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PSYCHOLOGY 101 > FINAL exam review > Flashcards

FINAL exam review Flashcards

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1
Q

Learning

A

A long-term change in behavior or capabilities due to experience.

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2
Q

Habituation

A

Decrease in the strength of a response due to repetition.

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3
Q

Classical Conditioning (Pavlovian Conditioning)

A

Study of association formation.

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4
Q

What happens in classical conditioning?

A

We connect ideas that were not originally connected.

ex.) Jim makes the Microsoft sound go off and offers Dwight a mint everything. Dwight becomes used to this so automatically reached his arm out for a mint when the sound goes off.

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5
Q

Operant Conditioning (Skinnerian or Instrumental Conditioning)

A

Like classical conditioning, it is the study of association formation, but it is different because the responses are emitted not elicited - the learners operate on the environment and learn from its consequences.

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6
Q

Does behavior increase or decrease in reinforcement?

A

Increase

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7
Q

List and describe the 2 types of reinforcements.

A

Positive (presentation of something “rewarding”)

Negative (removal of something aversive)

*negative does not mean bad punishment - it just means something is removed.

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8
Q

Does behavior increase or decrease with punishment?

A

Decrease

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9
Q

List and decribe the 2 types of punishments.

A

Positive (presentation of something aversive, also called aversive punishment)

Negative (removal of something desired, also called response cost)

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10
Q

Note that what matters is the result on _____, not what you think is rewarding or punishing.

A

behavior

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11
Q

Schedules of reinforcement?

A

Continuous and Intermittent

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12
Q

What are the 4 subtype schedules of reinforcement?

A

Fixed Interval
Variable Interval
Fixed Ratio
Variable Ratio

*Fixed/Variable crossed with Interval (time) or Ratio (behaviors).

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13
Q

Fixed Interval

A

Learning is: slower

Extinction is: easier to extinguish

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14
Q

Variable Interval:

A

Learning is: slower

Extinction is: harder to extinguish

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15
Q

Fixed ratio:

A

Learning is: fast

Extinction is: easier to extinguish

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16
Q

Variable Ratio:

A

Learning is: fast

Extinction is: harder to extinguish

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17
Q

Adoption studies compare adopted children with their _____ parents and _____ parents.

A

adoptive; biological

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18
Q

Temperament

A

A persons characteristic emotional reactivity and intensity.

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19
Q

Heritability

A

The proportion of variation among individuals that we can attribute to genes

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20
Q

What is the overall heritability on IQ, Extraversion, and Neuroticism?

A

IQ ~ 50%
Extraversion ~ 37
Neuroticism ~ 30%

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21
Q

What was striking about the “Bringing up Monkey” video?

A

The hyper baby monkeys go out and play but they must have their mother in cite; they will go and check up on her after time.

The shy monkeys are always with their moms ; they are stressed when they aren’t.

The monkeys personalities come from their genes.

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22
Q

What provides the raw materials in the brain?

A

Genes

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23
Q

What puts all the materials in the brain together?

A

environment

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24
Q

Rats in enriched environments, after only 60 days, had:

A

7% - 10%: heavier brains

20% more neural connections

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25
Q

In lecture, Dr. Gentile said a good mnemonic about brain development is:

A

The neurons that fire together, wire together.

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26
Q

If 50% of IQ is inherited, where does the other half come from?

A

environment

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27
Q

What are some aspects of family life that affect IQ?

A
  1. How much you read to your child.
  2. Attending class - actually makes you smarter
  3. Even after controlling for parents’ education level, single parent families, race, and poverty matters.
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28
Q

The idea of Cumulative Risk Factors suggests what?

A

The more risk factors, the lower your IQ (vise versa)

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29
Q

Early intervention research demonstrates that if we want to improve IQs for at-risk kids, starting when is most effective?

A

Starting early- before age 5.

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30
Q

Microsystem

A

The immediate environment with which a child directly interacts

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31
Q

Mesosytem

A

The connections that exist among Microsystems

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32
Q

Exosystem

A

The social settings a child is not part of, but the still affects him.

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33
Q

Macrosystem

A

The general cultural context for all other systems.

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34
Q

How is the Nature-Nurture debate like a rectangle?

A

Nature and nurture always interact; it doesn’t matter how much of each.

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35
Q

What are the 3 periods of Fetal Development?

