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PSY100 > Health, Motivation, Development > Flashcards

Health, Motivation, Development Flashcards

1
Q

Drives

A

psychological states encourage behaviours (eating) that satisfy needs (food)
–increasing arousal
•Motivates you to do something

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2
Q

Needs & Drives

A
  • Drives-Arousal
  • Arousal-Motivation
  • Motivation-Performance (?)
  • Less hungry = picky
  • More hungry = eat anything
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3
Q

The Yerkes-Dodson Law

A

optimal arousal=moderate

•Not motivated enough/Motivated too much: distracting you

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4
Q

Needs & Drives: Maslow’s pyramid

A

•Need to fulfill needs bottom
•Not necessarily needed to start bottom up
•Self actualization may be individualistic
•Not taking into account other needs
1. Physiological: hunger, thirst, warmth, air, sleep
2. Safety: security, protection, freedom from threats
3. Belonging + Love: acceptance, friendship
4. Esteem: good self opinion, accomplishments, reputation
5. Self-actualization: living to full potential, achieving personal dreams + aspirations

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5
Q

Needs & Drives

A

•not only internal drives that guide behaviour
•Incentives: External stimuli that motivate behaviours
–food tastes good so we eat though we are not hungry

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6
Q

Self-Regulation

A

process ppl change behaviour to attain personal goals
–ppl differ in self-efficacy
•difficult: involves postponing short-term rewards in pursuit of long-term goals
•Doing something to control our behaviour
•Long term goals conflict with short term goals

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7
Q

Self-Regulation

A
  • “limited resource”
  • exercising a muscle – over time, we become fatigued, but practice also builds strength
  • Self effecacy: belief that behaviours lead to success
  • High in effecacy = believe in yourself
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8
Q

Self-regulation as a limited resource (Baumeister et al., 1998)

A

No need to self-regulate: Behaviour matches goal
Self-regulation required: Behaviour conflicts goal
Used up all self regulatory resource
•More we self regulate, the better we become, more resources we have

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9
Q

Self-regulation as a limited resource

Baumeister et al., 1998

A

Independent variable: Type of food eaten
•No food = Control condition
•Cookie eaters = No self-regulation
•Turnip eaters = Self-regulation
•Half were allowed to eat cookies, other half can see cookies but are offered turnips

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10
Q

Self-regulation as a limited resource

Baumeister et al., 1998

A

Dependent variable: Time spent on unsolvable puzzle
•turnip eater used up all self-regulatory resources=spent less time on the puzzle than everyone else
•Participants were very hungry

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11
Q

Self-Regulation: Delayed Gratification

A
  • Marshmallow Test – Walter Mischel, 1960s
  • Think of it differently
  • Strategies: Turning hot cognitions into cold cognitions; ignoring; distraction
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12
Q

Self-Regulation: Delayed Gratification

A

– ability to delay gratification as a child associated with social and academic outcomes in adolescence + adulthood
•Longitudinal studies: predictive of success when they’re older

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13
Q

Eating: What?

A

•Cultural beliefs + personal experience/religius beliefs: habits of eating

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14
Q

Eating: When?

A
  • Meal time
  • Hungry
  • Tasty
  • When there’s food
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15
Q

Eating: Why?

A
  • Satiety centre: (stop, you’re full)
  • Damaged = hyperphagia
  • Feeding centre: eat
  • Damaged = aphagia
  • We need two systems to regulate eating behaviour
  • Limbic system: reward system
  • Limbic system goes on overdrive: food more rewarding
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16
Q

Eating: Why?

A
  • numerous theories regarding the internal signals responsible for hunger and satiation
  • Leptin: hormone released from fat which travels to hypothalamus + inhibits eating behaviour
  • Leptin activates satiety centre
  • Ghrelin leads to growling
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17
Q

Eating: Why?

A
  • Ghrelin: hormone from stomach, surges before eating + decreases after eating
  • Glucostatic theory: glucose levels in bloodstream
  • Glucostatic: too low = need to eat, set level of glucose we want to maintain
  • Lipostatic theory: set-point for body fat
  • Lipostatic: focused on fat levels in bloodstream
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18
Q

Dieting

A

–weight regulated around set-point primarily determined by genetic influence
–responds to weight loss by slowing down metabolism
•Bouncing back + forth between deprivation + overeating can be particularly detrimental
•Maintaining weight loss challenging

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19
Q

Dieting

A

–Restrained eaters (chronic dieters) prone to excessive eating in certain situations
•Tend to eat according to rules, rather than internal states
•If they broke a rule, then lets just go for it

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20
Q

Eating: How Much?

