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Psych 101 > Final Exam (left to learn) > Flashcards

Final Exam (left to learn) Flashcards

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1
Q

research validity

A
  • internal: “can we rule out alternative explanations?”
  • external: can the sample generalize the population of interest?
  • construct: accurately measures what its supposed to
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2
Q

measuring correlation

A

r: higher |r|= higher correlation
- can use r to predict a future score

p-value: probability we would get a difference between the two groups (lower p-value = higher statistical significance of different observations)
*low is good
if p < .05 reject null hypothesis
if p > .05 fail to reject null hypothesis

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3
Q

ethical principles of experimental groups

A
  • autonomy: informed consent (not coercion/ $, especially for vulnerable populations)
  • beneficence: evaluation on risks/ benefits to participants and potential benefits to society
  • justice: participants who bear the burden of research should most benefit from the outcome of research
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4
Q

evolutionary explanations of behavior

A

proximate explanations: immediate cause of behavior (within lifetime of individual)
- (ex. culture teaches men and women different attitudes towards casual sex)
ultimate explanations: long-term causes of behavior
(ex. women have greater reproductive burden so are more selective)

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5
Q

naturalistic fallacy

A

logical fallacy that something must be good if its “natural”

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6
Q

action potential voltage

A

resting membrane potential: -70 mV
voltage threshold: -55 mV

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7
Q

altering neurotransmitters with drugs

A
  • antagonist: decreases natural neurotransmitters
  • agonist: boost to increase the impact of neurotransmitters
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8
Q

invasive techniques to study the brain

A
  • lesions (accidental or intentional): damage part of brain
  • single-cell electrophysiology: hear neurons firing
  • electrical stimulation: (for epilepsy, can temporarily deactivate parts of the brain)
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9
Q

non-invasive techniques to study the brain

A
  • electroencephalogram (EEG): electrodes outside the scalp
  • functional magnetic resonance imaging (fMRI): to find where things are happening in the brain (ex. oxygenated blood, different magnetic processes)
  • transcranial magnetic stimulation: magnetic coils outside skull to stimulate parts of brain
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10
Q

brain orientation

A

(in a side view with the brain stem on the right)
left: anterior rostral
top: superior dorsal
right: posterior caudal
bottom: inferior ventral

side view: lateral view
back view: medial view

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11
Q

brain slicing techniques

A

horizontal: axial
vertical, width: coronal
vertical, height: saggital

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12
Q

brain stem

A
  • midbrain: nerve pathway of cerebral hemispheres, auditory and visual reflex center
  • pons: “bridge” where fibers horizontally across brain, connects the cerebellum to the brain
  • medulla: connects spinal cord and brain, controls blood pressure and major reflexes
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13
Q

cerebellum

A

coordinates voluntary muscle movements (balance and posture)

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14
Q

limbic system

A
  • thalamus: receives sensory information (except taste and smell) sends information to appropriate area
  • hypothalamus: motivated behavior (fight, flee, feed, romance)
  • amygdala: motivation and emotion, aggression, and emotional memories (controls response to these stimuli)
  • hippocampus: center of emotion, memory, and autonomic nervous system
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15
Q

cerebral cortex

A

(huge surface area, crinkled up)
- frontal lobe: motor control, higher order cognition, self-control, personality, language
- parietal lobe: body sensation (touch, pressure, temperature, pain)
- temporal lobe: smell, hearing (auditory cortex), memory (hippocampus), language (wernicke’s area)
- occipital lobe: vision
- insular lobe: taste (primary taste cortex), internal awareness of organs

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16
Q

broca’s area

A

frontal lobe (left)
- disrupts speech (speak in pieces)

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17
Q

wernicke’s area

A

temporal lobe
- disrupts comprehension of speech (speak incoherently)

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18
Q

split-brain surgery

A

corpus callosum has been severed in two
- assuming this person has language localized in their left hemisphere, they will be unable to verbally describe information presented in their left visual field

