Module 4: Cognitive Theories Flashcards by Nathania Ellice

Fear

+ fight or flight response
+ evolutionary adaptation
+ white with fear, trembling, faster breathing, increase in glucose, pupil dilate, hearing become more acute, digestive system stops, pressure to urinate, defecate, vomit to reduce waste materials

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Introjection

direct all their feelings for the loved one, including sadness and anger, toward themselves

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Symbolic or Imagined Loss

+ person equates other kinds of events with the loss of a loved one
+ does not necessarily involve death of a person

e.g., an athlete got injured and can no longer do
the sport they have been doing for a long time

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Introjected Loss

involves the actual death of a person

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Attributional Style

ways in which people explain the cause of events within their lives

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Types of Attributional Styles

Internal-External
Stable-Unstable
Global-Specific

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Internal-External

+ who or what is responsible for the event
+ whether something unique about the person (internal) or something about the situation caused the event (external)

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Stable-Unstable

Attributional Styles

+ perceived permanence of the cause
+ an event can be viewed as constant and likely to happen again (stable) or it only happens once (unstable)

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Global-Specific

Attributional Styles

universal throughout your life (global) or specific to a part of your life (specific)

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Cognitive Theory of Depression

+ persons susceptible to depression develop inaccurate/unhelpful core beliefs about themselves, others, and the world as a result of their learning histories
+ depressed people consistently think in illogical ways and keep arriving at self-defeating conclusions
+ tends to overgeneralize (draw broad negative conclusions on the basis of single insignificant event) [cognitive bias]

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Depressive Cognitive Triad

+ depressed people make cognitive errors in thinking negatively about themselves, immediate world, and their future
+ series of negative events in childhood, individuals may develop deep-seated negative schema, an enduring negative cognitive-belief system about some aspect of life

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Beck Hopelessness Scale

The Beck Hopelessness Scale (BHS) is a 20-item self-report inventory developed by Dr. Aaron T. Beck that was designed to measure three major aspects of hopelessness: feelings about the future, loss of motivation, and expectations. It is a true-false test is designed for adults, age 17–80.

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Negative Schema

an enduring negative cognitive system about some aspects in life

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Self-Blame Schema

people feel personally responsible for every bad happenings

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Negative Self-Evaluation Schema

“can never do anything correctly”

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False Consensus Effect (False Consensus Bias)

people tend to overestimate the extent to which their opinions, beliefs, preferences, values, and habits are normal and typical of the others (“Everyone shares the same opinion as me.”)

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What are the different negative cognitive styles?

Dichotomous Thinking/Absolutist/Black and White Thinking
Overgeneralization
Personalization
Selective Abstraction
Arbitrary Inference
Labeling and Mislabeling
Minimization
Magnification

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Dichotomous Thinking/Absolutist/Black and White Thinking

Negative Cognitive Styles

+ seeing only of the extremes of things, never the middle
+ “either I ace this test or fail”

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Overgeneralization

Negative Cognitive Styles

+ making generalizations about a negative aspect
+ “I failed in physics class, I don’t think I’ll be able to graduate college”

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Personalization

Negative Cognitive Styles

+ tendency for individuals to relate external events to themselves, even when there is no basis for making this connection
+ egocentric thinking, everything is about him
+ “It’s my fault as to why the kid cried.”

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Selective Abstraction

Negative Cognitive Styles

+ focuses on the negative
+ detail is taken out of context and believed whilst everything else in the context is ignored
+ almost good feedback except for one/focused on that single feedback

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Arbitrary Interference

Negative Cognitive Styles

+ evident when depressed individuals emphasize the negative rather than the positive aspects of a situation
+ only accepts negative thoughts
+ no logical reasoning
+ interpreting a situation when there is no factual evidence
+ passed, “chamba”, negative, “Is it my fault?”

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Labeling and Mislabeling

Negative Cognitive Styles

+ portraying one’s identity on the basis of imperfections and mistakes made in the past and allowing them to define one’s true identity
+ e.g., bullied for being dark skinned, “I am ugly”

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Minimization

Negative Cognitive Styles

+ downplaying the significance of an event or emotion
+ common strategy in dealing with feelings of guilt
+ e.g. “Parang nakakarami ka na ah.”
“Hala, nakakasampung bote pa lang.”