A

Germinal
Embryonic
Fetal

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36
Q

Germinal Period

A

Conception - 2 weeks

Fertilization –> zygote –> blastocyst –> attaches to uterine wall

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37
Q

Embryonic Period

A

2 - 8 weeks

Organogenesis

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38
Q

Fetal Period

A

8 - 40 weeks

Growth

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39
Q

A pregnancy the ends before the fetus is mature enough to survive outside the uterus.

A

Miscarriage or Spontaneous Abortion

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40
Q

When do more miscarriages occur?

A

In the first 3 months.

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41
Q

What is the percentage that miscarriages occur among confirmed pregnancies or fertilizations?

A

15-20% of all confirmed pregnancies

~75% of all fertilizations

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42
Q

What are most miscarriages caused by?

A

Chromosomal abnormalities

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43
Q

Teratogens

A

Things that can harm the fetus.

ex.) alcohol, viruses, smoking

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44
Q

Explain the jobs are neurotransmitters.

A

Neurotransmitters bind to receptors in the 2nd neuron, causing a change in the 2nd neuron.

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45
Q

Are all neurotransmitters excitatory?

A

no

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46
Q

Are are neurotransmitters equal?

A

no

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47
Q

The amount of Neurotransmitters can be _____.

A

changed

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48
Q

The amount of receptors can be _____.

A

changed

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49
Q

What does “up-regulation” mean?

A

an increase in receptors.

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50
Q

What does “down-regulation” mean?

A

a decrease in receptors.

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51
Q

Long-Term Potentiation

A

Increases the likelihood that a single neuron can cause an action potential (fire).

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52
Q

How does learning occur?

A

Generally by increasing the strength of synaptic communication so certain pathways can work more readily then they did before.

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53
Q

Observational Learning

A

Individuals have the capability to learn from others.

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54
Q

What happened in the Bobo Doll Experiment?

A

The child watched a video of an adult treating a doll poorly - the adult would throw it in the air, hit, kick, say mean things to it.

When the child was put into a room with the same doll, the child copied the adults behavior.

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55
Q

What did Bandura say about whether exposure to aggressive modeling is cathartic (reduces viewers aggression?)

A

When a child sees violence, they copy it.

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56
Q

Associative Learning

A

learning from association between things

–> most of psychology has been focused on this type of learning

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57
Q

Discrimination Learning

A

The process by which animals or people learn to respond differently to different stimuli.

It does not require reinforcements or punishment…just experience.

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58
Q

How was discrimination learning portrayed in class?

A

The card sorting task; the student had to sort the cards into 3 different decks based on similarities/ differences she saw between them.

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59
Q

What was learned from the card sorting task?

A

What is learned is to detect differences that already exist there is no need to create associations, just to discriminate between what is there - like wine tasting.

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60
Q

Learning and memory are ____ a correct copy of what just happened - they’re a ______ ______.

A

Not; constructive process

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61
Q

How would one describe learning and memory?

A

malleable, fallible, trickable.

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62
Q

Our memories are probably _____ most of the time.

A

wrong

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63
Q

What can cause our memories to be wrong? (6)

A
  1. Attention
  2. Interference
  3. Misinformation effect
  4. Retelling
  5. Schemas
  6. Source confusion
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64
Q

How many languages on the planet?

A

over 6,000

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65
Q

How did B.F Skinner believe that every child will learn at least one language?

A

Through operant learning principles

  • trying to make sounds
  • imitation
  • reinforcements or punishments
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66
Q

Language Acquisition Device (Noam Chomsky)

A

The basic idea is that the brain has evolved a structure to help us learn and extract the grammatical rules of language.

People now doubt that there is such a structure.

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67
Q

Children demonstrate internalization of grammatical rules as shown by

A
  1. overgeneralization

2. the “Wug Test”

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68
Q

What are the stages of productive language development?

A
  1. Crying and cooing
  2. Babbling - 4 months
  3. Turn taking
  4. Single words - 1 year
  5. Two word sentences - 18 months
  6. Four word or longer sentences - 3 years
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69
Q

Spoken language also includes _____, or the “melody” of language.

A

prosody

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70
Q

Chromosomes

A

Threadlike structures made of DNA that contain the genes.

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71
Q

DNA

A

A complex molecule containing the genetic information that makes up the chromosomes.

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72
Q

Gene

A

A segment of DNA capable of synthesizing a protein.

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73
Q

Genome

A

The complete instructions for making an organism

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74
Q

Genotype

A

The specific genes that an individual has.

