Exam 4 Flashcards
1
Q
describe 3 characteristics that often apply to psychological disorders
A
deviant- different from expectations within culture, distressful- to the person with them or to those close to them, dysfunctional- interfere with one’s day-to-day life
2
Q
- list two disorders that are found worldwide
A
Depression and schizophrenia
3
Q
define the biopsychosocial perspective and tell why it is important in our understanding of psychological disorders
A
an integrated approach that incorporates biological, psychological, and social-cultural levels of analysis
all behavior, whether called normal or disordered, arises from the interaction of nature (genetic and physiological factors) and nurture (past and present experiences)
4
Q
tell why the DSM-IV-TR is useful
A
name and describe it
5
Q
tell what percentage of people found not guilty by reason of insanity are ultimately institutionalized
A
99%
6
Q
explain how diagnostic labels can (a) be stigmatizing, and (b) serve as self-fulfilling prophecies
A
The danger of labeling people is that they will begin to act as they have been labeled, and labels can create expectations that will change our behavior toward the people we label
7
Q
tell what percentage of Americans suffer from a diagnosable mental disorder in a given year
A
26%
8
Q
- describe the relationship between poverty and psychological disorders
A
Poverty-related stresses can help trigger disorders, but disabling disorders can also contribute to poverty. Thus, poverty and disorder are often a chicken-and-egg situation, and it’s hard to know which came first.
9
Q
define intern’s syndrome
A
Medical students tend to self diagnose themselves with disorders after studying the symptoms
10
Q
put the following countries in the correct order from highest to lowest prevalence of mental disorders: Japan, United States, Nigeria, Colombia
A
united states, Colombia, japan, nigeria
11
Q
- recognize common risk factors and protective factors for mental disorders
A
chronic pain, abused, bad grades, death; self-esteem, security, exercise
12
Q
tell how common (a) specific phobias are in the general population
A
very common 7% men 15% women
13
Q
tell how common (b) panic disorder are in the general population
A
less common 2% men 5% women
14
Q
describe the symptoms associated with specific phobias, social phobia, panic disorder, and agoraphobia.
A
Anxious, avoidance, be with other people Social phobia is shyness taken to an extreme will sweat or tremble when doing so. Heart palpitations, shortness of breath, choking sensations, trembling, or dizziness typically accompany
15
Q
How likely is it that people with (a) specific phobias and (b) panic disorder will seek treatment?
A
They don’t seek treatment, rarely
16
Q
describe the symptoms associated with generalized anxiety disorder
A
worry to worry, and their tension and apprehension may leak out through furrowed brows, twitching eyelids, trembling, perspiration, or fidgeting.
17
Q
describe the symptoms associated with post-traumatic stress disorder
A
recurring haunting memories and nightmares, a numbed social withdrawal, jumpy anxiety, insomnia
18
Q
describe obsessions and give examples of common types of each
A
repetitive thoughts (germs, dirt, terrible happenings, order)
19
Q
describe compulsions and give examples of common types of each
A
repetitive behaviors (washing hands, checking door, rituals).
20
Q
tell what brain regions are implicated in OCD
A
orbitofrontal cortex, basal ganglia, and/or the limbic system
21
Q
tell what current research says about the causes of anxiety disorders
A
Learning-fear conditioning, observation, cognition and
Biological- natural selection, genes, brain (amygdala)
22
Q
define personality
A
an individual’s characteristic pattern of thinking, feeling, and acting
23
Q
list and describe the three divisions or structures of the mind according to Freud; describe the interactions that occur among these structures
A
Id- primitive part of mind. Wants immediate gratification in the form of sex or aggression, operates according to the pleasure principle
Ego- rational part of mind, keeps lid on the id, operates on the reality principle
Superego- internalized moral system, conscience
24
Q
compare and contrast the pleasure principle and reality principle; relate these to the structures of the mind
A
pleasure principle id- It seeks immediate gratification
reality principle- ego- seeks to gratify the id’s impulses in realistic ways that will bring long-term pleasure.
