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PSY 100 > FINAL EXAM > Flashcards

FINAL EXAM Flashcards

1
Q

What are the levels of analysis?

A
  1. Biological
  2. Social
  3. Psychological
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2
Q

Basic knowledge

A
  • Additional to knowledge
  • Discovery / invention
  • Mere academic
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3
Q

Applied knowledge

A
  • Solution to existing problems
  • Innovation / application
  • Practical use for solving problems
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4
Q

Negative correlation

A

-0.0 to -1.0

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5
Q

Positive correlation

A

0.0 to 1.0

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6
Q

Case study

A

Phineas Gage

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7
Q

What does the nervous system consist of?

A

Peripheral and Central nervous system

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8
Q

Central nervous system

A

Brain and spinal cord

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9
Q

What does the peripheral nervous system consist of?

A

Autonomic and Somatic

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10
Q

Autonomic

A

Controls self-regulated action of internal organs and glands

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11
Q

What does the autonomic system consist of?

A

Sympathetic and parasympathetic

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12
Q

Sympathetic

A

Arousing

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13
Q

Parasympathetic

A

Calming

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14
Q

What does the somatic system consist of?

A

Sensory input and motor output

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15
Q

Motor neurons

A

Carry messages OUTWARDS

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16
Q

Sensory neurons

A

Carry messages INWARDS

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17
Q

Zygotes

A
  • Fertilized eggs
  • Fewer than half survive past the first two
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18
Q

Embryo

A

INNER zygote cells

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19
Q

Placenta

A

OUTER zygote cells

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20
Q

Fetus

A
  • 9 weeks after conception
  • By 6 months there is a good chance of survival outside the womb
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21
Q

Teratogens

A

Viruses and drugs – why pregnant women shouldn’t drink or smoke

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22
Q

Environmental Factors

A
  • The placenta filters out harmful substances, some slip by
  • Alcohol reduces CNS activity for both mother and baby
  • Drinking while pregnant can make baby like alcohol more (not good)
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23
Q

Fetal Alcohol Syndrome

A

Low birth weight, birth defects, future behavioral issues, lower intelligence

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24
Q

Epigenetic Effect

A
  • Chemical marks on DNA
  • Alcohol = switches genes on and off abnormally
  • Smoking = weakens ability to handle stress
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25
Q

Secure attachment style

A

Comfortable with intimacy and autonomy in close relationships, self confident

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26
Q

Preoccupied attachment style

A

Overly invested and involved in close relationships (depending on others)

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27
Q

Dismissing attachment style

A

Compulsively self-reliant, distant in relationships

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28
Q

Fearful attachment style

A

Dependent on others, but avoids intimacy due to fear of rejection

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29
Q

Sex hormones

A

Estrogens and testosterone

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30
Q

Hormones and sexual behavior

A
  • Direct development of sexual organs prenatally
  • Surge rushes us into adolescence during puberty
  • After puberty, they facilitate sexual behavior
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31
Q

Predicting sexual restraint: high intelligence

A
  • Consider more negative consequences
  • More focused on achievement than pleasure
32
Q

Predicting sexual restraint: Religious engagement

A

Wait for adulthood and long term relationships

33
Q

Predicting sexual restraint: Father presence

A
  • Having a close family
  • Both parents matter
34
Q

Predicting sexual restraint: service learning participation

A

Possibly reduces free time – less chances for sex

35
Q

Projective test

A
  • Personality test with ambiguous images that bring out “inner feelings”
  • Usually used to identify the way a person may perceive situations
    ex. Rorschach Inkblot Test
36
Q

Maslow’s Hierarchy of Needs

A
  • Self-actualization
  • Esteem
  • Love and belonging
  • Safety needs
  • Physiological needs
37
Q

Self-actualization

A

Desire to become the most that one can be

38
Q

Esteem

A

Respect, self-esteem, status, recognition, strength, freedom

39
Q

Love and belonging

A

Friendship, intimacy, family, sense of connection

40
Q

Safety needs

A

Personal security, employment, resources, health, property

41
Q

Physiological needs

A

Air, water, food, shelter, sleep, clothing, reproduction

42
Q

What are B.F. Skinner’s 3 questions?

