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final Flashcards

1
Q

What are the different types of pervasive themes in developmental psychology

A

Continuous and discontinuous

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2
Q

What is the Continuous pervasive theme?

A

quantitative change (think pine tree)

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3
Q

What is the discontinuous pervasive theme?

A

qualitative change (think butterfly)

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4
Q

Stage theories are:

A

Discontinuous theories of development

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5
Q

examples of “continuous”

A

how fast or strong, growth in height or weight, cognitive development

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6
Q

example of discontinuous

A

crawling to walking, using concrete facts v abstract reasoning (counting vs algebra)

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7
Q

Was is Piaget’s theory?

A

children are active participants in their own cognitive development, their maturational development and their experiences

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8
Q

How did Piaget think of children?

A

He thought of them as scientists, they develop hypothesis of of world works and then test them

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9
Q

Throughout life, children are creating and refining cognitive structures called ________

A

Schemas

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10
Q

Schemas are formed through the processes of ________ and ____________

A

Assimilation and Accommodation

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11
Q

Assimilation

A

absorbing new info into existing mental categories (schema)

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12
Q

Accommodation

A

modifying existing mental categories (schemas) in response to new info

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13
Q

Schemas can be thought of as _________.

A

Mental folders

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14
Q

Examples of assimilation:

A

Child see porpoise swimming in water —> assimilation—-> associated with fish

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15
Q

Examples of accommodation:

A

Child sees porpoise breathing, pets one —–> accommodation—> animals that live in water, breathe air and like people

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16
Q

What was Piagets idea of deveelopment?

A

A theory based around four stages based on complexity of schemas that can be formed and used.

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17
Q

What are the four stages to Piagets’s theory of development?

A

Sensorimotor, preoperational, concrete operational, and formal operational

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18
Q

What were some of the rules to Piaget’s theory?

A

stages always in the same order, age approximate, culturally universal,

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19
Q

Sensorimotor stage

A

First stage, birth to 2yr, characterized by behavioral schemas, infants learn through actions, “thinking” consists of coordinating sensory info w/ bodily movement

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20
Q

major accomplishment of the sensorimotor stage

A

object permanence

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21
Q

What is object permanence

A

understanding that an object continues to exist when you cannot see or touch it

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22
Q

preoperational stage

A

second stage, 2 to 7 years old, characterized by symbolic schemas, but child cannot perform operations

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23
Q

What is the first stage in Piagets theory?

A

Sensorimotor

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24
Q

approximate age for sensorimotor stage?

A

birth to 2 years

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25
Q

what are operations?

A

a train of thought that can run both backward and forward

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26
Q

In what stage are children egocentric?

A

Preoperational stage

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27
Q

What is egocentric?

A

unable to see what others see, thinking of oneself (think mountain example

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28
Q

In what stage are children unable to grasp the concept of conservation?

A

preoperational stage

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29
Q

What is the approximate age for the preoperational stage?

A

2 to 7 years

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30
Q

What is the second stage in Piagets theory?

A

preoperational

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31
Q

what is conservation?

A

knowing that a quantity doesn’t change if it’s been altered (think cups and liquid)

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32
Q

what are the limits of conservation?

A

centration and irreversibility

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33
Q

What is centration?

A

the focus on one aspect and neglecting others

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34
Q

What is irreversibility?

A

Cannot mentally reverse a set of steps

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35
Q

What is the third stage in Piagets theory?

A

Concrete operational

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36
Q

What is the approximate age for the concrete operational stage?

A

7 to 12

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37
Q

concrete operational stage

A

third stage, 7 to 12 years, characterized by operational schemas and commit errors of reasoning when asked about abstract ideas

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38
Q

in what stage do children start to understand conservation, reversibility, and cause and effect but only when they apply to concrete experiences and concepts?

A

concrete operational stage

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39
Q

What is the approximate age for the formal operational stage?

A

12 years +

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40
Q

What is the last stage in Piagets theory?

A

Formal operational

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41
Q

formal operational

A

teenagers and up are capable of abstract reasoning

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42
Q

what are examples of abstract thinking?

A

reasoning about situations not experienced first-hand, can think about future possibilities, ability to search systematically for solution w/o attempting solution, can use logical rules in the abstract

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43
Q

How is development more continuous than Piaget proposed?

A

Piaget collected primarily cross-sectional data

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44
Q

What is the cross-sectional approach?

A

people of differing ages all
studied at the same time; Can create the illusion of discontinuous, qualitative changes in thinking
(stages).

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45
Q

What is an alternative approach instead of collecting cross-sectional data?

A

longitudinal
data

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46
Q

What is the longitudinal approach?