25
name the five defense mechanisms discussed in class
Repression, Displacement- Identification- Regression-
| Sublimation-
26
describe the five defense mechanisms discussed in class; give an example of each
Repression-Most basic defense mechanism- Id impulses are kept out of conscious awareness, don’t hump neighbor
Displacement- Id impulses are shifted toward a more acceptable target; road rage
Identification- Taking on some of the attributes of a feared or hated person, making those attributes part’s on ones own personality; an abuser was abused
Regression- Retreating to an earlier stage of behavior when faced with frustrated id impulses; new baby in house, older toddler starts to wet the bed even though potty trained
Sublimation-Transforming frustrated id impulses into more socially acceptable forms of behavior; wants more sex but you channel into work
27
list and describe the five psychosexual stages, include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages
```
Oral stage (birth - 18 months) Id is gratified through breastfeeding. Oral fixation may occur if child is weaned too soon or not breastfed Ex: smoking, drinking or eating too muchl
Anal stage (18 mos.- 3 yrs.) Id is gratified by mastering toilet training. Anal retentive fixation if shamed during toilet training Ex: super-neat, hyper-organized, stingy, never spontaneous
Phallic stage (3-6 yrs.) For boys, Oedipus complex: Castration anxiety. Identification leads to development of superego For girls, Electra complex: Penis envy Again, identification leads to development of superego, but not as strong in boys
Phallic fixation in men: exaggerated sense of masculinity
Latency stage (6-puberty) Sexuality is repressed
Genital stage (puberty-adulthood) Appropriate adult sexuality Additional id impulses are sublimated
```
28
describe the Oedipus complex and explain how it leads to castration anxiety, identification with the father, and development of the superego
a boy’s sexual desires toward his mother and feelings of jealousy and hatred for the rival father. experience guilt and a lurking fear of punishment, perhaps by castration, from their father. Through identification
29
describe penis envy and how it is resolved
girls realize that they don’t have a penis; displacement- they put sexual desire for dad into that of men in general
30
explain why Freud thought men developed stronger superegos than women
Phallic fixation in men: exaggerated sense of masculinity
31
list and describe criticisms of Freud's theory; be sure to explain why
Freud's theory isn't testable, and discuss the recent scientific evidence about repression
only observed small # of troubled people, thought behavior is determined by forces outside body, sexist, ignored testable science, ignored evidence of child sexual abuse
not testable because it isn’t scientific
banishes anxiety-arousing wishes and feelings from consciousness
32
list and describe four continuing, important contributions from Freud's theory
the personality structures of id, ego, and superego; the importance of the unconscious; the shaping of personality in childhood; and the dynamics of anxiety and the defense mechanisms.
our mental life is unconscious. With Freud, they also assume that we often struggle with inner conflicts among our wishes, fears, and values, and that childhood shapes our personality and ways of becoming attached to others.
33
11. describe the fundamental importance of self-actualization to Maslow's and Rogers's theories of personality
self-aware and self-accepting, open and spontaneous, loving and caring, and not paralyzed by others’ opinions. Secure in their sense of who they were, their interests were problem-centered rather than self-centered. They focused their energies on a particular task, one they often regarded as their mission in life. Most enjoyed a few deep relationships rather than many superficial ones. Many had been moved by spiritual or personal peak experiences that surpassed ordinary consciousness
34
12. describe the roles of genuineness, acceptance, and empathy, according to Rogers
Genuineness, acceptance, and empathy are, Rogers believed, the water, sun, and nutrients that enable people to grow like vigorous oak trees. For “as persons are accepted and prized, they tend to develop a more caring attitude toward themselves” (Rogers, 1980, p. 116). As persons are empathically heard, “it becomes possible for them to listen more accurately to the flow of inner experiences.”