A

-Portion Sizes
•Sensory specific satiety
•Get sick of same taste
•Adaptive: need variety in food for nutrition
•Variety = overeating
•Portion sizes bigger now: Plates we have now are larger=feel like we have to fill the plate

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21
Q

Obesity

A

•Part genetics, part behaviour
–Genetics determines propensity to become obese, but environ determines whether will become obese
•Obesity rate has dropped down in children

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22
Q

Health psychology

A

focuses on events that affect physical well-being + applies psychological principles to understand health + well-being

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23
Q

Biopsychosocial Model

A
  • Bio characteristics: genetic predispositions, exposure to germs, brain + other nervous system development
  • Psychological factors: behaviours, thoughts, state of mind, lifestyle, job, stress, beliefs, intelligence
  • Social: environments, family relationships, social support
  • feel better if they believe its gonna work
  • Everything’s in our heads
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24
Q

Placebo effect

A

drug/treatment unrelated to problem may make person feel better because believe drug/treatment is effective
–Role of anxiety, experience of pain
–Effects of common knee surgery for osteoarthritis

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25
Q

Stress

A

pattern of behavioural, psychological + physiological responses to events that match or exceed abilities to respond
•Worried about responding to threat
•Eustress: positive
•Distress: negative

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26
Q

Stressor

A

environmental event or stimulus that threatens an organism
•Stressor: causing
•Major life stressors: changes/disruptions strain central areas of ppl’s lives
•Daily hassles

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27
Q

Coping response

A

response organism makes to avoid, escape/minimize aversive stimulus

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28
Q

Physiology of Stress

A

hypothalamic-pituitary-adrenal (HPA) axis
•Hypothalamus sends chemical message to pituitary
•releases hormones to adrenal glands which releases cortisol
•Chronic activation of system damages memory

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29
Q

Stress & Coping: Sex Differences

A

–Fight-or-flight response

•Oxytocin: important to female stress responses

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30
Q

Stress & Coping: Sex Differences

A

– Tend-and-befriend response: Females’ tendency to respond to stress by protecting + caring for offspring + forming alliances with social groups

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31
Q

Physiology of Stress: general adaptation syndrome

A
  • Alarm stage: mobilizing resources
  • Resistance stage: maximize defences
  • Exhaustion stage: systems fail
  • Rats are chronic level of maximized stress
  • Unable to fight off infection – damage to lymphatic structures
  • It is a rat model
  • Doesn’t take to account individual differences
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32
Q

Health Effects

A

–weakens the immune system
–Heart disease - stress + negative emotions (hostility) can lead to unhealthy behaviours (smoking, overeating) + direct wear-and-tear on the heart

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33
Q

Health Effects

A

Type A behaviour pattern: impatient, competitive

hostility leads to heart conditions + detrimental heart outcomes

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34
Q

Health Effects

A

Type B behaviour pattern

relaxed, easy going

35
Q

Coping: Emotion-focused coping

A

Attempts to prevent an emotional response to the stressor
•More passive coping strategy: Avoidance, minimizing problem, “emotional eating”
•stressors perceived as uncontrollable + levels are high
managing emotional reaction, regulating it
•Attacking it head on doesn’t make sense

36
Q

Coping: Problem-focused coping

A

Attempts to deal directly stressor to solve problem
•active coping strategy: choosing alternative solutions
•stressors perceived as controllable + levels moderate
•When there something you can do
•More short term

37
Q

Primary + secondary appraisal

A
  • Primary appraisals: decide whether stimuli stressful, benign/irrelevant
  • Secondary appraisals: evaluate response options + choose coping behaviour
38
Q

Coping

A

–Individual differences in hardiness
–high hardiness = Committed to daily activities,
•View threats as challenges/opportunities for growth
•See themselves as being in control