A

Same participants studied
repeatedly at different ages; thinking seems to change more continuously (not stages)

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47
Q

What are things children can often do far earlier than Piaget thought?

A

Egocentrism and object permanence

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48
Q

Example of egocentrism happening earlier than Piaget thought:

A

Four-year-olds will simplify their speech when playing
with two-year-olds

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49
Q

Example of object permanence happening earlier than Piaget thought:

A

Violation of expectation method reveals object
permanence in 2.5-month-olds, piagets method takes advantage of fact infants look longer at surprising events compared to expectations

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50
Q

What are other faults of piaget theory?

A

Piaget considered his theory of cognitive
development to be species-typical, but – culture can also influence learning.

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51
Q

Examples on how culture influences learning

A

Children in nomadic hunting cultures are faster to develop spatial abilities; Children in farming cultures are faster to develop mathematical
abilities

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52
Q

Strengths of Piagets theory

A

Fantastic descriptions of how thinking and behavior
change during development

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53
Q

What made Piagets theory easy to falsify?

A

Operational definitions of stages made his theory easy
to falsify.

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54
Q

What is social psychology?

A

Study of how people think about, influence,
and relate to others

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55
Q

Social Cognition

A

Explores how people select, interpret, remember, and use social information

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56
Q

Examples of social information

A

Person perception, Attribution, The self as a social object, Attitudes

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57
Q

Person Perception

A

Processes by which social stimuli, such as faces, are used to form impressions of others

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58
Q

Types of person perception

A

physical attractiveness, first impressions

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59
Q

Physical attractiveness

A

Being “average” as an essential component, “Beautiful is good” stereotype

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60
Q

First Impressions

A

primacy effect

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61
Q

primacy effect

A

remembering the first piece of information they encounter than the information they receive later on.

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62
Q

Attribution theory

A

People as motivated to discover underlying causes of behavior to make sense of behavior

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63
Q

Types of underlying causes of behavior

A

Internal/external causes, Stable/unstable causes, Controllable/uncontrollable causes

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64
Q

What is an actor?

A

Produces behavior

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65
Q

what is an observer?

A

Offers causal
explanation of the
actor’s behavior

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66
Q

What two people are required for attributions?

A

Actor and observer

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67
Q

Types of attributions

A

internal and external

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68
Q

internal attribution

A

explanation about personality, nature, or individual

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69
Q

example of internal attribution

A

“He’s such a careless driver. He never watches out for other cars.”

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70
Q

external attribution

A

explanation based on situation

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71
Q

Example of external attribution

A

“He probably got caught in some bad traffic, and then he was late for a meeting.”

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72
Q

Fundamental Attribution Error

A

When explaining other people’s behavior, there is a tendency for the observer to overestimate importance on internal (dispositional) traits and underestimate the
importance of external (situational) influence

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73
Q

What are the heuristics in social information processing and produce bias in how people think about themselves and others

A

False consensus effect, Positive Illusions, Self-Serving Bias

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74
Q

False consensus effect

A

Overestimation of degree to which everybody else thinks or acts as we do

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75
Q

Positive Illusions

A

The bias that we are better, smarter, and kinder than others

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76
Q

Self-Serving Bias

A

Tendency to take credit for our successes and deny responsibility for failures

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77
Q

Stereotype

A

generalizations about a group’s characteristics that does not consider any
variations from one individual to another

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78
Q

Stereotypes can….

A

Simplify the task of understanding people and can lead to errors

79
Q

Which people are stereotypes more?

A

out-group members

80
Q

Stereotype Threat

A

Fast-acting, self-fulfilling fear of being judged based on a negative stereotype

81
Q

Attitudes

A

Opinions and beliefs about people, objects, ideas

82
Q

Explicit attitudes

A

Attitudes that we are aware of, that shape our conscious decisions and actions, and that can be directly measured

83
Q

Implicit attitudes

A

Attitudes about which we are unaware and that influence our behavior in ways we do not recognize, and that can be measured indirectly

84
Q

Attitudes predict behavior when:

A

Attitudes are strong, We show awareness of attitudes and practice them, and We have a vested interest

85
Q

Cognitive Dissonance

A

A state of discomfort that occurs when a person simultaneously holds two inconsistent thoughts or when a person’s attitude is incongruent with their behavior

86
Q

Cognitive dissonance can lead to…

A

motivation to reduce the dissonance by changing attitudes or behaviors

87
Q

Effort justification

A

Rationalizing the amount of
effort put into something

88
Q

Example of cognitive dissonance

A

“I am a good loyal friend” “I repeated gossip about my friend Chris”

89
Q

Cognitive dissonance is one mechanism by…..

