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Intro to Psych > Module 3 > Flashcards

Module 3 Flashcards

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1
Q

Describe Language acquisition

A

Chomsky’s theory of universal grammar, we have innate set of rules which guides language learning and predisposes us for certain lang structures

Supporting evidence for universal grammar: Creole and sign language acquisition

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2
Q

define morphemes

A

the smallest language units that have meaning– suffixes and prefixes

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3
Q

define phonemes

A

the basic sounds of speech, building blocks of language

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4
Q

How does the ability to differentiate between phenomes change in the first year of life

A

When babies are born, they can differentiate between phenomes of all human languages, but after 6 months of age this ability becomes limited to the phenomes used in their native language(s)

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5
Q

Describe sensitive period of language acquisition and case study to explain

A

There’s limited time for language acquisition. Exposure of a language before age seven leads to highest language acquisition of fluent vocab and syntax

Evidence: cases of language acquisition deprivation due to abuse and second language
Genie: aged 13, acquired vocab but no syntax
Chelsea: aged 32, far gone, and never developed normal syntax
Isabelle: aged 6, within a year, acquired fluency of syntax and vocab

Second language: fluency correlates with age of first exposure, declines after ages 3-7

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6
Q

syntax

A

organization into sentences

  • different languages have diff syntax
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7
Q

semantics

A

meaning of sentences

  • diff syntax= diff meaning
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8
Q

What two factors are neccesary to support normal language learning

A
  1. Children must have someone to communicate with
  2. Children must be exposed to language during critical time periods in development
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9
Q

Define Creole

A

Example of Universal grammar: Cultures in which multiple languages intermix without consistent syntax; informal pidgin without syntax

Children of pidgin speakers regularize language into creole

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10
Q

Creole or Pidgin: Sranan Tongo is a mix of English, Dutch, and other languages, with its own consistent grammatical rules.

A

Creole

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11
Q

Creole or Pidgin: Mandarin is the official language of both the People’s Republic of China and the Republic of China (Taiwan).

A

Neither

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12
Q

Creole or Pidgin: In Monty Python and the Holy Grail, a French castle guard says, “Fetchez la vache,” meaning “Fetch the cow.”

A

pidgin

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13
Q

Discourse

A

paragraphs, conversations, etc…

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14
Q

Describe Assimilation vs Accomodation

A

Assimilation: incorporating new experiences into an existing schema because it is congruent with the existing model of how the world works, (tweaking it )
Accommodation: Creating a new schema or drastically altering existing schema to deal with new information that contradicts the previous schema, (wiping it )

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15
Q

Describe Sensorimotor

A

Stage.1: Age 0-2
- infant’s thoughts and actions identical
- no symbolic
- Development of object concept and object permanence around 8 months (he ended up being wrong according to looking time paradigm)

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16
Q

Describe Preoperational stage

A

Stage 2: 2-7 years
- emergence of symbolic (language) thought through representation of objects through images
- end of egocentrism: inability to take perspective of another, and beginning of theory of mind @4yrs: beliefs ab. other’s beliefs

  • lack of conservation understanding (🍶)
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17
Q

Describe Concrete operational

A

Stage 3: 7-11
- Conservation emerges (objects stay the same when superficial aspects change)
- increase symbolic thought
- can perform mental operations (if 2+2=4 then 4-2=2)

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18
Q

Describe Formal Operational

A

Stage 4: 12+
-abstract thinking and logics; scientific reasoning

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19
Q

Describe object concept and object permanence

A

Objects concept: children understand that two objects cannot occupy the same place at the same time/
Object permanence: objects exist even if they briefly disappear
- Within the in sensorimotor stage
- Piaget thought permenance was 8 months, but it is actually as early as 3-4 months according to looking time paradigms, which pushed object concept

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20
Q

Define egocentrism and theory of mind

A

Inability to take perspective of another
Theory of mind= beliefs about others beliefs

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21
Q

Describe conservation experiment in Piaget theory of development

A

-In the preoperationa stage, Children don’t grasp conservation— understanding that objects stay the same when superficial aspects change— because they are unable to use mental operations. It gets better during concrete operational stage

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22
Q

Describe the criticisms of piaget?
What questions arise out of criticisms of Piaget theory? What is the answer?