35
define unconditional positive regard
a caring, accepting, nonjudgmental attitude, which Carl Rogers believed would help clients to develop self-awareness and self-acceptance
36
define "trait"
people’s characteristic behaviors and conscious motives
37
list the two trait dimensions identified by Hans and Sybil Eysenck; describe two brain characteristics that are correlated with extraversion
extra-version-introversion and emotional stability-instability;
genes and frontal lobe
38
discuss when you can and cannot make fairly accurate inferences about a person's traits from observing his/her behavior
you must observe behavior in multiple situations, not limited observations
39
define and give examples of reciprocal determinism. What theory includes this concept, and who is credited with this theory?
the interacting influences of behavior, internal cognition, and environment. Social- cognitive perspective; bandura
40
define reliability; give examples of (a) test-retest reliability and (b) interrater reliability
test yields consistent results; give the test again (possibly in halves) see if they correlate; extent to which independent raters agree on the score of a test item
41
define validity; give examples of (a) concurrent validity and (b) predictive validity
extent to which a test measures or predicts what is supposed to; test tells you about their current knowledge or behavior; test tells you about their future knowledge
42
describe the main assumptions about behavior that would lead a psychologist to use a projective test to examine a client's personality
your behavior is determined by forces you are unaware of. People respond to ambiguous stimuli
43
describe the main assumptions about behavior that would lead a psychologist to use a self-report inventory to examine a client's personality
people can accurately report their own feelings, thoughts and behaviors
44
describe the main assumptions about behavior that would lead a psychologist to use a behavioral assessment to examine a client's personality
the best predictor of future behavior is past behavior in the same or similar situation
45
describe the Rorschach Inkblot Test and two major problems associated with it
you are shown inkblots and asked “what might this be?”
interrater reliabiltity is very poor, wide range
validity is poor, unobservable
46
list 2 of the MMPI validity scales and tell what each is designed to measure
L scale- lie; measures attempts to present oneself in a socially desirable light
F scale faking bad- attempts to look more disturbed than you really are
47
describe the strengths and weaknesses of the behavioral assessment approach. What kind of reliability is most important for behavioral assessment?
Can’t always observe, observing will change their behavior, not always possible to generalize from one situation to the next
interrated reliability,
48
define the Barnum effect and tell why it is relevant to personality testing
gullibility of people when reading descriptions of themselves
Memorize some Barnum statements from astrology and fortune-telling manuals and use them liberally.
49
list and describe the "big five" personality traits
openness, practical, likes routine, conforming
conscientiousness- unorganized, careless, impulsive
Extraversion- retiring, reserved, sober
Agreeableness, ruthless, suspicious, uncooperative
neuroticism, calm secure, satisfied
50
tell whether our personality traits do a better job of predicting our average behavior across many situation or our specific behavior in a given situation
behavior across many situations
51
compare and contrast behaviors associated with having an internal versus an external locus of control
achieve more in school and work, act more independently, enjoy better health, and feel less depressed than do “externals”. Moreover, they are better at delaying gratification and coping with various stressors
52
tell how, according to research, we can increase our self-control
grow our willpower muscles—our capacity for self-regulation
53
tell whether our personality traits will be more apparent in (a) unfamiliar, highly structured situations; or (b) familiar, unstructured situations; explain-
familiar, unstructured situations; we are more comfortable
54
define and give an example of the spotlight effect
overestimating others’ noticing and evaluating our appearance, performance, and blunders (as if we presume a spotlight shines on us) wearing the same shirt in the same week- no one cares
55
tell whether having high self-esteem predicts high grades
it does because when you are confident you feel you can do better; feeling good does good
56
give examples of behaviors or beliefs associated with self-serving bias
People accept more responsibility for good deeds than for bad, and for successes than for failures; Most people see themselves as better than average
57
give examples of behaviors or beliefs associated with narcissism