A

which your behavior can effect your attitudes

90
Q

Daryl Bem general theory relating to behavior and attitudes

A

Self perception theory

91
Q

Self perception theory

A

we often infer our attitudes by perceiving our behavior, particularly true when attitudes are not completely clear

92
Q

Persuasion

A

Trying to change someone’s
attitude

93
Q

Elements of persuasion

A

Communicator (source), medium, target, message

94
Q

Elaboration Likelihood Model of persuasion

A

central route and peripheral route

95
Q

Central route of the elaboration likelihood model

A

engaging someone with sound, logical argument

96
Q

peripheral route of elaboration likelihood model

A

involves non-message factors, effective when people not paying attention to communicator

97
Q

Types of successful persuasion

A

Foot in door approach and door in face approach

98
Q

Foot in door approach

A

Start small -> go big

99
Q

Door in the Face
approach

A

Start big -> go small

100
Q

altruism

A

Unselfish interest in helping another person.

101
Q

Four factors that influence altruism

A

empathy, egoism, and emotions

102
Q

empathy

A

feeling of oneness with emotional state of another

103
Q

egoism

A

giving to gain self-esteem, for social perception, for reciprocity

104
Q

Altruism: Bystander Effect

A

Tendency for observer
of emergency to help
less when others
present; Kitty Genovese case

105
Q

What causes the bystander effect?

A

Diffusion of responsibility and the tendency to look to behavior of others for cues

106
Q

How behavior is influenced by other individuals and groups

A

Conformity, Obedience, Group influence

107
Q

Conformity

A

Change in behavior to coincide with group standard (think of Asch study)

108
Q

Confederates

A

scientist accomplice posing as subjects

109
Q

Why do people conform?

A

informational social influence and normative social influence

110
Q

what is informational social influence?

A

When we want to be right, depends on how confident we are in judgment and how well-informed we perceive the group

111
Q

what is normative social influence?

A

When we want to be liked

112
Q

Madness of crowds causes

A

deindividuation and social contagion

113
Q

deindividuation

A

In groups or crowds, the reduction of personal identity and erosion of personal responsibility, when part of a group

114
Q

social contagion

A

Imitative behavior involving spread of behavior, emotions, and ideas

115
Q

Group performance promotes

A

social facilitation or social loafing

116
Q

What is social facilitation?

A

Improvement in individual performance due to the presence of others, due to effects of arousal

117
Q

What is social loafing

A

Tendency to exert less effort in group due to less
accountability for individual effort

118
Q

What is groupthink?

A

Impaired group decision making that occurs when maintaining harmony is more important than making the right decision.

119
Q

What are the symptoms of group think?

A

Illusion of invulnerability, Pressure on dissenters to conform, Self-censorship, Illusion of unanimity

120
Q

Groupthink can be reduced if:

A
  1. Avoid isolation
  2. Allow all sides of an argument to be aired
  3. Have an impartial leader
  4. Include outside experts
121
Q

The Obedience Study (Milgram)

A

study that showed people would follow order even when violating their ethical standards, told subjects to give shock to a unknown fake subject every time error was made

122
Q

factors leading to disobedience in the Milgrim study

A

Others disobeyed, Authority figure not legitimate, or not close by, Victim made to seem more human

123
Q

Abnormal Behavior

A

Mental illness that affects or is manifested in the brain and can affect thinking, behavior, and interaction with others

124
Q

Abnormal behavior may be defined by what three criteria that distinguished abnormal from normal behavior?

A

Deviant, maladaptive, and personally distressful

125
Q

deviant

A

atypical and culturally unacceptable

126
Q

maladaptive

A

Interferes with effective functioning or presents danger to self or others

127
Q

What are the theoretical approaches to figure out what causes psychological disorders?

A

biological approach, psychological approach, sociocultural approach, and biopsychosocial approach

128
Q

Biological approach

A

Attributes psychological disorders to organic, internal causes and the Medical model

129
Q

what is the medical model

A

Describes psychological disorders as medical diseases and Mental illnesses of patients treated by doctors

130
Q

Psychological approach

A

Emphasizes contributions of experiences, thoughts, emotions, and personality

131
Q

Sociocultural approach

A

Emphasizes social contexts in which person lives, Stresses cultural influences on understanding and treatment of psychological disorders

132
Q

Biopsychosocial approach

A

Unique combinations of biological, psychological, and sociocultural factors

133
Q

Classification for psychological disorders in U.S

A

DSM-V

134
Q

DSM-V

A

Diagnostic & Statistical
Manual of Mental
Disorders Published by American
Psychiatric Association

135
Q

Critics of DSM

A

Classifies individuals by symptoms rather than causes, consensus-based rather than science-based, overly based on the medical model

136
Q

Supporters of the DSM

A

When used correctly and diagnoses are made with valid objective tests, the DSM improves reliability/agreement between clinicians.