A

-overmphasis on logic; development is cont.
-Children may develop abilities earlier
- How do we test preverbal and pre motor children: preferential looking and habituation ; Looking time paradigms

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23
Q

Describe preferential looking

A

Looking time paradigm in preverbal AND premotor infants: Infants stare longer @ interesting things, thus longerstares= signifies ability to differentiate options

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24
Q

Descrbe habituation

A

Looking time paradigm in preverbal AND premotor infants: familiar things are less interesting, even to bebes

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25
Q

Describe the strange situation test

A

observe attachment security in children within the context of caregiver relationships.

Revealed 3 varying attachment styles: secure, insecure (avoidant), insecure (ambivalent)

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26
Q

Describe Explicit Attitudes

A

Attitudes you know about and can express; “I like bowling”

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27
Q

Describe Implicit Attitudes

A

Attitudes that influence feelings and behaviors unconsciously or unintentionally ; ex: buying a product that was endorsed by a celebrity although having no previous recollection of seeing the endorsement

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28
Q

looking time paradigm proves what about Piaget’s theory of object permanence within the sensorimotor stage

A

object perm/concept emerges earlier, 3-4 months and not 8.
Case Study: carrot example.

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29
Q

Define Stereotypes

A

easy, automatic mental shortcuts that allow for fast processing of social information– usually about other people absed on their group membership

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30
Q

Mary example: “Mary came late to the meeting because she is lazy and disorganized”

A

Fundamental attribution error

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31
Q

I Example : “I came late to the meeting because my alarm didnt go off, I got stuck in traffic, and I could’nt find a parking”, But Mary is just lazy and disorganized”

A

actor/ observer discrepancy

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32
Q

What conditions must be met for humans to distinct in groups and favor ingroups over outgroups?

A

Easily established due to minimal group paradigm: When people are placed into a group, even at random, they automatically perceive their group as a larger priority

-Ms. Jane Elliot’s class segregation on Brown eyes vs blue eyes
- Stanford prison experiment

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33
Q

Describe the casues of comformity

A
  • desire social approval (Asch conformity experiment) (also normative influence)
  • social roles (stanford prison experiment)
  • cognitive dissonance: The unpleasant feeling of being aware of holding two conflicting beliefs or a belief that conflicts with a behavior.
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34
Q

Define normative influence

A

occurs when people go along with the crowd to fit in and to avoid looking foolish. Can be a good group or bad group

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35
Q

Define informational influence

A

occurs when there is uncertainty or ambiguity about what is correct or the notm, so people look for cues about how to respond

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36
Q

Suppose you are traveling in a foreign country where you do not know the customs. You notice that everyone removes their shoes when they enter a
restaurant, so you start doing the same. This is an example of

A

Informational influence

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37
Q

Define social norms

A

expected standards of conduct

38
Q

Describe what happened in the asch experiment and why it matters

A

In this experiment, a participant was put in a room with other confederates and were asked to identify a line out of group that is congruent a target line. In the experiment, the participant were more likely to side with the confederates on their comparison of a line even if it was wrong, and less likely if they were alone or had to write it down.

The experiment proved how we desire social approval, and denotes normative influence. Also, showed that a group doesn’t have to be large to influence behavior, unanimity matters more.

39
Q

Define attribution

A

How we explain other people’s behavior, motives, and personalities

40
Q

Describe personal attribution

A

interpreting of internal characteristics or traits. Ex: “This is how you are”

41
Q

Describe situational attribution

A

infer behavior is caused by external events, situations

42
Q

What proves that the inferences we make about certian people’s attributes are asymmetrical?

A

Attribution biases; fundamental attribution error and actor/observer discrepancy

43
Q

Define fundamental attribution error

A

when other’s behavior is overly attributed to internal traits rather than external factors/ situations

44
Q

Define actor/observer discrepancy

A

personal attributions for others but situational attribution for ourselves

45
Q

How are attributions apart of a larger concept about how we respond to our environment?

A

How we explain other people’s attributes is in connection about the Attitudes we have that predisposes us to respond in a particular way to objects, people, and events

46
Q

Define attitudes

A

feelings, opinions that predispose us to respond in a particular way to objects, people, events.

47
Q

Examples of explicit attitudes

A

conscious and identifiable goals and beliefs i.e racism, sexism, all men are inherently good.

48
Q

What is an underscored similarity and difference between explicit and implicit attitudes that is connected to their malleability?