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75
Q

Phenotype

A

The observed characteristics of that individual - how genes are expressed

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76
Q

Roughly how many genes does an individual have?

A

30,000 (that is about twice as many as a fruit fly)

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77
Q

Who do we share 99% of your genes with?

A

The chimpanzee - our closest genetic cousin

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78
Q

What are some traits that genes can be linked to?

A

addiction, shyness, thrill seeking, sexual orientation etc.

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79
Q

Natural selection

A

The principle that among all range of inherited trait variations, those that lead to increased reproduction and survival will more likely be passed on to succeeding generations.

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80
Q

Mutations

A

Random errors in gene replication that lead to a change in the sequence of nucleotides.

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81
Q

What are the 2 major sources of genetic diversity?

A

Sex and mutations.

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82
Q

Sexual selection

A

Changes in species are made not only by “survival of the fittest” but also by active choices when choosing mates.

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83
Q

What percentage of the worlds species clone themselves?

A

1%

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84
Q

Evolutionary psychology

A

Uses evolutionary principles to study human behavior.

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85
Q

If evolution has been acting in our ancestors for millions of years, we should be able to…

A

find traces of it in our behavior, and it will probably be unconscious.

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86
Q

Most of our likes and dislikes, preferences, attitudes, and behavior is due to _____ reasons, and it is largely _____.

A

evolutionary; unconscious

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87
Q

What does the nature/nurture debate ask?

A

It asks whether we are who we are because of heredity or environment?

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88
Q

Behavior Genetics

A

A field that looks at the effects of genetics.

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89
Q

What percent of genes do each type of twins share?

A

Identical twins: 100% of genes

Fraternal twins: 50% of genes on average

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90
Q

Twin Studies

A

Compare identical twins with fraternal twins.

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91
Q

What is the equation for obesity?

A

energy in > energy used

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92
Q

Aggression is _________.

A

Multi-casual

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93
Q

What are 3 big risk factors for aggressive behavior?

A

Anti-social behavior, personal characteristics, and family characteristics

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94
Q

Aggression

A

Behavior that is intended to harm another person, and that person would not want to be harmed.

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95
Q

What are the 3 subtypes of aggression?

A
  1. Physical - hitting, kicking, threatening
  2. Relational - harming the victim by use of relationships or harming the victim’s relationships (rumors, ignoring, ostracizing)
  3. Verbal - insulting
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96
Q

Aggression can be…

A

Direct - hitting, insulting, etc.

Indirect - stealing, rumor spreading

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97
Q

“The line of good and evil lies in the center of…”

A

every human heart” - Alexander Solzenitsyn

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98
Q

What are the possible explanations for evil?

A

Dispositional - “bad people do bad things”

Situational - “bad situations create and environment where aggressive/evil can occur”

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99
Q

What are some things we have control over when talking about aggression?

A

learning and situation

100
Q

Social Learning Theory

A

People learn from one another, via observation, imitation, and modeling.

  • Reinforcement and modeling
  • Violent couples are more likely to have had violent parents … and violent children
101
Q

Modeling (social learning theory)

A
  • violent parents
  • victimization by parents … even 20 years later
  • violent neighborhoods
  • violence in the media
102
Q

Heavy viewing of violent TV affects both ___ and _____.

A

men; women

103
Q

What does GAM stand for?

A

General aggression model

104
Q

Explain the Stanford Prison Experiment (Analogous situation)

A

They created a situation where aggression flourishes - a laboratory prison

Some important elements of this demonstration…

  • Participants were average Stanford students
  • They were places into the roles of a prisoner or a guard and asked to play the role
  • Study was initially scheduled for 2 weeks
105
Q

What did you notice about the Stanford Prison Experiment?

A

Nice boys became mean guards
Healthy boys got sick
Active boys became zombie-like and lazy

106
Q

What situations allow obedience to flourish?

A

Obedience to authority

shocking experiment

107
Q

Being apart of a group can result in what?

A
  1. Deindivudalism
  2. Amplification
  3. Dehumanization of target
108
Q

Deindividualism

A

Loss of self-awareness and self-restraint occurring in situations that foster arousal and anonymity.
ex.) KKK

109
Q

Amplification

A

Being part of a big group can result in increase aggressive tendencies (which is amplification)

ex.) VEISHA

110
Q

Dehumanization of target

A

To consider another person to be less then human, and so not deserving humane treatment.

ex.) cartoon books dehumanized Jews in Germany in the 1930s

111
Q

Situations can _____ aggressiveness through _____ learning.

