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Intro to Psych > Final > Flashcards

Final Flashcards

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1
Q

Piaget’s Theory of Development

A

children reason differently than adults, by looking at kids errors in cognition
Four primary stages(discrete, innate capacity)
Sensorimotor: birth-2 y/o, experience the world through sense and action, exploration, putting things in their mouth, no object permanence, no mental representations
Preoperational: 2-6/7 y/o, use intuative v logical reasoning, can’t perform mental operations(conservation- volume is constant in two different containers)
Concrete operational stage: 6/7-11 y/o, understand conservation and other concrete transformations, math problems and reversal, cannot understand abstracts like hypotheticals or what-ifs
Formal operational stage: 12-adulthood, abstractions, think more like scientists, think hypothetically about consequences, can understand other people’s perspectives about themselves, moral reasoning

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2
Q

Vygotsky’s Theory of Development

A

(interactive over time)
How cognitive capacity increases because of interactions with social environment, not just innate capacity
Scaffolding: we get mentoring, language and cognitive support from others
Zone of proximal development: what a child is capable of with a mentor

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3
Q

Attachment Theory

A

Secure, avoidant, anxious
caused by a) temperament of baby
b) parenting style (sensitive responding=> secure)
prolonged deprivation to safe nurturing caretaking can lead to anxious attachment

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4
Q

Parenting Styles

A

Authoritarian: rigid expectations, because i said so, obedience
Permissive: submit to kids’ desires, no limits
Authoritative: enforce rules but explain why, listen and respect the child’s wishes

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5
Q

When attachment is deprived from children…

A

can lead to difficulty forming attachments, increase anxiety and depression, lowered intelligence, increased aggression

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6
Q

Erikson’s Theory of Development

A

Psychosocial development, framed in terms of a conflict dealt with during each stage
Infant: trust/mistrust
Toddler:autonomy/shame and doubt
preschooler: initiative/guilt

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7
Q

Elements of Language

A

Phenomes, Morphemes

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8
Q

Elements of Language

A

Phonemes, Morphemes, syntax, semantics

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9
Q

Phonemes

A

units of language i.e. letters

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10
Q

Morpheme

A

smallest meaningful unit of language i.e. root, suffix, prefix

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11
Q

Syntax

A

grammar, rules of language

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12
Q

Semantics

A

study of meanings that underlie words

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13
Q

Discourse

A

systematic ways by which people engage in coversation

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14
Q

Criteria of Language

A
  1. uses symbols to represent objects
  2. is meaningful/can be understood
  3. generative: letters can be combined
  4. has rules
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15
Q

How is language acquired?

A

receptive: associate sounds to facial movements
productive: babbling in all languages
babbling: sounds like parent’s language
one year old: one word stage

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16
Q

Parts of the brain and language

A

Broca’s area: controls speech muscles
Weirnike’s area: interprets auditory code from angular gyrus
visual cortex: receives written words as visual stimulation

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17
Q

Examples of language influencing cognition

A

Bilingual people’s current language can affect personality
easier to remember colors that have names
bilingual people’s ability to surpress a language to learn another can help with other forms of executive control

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18
Q

Motivation

A

need or desire that energizes behavior and focuses it towards a goal

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19
Q

Types of motivation

A

dispositional: internal
situational: external
subconscious: without knowing, but easily accessed
unconscious: without conscious awareness

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20
Q

Instinct Theory

A

instincts are rooted in genes and the body

theory that most behavior is driven by physiological and psychological needs

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21
Q

Hedonic principle

A

approach pleasure, avoid pain

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22
Q

Drive Reduction Theory

A

drive: aroused/tense state caused by physical need like hunger or thirst
humans are motivated to reduce drive
=> homeostasis(regulatory drives)
non-regulatory drives: sex, belonging

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23
Q

Optimum Arousal Theory

A

humans aim to seek optimum levels of arousal

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24
Q

Motivating forces: liking vs wanting

A

liking: feeling of pleasure derived from reward, endorphins
wanting: desire to acheive a goal for a reward, dopamine, anticipation

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25
Q

Motivating forces: liking vs wanting

A

liking: feeling of pleasure derived from reward, endorphins
wanting: desire to achieve a goal for a reward, dopamine, anticipation

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26
Q

Maslow’s Hierarchy of Needs

A

physiological, safety, love and belonging, esteem, self-actualization

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27
Q

Emotion

A

full body/mind/behavior response to a situation

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28
Q

James-Lange Theory

A

emotion comes from awareness of physiological responses

body before thoughts

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29
Q

Cannon-Bard Theory

A

bodily response happens at the same time as emotional response

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30
Q

Schachter-Singer Theory

A

two-factor theory, no emotion until we have a label, label completes theory, cognitive evaluation creates emotional experience