A

Sim: both influenced and changed by our personal experience, media, and society

Diff: explicit attitudes are consciously changeable while implicit attitudes are not consciously changeable.

49
Q

Define the three group influences on behavior

A

Obedience: following authority
Compliance: agreeing to requests
Conformity: fit group norms (2 normative influences)

50
Q

How can we try to alter implicit biases?

A

Can be reduced by exposure to counter-stereotypes; Example: pro black case (MLK) placed in contrast with a negative white case (Charles Manson), bias is most reduced in this case

51
Q

Describe how implicit biases are activated by thinking about group membership

A

We are sensitive to in vs out group biases; for example: Celery dude example, implicit race stereotypes activated by asking about his age group, not by individual preferences

52
Q

Describe out-group homogeneity

A

We are more likely to see diversity within our in-group than an out-group; Example: “Those people all are the same”

53
Q

describe minimal group paradigm

A

In Group and Out Group distinctions are easily established, even when people are aware they have been placed into a group preferentially, they will still perceive their group as a larger priority and display in-group favoritism.

54
Q

Describe in-group favoritism

A

Sharing with in-group over out-group, more likely to help/take a shock for an in group member. Will withold materials from out group

55
Q

How can you overcome in group bias***

A

cooperation: Sherif’s study of cooperation and competition using boys from two different summer camps. During phase 2 of the experiment, it showed that when the boys worked towards a common goal, it reduced hostility between groups

56
Q

Social Rejection is p…

A

painful

57
Q

Describe concepts explain how groups can show anti-normative behavior

A

Deindividuation- state of reduced autonomy, self-awareness, and self-restraint occurring when in a group because of factors such as anonymity and diffusion of responsibility
Bystander intervention effect: people are less likely to help someone in need if more people are around because diffusion of responsibility, and weighing faux paus as a greater harm than the benefit of helping

58
Q

Describe the two theories of what drives attachment, what experiment proves this?

A
  1. “Cupboard” theory: attachment to mother driven by biological needs
  2. Attachment theory: Attachment to mother driven by love, comfort, security
    Cloth vs wire mother (We like the cloth mother better)
59
Q

Name the three attachment styles

A

secure, insecure (avoidant), insecure (ambivalent)

60
Q

Describe the percentage of children affected, characteristics of a child’s exploration, response to stranger, and reaction to caregiver’s departure/return in secure attachment.

A

percentage: 65%
Exploration: confident
Friendly to stranger
Distressed when depart from caregiver, comforted by their return
Significance: shows that CG is caring and responsible to child’s needs

61
Q

Describe the percentage of children affected, characteristics of a child’s response to stranger and reaction to caregivers departure/return in insecure avoidant attachment

A

Percentage: 20%
Prefers to play with stranger
Not upset when caregiver leaves, avoids contact upon caregiver return
Significance: shows that CG is not responsive to child’s needs on the day to day

62
Q

Describe the percentage of children affected, characteristics of a child’s response to stranger, and reaction to caregivers departure/return in insecure ambivalent attachment

A

Percentage: 15%
Wary of stranger
Extremely distressed when caregiver departs, shows a want and resistance to CG comfort on their return
Significance: reflects inconsistent availability of CG

63
Q

Are there cultural variations in attachment?

A

Yes; agricultural communes show small number of secure attachment between children and their parents

64
Q

Describe Psychopathology

A

Sickness or disorder of the mind, one needs rigorous criteria for an “abnormal” psychological illness that can be applied systematically.

65
Q

Define Schizophrenia

A

serious yet rare (1% worldwide) psychological illness characterized by disordered thought process, disintegration of thought, and inappropriate emotions or actions.

66
Q

Describe the positive and negative symptoms of schizophrenia.

A

+ Delusions– false or grandeur beliefs
+ Hallucination-
+Thought disorder
- Flat affect: lack emotion, monotone speaking
- loss of motivation
- social isolation

67
Q

Describe the causes of schizophrenia

A

Strong genetic disposition. Combination of genetic disposition and dysfunctional family environment equates to the highest risk of the disorder.

Stress triggers onset

68
Q

Define Anxiety disorders

A

relatively common disorder that, under its umbrella, encompasses generalized anxiety disorder, social anxiety disorder, and phobias.

