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Psyo 121 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

Definition of emotion

A

A temporary state that includes unique subjective experiences and physiological activity, and that prepares people for action

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2
Q

What are the two ways we measure how feelings vary (multidimensional scaling)

A

Valence- how positive a feeling is
Arousal- how energetic the feeling is

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3
Q

How can we explain emotions

A

In relation to other emotional experiences

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4
Q

James Lange theory

A

Stimulus triggers activity in the body that triggers an emotional experience

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5
Q

What problems did Walter Cannon and Phillip Bard find with James Lange theory

A

1) emotions can be quicker than physiological responses
2) all sorts of things cause bodily responses without causing emotions
3) to work, every human emotion would have to be associated with a unique set of bodily responses.

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6
Q

Cannon-Bard theory

A

Stimulus simultaneously triggers bodily activity and emotional experience

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7
Q

What did Stanley Schacter and Jerome Singer observe about JL theory and CB’s observations

A

Agreed with JL theory that emotions are based on bodily responses

Agreed with cannon and bard that JL theory faltered b/c not enough unique bodily reactions for all possible unique experiences

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8
Q

Two factor theory of emotion

A

Stimuli trigger a general state of physiological arousal, which is then interpreted as a specific emotion

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9
Q

What type of brain damage did aurora the macaque have and how did this cause her to act

A

Aurora had amygdala damage. Nucleus in the limbic node responsible for making appraisals. Caused her to become fearless and become less discriminative regarding sex and food.

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10
Q

Appraisals

A

Evaluations of the emotion relevant aspects of a stimulus

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11
Q

What are the two pathways for amygdala to signal fear

A

Fast pathway-> from eye to thalamus, then to amygdala
Slow pathway-> from eye to thalamus, then to cortex, then to amygdala

Amygdala recognized if stimulus is relaxant or survival
Cortex conducts slow full scale investigation

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12
Q

What are the two different types of strategies we use to regulate our emotions?

A

Behavioural strategies: avoid trigger situations
Cognitive strategies: recruiting memories that trigger desired emotions

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13
Q

Examples of cognitive strategies

A

Suppression: inhibiting the outward signs of emotion
Affect labeling: putting feelings into words
Reappraisal: changing the way you think about an emotion eliciting stimulus to change your emotional experience

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14
Q

Definition of emotional expression and examples

A

Observable sign of emotional state

Ex. Speech changes
Direction of gaze
Rhythm of gait

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15
Q

What are action units and action units and what were there purpose

A

Ekman and Friesen catalogue of 46 unique possible muscle movements in the human face. Used to identify emotional state

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16
Q

Which action units create the smile

A

Zygotic major- pulls corners of lips up
Obicularis oculi- muscle that crinkles outside edges of the eye

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17
Q

Universality hypothesis (Darwin)

A

Emotional expressions have the same meaning for everyone.

Some evidence of cultural variation against hypothesis. At least 5 emotional expressions are universal

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18
Q

Why do many members of different cultures express emotions in the same ways?

A

Because worlds are merely symbols whereas facial expressions are signs (signified by emotion)

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19
Q

Facial feedback hypothesis

A

Emotional expressions can cause the emotional experiences they signify (smiling because you feel happy)

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20
Q

What are the four ways we regulate our facial expressions

A

Intensification- exaggerating expressions
Deintensification- muting expressions
Masking- expressing different emotion than you feel
Neutralizing- showing no expression

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21
Q

Display rule

A

A norm for the appropriate expression of emotion under certain conditions or in certain contexts (cultural norm)

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22
Q

Micro expressions

A

Very short bursts of facial expressions portraying true emotions during maskin

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23
Q

Facial indicators of emotional sincerity

A

Morphology- easier to control zygotic major but not obicularis oculi
Symmetry- sincere expressions more symmetrical
Duration- sincere expressions last between .5 and 5 seconds
Temporal patterning- sincere expressions appear and disappear smoothly

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24
Q

Counterfactual thinking

A

Tendency to imagine an alternative outcome to what actually happened (second place winners less happy than third place winners)

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25
Q

How to spot lying?