(by agreeing more often with statements such as, “If I ruled the world, it would be a better place,”
materialism, the desire to be famous, inflated expectations, more hookups with fewer committed relationships, more gambling, and more cheating,
58
list and briefly describe the three major issues developmental psychology focuses on
Physical-genes, cognitiveand social development
59
name and tell the length of the three prenatal stages (i.e., zygote, embryo, fetus) of the first trimester
zygote- fertilized egg, lasts 2 weeks
embryo- 2 weeks – 2nd month
Fetus- 9 weeks - birth
60
define and give examples of teratogens
agents like chemicals that can cause harm- alcohol, smoking, crack
61
describe the cause and some of the symptoms of fetal alcohol syndrome
when mother drinks heavily- misproportion head, mental retardation,eyes far apart, no dip on upper lip
62
define the age of viability
the 2nd trimester- end of 6th month, where the fetus can live outside the womb
63
describe what major change occurs in the fetus during the third trimester
the fetus more than doubles in size
64
tell at what distances newborns see best
8-12 inches
65
tell whether newborns have all the senses that adults have
they have all of them but not fully deveoped
66
tell what kinds of stimuli infants are predisposed to prefer
social responsiveness, touch, sight
67
explain how habituation is used to study infant perception; describe how you would use this method to determine whether infants can tell the difference between red and blue
when baby gets bored with the new stimulus they will look for something else. Hold up colored cards, switch and see if they notice a difference
68
tell what changes in the brain are associated with maturation
more connections between neuron myelin sheaths
69
tell whether experience (e.g., being bound to a cradle board or being allowed to move freely) affects the rate at which babies learn to crawl, walk, etc
they will learn at the same time
70
Which develops first, gross motor skills or fine motor skills? Give examples of each
gross motor develops first,(crawling, walking) then fine motor skills (Learning to write)
71
define and give an example of assimilation and accommodation in reference to children's cognitive schemas
assimilate new experiences—we interpret them in terms of our current understandings (schemas). Having a simple schema for dog, for example, a toddler may call all four-legged animals dogs.
But as we interact with the world, we also adjust, or accommodate, our schemas to incorporate information provided by new experiences. Thus, the child soon learns that the original dog schema is too broad and accommodates by refining the category
72
list Piaget's four stages of cognitive development
sensorimotor, Preoperational, Concrete operational stage, Formal operational
73
sensorimotor: ages and describe the mental capabilities; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking
(birth – 2 yrs) learn through senses, learn relationship between action and consequences and tell the difference between themselves and other objects. Object permanence-awareness that things continue to exsist even when not perceived (8 months)
74
Preoperational ages, mental capabilities; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking
(2-6 yrs) ablility to use symbols (learn to read and pretend) Theory of mind- other people think thoughts that can trigger feelings (thinking of a sad event causes sadness) learn to think about what other people think. Egocentric- unable to see things from another’s perspective
75
Concrete operational stage age, mental capabilities; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking
(7-11) ability to think logically but concretely (little abstract thinking)understand shape doesn’t change quantity
-
76
Formal operational- ages associated with each, and describe the mental capabilities; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking
(12-adulthood) ablity to think abstractly, ladder to the moon- how many rungs. Teens are very egocentric
77
describe the main contribution of Piaget's theory
most important- childrens thinking is qualitatively different at different ages
78
list two criticisms of Piaget's theory
they can process but don’t have the vocab to express why
development is more continous
development is more continous
79
describe an example of "baby math" and tell what implications it has for Piaget's theory
have 2 objects behind screen take one away. They understand the difference
80
describe treatment that helps autistic children
Toy Story crossed with Thomas the Tank. They were trying to teach children with Autism how to recognize emotions on the faces of other people.
81
describe what research tells us about the impaired theory of mind that characterizes autism
understand others' emotional reactions and perspectives
| really smart but can’t connect with peers
82
describe stranger anxiety and tell when it develops
children’s are afraid of new people peaks at 13 months.
