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UBC PSYC 300A: Abnormal Psychology > Module 1 & 2; Ch. 1, 2, 3) > Flashcards

Module 1 & 2; Ch. 1, 2, 3) Flashcards

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1
Q

What is “Abnormal”?

A

1) Subjective Distress
2) Maladaptiveness
3) Statistical Deviancy
4) Violation of Social Norms
5) Social Discomfort
6) Irrationality/ Unpredictability
7) Dangerousness to one’s self or others

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2
Q

Family Aggregation

A

whether a disorder runs in a family or not

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3
Q

What is the accepted standard for defining mental disorders in North America?

A

American Psychiatric Association’s DSM-5 (Diagnostic and Statistical Manual of Mental Disorders

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4
Q

What is the accepted standard for defining mental disorders globally?

A

World Health Organization’s ICD-10 (International Classification of Diseases)

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5
Q

Stigma

A

Social Disgrace

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6
Q

What is the problem of diagnostic “Labeling”

A

a person’s self-concept may become directly affected by the diagnostic label of their disorder and persist even after a full recovery

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7
Q

____________ perpetuates Stigma

A

Negative Stereotyping

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8
Q

Epidemiology

A

The Study of the distribution of diseases, disorders, or health-related behaviour in a given population

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9
Q

Prevalence

A

the number of active cases in a given population during a given period of time

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10
Q

Point Prevalence

A

Estimated active actual cases of a disorder in a given population at a particular given point in time

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11
Q

1-year Prevalence

A

A calculation of everyone who experienced a disorder over a 1 year period

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12
Q

Lifetime Prevalence

A

an estimate of everyone who has experienced a given disorder over their lifetime for any period of time

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13
Q

Incidence

A

New cases of a disorder that occur over a given period of time (usually 1 year)

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14
Q

Comorbidity

A

the presence of two or more disorders in the same person

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15
Q

The more severe the disorder, the _________ the chance that there will be one or more comorbid disorders

A

greater

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16
Q

Etiology

A

cause

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17
Q

Acute vs. Chronic

A

Short term vs. Long Term

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18
Q

What is a Case Study?

What are two issues with this approach?

A

The study of one individual in detail over time

1) Bias of observer
2) low generalizability

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19
Q

What are issues with self-reported data?

A

subjects may willfully or unknowingly alter their actual experience in their reporting, data can’t fully be trusted

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20
Q

Recording the number of times a person smiles
Measuring the conductivity of skin
Using Transcranial Magnetic Stimulation to stimulate different brain areas
ARE ALL EXAMPLES OF ___________

A

Direct Observation

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21
Q

Sampling

A

collecting data from a small group that is representative of a larger group of interest

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22
Q

External Validity

A

the extent to which findings can be generalized outside the study to the greater population

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23
Q

Internal Validity

A

the extent to which a study is methodically sound, free of confounds or other sources of error

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24
Q

A comparison group is also know as a _________

A

Control Group

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25
Q

Criterion Group

A

People exhibiting the disorder we wish to study

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26
Q

When there are no manipulated variables and two groups are compared to each other on a number of different measures

A

Correlational Research Design

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27
Q

The strength of a correlation is measured by_________ on a scale of ______________

A

the Correlation Coefficient (r), 1-0

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28
Q

Statistical Significance

A

p < .05, or the probability that the correlation occurred by chance is less than 5 out of 100

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29
Q

if one wants to compare the results of two studies with very different sample sizes and thus correlation coefficients, ______________ can be used

A

Effect Size

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30
Q

Meta-Analysis

A

Statistical summarization of effect sizes across a number of studies

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31
Q

Retrospective Research

A

looking back in time to find a correlation between past behaviours or experiences with current behaviours or disorders

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32
Q

Prospective Research

A

Longitudinal Design: following a population over time, collecting data at regular intervals to identify important differentiating factors

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33
Q

The design type that uses independent and dependent variables

A

Experimental Research Design

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34
Q

To strengthen the efficacy of an experiment, the researcher can employ:

A

1) random assignment
2) double-blind study
3) placebo treatment condition

35
Q

ABAB Design is an example of

A

Single-Case research design

36
Q

Analogue Studies

A

generalizing animal studies to human cognition/behavior

37
Q

Somatogenic

A

A biological basis for a disorder, something physically wrong disturbs thought/ behavior

38
Q

Psychogenic

A

illness due to psychological malfunction e.g.

39
Q

5 Major Paradigms

A

1) Psychoanalytic
2) Humanistic/Existential
3) Biological
4) Cognitive
5) Behavioral/ Learning

40
Q

Psychoanalytic Theory: ID

A

Basic Pleasure Principle, primary process thinking

41
Q

Psychoanalytic Theory: EGO

A

Deals with reality to appease the ID and Superego, Reality Principle, secondary process thinking

42
Q

Psychoanalytic Theory: SUPER EGO

A

conscience, right/wrong, taboos, moral values

43
Q

Psychoanalytic Theory: REPRESSION

A

memory is buried in the unconscious

44
Q

Psychoanalytic Theory: DENIAL

A

actively push into the subconscious

45
Q

Psychoanalytic Theory: PROJECTION

A

perceive one’s own problem/behaviour in another person

46
Q

Psychoanalytic Theory: DISPLACEMENT

A

redirect urge (violent/sexual) to another target

47
Q

Psychoanalytic Theory: RATIONALIZATION

A

create reason for feeling or behavior

48
Q

Psychoanalytic Theory: REACTION FORMATION

A

express an opposite reaction to a stimulus

49
Q

Psychoanalytic Theory: REGRESSION

A

revert to an earlier state/ way of being

50
Q

Psychoanalytic Theory: SUBLIMATION

A

redirect energy e.g. a creative pursuit

51
Q

Biological Paradigm: Name the big 5

A 
Openness
Conscientiousness
Extroversion
Aggreeableness
Neuroticism

OCEAN
Temperament

52
Q

Biological Paradigm: gamma-Aminobutyric acid (GABA)