A

prime; associative

112
Q

Why are we less likely to help when others are present?

A

The presence of others may influence your decision about whether or not a situation is an emergency.

The presence of others makes us feel less personally responsible to help (diffusion of responsibility)

113
Q

How can we increase prosocial and helping behaviors?

A

Reduce the ambiguity of the situation and make people feel responsible.

114
Q

Prosocial behaviors

A

Voluntary behaviors made with the intention of benefitting others.

115
Q

How does social learning lead us to help?

A

Seeing others engages in helping stimulates us to help also.

116
Q

_____ and ______ are just as trainable as any other skill.

A

Compassion and happiness

117
Q

Catharsis Theory

A

It has been hypothesized that watching violent media or playing violent video games allows people to “blow off steam” and actually makes them less likely to act aggressively in the real world.

118
Q

What are the 4 problems with the Catharsis Theory?

A
  1. Drive theory model is not appropriate
  2. Aristotle says “there are rules”
  3. The data do not support the hypothesis
  4. Its not how the brain works
119
Q

Problem 1: The Drive Theory Model does not work

A

A drive is something you need to survive (eating, water), and you do not need aggression to survive.

If you don’t “blow off steam”, you don’t have a more or less chance of living, however, if you do not eat, you have a greater risk of dying.

120
Q

Problem 2: Aristotle says “There are rules”

A

For Catharsis to occur, the media MUST evoke 2 emotions: fear and pity.

  • The bad things can’t happen to the bad guys - thats justice
  • Bad things should only happen to the good guy, but the conflict should be between friends, not enemies

The problem? —> modern media violence does not do this.

121
Q

Problem 3: The data do not support the hypothesis

A

Hundreds of studies of media violence show the exact opposite result.

122
Q

Problem 4: It is not how the brain works

A

Aggression Catharsis is an elegant idea, but a wrong one. (look at this in notes)

123
Q

Attachment

A

A technical term in developmental psychology.

124
Q

Does everyone get attached to some caregiver?

A

yes

125
Q

This issue with attachment is the _____ of the attachment relationship.

A

quality

126
Q

What did early behavioral psychologists (skinner) assume attachment was based on?

A

operant conditioning

127
Q

Harlow’s Classic Monkey Studies tested the operant conditioning hypothesis and found it to be _____.

A

wrong

128
Q

Describe Harlow’s Classic Monkey Studies

A

There were 2 mother surrogates
1 was hard wired that provided food and 1 soft (cushioned), bot no food

monkey became attached to the cushioned surrogate and ran to the cushioned one for comfort

129
Q

What is Mary Ainsworth’s Ideas about Attachment

A

The caregiver provides “secure base” from which the infant can explore the world

  • this security, or lack or it, may shape the individuals personality and close relationships forever.
130
Q

Describe Secure attachment

A

Securely attached ~65%

  • In moms presence, explores with curiosity and boldness
  • distressed when separated
  • delighted when reunited
  • recovers quickly from distress once with mom and begins exploring again
131
Q

What are predictors of secure attachment?

A
  1. Sensitive and responsive parenting
  2. Time with infant
  3. face to face interactions with infant
132
Q

Describe Insecure Attachment - avoidant

A

Avoidant attachment (~20%)

  • little distress at separation
  • little joy at reunion
  • doesn’t show low very expressively
133
Q

What are predictors of avoidant attachment?

A

Rejecting or abusive parenting

134
Q

Describe Insecure Attachment - resist

A

Resistant Attachment (~10%) (aka anxious/avoidant)

  • very upset at separation
  • still upset at reunion
  • behaves as though can’t get enough love
135
Q

What kinds of Insecure attachment are there?

A

Avoidant attachment and Resistant attachment

136
Q

What are predictors of resistant attachment?

A

Inconsistent parenting - from one extreme to another

137
Q

Secure infants, when observed at age 4, are more…

A
  1. Independent
  2. Get along better with other children
  3. Prosocial
  4. Fewer behavior issues
  5. lower rates of psychiatric disorders
  6. bold
  7. curious
  8. eager to learn
138
Q

Do the behaviors of secure infants carry over into adolescents?

A

yes

139
Q

What are consequences for adult romantic relationships with secure children?

A

Comfortable with closeness, trusting, accept love

140
Q

What are consequences for adult romantic relationships with Avoidant children?