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31
Q

Attribution

A

how people explain causes of behavior and events

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32
Q

spillover effect

A

when we don’t have an explanation for arousal, we are influenced by emotions around us, studied with epinephrine and a happy or angry confederate, felt emotion of confederate when not told what the injection was

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33
Q

Sympathetic nervous system responses

A

fight or flight

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34
Q

Sympathetic nervous system responses

A

fight or flight, pupils dilate, sweat, inhibit digestion

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35
Q

Parasympathetic nervous system responses

A

rest and digest, enhanced immune system, decreased heart rate

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36
Q

6 universal emotions

A

happiness, disgust, surprise, sadness, anger, fear

quicker to recognize negative emotions

37
Q

Psychodynamic theory

A

mental and physical symptoms can be caused by psychological factors, we have unconscious processes in our brains, during therapy use free association to unlock unconscious, interpret pauses, slips, dreams

38
Q

Ego

A

mediates id and superego, creates personality

39
Q

Id

A

unconscious energy, desires(that aren’t socially appropriate), appetite, hedonism

40
Q

Superego

A

society’s moral principles, internalized ideals

41
Q

Personality

A

an individual’s patterns of thoughts, feelings, and behaviors that persist over time

42
Q

Trait theory of personality

A

Humans are collections of traits, can be used to predict behavior, Traits make you act a certain way, carry over time

43
Q

Projective tests of personality

A

Rorschach inkblot(only used for therapy), Thematic Aperception Test(can predict some motivations)

44
Q

Big Five

A

best, OCEAN: openness, conscientiousness, extroversion, agreeableness, neuroticisim

45
Q

MMPI

A

500+ true/false questions, resistant to social desirability bias, assesses personality and psychopathology

46
Q

Myers-Briggs

A

used by businesses, poor predictive validity, varies day to day

47
Q

individualism

A

value independence, western, unique identity, promote personal ideals, credit is given to self, blame is on situations

48
Q

collectivism

A

interdependence, group and societal goals and duties, blend in with group identity, achievement attributed to mutual support, blame for failures is placed on self

49
Q

social learning theory

A

learn gender roles by imitation, gender typical behavior is rewarded, atypical is punished

50
Q

gender schemas

A

children identify frameworks, aware of them before they are internalized

51
Q

gender typing

A

process through which children fit behavior into gender roles

52
Q

dispositional attributions

A

belief concerning why people behave in a certain way, based on personal traits

53
Q

situational attributions

A

belief concerning why people behave in a certain way, based on context

54
Q

fundamental attribution error

A

More likely to make dispositional attributions for other people, situational for our own actions, reduces if we are close to the person, increases if we consider the behavior socially unacceptable

55
Q

ABC’s of attitudes

A

affect, behavior, cognition

56
Q

two ways to persuade someone

A

central route: statistics and facts

peripheral route: appeal to subconscious, people who buy this are attractive and happy

57
Q

foot in the door phenomenon

A

more likely to agree to large request after agreeing to a small one

58
Q

Stanford prison experiment

A

randomly assigned guards start acting aggressive and demeaning randomly assigned prisoners, example of role playing

59
Q

When do attitudes affect actions?

A

external influences are minimal, attitude is stable, attitude is specific to behavior, attitude is easily recalled

60
Q

Cognitive Dissonance Study

A

study of a cult; apocalypse came and went, and fringe members went on with their lives; but, intense members changed some of their beliefs because the conflict these beliefs created led to mental discomfort, so they discounted evidence and found new evidence to support their claims, or reduced the importance of cognitions(ie smokers and carpe diem philosophies)

61
Q

conformity

A

Adjusting our behavior to fit in with a group standard, supported by mirror neurons, can be evolutionary beneficial(such as when running from a predator you cannot see) or maladaptive(bullying)

62
Q

when are people more likely to conform?