A

INHIBITORY, settle down, opposite of Glutamate in CNS

53
Q

Biological Paradigm: Norepinephrine (NE)

A

EXCITATORY, arousal, readiness, wakefulness

54
Q

Biological Paradigm: Epinepherine/Adrenaline (Epi)

A

EXCITATORY, fight or flight responses

55
Q

Biological Paradigm: Dopamine (DA)

A

EXCITATORY/INHIBITORY, motivation, inhibits unnecessary motor function (-DA = Parkinsons), (+DA from alcohol/ drugs leads to inability to focus, confusion) (+DA implicated in schizophrenia)

56
Q

Biological Paradigm: Glutamate (Glu)

A

EXCITATORY, learning, memory, opposite of GABA in CNS

57
Q

Biological Paradigm: Seratonin (5-HT)

A

INHIBITORY, mood stability, impulse control, immune system, perception of pain, emotions

58
Q

Behavioural Paradigm: Classical Conditioning

A

association of two unrelated elements due to repetition

59
Q

Behavioural Paradigm: Operant Conditioning

A

behavior followed by pleasant/unpleasant stimuli increases/decreases behavior

60
Q

Behavioural Paradigm: Negative Reinforcement

A

unpleasant stimulus is taken away increasing behavior

61
Q

Behavioural Paradigm: Positive Reinforcement

A

pleasant stimulus is added increasing behavior

62
Q

Behavioural Paradigm: Positive Punishment

A

unpleasant stimulus added decreasing behavior

63
Q

Behavioural Paradigm: Negative Punishment

A

pleasant stimulus taken away decreasing behavior

64
Q

Behavioural Paradigm: Mowrer’s Two-Factor Theory

A

combined the learning principles of classical and operant conditioning. … Mowrer proposed that the avoidance of (or escape from) unpleasant stimuli resulted in the removal of unpleasant emotions. Thus, avoidance becomes a reward and reinforces (increases) the behavior of avoidance.

65
Q

Cognitive Paradigm: Schema

A

Organized network of accumulated knowledge that guides interpretation of events

66
Q

Concordance Rate

A

in twin studies, the percentage of twins sharing the disorder or trait

67
Q

Behavioural Paradigm: Observational Learning

A

learning through observation alone without any reinforcement or unconditioned stimulus

68
Q

Cognitive Paradigm: Disordered schemas imposed through:

A 
Perception
Interpretation
Judgement
Memory
Reasoning
69
Q

Cogntive Paradigm: Implicit Memory

A

a person’s behavior reveals they have learned a word or activity even if they cannot consciously remember it e.g. dialling your old phone number even if you can’t write it down

70
Q

Variable Marker

A

if you change X, this leads to a change in Y

71
Q

Necessary Cause

A

a condition is necessary for a disorder eg. Syphilis is necessary for general paresis

72
Q

Sufficient Cause

A

condition that guarantees a disorder, but isn’t the only cause e.g. hopelessness and depression

73
Q

Contributory Cause

A

a condition that increases probability of disorder e.g. parental rejection and difficulty with relationships

74
Q

Interactive Diathesis-Stress Model

A

someone with no diathesis will never develop a disorder no matter how much stress they undergo, while someone with high diathesis and medium stress will still be fairly likely to develop a disorder. Curved lines

75
Q

Additive Diathesis-Stress Model

A

Likelihood of developing a disorder can be modelled as the sum Diathesis and Stress. Even if someone has no stress, but high diathesis, they are likely to develop a disorder. Someone with High stress and no diathesis ban still develop the disorder. Stacked lines

76
Q

Pedigree Method

A

Looking at family history to see if genetic similarity leads to increased incidence of a disorder

77
Q

Genotype-Environmental Correlation: Evocative Effect

A

A genetic ability or temperament evokes a reaction from those around them e.g. a happy smiley baby gets more positive attention from parents

78
Q

Genotype-Environmental Correlation: Active Effect

A

A genetic temperament or ability causes a child to seek out situations or people that further foster that ability e.g. an extroverted child seeks out people which increase their social skills

79
Q

Genotype-Environmental Correlation: Passive Effect

A

results simply from the child’s similar genotype to the parents e.g. high IQ parents create an intellectually stimulating environment for their high IQ baby

80
Q

Linkage Analysis

A

looking for links within family pedigrees for two or more genetic markers that strongly correlate e.g. eye color and schizophrenia

81
Q

Adoption Method

A

Compares adopted-away children of parents with a disorder and those without to tease away the social and biological etiologies

82
Q

Association Studies

A

Two large groups, one with a disorder, one without. If another trait like eye color has higher frequency in disorder group, researches can infer that the genes responsible for the disorder may also be on that same chromosome

83
Q

Hypothalamic-Pituitary-Adrenal Axis (HPA Axis)

A

Hypothalamus releases a corticotropin-releasing hormone CRH &raquo_space;> which signals to the Pituarary Gland which releases Adrenocorticotropic hormone ACTH&raquo_space;> Which signals to the Adrenal Gland to produce epinephrine and cortisol, which mobile body to deal with stress&raquo_space;> Cortisol provides negative feedback to Hypothalamus and Pituitary Gland to stop releasing CRH and ACTH

UBC PSYC 300A: Abnormal Psychology (2 decks)

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