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19
Q

selectivity of attention and perception

A
  • inattentional blindness (“moonwalking bear demonstration”)
  • change blindness (“color changing card trick” demonstration)
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20
Q

face identity aftereffects

A

wil see the image minus the image you’ve been staring at (ex. staring at a picture of Harry Styles and it switches to a mix between Harry Styles and Chris Pine, will just see Chris Pine)

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21
Q

perceptual set

A

what we perceive based on previous experiences (such as seeing a glass half empty or half full)

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22
Q

afterimage (color aftereffect)

A

will see opposite colors when you blink after staring at something for a long time
(ex. red –> green, blue –> yellow)

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23
Q

motion aftereffect

A

see opposite of motion after staring at it for a long time (ex. waterfall illusion)

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24
Q

sight

A

rods: dark
cones: light

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25
Q

reinforcement types

A
  • fixed-interval: reinforcement after a set amount of time
  • variable-interval: response reinforced based on average amount of time elapsed
  • fixed-ratio: set number of behaviors before reward
  • **variable-ratio: reinforces average number of behavior
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26
Q

reinforcement schedules

A
  • continuous: behavior rewarded every time an action is performed
  • *partial: behavior rewarded only sometimes
27
Q

evaluating reinforcement schedule

A

partial ratio schedule most effective

28
Q

types of learning

A
  • superstitious learning: behaviors that developed after coincidental reinforcement began and more during intervals between reinforcement (brain trying to create a meaningful pattern)
  • latent learning: can occur when no behavior is reinforced without incentive stimulus/ need to learn. (mindlessly create a map of surroundings)
  • insight learning: sometimes learn by developing mental concept of how things work (w/o trial and error)
  • observational learning: imitation
  • vicarious learning: learn from the experiences of others
29
Q

learned taste aversion (garcia effect)

A

not all associations are easily learnable

30
Q

anterograde amnesia & retrograde amnesia

A
  • anterograde: impairs forming new/ explicit declarative memories (HM case study, stuck in his 10 y/o mind)
  • retrograde: can’t retrieve old memories, but can form new long-term memories
31
Q

types of memory

A
  • procedural: “muscle memory”
  • episodic: recall past events.
  • sensory: mental representation of how environments look/ feel
  • semantic: to remember meanings of words/ facts
32
Q

boosting memory

A
  • deep elaboration: connecting new things to things already known.
  • organizational encoding: organize in mind
  • maintenance rehearsal: repeating of information to memorize it
33
Q

memory processes

A

sensory memory –
- echoic memory: sensory memory from hearing
- iconic memory: sensory memory from vision

34
Q

heuristics

A
  • representative heuristic: shortcut for judging the likelihood of things with how well they represent some category.
  • availability heuristic: a strategy for deciding how frequent/ probable something is based on how easily it comes to mind.
  • affect heuristic: tendency to use the effect we associate with various objects and events to make judgments and decisions (gut feeling).
35
Q

Worfian hypothesis (linguistic determinism hypothesis)

A

different languages show different ways of understanding the world and shapes our thinking
- only partly true, language doesn’t define how we think but guides thinking that are suited to the cultures we live in

36
Q

theories of intelligence

A

(-) Gardner’s theory of multiple intelligences: theorized there are 8 types of intelligences (E, savant syndrome – presence of unusual talents in people with low levels of general intelligence) —- factor analysis test shows they’re all related to each other
(+) general intelligence (g-factor) general mental ability required for any mental test

37
Q

theories of emotion

A
  • common-sense view
    stimulus–>emotional experience–>physiological response–>report
  • james-lange theory
    stimulus–>physiological response–>emotional experience–>report
  • cannon-bard theory
    stimulus–>physiological response & emotional experience –> report
  • **schacter-singer theory (two-factor theory of emotion)
    stimulus–>physiological response–>cognitive interpretation–>emotional experience–>report
38
Q

situation emotional regulation

A

(control emotions before they happen)
1. situation selection - choose situation based on whether they generate desirable/ undesirable change (ex. change route to avoid them)
2. situation modification - once in a situation, modify it in a way to change its emotional impact (ex. if at party, hang out with best friend)

