorders

A
  • A serious mental illness where someone intentionally produces or exaggerates symptoms of an illness or injury to receive medical attention and care
75
Q

Munchausen’s and Munchausen’s by proxy

A
  • Munchausen’s is a factitious disorder where one afflicts serious harm on their self
  • Munchausen’s by proxy is when an individual inflicts serious harm on others
    –> e.g. mother to child
    –> not trying to kill them, just for them to receive attention, care and sympathy as a caregiver
    e.g. gypsy rose
76
Q

Dissociative Disorders

A
  • Breakdown of normal personality integration is seen.
  • Results in alterations to memory or identity
    –> e.g. forget who they are and their life story
77
Q

Psychogenic Amnesia

A
  • Response to stressful event with extensive but selective memory loss
  • Can learn normally like anyone else, but have selective memory loss
78
Q

Psychogenic Fugue

A
  • Loss of all sense of personal identity
  • Establishment of new identity in a new location
    –> e.g. Anne Heche (Ellen Degeneres’s ex girl friend)
  • can develop at any age
79
Q

Dissociative Identity Disorder

A
  • Two or more separate personalities coexist
  • Personality is not unified and in pieces
  • Can only happen in childhood, and usually occurs at a result of repeated trauma in childhood
    –> e.g. sexual abuse –> “somebody else” can take place to endure it
80
Q

Mood (Affective) Disorders

A
  • Involve depression and mania
  • One of the most frequently experienced psychological disorder along with anxiety disorders
81
Q

Dysthymia

A
  • Less intense form of depression (fit 2-3 of 9 criteria)
  • More chronic than major depression as although effects on personal and occupational functioning are less dramatic, people are less likely to seek out help.
  • More chronic than major depression
82
Q

Major Depression

A
  • Intense depressed state leaves people unable to function effectively in their lives
  • Depressive state is not permanent –> will go away in 5 months. But people usually want to do something about it before then.
  • Reaction Depression = clear cause of depression e.g. death of family
    –> lead to a lack of NTs such as dopamine
  • Endogenous Depression = caused by lack of NTs such as dopamine

PS101 Exam 1 (3 decks)

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