A
  1. How can we more carefully measure the effect of consequences on chosen behavior?
  2. What else can creatures be taught to do by controlling consequences?
  3. What happens when we change the timing of reinforcement?
43
Q

Fixed ratio

A

Every so many; reinforcement after every nth behavior

(Rat gets food every 3rd time it pressed the lever)
(Buy 8 pizzas, get the next one free)
(Getting paid for every 10 boxes you make)

44
Q

Variable ratio

A

Reinforcement after a random number of behaviors

(Hitting a jackpot sometimes on the slot machine)
(Kid has tantrum, parents sometimes give in)

45
Q

Fixed interval

A

Every so often; reinforcement for behavior after a fixed time

(Getting paid weekly no matter how much work is done)
(Repeatedly checking mail until paycheck arrivals)

46
Q

Variable interval

A

Unpredictably often; reinforcement for behavior after a random amount of time

(Checking cell phone all day; sometimes getting a text)
(Winning sometimes on the lottery you play once a day)

47
Q

When are response rates most CONSISTENT?

A

Variable

48
Q

When are response rates HIGHEST?

A

Ratio

49
Q

Positive punishment

A

Administer an aversive stimulus

(Spray water on a barking dog; give a traffic ticket for speeding)

50
Q

Negative punishment

A

Withdraw a rewarding stimulus

(Take away a misbehaving teen’s driving privileges; revoke a rude person’s chat room access)

51
Q

What type of punishment is more effective than threats of severe punishment?

A

Swift and sure

52
Q

What are some examples of aversion?

A
  • When you eat bad food (more likely to develop aversion to bad food you ate in general, not the place you ate it from)
  • Instead of killing wolves, it works to feed the lamb laced with poison so the wolves develop aversion to sheep
53
Q

What is observational learning (social learning)?

A

Modeling

54
Q

Bobo Doll experiment

A

Children are able to learn social behavior such as aggression through the process of observation learning

55
Q

Recall

A

Measure of memory

(fill in the blanks)

56
Q

Recognition

A

Measure of memory

(multiple choice)

57
Q

Relearning

A

Time saved when learning something again

(we remember more than we can recall)

58
Q

What is the order of memory retrieval?

A
  1. Sensory input
  2. Sensory memory
  3. Encoding
  4. Working/short term memory
  5. Encoding
  6. Long-term memory storage
59
Q

Encoding

A

Getting info INTO brain

60
Q

Retrieval

A

Getting info OUT of brain

61
Q

What are the levels of processing?

A
  1. Structural (shallow): What does the word look like?
  2. Phonetic: What does the word sound like?
  3. Semantic (deep): What does the word mean?
62
Q

Criteria of Abnormal Behavior (Disruptive)

A

Statistically atypical, deviates from cultural norms

63
Q

Criteria of Abnormal Behavior (Dysfunctional)

A

Compromises ability to lead satisfying life, function effectively, or dangerous to self/others

64
Q

Criteria of Abnormal Behavior (Distressful)

A

The person finds it troubling

65
Q

Biopsychosocial Approach

A
  • Recognizes all the previously mentioned factors as potential influences
  • Psychological disorders are caused by multiple factors
  • Vulnerability-stress model or diathesis-stress model (pre-existing conditions can put an individual at risk of developing a psychological disorder)
66
Q

Critiques of DSM

A
  • Relies too much on social norms and subjective judgments
  • Too many new categories w/o sufficient evidence
  • Loosened standards to meet criteria
  • Heterogeneity of presentation
  • Comorbidity
  • Focuses on problems, not strengths
67
Q

Manic Episode (Bipolar 1)

A

Abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistently increased goal-directed activity or energy LASTING AT LEAST 1 WEEK

68
Q

Hypomanic Episode (Bipolar 2)

A

4 consecutive days

69
Q

General Adaptation Syndrome (GAS)

A

Our stress response system defends, then fatigues

Indicated by Hans Selye

70
Q

Functions of stress

A
  • Can invigorate our lives by arousing and motivating us
  • Stress keeps us SAFE
71
Q

Functions of anger

A
  • Promotes survival
  • Motivating
  • Serves as a social and personal value indicator and regulator
  • Used as a “bargaining tool” and increase cooperation
  • Can alert us to injustices
72
Q

Fundamental Attribution Error

A

An individual’s tendency to attribute another’s actions to their character or personality, while attributing their behavior to external situational factors outside of their control

ex) we might infer people fall because they’re clumsy rather than they tripped.

73
Q

Cognitive component

A

Beliefs

ex.) the belief that global warming is real and happening in the world

74
Q

Behavioral

A

Actions

ex.) riding your bike to work instead of driving your car

75
Q

Affective component

A

Feelings

ex.) feeling negative about the state of the world and other people’s indifference

PSY 100 (5 decks)

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