A

Distant, cool, low trust

141
Q

What are consequences for adult romantic relationships with resistant children?

A

Jealous, dependent, craves love

142
Q

Authoritative Parenting

A

High warmth, high control - child oriented

143
Q

Describe children of authoritative parents.

A
  1. high in self-esteem
  2. high in self-resilience
  3. considerate of others
  4. high achievers
144
Q

Authoritarian Parenting

A

Low warmth, high control - parent centered

145
Q

Describe children of authoritarian parents.

A
  1. low self-esteem
  2. over- or under-controlled in their behaviors
  3. low popularity
  4. underachievers in school
146
Q

Indulgent parenting

A

High warmth, low control

147
Q

Describe children of indulgent parents.

A
  1. immature
  2. self-centered
  3. aggressive
148
Q

Neglective parenting

A

Low warmth, low control - low involvement

149
Q

Describe children of neglective parents.

A
  1. poor relationships with others
  2. impulsive
  3. aggressive
  4. low achievement and motivation
150
Q

At each stage of development, children have “tasks” they must complete for _____ _______.

A

Healthy development

151
Q

The success of ____ ____ depends on _____ _____.

A

Later stages; earlier stages

152
Q

What are key developmental tasks of Infancy?

A

Infancy (0-12 months)
1. attachment to caregivers

  1. regularity of patterns
  2. transition from reflex to voluntary behavior
153
Q

What are key developmental tasks of Toddlerhood?

A

Toddlerhood (1- 2.5 years)
1. Curiosity, exploration, and mastery

  1. Differentiation of self from world
  2. Independence of actions, such as self care and feeding
  3. Learning of language
154
Q

What are key developmental tasks of Early Childhood?

A 
Early Childhood (2.5 - 5 years)
1. Learning behavioral self control and compliance with external rules
  1. Learning emotional self-control
  2. Learning gender roles and stereotypes
155
Q

What are key developmental tasks of Middle Childhood?

A 
Middle Childhood (6 - 12 years) 
1. Learning how to build loyal friendships and to be accepted by peers
  1. Learning social rules and norms
  2. Adjusting to school
  3. Learning the importance of academic achievement and real-world competence
  4. Moral development begins
  5. Consolidating self-concept (in terms of the peer group)
156
Q

When does the shift from parent to peer influence begin?

A

middle childhood

157
Q

What are key developmental tasks of Adolescence?

A

Adolescence (13-18 years)
1. Learning to build intimate and committed friendships/relationships

  1. Adjustment to pubertal changes
  2. Transition to secondary schooling
  3. Developing strong and coherent personal identities
158
Q

We used to believe that the world is a…

A

“blooming, buzzing, confusion” to infants.

159
Q

The newborn is equipped with _____.

A

Reflexes

160
Q

Reflexes

A

automatic responses – that ensure the ability to breathe, find food, and withdraw from painful stimuli.

161
Q

Rooting

A

Touch cheek, and baby turns his head to suck

162
Q

Moro

A

Drop baby and arms fling our to grab something to stop from falling

163
Q

Grasping

A

Touch palm, baby grabs (also toes)

164
Q

Babinski

A

Fingernail from heal to toe, baby splays toes outward.

165
Q

Infants can learn starting ___ ____.

A

before birth

166
Q

Describe the classic Cat in the Hat study.

A

Mother read her pregnant stomach the Cat in the Hat before bed every night, and when baby was born, mom read baby a random book and baby would continue what he was doing, but when mother would read baby Cat in the Hat, the baby would get really still as if concentrating on the book because it was familiar.

167
Q

When does stranger anxiety occur?

A

Can range from 7 months to 3 years

168
Q

Social referencing

A

We look at others to get info about how we should act when we are unsure. (visual cliff experiment)

169
Q

What did we learn about the role of emotion from the Visual Cliff study?

A

Emotion serves as a communicative expression

170
Q

What did we learn about the role of experience in the Visual Cliff study?

A

Experienced crawlers are not easily tricked

171
Q

What are Jean Piaget’s Main Stages of Development?

A
  1. Sensorimotor (birth - 2 years)
  2. Preoperational (2 - 6 years)
  3. Concrete Operational (7 - 11 years)
  4. Formal Operational (12 - adulthood)
172
Q

Is the age or order more important in Jean Piaget’s Main Stages of Development?