A

-slow speaking
-long time to respond
-respond with little detail
-less fluent and engaging
-more uncertain and tense
-less pleasant
-a “little too good”

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26
Q

Motivation

A

Psychological cause of an action
(People are motivated toward emotions)

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27
Q

Capgras syndrome

A

Delusional belief that a person had been replaced by an imposter caused by hippocampus damage or white matter atrophy

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28
Q

Hedonic principle

A

Claim that people are motivated to experience please and avoid pain

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29
Q

Instinct

A

Natural tendency to seek a particular goal, without foresight of the end, or previous education in performance

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30
Q

Drives

A

Internal states caused by physiological needs. Explained why some behaviours onset without the presence of an external stimulus

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31
Q

Drive production theory(Hull)

A

Organisms are motivated to reduce their drives

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32
Q

Homeostasis

A

Tendency for a system to take action to keep itself in an optimal state

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33
Q

Hierarchy of Needs(Maslow)

A

-Most pressing human needs at the bottom and least pressing needs at the top
-people do not experience a need until the needs below are met
-people feel good when needs are met

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34
Q

Hunger

A

Drive to eat

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35
Q

What are the two signals that control hunger

A

Orexigenic signal: switches hunger on when insufficient energy
Anorexigenic signal: switched huber off when sufficient energy
-grelin: hormone produced in stomach that switched hunger on
-leptin- chemical secreted by fat cells that switches hunger off

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36
Q

What is the hypothalamus and what does it do

A

It’s is a nucleus in the forebrain composed of various smaller nuclei. It is involved in regulating metabolic processes like temperature, eating, circadian rhythms and homeostatic functions.

37
Q

Binge eating disorder (BED)

A

Eating disorder characterized by recurrent and uncontrollable episodes of consuming a large amount of calories in a short time

38
Q

Bulimia nervosa

A

Binge eating followed by a compensatory behaviour

39
Q

Anorexia nervosa

A

Intense fear of being overweight and a severe restriction of food intake

40
Q

Obesity

A

A complex chronic disease characterized by abnormal or excess body fat, that impairs health, increases the risk of long term medical complications and reduces life span

41
Q

Causes of obesity

A

Heritability, impulsive personality, toxins disrupting endocrine system, death of good bacteria in gut, wear and tear on hippocampus, leptin resistant people

42
Q

Evolutionary mismatch

A

Traits that were adaptive in ancestral environment maybe maladaptive in a modern environment

43
Q

Metabolism

A

Rate at which the body uses energy

44
Q

How do our bodies resist weight loss (evolutionary mismatch)?

A

When we gain weight we increase size and number of fat cells. When we lose it, fat cells size decreases but not the number

Our bodies respond to dieting by decreasing our metabolism

45
Q

What are the hormones involved in sexual desire

A

-dihydroepiandosterone (DHEA): invoked in the initial onset of sexual desire
-testosterone: regulates sex desire in males and women
-estrogen: regulates sex desire and fertility in females

46
Q

What are the stages involved in the human sexual desire cycle

A

-excitement phase: bloodflow and tensions around sex organs increases
-plateau phase: man’s urinary bladder closes, women more lubricated
-orgasm phase: pelvic muscles begin series of rhythmic contractions
-resolution phase: body returns to resting state

47
Q

Intrinsic versus extrinsic motivation

A

Intrinsic- a motivation to take actions that are themselves rewarding
Extrinsic- a motivation to take actions that lead to a reward

48
Q

Conscious vs unconscious motivations

A

Conscious motivations: motivations of which people are aware
Unconscious motivations: motivations of which people are unaware

49
Q

Need for achievement

A

Motivation to solve worthwhile problems

50
Q

Approach vs avoidance motivations

A

Approach motivation: motivation to experience positive outcomes
Avoidance motivations: motivation to avoid experiencing negative outcomes (often stronger than approach motivation)

51
Q

Loss adversion

A

Tendency to care more about avoiding losses than about achieving equal sized gains

52
Q

Promoting focus

A

People who think interns of achieving gains

53
Q

Prevention focus

A

People who this in terms of avoiding losses

54
Q

Terror management theory

A

Theory about how people respond to knowledge of their own mortality. Often respond by implementing their cultural worldview’s.

55
Q

Mortality salience hypothesis

A

People are reminded of their own mortality become motivated to hang onto their cultural worldviews

56
Q

What did Henry Goddard do and what did he conclude

A

-He administered intelligence tests to arriving European’s at Ellis island.

-He found that the majority of Jews, Hungarians, Italians, and Russians were “feeble minded”

-blamed them for social problems and supporter of sterilization/eugenics

57
Q

Explain Binet and Simon intelligence testing and what their goal was

A

Developed 30 tasks, to measure natural intelligence (aptitude not achievement). Provided average test scores for different age groups that allowed psychologists to compare.

58
Q

What is Ratio IQ (William stern) and it’s issues?

A

A statistic obtained by dividing a persons mental age by their physical age and multiplying by 100

Issue: intelligence increases dramatically in first decade of life then levels off

59
Q

Deviation IQ definition

A

Statistic obtained by dividing a persons test score by the average test score got people of that age and then multiplying by 100.
(Corrected to fix issues of ratio IQ)

60
Q

What are two modern intelligence tests and what did they do

A

-Wechsler adult intelligence scale (WAIS)

-Wechsler Intelligence Scale for Children (WISC)

Measure intelligence by asking people to answer questions and solve problems (alike Binet and Simon’s original test). Did not require writing

61
Q

What are IQ score a good predictor of?