83
describe the roles that body contact and familiarity play in the origins of attachment
kangaroo care
84
describe the behavior in Ainsworth's Strange Situation experiments of babies in the following categories: secure-
mom leaves kid cries mom comes back baby is happy
85
describe the behavior in Ainsworth's Strange Situation experiments of babies in the following categories: insecure-avoidant
who cares if mom is there
86
describe the behavior in Ainsworth's Strange Situation experiments of babies in the following categories: and insecure-resistant
- mom can’t calm baby after leaving
87
describe the influence of parental responsiveness and the baby's temperament on the infant's attachment
Easy and difficult-
88
briefly describe how childhood neglect and abuse affect children's attachments
Neglect are withdrawn, frightened
| Abused- prone to drug abuse. Criminals are sometimes abused but
89
briefly describe the characteristics of high-quality child care, according to research Sandra Scarr
Daycare is good. Playing with others…
90
briefly describe research using mirrors that shows children's evolving self-concepts
They don’t realize that it is them in the mirror. If touch mirror they think they are touching someone else (6 months)
91
list and briefly define 3 parenting styles. Which style is associated with the best-adjusted children?
Authoritarian- rules not to be broken
Permissive- don’t enforce rules
Authoritative- talks about rules
92
list the physical developments that accompany the onset of puberty; give the approximate ages of puberty for males and females
Females- 12 egocentric think they are the only one
Males- 14
Primary and secondary sex maturation
93
tell what Jonathan Haidt's research on moral intuitions suggests about whether our judgments about right and wrong are carefully reasoned or automatic and emotional
quick gut feelings, or effectively laden intuitions
These feelings in turn trigger moral reasoning
automatic and emotional
94
list the stages of Erikson's theory of psychosocial development; Which stage is particularly relevant to adolescence?
```
Trust vs mistrust (1 yr)
Autonomy vs shame and doubt (1-3 yr)
Initiative vs guilt (3-6 yr)
Competence vs inferiority (6-puberty)
Identity vs. Role Confusion (teens-20s)
Intimacy vs. Isolation (20s-40s)
Generativity- stagnation(40s-60s)
integrity vs. despair (60s and up)
```
95
describe the stage Trust vs mistrust of Erikson's theory of psychosocial development;
(1 yr) if needs are met, then develop trust
96
describe the stage Autonomy vs shame and doubt of Erikson's theory of psychosocial development;
(1-3 yr) do things for yourself or doubt yourself
97
describe the stage Initiative vs guilt of Erikson's theory of psychosocial development;
(3-6 yr) initiate plans or feel guilty about independence
98
describe the stage Competence vs inferiority of Erikson's theory of psychosocial development;
(6-puberty) pleasure of accomplishment or feel inferior
99
describe the stage Identity vs. Role Confusion of Erikson's theory of psychosocial development;
teens-20s) find sense of self or wonder who they are
100
describe the stage Intimacy vs. Isolation of Erikson's theory of psychosocial development;
(20s-40s) close relationships or socially isolated
101
describe the stage Generativity- stagnation of Erikson's theory of psychosocial development;
(40s-60s) sense of contributing to world or feel useless
102
describe the stage integrity vs. despair of Erikson's theory of psychosocial development;
(60s and up) happy with life lived or feel failure
103
define emerging adulthood
a period from the late teens to mid-twenties, bridging the gap between adolescent dependence and full independence and responsible adulthood.
104
describe the physical changes and associated problems linked to (a) middle adulthood
less sex drive, menopause, lower sperm count, low testosterone
105
describe the physical changes and associated problems linked to later life
Disease strikes. The body ages. Its cells stop reproducing. It becomes frail and vulnerable to tiny insults—hot weather, a fall, a mild infection. Tips of chromosomes, called telomeres, wear down, much as the tip of a shoelace frays.