A

order

173
Q

Sensorimotor Period

A

Birth - 2 years

1. Object permanence emerges at about 8 months

174
Q

Object permanence

A

Objects exist even when out of view.

175
Q

Describe the A not B error

A

When the object is hidden in place A, baby searches and finds it.

Repeat.

Hide object in place B, baby searches place A

176
Q

Pre-operational Stage

A

2 - 6 years

  1. Too young to perform mental “operations”
  2. The important question is why do they make errors
  3. Conservation
177
Q

Conservation

A

Underlying properties (such as mass, number, volume) remain the same despite changes in an appearance.

178
Q

Concentration

A

Being able to only consider one dimension at a time.

179
Q

Egocentrism

A

Inability to take another person’s view

180
Q

Concrete Operational Stage

A

7 - 11 years
1. Children now can perform mental operations and understand their reversibility, but only with concrete examples.

  1. They can apply logic only to objects, situations, or events that are likely to be real

In this stage, thinking is on the right track but not always logical or scientifically correct (little girl being interviewed video)

181
Q

Formal Operations Stage

A

12 years - adulthood

1. Now, children can work logically with abstract concepts

182
Q

Media are _____, far more than most people admit

A

powerful

183
Q

Media affect _____.

A

everyone

184
Q

The main power of media is changing what?

A

cultural norms

185
Q

What percentage of Americans have household TVs?

A

99% - the average household has 2.9 TVs.

186
Q

What percentage of children have TVs in their rooms?

A

0 - 3 years: 30%
4 - 6 years: 43%
8 and up: 71%

187
Q

How can you change behavior?

A

You have to get inside their head to make them want to change their behavior - make it seem like it was their idea.

188
Q

What does the Triune brain consist of?

A

The Brain stem
The Limbic system
The Cortex

189
Q

Brain stem

A

Regulates basic body functions (reptilian brain)

190
Q

The Limbic System

A

The emotion center (mammalian brain)

191
Q

The Cortex

A

Complex though (human brain)

192
Q

One way TV can influence us is to show us things _____, and just by watching, our brains ____.

A

repeatedly; learn

193
Q

Advertising is the art and science of ____ education.

A

values

194
Q

What is the 4 step process to advertising?

A
  1. Build brand awareness
  2. Build brand preference
  3. Product purchase or use
  4. Build brand loyalty
195
Q

What are the 5 roles emotion plays in How Our Minds Work?

A
  1. attention
  2. memory
  3. attitude
  4. motivate
  5. behavior
196
Q

Unconscious Influence

A

Many things that influence us are not at a conscious level.

197
Q

Golden Rule of Influence

A

The most effective influence is when you do not know I am trying to influence you.

198
Q

4 types of shortcuts

A
  1. Authority principle
  2. Identification principle - if you like someone, you want to identify with them
  3. Contrast principle
  4. Humor - people are more critical in bad moods, so advertisers try to make things humorous.
199
Q

Depending on the developmental stage, children could be _____ ______ by the same media.

A

influenced differently

200
Q

The media are likely to have a powerful effect based on what 2 things?

A
  1. How they’re designed to work without us knowing

2. What we know about how the brain works

201
Q

Conservation of Number

A

Conservation of number is a mathematical concept that was first identified by Jean Piaget in the mid twentieth century. It is the recognition by a young child that quantity does not change with physical rearrangement.

202
Q

Conservation of Area

A

When children have the opportunity to see and manipulate areas in different representation systems, they can distinguish areas from their shapes and so they can form the concept of conservation.

203
Q

Conservation of Amount

A

The children do not know the different in amount go something - thinking about the water in the glass experiment where there was once 2 glasses of the same amount of water, and the instructor poured one class into a different shaped glass and the child thought that the new glass contained a different amount of water

204
Q

Embryo

A

the developing human organism from about 2 weeks after fertilization through the second month

205
Q

Fetus

A

The developing human organism from 9 weeks after conception, to birth

206
Q

Teratogen

A

agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm.

207
Q

Zygote

A

The fertilized egg; it enters a 2 week period of rapid cell division and develops into an embryo

208
Q

Morpheme

A

in a language, the smallest unit that carries meaning; may be a word or part of a word (such as a prefix)

209
Q

Phoneme

A

in a language, the smallest distinctive sound unit.

210
Q

semantics

A

the meaning of a word, phrase, sentence, or text.

211
Q

Syntax

A

the arrangement of words and phrases to create well-formed sentences in a language.