39
Q

attention emotional regulation

A

attentional deployment - can’t change situation, but can change the attentional focus to change the emotional impact (ex. focus on bad music not the ex)

40
Q

appraisal emotional regulation

A

cognitive change - already attending emotion-causing situation but can change how you think about the situation (ex. they’re talking to you, you think “he doesn’t look that good today”)

41
Q

response emotional regulation

A

(dealing with emotions in the moment)
response modulation - directly impact behavior and bodily response (ex. smile through it)

42
Q

cognitive reappraisal

A

form of cognitive change that involves changing the meaning of a situation (changing the view of a stimulus can change the physiological response)
(Glee karaoke study) said “I’m anxious,” performed worse than saying “I’m excited”

43
Q

performance in groups

A
  • social facilitation: the mere presence of others can boost arousal to facilitate the dominant response (most likely behavior response to a task)
  • social loafing: the tendency for people to expend less effort on a task when doing it with others vs. alone
44
Q

moebius syndrome study

A

showed that the ability to mimic others’ faces isn’t necessary to recognize others’ emotions

45
Q

tendency to help

A
  1. immediate benefits
    - prosociality in cooperation/ collaboration can bring immediate benefits
  2. kin selection
    - prosociality preserves genes
  3. direct reciprocity
    - prosociality earns us future favors from the recipient
  4. indirect reciprocity
    - prosociality earns us future factors from the group
    - obligate collaborative foraging (collab to get food, people who help get to eat, people who don’t starve)
46
Q

conformity

A

*think of elevator ex.

  • informational social influence: conformity to others’ actions/ beliefs helps us behave correctly and gain accurate understanding of the world in an ambiguous situation
  • normative social influence: conform to gain approval/ avoid disapproval.
47
Q

norms

A
  • injunctive norms: (observation of other’s behavior) behaviors one is expected to follow and expect others to follow in a given situation.
  • descriptive norms: (inference of other’s approval) typical patterns of behavior and an expectation to adhere to those patterns.
48
Q

long-term study designs

A
  • longitudinal design: tracks participants at different times and sees the difference between
  • cross-sectional design: compares participants of different ages to each other at one point in time
  • sequential design: tracks multiple age groups across multiple time points
49
Q

Piaget’s stages of development

A
  1. sensorimotor stage (0-2 years)
    - sensory & motor schemas (physical interactions with objects)
    - still developing: symbolic representation (ex. language, object permanence - understanding objects continue to exist even if they are out of sight [hide & seek video ex.])
  2. preoperational stage (2-6 years)
    - symbolic schemas (language, imagination)
    - still developing: the ability to manage multiple schemas simultaneously (conservation - certain physical properties [volume, mass, number, etc.] stay consistent despite physical transformations)
  3. concrete operational (6-11 years)
    - ability to flexibly manage and manipulate schema
    - ability to categorize in many different ways using rules, logic
    - still developing: abstract, hypothetical, system reasoning
  4. formal operational (12+ years)
    - use of abstract, hypothetical, systematic thought (complex play, ex. D&D)
50
Q

Erikson’s theory of lifespan development

A
  1. trust vs. mistrust (infancy, birth to age 2)
    - can I trust the world?
  2. autonomy vs. shame and doubt (early childhood, 2-4 years)
    - can I have control over myself? (ex. potty trained)
  3. initiative vs. guilt (early school, 4-6 years)
    - can I make things happen effectively?
  4. industry vs. inferiority (school age, 6-12 years)
    - do I measure up? (social comparison, ex. am I a good artist?)
  5. identity vs. role confusion (adolescence, 12-early 20s)
    - do I know who I am? (ex. clothing, friends, political identity, etc.)
  6. intimacy vs. isolation (young adulthood, early 20s-40s)
    - can I look and be loved in return?
  7. generativity vs. stagnation (maturity, 40s-60s)
    - am I creating something that will outlast me? (mid-life crisis: not done things in life wished would have done)
  8. integrity vs. despair (old age, 60s-beyond)
    - did I have the life I really wanted? (look back and feel satisfied –> integrity)
51
Q