A

-income(more patient, better at calculating risk, better at predicting how other people will act and how to respond)
-predictor of amount of education he or she will receive
-health(less likely to drink and smoke, more likely to exercise and eat well)
-job-performance
-happiness

62
Q

Two factor theory of intelligence (Charles Spearman)

A

A persons performance on a test is due to a combination of general ability (g) and skills that are specific to the test (s)

63
Q

How did Lois thurstone argue against two factor theory of intelligence, and what did he come up with

A

Noticed that corrections between tests are more positively correlated when the test share commonalities. Arugula against g and s.

Caused him to promote primary mental abilities- stable and independent mental abilities

64
Q

What are examples of primary mental ablilities

A

Perceptual ability, verbal ability, numerical ability

65
Q

What was confirmatory factor analysis?

A

Correlations between scores on different tests are best described by a three level hierarchy.

-general factor at the top (like spearman’s g)
-group factors in the middle (like thurstones primary mental abilities)
-specific factors at the bottom (like spearman’s s)

66
Q

What were the two methods used to discover middle level abilities (group factors)

A

Data based approach- starting with people’s responses on intelligence test and then looking to see what kinds of independent clusters these responses form

Theory based approach- starting with a broad survey of human abilities and then looking to see which of these abilities intelligence test measure or fail to measure

67
Q

What were the 8 middle level abilities John Carroll discovered through the data based approach

A

Memory and learning, visual perception, auditory perception, retrieval ability, cognitive speediness, processing speed, crystallized intelligence, fluid intelligence

68
Q

Crystallized intelligence

A

ability to apply knowledge acquired through experience (testing of facts/ vocabulary)

69
Q

Fluid intelligence

A

Ability to solve and reason about novel problems (tested with abstract problems on a time limit)

70
Q

What was a major issue with data based approach

A

-Based only on evidence and cannot predict beyond the scope of existing work, therefore it is unable to discover some middle level abilities hard evidence doesn’t provide (ex. Imagination).

-misses middle level abilities valued in cultures where intelligence test are not common

71
Q

Robert stern berg critiqued intelligence tests, claiming that they were only to measure what type of intelligence?

A

Analytic intelligence- ability to identify and define problems and to find strategies for solving them

72
Q

Creative intelligence

A

Middle level ability to generate solutions that other people do not

73
Q

Practical intelligence

A

Middle level ability to implement solutions in everyday setting (better predictor of job performance than analytic intelligence)

74
Q

What middle level ability was found by John Mayer and Peter salovey that was missed by the data based approach?

A

Emotional intelligence

75
Q

Emotional intelligence

A

ability to reason about emotions and to use emotions to enhance reasoning

76
Q

What can people with high emotional intelligence do

A

Identify, describe and manage their emotions; they know how to use their emotions to improve their decisions; and can identify other people’s emotions from facial expressions and tones of voice

77
Q

What are side effects of being emotionally intelligent

A

-Better social relationships
-Judged to be more competent
-Better romantic relationships
-Better workplace relationships
-Happier and healthier
-less neural activity when solving emotional problems

78
Q

What did Plato suggest about where intelligences comes from?

A

Suggested that people are born with innate aptitudes that make them good rulers, soldiers or tradesmen.

79
Q

What did Francis Galton conclude about where intelligence comes from and what did he support

A

Found that intelligence was largely inherited, and supporter of eugenics (controlled breeding of humans).

80
Q

Fraternal twins

A

Siblings who developed from two different eggs that were fertilized by two different sperm (share 50% of genes)

81
Q

Identical twins

A

Sibling who develop from the splitting of a single egg that was fertilized by a single Soren (share 100% of genes)

82
Q

What did twin studies reveal?

A

IQ’s of identical twins are much more correlated. Biologically unrealated children raised in same household, weak correlation.

IQ plays an important role in intelligence.

83
Q

Heritability coefficient (h^2)

A

Statistic that describes the proportion of the difference between people’s IQ scores that can be explained by differences in genes

84
Q

What percent of the differences between people’s intelligence test scores is due to genetic differences between those people

A

50-70%

85
Q

What does a high value of h^2 mean?

A

Difference in intelligence is more related to genes and less environment

86
Q

Why does the value of h^2 get higher with age

A

Due to the similarity of environment is closer as people get older (more emphasis on genes)

87
Q

Shared environment

A

Features of an environment shared by all members of a household (nutrition, access to books)

88
Q

Non shared environment

A

Features of the environment that are not experiences by all relevant members of a household
(Diff friends, diff teachers)

89
Q

Why is h^2 larger amongst high income children than low income children

A

-high income children have similar environments
-environment is generally consistent for high income children

Psyo 121 (3 decks)

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