106
dementia
substantial loss of brain cells in a process that is not normal aging. A series of small strokes, a brain tumor, or alcohol dependence can progressively damage the brain, causing that mental erosion
107
Alzheimer's disease
loss of brain cells and a deterioration of neurons that produce the neurotransmitter acetylcholine, vital to memory and thinking
108
define and give an example of (a) cross-sectional research-
Measures different groups of people at the same time, group of 100 60 yr olds
109
define and give an example of (a) longitudinal research
Measures same people at different times Same person at ages 10, 20, 30…
110
explain why the conclusions about declines in verbal intelligence are different when one examines cross-sectional studies and longitudinal studies
It depends on the era
111
tell which of Erikson's stages typically dominate adulthood
Generativity- stagnation(40s-60s) sense of contributing to world or feel useless
integrity vs. despair (60s and up) happy with life lived or feel failure
112
tell how self-confidence and life satisfaction change with increasing age
It goes down because the closer to death the more things that you should have done with your life or could have done better arise. That is all you think of. Self-confidence goes down because you have disease, can’t do as much, and look older
113
tell what Alzheimer's disease is, and how common it is among people 75 or older
loss of brain cells and a deterioration of neurons that produce the neurotransmitter acetylcholine, vital to memory and thinking. 3% of people
114
describe the losses of function that take place in a person with Alzheimer's disease
First memory deteriorates, then reasoning. As the disease runs its course, after 5 to 20 years, the person becomes emotionally flat, then disoriented and disinhibited, then incontinent, and finally mentally vacant—a sort of living death, a mere body stripped of its humanity.
115
describe the brain changes that occur in Alzheimer's disease
Cells diminish, shriveled protein filaments in the cell body, and flecks of a free-floating protein fragment that accumulate as plaque at neuron tips
116
sensorimotor :describe the approximate ages associated with each, and describe the mental capabilities that are associated with each stage; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking
(birth – 2 yrs) learn through senses, learn relationship between action and consequences and tell the difference between themselves and other objects. Object permanence-awareness that things continue to exsist even when not perceived (8 months)
117
Preoperational :describe the approximate ages associated with each, and describe the mental capabilities that are associated with each stage; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking
(2-6 yrs) ablility to use symbols (learn to read and pretend) Theory of mind- other people think thoughts that can trigger feelings (thinking of a sad event causes sadness) learn to think about what other people think. Egocentric- unable to see things from another’s perspective
118
Concrete operational stage :describe the approximate ages associated with each, and describe the mental capabilities that are associated with each stage; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking
(7-11) ability to think logically but concretely (little abstract thinking)understand shape doesn’t change quantity
119
Formal operational :describe the approximate ages associated with each, and describe the mental capabilities that are associated with each stage; be sure to include the following concepts and give examples of each: object permanence, egocentric thinking, conservation, theory of mind; abstract thinking
- (12-adulthood) ablity to think abstractly, ladder to the moon- how many rungs. Teens are very egocentric
120
Sublimation
-Transforming frustrated id impulses into more socially acceptable forms of behavior; wants more sex but you channel into work
121
Regression-
Retreating to an earlier stage of behavior when faced with frustrated id impulses; new baby in house, older toddler starts to wet the bed even though potty trained
122
Identification-
Taking on some of the attributes of a feared or hated person, making those attributes part’s on ones own personality; an abuser was abused sex but you channel into work
123
Displacement
Id impulses are shifted toward a more acceptable target; road rage
124
Repression-
Most basic defense mechanism- Id impulses are kept out of conscious awareness, don’t hump neighbor
125
Genital stage, include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages
Genital stage (puberty-adulthood) Appropriate adult sexuality Additional id impulses are sublimated
126
Latency stage, include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages
(6-puberty) Sexuality is repressed
127
Oral stage, include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages
(birth - 18 months) Id is gratified through breastfeeding. Oral fixation may occur if child is weaned too soon or not breastfed
Ex: smoking, drinking or eating too much, talking all the time, biting one’s nails, chewing on one’s pen or pencil
128
Anal stage , include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages
(18 mos.- 3 yrs.) Id is gratified by mastering toilet training. Anal retentive fixation if shamed during toilet training
Ex: super-neat, hyper-organized, stingy, never spontaneous
129
Phallic stage, include approximate ages for each stage, and give examples of behavior that might indicate a fixation at the oral, anal, and phallic stages
(3-6 yrs.) For boys, Oedipus complex: Castration anxiety. Identification leads to development of superego For girls, Electra complex: Penis envy Again, identification leads to development of superego, but not as strong in boys
Phallic fixation in men: exaggerated sense of masculinity