39
Q

Coping

A

–Hardiness closely related to resiliency (ability to cope with stress, return to normal state of functioning faster)
•High – able to cope
•Control over situation
•It matters what you choose to do

40
Q

tangible support

A

Providing help, taking on some of the responsibilities of the person

41
Q

informational support

A

Telling the person what to do, offering advice

42
Q

esteem support

A

Telling the person you believe in them, building their confidence

43
Q

emotional support

A 
Physical comfort (hugs), listening and empathizing
•buffering hypothesis: when others provide emtional support, recepient better able to cope with stress
44
Q

Social Support

A

–Benefits of emotional disclosure: talking/writing about emotional events
– can help ppl better understand the events + move on
•Helps us organize the experience

45
Q

Exercise

A

–all kinds of benefits, including reduced stress + depression
–10 minutes of exercise can enhance mood + mental energy

46
Q

Exercise

A

–significant cognitive benefits: improved memory

–physical benefits: faster healing time, better heart + lung health

47
Q

Positive psychology

A

relatively recent subfield of psychology focuses on understanding psychology of well-being + examining factors that help people thrive

48
Q

happiness

A 
3 components:
–Positive emotion and pleasure 
–Engagement in life
–A meaningful life
Happy, optimistic people tend to be healthier
49
Q

Power of Positivity

A

•Laughter good medicine: Reduces pain + stress
–Increases blood flow
–Improves mood
–Connects us to others
•Tends to be social, spontaneous + contagious

50
Q

Developmental psychology

A

physiological, cognitive + social changes that occur in individuals across lifespan

51
Q

Present at Birth

A 
•The five senses: 
– Sight: See clearly 30cm
– Smell 
– Sound 
– Taste 
– Touch
52
Q

Present at Birth

A

• Reflexes:
–Grasping: hold onto mom
–Rooting: look for boob
–Sucking

53
Q

The Developing Brain: Synaptic pruning

A

•Born with more synaptic connections than needed
– “use it/lose it”
•Remember our “enriched” vs. “impoverished” rats

54
Q

Attachment

A
  • Adaptive: encourages proximity betw child + mother
  • Oxytocin: “cuddle hormone”, released during breastfeeding
  • Connection persists over time
  • Enduring bond
55
Q

Attachment

A

•Imprinting: Attach to person that’s gonna take care of us
•Cling on to the first person that’ll take care of them
–Critical periods: attachment, imprint, learning has to happen in this period, if it doesn’t happen it’s not gonna
sensitive periods: becomes more challenging after certain age

56
Q

Attachment

A

•Harlow’s Study: Attachment in Monkeys
“Mom as milk” vs. “Mom as comfort”
stayed with mom as comfort + only went for milk at wire mom

57
Q

Mary Ainsworth’s strange-situation test

A

•Children can be difficult

-mom’s left babies to see how they reacted

58
Q

secure

A
  • Approx. 65% of children

- Upset when caregiver leaves, but easily comforted upon their return

59
Q

avoidant

A
  • Approx. 20-25% of children

- Little distress when caregiver leaves, avoids the caregiver upon their return

60
Q

anxious/ambivalent

A
  • Approx. 10-15% of children

- Extremely upset when caregiver leaves + reject caregiver upon their return

61
Q

Piaget’s Stages of Cognitive Development

A

–During each stage of development, children form new schemas: ways of perceiving, organizing + thinking about how the world works

62
Q

Piaget’s Stages of Cognitive Development

A

– Two key learning processes:
• Assimilation
• Accommodation

63
Q

Sensorimotor Stage (birth – 2 years)

A
  • Acquiring information only through the senses
  • Forming representations of kinds of actions that can be performed on certain objects
  • Moves from reaction to action
  • Object permanence: things continue to exist even when you can no longer sense them
64
Q

Preoperational Stage (2 – 7 years)

A

•Begin to think symbolically, but not logically
–No understanding of the law of conservation of
quantity
•Development of language
•Egocentric (self-focused) thinking

65
Q

Concrete Operational Stage (7 - 12 years)

A
  • Begin to think logically about objects + events
  • reasoning limited to concrete things - objects they can act on in the world
  • Overcome limits of egocentrism
66
Q

Formal Operational Stage (12 years+)