212
Q

Unconditioned response (UR)

A

in classical conditioning, an unlearned, naturally occurring response (such as salvation) to an unconditioned stimulus (such as food in the mouth)

213
Q

Unconditioned stimulus

A

in classical conditioning, a stimulus that unconditionally- naturally and automatically- triggers an unconditioned response.

214
Q

Conditioned stimulus

A

in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response.

215
Q

conditioned response

A

in classical conditioning, a learned response to a perviously neutral (but now conditioned) stimulus.

216
Q

Extinction

A

the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus; occurs in operant conditioning when a response is no longer reinforced

217
Q

Discrimination

A

in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus

218
Q

Higher order conditioning

A

a procedure in which the conditioned stimulus in one conditioning experience is paired with a new, neutral stimulus, creating a second conditioned stimulus.

219
Q

What is an example of higher order conditioning

A

an animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone.

220
Q

Stimulus generalization

A

the tendency for the conditioned stimulus to evoke similar responses after the response has been conditioned

221
Q

Shaping

A

an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior

222
Q

operant discrimination

A

Behavior that occurs more frequently in one context than another.

operant = behavior

223
Q

operant generalization

A

A tendency for a stimuli similar to the conditioned stimulus to elicit a response similar to the conditioned response

fridge - Lilly gets excited
drawer open —> the noise sounds the same so Lilly gets excited

224
Q

What are the 4 main types of psychotherapy?

A
  1. Psychoanalysis
  2. Humanistic therapies
  3. Behavior therapies
  4. Cognitive therapies
225
Q

Who started psychoanalysis?

A

Sigmund Frued

226
Q

What is the assumptions in psychoanalysis?

A

Psychological problems are often the result of repressed conflicts (often from childhood)

227
Q

What is the goal in psychoanalysis?

A

To bring the problems that someone has to the conscious mind where they can be examined and resolved.

228
Q

Who promoted Humanistic Therapies?

A

Carl Rogers

229
Q

What are the assumptions in Humanistic Therapies?

A

People are on a journey of self-fulfillment, and problems are the result of current difficulties on that path.

230
Q

What is the goal of Humanistic Therapies?

A

To help clients explore their feelings and accept responsibilities for their actions, thereby helping them become more self-fulfilled.

231
Q

What are Behavior Therapies based on?

A

Learning theories - such as classical conditioning and operant conditioning

232
Q

What are the assumptions of Behavior Therapies?

A

The problem - behaviors are the problem, not the manifestation of some unacknowledged or conflict

233
Q

What is the goal of Behavior Therapies?

A

To change the behavior because if you change the behavior, the problem is gone.

234
Q

What are the 3 major elements of systematic desensitization?

A
  1. Create an anxiety hierarchy from lowest to highest
  2. Learn a relaxation response
  3. Progression association of each hierarchy item with relaxation
235
Q

What are Cognitive Therapies based on?

A

There are based on cognitive theories - such as reaction to behaviorism

236
Q

What are the assumptions of Cognitive Therapies?

A

Our patterns of thoughts can change how we feel and behave

237
Q

What are the goals of Cognitive Therapies?

A

To change the thought patterns - to change the feelings and behaviors

238
Q

What is the Self-Concealment Scale?

A

People who tend to conceal negative info about themselves are more likely to suffer from depression and anxiety.

239
Q

Compared to those who simply wrote about traumatic events, those who talked about them in sessions with a therapist were ____ anxious or depressed.

A

less

240
Q

Those who only wrote had short term ___ in negative emotion.

A

increase

241
Q

Self-disclosure is also beneficial for _____ health.

A

physical

242
Q

What are some things you already know from psychoanalysis?

A
  1. The couch the patient lays on
  2. Free-association (therapist says a word you and say what instantly comes to mind when you hear that word)
  3. Rorschach’s “ink blot” test
  4. Dream analysis
243
Q

What are some things you already know from Humanistic Therapies?

A
  1. The therapist shows unconditional positive regard

2. Active and reflective listening

244
Q

What are some things you already know from Behavioral therapies?

A

ex. How do you make Sam stop sucking his thumb? - you put something that tastes gross on his thumb
1. Systematic Desensitization

245
Q

What are things you already know about Cognitive Therapies?

A
  • Glass half full / empty - it is a way of thinking

- “chill out” - you tell your friend to chill out or to find a different mindset

PSYCHOLOGY 101 (3 decks)

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