A

Not committed to one set of beliefs or behavior
Group is medium sized and unanimous
Anonymity
Admiration or attraction to group
Group makes us feel incompetent or like we’re being watched
Culture encourages respect for norms

63
Q

Asch conformity study

A

One participant, multiple confederates(6 or 7, medium sized group)
Confederates give wrong answer to questions, participant likely to conform to the wrong answer

64
Q

obedience

A

responding to the commands of an authority figure

65
Q

Milgram’s study

A

post WWII
Authority figure tells participant to give shocks to confederate if they get answers wrong
How high of a voltage will they go?
⅔ of participants gave extreme levels of shocks, majority of people gave the deadly shock

66
Q

Social facilitation

A

Performance intensified when you are observed by others
Experts perform better e.g. marathon runners in a race
People doing simple tasks perform better e.g. writing an essay in a cafe
Non expert doing a complicated tasks performs worse e.g. yerkes dodson curve

67
Q

deindividuation

A

Mob mentality
Loss of self-awareness, less self restraint
Ex: riots

68
Q

groupthink

A

Individuals are reticent to suggest opposing views in pursuit of social harmony
Prevents critical or realistic assessment of options
Ex: Bay of Pigs
Update: More likely due to lack of diversity of ideas than discounting of contradictory perspectives

69
Q

diffusion of responsibility

A

Less likely to do something when they are in a crowd e.g. group project
Social loafing- don’t take responsibility, show less effort when not held individually accountable
Don’t care what people think if contribution isn’t rewarded or punished
Collectivist cultures: less social loafing

70
Q

group polarization

A

Ideologies become more extreme
Ex political polarization
More connection within group than between groups
Causes ideology of group becomes more extreme

71
Q

disorder

A

disturbance in psychological biological or developmental processes underlying mental functioning, must be dysfunctional and maladaptive, and must cause distress to the individual
not a disease because we don’t know what causes it

72
Q

medical model of mental illness vs psycho social approach

A

Biological influences: mutations, hereditary, impairments in development, useful when thinking about treatment plans
Psychological influences: framing, context, trauma
Social-cultural influences: community of childhood, definitions of normality, stigma, support systems predict recovery

73
Q

DSM

A

Diagnostic and Statistical Manual of Mental Disorders, contains clear definitions we can more easily identify count and treat cases(important for insurance purposes)

74
Q

gender dysphoria

A

anxiety and distress associated with incongruence between identity and sex

75
Q

psychosis

A

mental split between reality and rationality

76
Q

GAD

A 
emotional-cognitive symptoms: worrying, free floating anxiety, interference with concentration
physical symptoms: shaking, sweating, fidgeting, disturbance of sleep
often comorbid(goes along with other disorders)
77
Q

panic disorder

A

repeated and unexpected panic attacks, along with fear of the next attack
agoraphobia, need to escape, chest pains, physical sensations

78
Q

phobias

A

uncontrollable, irrational/out of proportion, intense desire to avoid an object or situation, interferes with adaptive living

79
Q

MDD

A

depressed mood most of the day and/or markedly diminished interest in activities, along with insomnia, change in appetite, sense of worthlessness, fatigue, suicidal thoughts, must have 5+ symptoms, episodic

80
Q

dysthymia

A

chronic depressed mood that is accompanied with a couple of other symptoms, must last at least two years, persistent

81
Q

factors that increase obedience

A

When orders came from: someone with legitimate authority, someone from prestigious institution(experiment happened at Yale), someone standing close by
When the person is in the other room(if we can humanize the target, less likely to give shock)
Action appeals to higher level of meaning- they did it because they thought the experiment was really important

82
Q

social psychologists v. personality psychologists

A

social psychologists look at how people respond within small groups, and personality psychologists look at people as individuals and their own specific traits

83
Q

social cognitive perspective on depression

A

low self esteem, learned helplessness, rumination, creates a cycle of stressful experiences, and depressed thoughts that lead to cognitive behavioral changes and more stressful experiences, negative explanatory style

84
Q

Client centered therapy

A

centered around feedback loop between beliefs and cognition
Talk therapy
Non-directive, genuine relationship between client and therapist, non-judgmental

85
Q

psychotherapy v biomedical therapy

A

Psychotherapy: interactive experience with therapist to change behavior
Biomedical: use of medications to reduce symptoms
Eclectic approach: combination of the two

86
Q

behavioral therapy

A

Pattern of behavior more than patterns of thinking
Assumed that maladaptive behaviors are acquired through learning
Goal is to replace maladaptive coping mechanisms with adaptive ones

87
Q

classical conditioning in therapy

A

Exposure therapy: systematic desensitization, reducing conditioned response through repeated exposure
Aversive conditioning: forming new association, addiction disorders, combine alcohol with nausea causing medication, create new association

88
Q

operant conditioning in therapy

A

behavior modification through reward motivation, such as with a child with autism, to get more desired behavior

89
Q

cognitive therapy

A

Focused on beliefs and how they contribute to maladaptive thinking
Assumption: behavior is controlled by habitual ways of thinking
Goal: give strategies to replace maladaptive thought patterns with adaptive ways of thinking about self

Intro to Psych (1 decks)

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