A
  • Able to think and reason abstractly
  • Deductive reasoning + problem solving
  • Intelligence develops
67
Q

criticisms of Piaget’s stages

A

•Leaves little room for individual differences and/or

cultural differences/differences in type of logic/cognitive strategies used to solve problems

68
Q

Cognitive Development: Research techniques for learning what infants know

A

–Preferential looking technique: if looks longer at something, distinguish betw 2 + finds 1 more interesting
–Orienting reflex: Prefer looking at something new
•Babies have perceptual cues
•6 months can tell it was different
–Memory retention test: •when they kick the foot, it moves the mobile above them
•will they remember 24 hours later

69
Q

Understanding the laws of nature

A

–Physics: spends more time + baffled that the block doesn’t fall
–Mathematics: Young children not motivated enough to think through unless give them line of candy

70
Q

Theory of Mind

A

-Recognizing other ppl have mental states separate from own: able to infer others’ thoughts, feelings/behaviour by considering their mental states

71
Q

The false-belief test

A

Results are culturally universal: age 5, frontal lobes
Sally doesn’t know ann moved the ball
•She doesn’t have the info available to the person

72
Q

Social & Identity Development

•Parents vs. Peers

A

–Judith Rich Harris: it’s all about the peers
•2 sets of behaviours - Set for outside world most used
–criticized: both parents and peers play an important role in social development

73
Q

Impact of divorce

A

–Associated with an array of negative outcomes though plenty of children cope well: lower grades, bad behaviour
–Non-divorced but constantly fighting parents associated with even worse outcomes
•Children end up living with single mother: might be significant drop in income rather than divorce itself

74
Q

Gender Identity

A

–personal beliefs about whether they are M/F
–Gender roles: culturally defined norms that distinguish betw male and female characteristics
–Gender schemas: cognitive structures that influence how ppl perceive behaviours of females and males
•At age 3 understand there are genders

75
Q

Gender Identity

A

•Interacting with baby whether it’s a boy/girl: choice of toys, how they describe the baby, their voices
•As a baby they’re perceived through lenses of gender schema
–bio + environ affect development of gender identity
•Gender dysphoria: don’t identify with their sex, leads to emotional conflict, other conflicts

76
Q

Racial Identity

A

–Very young infants can differentiate race + prefer race most familiar with
•Same as with gender
–Formation of racial identity happens later in childhood/ adolescence

77
Q

Erikson’s Stages of Identity

A

–Every stage has developmental challenge/crisis we have to overcome
•Young adulthood: Intimacy vs. Isolation – forming strong + lasting relationship
•Middle adulthood: Generativity vs. Stagnation – you’re contribution, through career, children, leaving world a better place
•Old age: Integrity vs. Despair - looking back on life, feeling like you did a good job
•mid life crisis: dealing with transitions, looking back on life + choices, plan future

78
Q

Adulthood & Aging

A

•Most older adults report being happy + healthy
•Cognitive changes: Declines in working memory + fluid intelligence
•crystallized: gets good with age
–Dementia: brain condition thinking, memory + behaviour deteriorate progressively + develops into alzheimers, can’t go back, can only stall it

79
Q

The Aging Mind & Brain

A
  • tend to have fewer mental health issues
  • decreases in processing speed, short-term + long-term memory + decreases in brain structure size + white matter integrity (myelination, communication)
  • Age related reductions in dope activity in frontal lobes
80
Q

The Aging Mind & Brain

A

• increases in prefrontal activation=adaptive compensatory mechanism
–scaffolding theory of aging & cognition: process from changes in brain function through strengthening of existing connections, formation of new connections + disuse of connections that have become weak/faulty
other parts of brain work to try to compensate for weak connections/deteriorating brain areas = plasticity

81
Q

Allostatic load theory of illness

A

unable to return to homeostasis when continually stressed

82
Q

Erikson’s Stages of Identity

A
  • Infancy 0-2: trust vs. mistrust
  • Toddler 2-3: autonomy vs. shame + doubt
  • Preschool 4-6: initiative vs. guilt
  • Childhood 7-12: industry vs. inferiority
  • Adolescence 13-19: ego identity vs. role confusion
83
Q

Socioemotional selectivity theory

A

•as they grow older, perceive time to be limited + adust priorities to emphasize emotionally meaningful events, experiences + goals

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