69
Q

Define phobias

A

Maladaptive, Persistent, and irrational fear beyond reality of threat.

70
Q

Describe the causes of Phobia

A

Strong environmental component, weaker genetic disposition; classical conditioning– Lil’ Albert

71
Q

Define Obsessive Compulsive Disorder (OCD)

A

Psychological disorder characterized by obsessions and compulsions

72
Q

Define Obsession

A

recurrent, intrusive, and unwanted thoughts; ex: contamination, harming others

73
Q

Define Compulsion

A

Acts that the patient feels driven to perform again and again; ex: cleaning, counting, checking

74
Q

Describe the causes of OCD

A

Genetic predisposition, OCD is heritable.
Obsession is genetic, Compulsion can be learned from classical conditioning; temp relief from performing compulsion.

75
Q

Just in case: Where is OCD found to occur in the brain

A

Basal ganglia and Statum

76
Q

Describe what occurred in the Stanford prison experiment and why it matters

A

Although participants were randomly assigned as prisoners and guards, they assumed role appropriate attitudes. The experiment shows that through the power of social roles, we conform to expected behavior for a given role. This experiment can connect to the sociocognitive theory of hypnosis.

77
Q

Describe what occured in the Milgram experiement and why it matters

A

In the experiment, participants select a shock for a someone who they believe is a learner (though they are actually a confederate), under the eyes of the experimenter. 65% percent of the participants fully complied in the experiment by administering the most dangerous shock. The experiment shows how regular people become complicit in evil through group influences– obedience

78
Q

State the two approaches to treating mental illness and the practices beneath them

A

We treat according to the pathology model– treat symptoms due to underlying cause
Psychological (psychotherapy (talk therapy)– psychodynamic, Humanistic, CBT)

Biological (lobotomy, ECT, meds)

79
Q

What is humanistic therapy more geared towards addressing

A

Therapist practices reflective listening to boost client’s self-fulfillment. Ex: Client-centered therapy

identity, sleep disorders, mood?

80
Q

Describe Cognitive Behavioral Therapy (CBT)

A

Distorted thoughts lead to maladaptive behavior, and that behavior can be learned and unlearned

Theory combining cognitive and behavioral techniques, and has the most empirical support out of all therapies, thus it is more effective at treating disorders such as anxiety, OCD, depression, and eating disorders

Has the technique, exposure, under it.

81
Q

Describe the technique, exposure therapy.

A

Technique under CBT, involves repeated exposure to an anxiety stimulus in a neutral setting, so their fear is unlearned/extinguished. (Classical conditioning: US: fear CS: thing that causes fear)

82
Q

What is significant about lobotomy

A

Although it was discredited, it raised the question of what counts as a cure? It had results but at a larger cost of putting patients in a vegetative state

83
Q

Who benefits from electroconvulsive therapy

A

AKA ECT, for severely depressed patients where CBT and meds do not work.

84
Q

How would you treat someone with schizophrenia?

A

Because there is a strong biological component, a patient needs antipsychotic medical intervention to alleviate their abnormal symptoms. antipsychotic meds affect dopamine and serotonin signaling.

Continued relief relies on continued use of meds, meaning patients need social support such as family support to remind them they have to keep taking their meds even if they feel cured..

85
Q

How would you treat someone with anxiety disorder?

A

Since behaviors acquired via conditioning CBT approaches such as exposure therapy can be used to extinguish maladaptive anxiety responses

86
Q

What’s the best way to treat someone with OCD

A

Empirical evidence shows that exposure therapy is more effective than medication. You expose the patients to conditions which create their obsession, and prevent them from executing compulsion.

87
Q

Describe Altruism

A

Kin selection: animals pass off genes that help their kin survive

Reciprocal Altruism: tit for tat, doing something for an expected return

88
Q

5 components of language

A

syntax, morphemes, phonemes, semantics, and discourse

89
Q

Describe Sherif’s Autokinetic effect

A

Explains conformity based on informational influence through testing participants responses to an autokinetic illusion. The experiment showed that participants relied on information provided by others to make their own estimate, because their original estimate changed when hearing second opinions.

90
Q

Describe GroupThink

A

When there’s high importance or challenging tasks, conformity is induced and groupthink is activated: desire for group harmony that overrides realistic appraisal.

91
Q
A

Intro to Psych (4 decks)

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