remembering Eriksons 8 stages

A
  1. is my sister safe?
  2. can I tie my shoe?
  3. can I read The Tale of Desperaux?
  4. Am I as good in volleyball as everyone else?
  5. Do I try to be friends with Katie and all them?
  6. Sister: do I feel loved by him?
  7. Papa: do my kids have the resources to succeed without me?
  8. Dadi: do I wish I saw the stars when I still could?
52
Q

key ideas of Erikson’s theory

A
  • social world very influential on stages
  • each stages involves a psychological crisis, when someone emerges stronger or weaker
  • failure to resolve crisis can set up for failure later in life
53
Q

theories of self-esteem

A
  • sociometer theory: judgment of self-worth to assess the degree to we’ll be accepted by society (ex. self-esteem would be low if felt excluded by friends)
  • terror management theory: self-esteem helps people cope with the terror of mortality and death
54
Q

personality changes

A
  • agreeableness – increases with age (more emotionally stable)
  • open-mindedness – increases in adulthood, decreases as older adults (less cognitive flexibility with age)
  • extraversion – social vitality (how socially active) stays the same, social dominance (assertive/ dominant) increases till middle age then stays the same after
55
Q

therapy measures

A
  1. clinical interview: asks the client to describe their problems, open-ended or structured clinical interview (questions pertinent to diagnostic criteria)
  2. self-report measures: fixed set of questions for patients to answer
  3. projective tests: client is asked to respond to ambiguous stimuli and the psychologist gathers meaning (ex. responding to photos, interpreting ink blots, etc.)
56
Q

autism spectrum disorder

A
  1. persistent deficits in social communication
  2. restricted/ repetitive patterns of interest/ behavior
57
Q

action-oriented treatments

A

Cognitive approach (thinking processes)
- challenges beliefs and errors
- (Gloria’s ex. with Ellis, targeting her belief of confronting someone rejecting her)

Behavioral approach (faulty learning)
1. exposure therapy (classical conditioning)
2. token economies (operant conditioning – reward and punishes to modify behavior)
3. modeling (observational learning)

58
Q

insight-oriented treatment

A
  1. psychodynamic approach
    - originally from Freud
    - talking cure
    - techniques (free association, dream analysis, resistance, transference, interpretation)
  2. humanistic approach
    - Carl Rogers (client-centered therapy)
    - genuineness, unconditional (+) regard, accurate empathetic understanding
59
Q

biological treatment

A
  1. pharmacotherapy (drug therapy)
  2. electroconvulsive therapy (ECT)
  3. transcranial magnetic stimulation (TMS)
    - can be used with depression to stimulate parts of the frontal lobe & rewire the brain
  4. deep brain stimulation
    - implanting electrodes deep in brain (last resort) severe depression
60
Q

third-wave therapies

A

the same thing as before except doesn’t try to modify thoughts, but tries to change the hold thoughts have on us
- acceptance and commitment therapy: less psychological rigidity and more psychological flexibility (clients can pursue goal despite unwanted feelings)
- mindfulness-based stress reduction: be present, unsubstantiated/ fleeting nature of painful feelings (clients can pursue goals despite irrational thought feelings of anxiety)

61
Q

what psychodynamic and humanistic approaches have in common

A

focus on self-awareness and insight as critical to healing

62
Q

the eudaemonic perspective

A

happiness is meaning (happiness is an overall sense of one’s life as satisfying and meaningful)
1. self-acceptance
- liking who you are
2. personal growth
- growing new experiences
3. purpose in life
- having goals
4. autonomy
- self-determination
5. environmental mastery
- competently manage life (ex. pay bills)
6. positive relationship with others
- close relationship with other people

63
Q

nucleus accumbens

A

part of brain region associated with processing reward

Psych 101 (27 decks)

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