137
Q

Anxiety Disorders involve fears that are:

A

Uncontrollable, disproportionate to actual danger, and disruptive of ordinary life

138
Q

Anxiety Disorders feature

A

motor tension, hyperactivity, apprehensive expectations and thoughts

139
Q

Type of anxiety disorders include:

A

Generalized anxiety, panic, and phobic disorder

140
Q

Type of anxiety-related disorders include:

A

Obsessive- compulsive disorder, post-traumatic stress disorder

141
Q

Generalized Anxiety Disorder

A

Persistent anxiety for at least 6 months, unable to specify reasons for the anxiety

142
Q

etiology

A

the cause, set of causes, or manner of causation of a disease or condition

143
Q

Etiology for generalized anxiety

A

biological factors like genetic predisposition and GABA deficiency and psychological and sociocultural factors like history of uncontrollable stress and traumas, excessive high self-standards, and overly critical parents

144
Q

Panic disorder

A

Recurrent, sudden onsets of intense apprehension or terror; Often occur without warning or a specific cause; Often accompanied by physiological symptoms such as rapid heart rate and dizziness.

145
Q

Etiology of panic disorder

A

Biological factors: Genetic predisposition and excessive lactate in brain; Psychological factors: Classical conditioning; Sociocultural factors: Women 2X as likely as men

146
Q

Phobias

A

A persistent, irrational fear and avoidance of a specific object or situation that disrupts normal functioning.

147
Q

etiology of phobias

A

Psychological: Classical conditioning (think baby albert), Operant Conditioning, Observational learning; Biological: Genetics or biological preparedness

148
Q

Posttraumatic Stress Disorder

A

An anxiety-related disorder in which a person who has experienced a traumatic or life-threatening event has symptoms such as psychic numbing, reliving the trauma, and increased physiological arousal, has to be persist for one month or longer

149
Q

DSM-V diagnosis of PTSD

A

Exposure to a traumatic event in which both of the following were present: Person experienced, or witnessed, or was confronted with an event or events that involved actual or threatened death or serious injury, or a threat to the physical integrity of self or others and person’s response involved intense fear, helplessness or horror

150
Q

etiology of PTSD

A

Trauma: actual cause, History of trauma = risk factor; Other factors: Low cortisol levels prior to trauma and in response to stress which allows norepinephrine and epinephrine response to persist longer; Genetic vulnerability: A lack of social and cognitive resources, having a smaller hippocampus than normal

151
Q

Antianxiety Drugs

A

commonly known as tranquilizers, two types benzodiazepines and nonbenzodiazepines

152
Q

Benzodiazepines

A

a type of antianxiety drug that enhances GABA, is fast acting, and includes side effects like drowsiness, loss of coordination, fatigue, and mental slowing, and can also be addictive

153
Q

Nonbenzodiazepines

A

Generalized anxiety disorder sometimes treated with buspirone (Buspar) which mimics serotonin

154
Q

Behavior Therapies

A

use principles of leaning to reduce or eliminate maladaptive behavior

155
Q

principles or learning used in behavior therapies to reduce or eliminate maladaptive behavior.

A
156
Q

Classical conditioning techniques in behavior therapies are based on
extinction of conditioned fear and use

A

Flooding and Systematic desensitization

157
Q

Mood Disorders

A

Primary disturbance of mood, or prolonged emotion that colors emotional state that can include cognitive, behavioral, and somatic (physical) symptoms

158
Q

Examples of mood disorders

A

major depressive disorder and bipolar disorder

159
Q

Depressive Disorders

A

depression and major depressive disorder

160
Q

depression

A

unrelenting lack of pleasure in life

161
Q

major depressive disorder

A

Significant depressive episode (five of nine symptoms) and depressed characteristics for at least two weeks, impaired daily functioning

162
Q

Depressive Disorders: Etiology

A

Biological factors: Genetic influences, Brain structures-Low frontal lobe activity, Neurotransmitters-Serotonin and norepinephrine, Hormones- High cortisol; Psychological factors: Learned helplessness, Violence, Cognitive explanations; Sociocultural factors: Socioeconomic status (SES), Gender differences

163
Q

Cognitive explanations

A

emphasize habits of thinking and ways of interpreting events

164
Q

Cognitive habits of depressed people

A

Believe their situation is permanent and uncontrollable, make internal
attributions for negative events; rumination

165
Q

Rumination

A

Brooding about negative aspects of one’s life, More common in women

166
Q

Vulnerability-Stress Models

A

Approaches that emphasize how individual vulnerabilities interact with external stresses or circumstances to produce specific mental disorders, such as depression

167
Q

Antidepressant Drugs

A

Monoamine oxidase inhibitors (MAOI’s), tricyclic antidepressants, and selective serotonin reuptake (SSRI’s)

168
Q

Monoamine oxidase inhibitors (MAOI’s)

A

antidepressant drug that elevate norepinephrine and serotonin in brain by blocking an enzyme that deactivates these neurotransmitters

169
Q

Tricyclic antidepressants

A

antidepressant drug that boost norepinephrine and serotonin by preventing reuptake

170
Q

selective serotonin reuptake (SSRI’s)

A

antidepressant drug that boosts serotonin by preventing reuptake

171
Q

Electroconvulsive Therapy (ECT) (shock therapy)

A

goal is to set seizure off in brain while patient receives anesthesia and muscle relaxants and is used to treat depression

172
Q

Cognitive Therapies

A

Emphasize thoughts as main source of psychological problems, Attempt to change feelings and behaviors by changing cognitions, Cognitive restructuring

173
Q

Cognitive restructuring

A

Changing pattern of thought presumed to be causing maladaptive behavior or emotion

174
Q

Beck’s Cognitive Therapy

A

Problems, such as depression, as result of illogical thoughts about self, world, future, Emotions as product of cognitions, Goal of bringing automatic thoughts to awareness so they can be changed, Challenging accuracy of automatic thoughts, More open-ended dialogue with therapist

175
Q

Cognitive-Behavior Therapy

A

combination of cognitive therapy (reducing self-defeating thoughts) and behavior therapy (changing behavior)

176
Q

Bipolar Disorder

A

mood disorder in which episodes of depression and mania (excessive euphoria) occur

177
Q

Bipolar disorder is associated with:

A

high levels of norepinephrine and low levels of serotonin and also High levels of glutamate

178
Q

Lithium Carbonate

A

Used to treat bipolar disorder (not an antidepressant, rather a mood stabilizer). Moderates levels of
norepinephrine and serotonin. Must be given in right dose, and bloodstream levels have to be monitored. Other medications for bipolar disorder include Tegretol and Depakote (valproate).

179
Q

Schizophrenia

A

Characterized by highly disordered thought processes; Psychotic or far removed from reality

180
Q

positive symptoms of schizophrenia

A

Marked by distortion or excess of normal function including hallucinations, delusions, thought disorder, and disorders of movement

181
Q

negative symptoms of schizophrenia

A

Reflect social withdrawal, behavioral deficits, and loss or decrease of normal functions including flat affect, lacking the ability to read emotions of others and cognitive impairments

182
Q

Schizophrenia etiology

A

Biological factors: Heredity, Structural brain, abnormalities, Excess dopamine; Psychological factors: Diathesis(vulnerability) -stress model; Sociocultural factors

183
Q

Antipsychotic Drugs

A

Neuroleptics and atypical antipsychotic medications

184
Q

Neuroleptics

A

an antipsychotic drug that blocks dopamine’s action in brain; side effects include dysphoria and tardive dyskinesia

185
Q

Atypical antipsychotic medications

A

Lower risk of side effects and Influence dopamine and serotonin

186
Q

Personality Disorders

A

Chronic, maladaptive cognitive-behavioral patterns integrate into personality

187
Q

Antisocial personality disorder

A

a mental health condition in which a person consistently shows no regard for right and wrong and ignores the rights and feelings of others. People with antisocial personality disorder tend to purposely make others angry or upset and manipulate or treat others harshly or with cruel indifference. They lack remorse or do not regret their behavior.

188
Q

Borderline personality disorder

A

a mental illness that severely impacts a person’s ability to manage their emotions. This loss of emotional control can increase impulsivity, affect how a person feels about themselves, and negatively impact their relationships with others.

189
Q

Therapeutic alliance

A

The bond of confidence and mutual understanding established between therapist and client, which allows them to work together to solve the client’s problems

190
Q

Which therapy to choose for depression?

A

cognitive therapy

191
Q

Which therapy to choose for anxiety disorders?

A

behavioral therapy

192
Q

which therapy to choose for anger and impulsive violence

A

cognitive therapy

193
Q

which therapy to choose for Health problems

A

Cognitive and behavior therapies

194
Q

which therapy to choose for Childhood and adolescent behavior problems

A

Behavior therapy

Pysch (2 decks)

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