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Magnification | Negative Cognitive Styles

+ effects of one's behaviors are magnified + there is some stain on one's clothes, "They might think I don't do my laundry."

General Adaptation to Stress Theory

understanding the relationship between stressful events and the body's response to stress

Important terms under general adaptation to stress theory

+ Alarm + Resistance + Exhaustion

Alarm

fight-or-flight response

Resistance

coping mechanisms

Exhaustion

body defense resources are depleted

Stress-Appraisal/Cognitive Appraisal Theory

stress is a two-way process, it involves a production of stressors and the response of an individual subjected to these stressors

Primary Appraisal

+ an individual tends to ask questions like, "What does this stressors and/or situation mean?", and "How can it influence me?" + understanding the stress

Secondary Appraisal

+ involves those feelings related to dealing with the stressor or the stress it produces + deals with the stressor + starts to assess internal and external resources available to solve the problem + Positive: "I can do it if I do my best." + Negative: "I cannot do it."

Types of Memory Disorders

1. Anosognosia 2. Confabulation 3. Disorientation 4. De Javu 5. Jamais Vu 6. Hypermnesia 7. Paramnesia 8. Amnesia

Anosognosia

no memories of his own illness

Confabulation

filling in memory gaps with imaginary experiences

Disorientation

cannot identify or recognize time, places, and persons

De Javu

unfamiliar perceived as familiar

Jamais Vu

familiar perceived as unfamiliar

Hypermnesia

increased memory

Paramnesia

false or perverted memory

Amnesia

loss of memory

Types of Amnesia

1. Biogenic 2. Psychogenic or Dissociative or Functional

Biogenic

caused by brain damage or disease

Psychogenic or Dissociative or Functional

caused by psychological trauma, repressed memories

Types of Biogenic Amnesia

1. Retrograde 2. Anterograde

Retrograde Amnesia

inability to retrieve information that was acquired before (remote memory loss)

Anterograde

inability to transfer new information from the short-term store to long-term store (recent memory loss)

Types of Psychogenic or Dissociative or Functional Amnesia

1. Generalized 2. Localized 3. Selective 4. Situation-Specific 5. Global

Generalized Amnesia

origin is rare psychological disorder and spontaneous recovery from amnesia in a comparatively short period of time

Localized

no memory of specific events

Selective Amnesia

can only recall only small parts of events

Situation-Specific Amnesia

result of a severely stressful event, as part of PTSD

Global Amnesia

cannot recall both past and present; total memory loss

Memory

the process by which we encode, store, and retrieve information

Types of Memory

1. Declarative 2. Procedural 3. Semantic 4. Episodic

Declarative Memory

factual information

Procedural Memory

skills and habits

Semantic Memory

general knowledge and facts, logic

Episodic Memory

events that occur in a particular time, place, or context

Three-System Approach to Memory

information must travel if it is remembered

Sensory

initial storage of information as perceived by the senses

Short-Term Memory

holds info for 15 to 20 seconds

Long-Term Memory

stores on a relatively permanent basis, although at all times, it can be difficult to retrieve

Chunks

meaningful grouping of stimuli that can be stored as a unit in STM

Rehearsal

repetition of information that has entered the short-term memory

Repetitive

as long as it is repeated, it states the short-term memory

Elaborative | Rehearsal

transfers info to long-term memory

Tip-of-the-Tongue Phenomenon

inability to recall information that one realizes one knows

Retrieval Cue

allow us to recall more easily

Recall

memory task in which specific information is retrieved

Recognition

individual is presented with a stimulus and asked whether they have been exposed to it in the past or to identify it from the list of alternatives

Levels-Of-Processing Theory

degree to which new material is mentally analyzed

Implicit Memory

can be recalled automatically without thinking

Explicit Memory

requires conscious retrieval of information

Constructive Processes

memories are influenced by the meaning we give to them

Autobiographical

episodes from our own lives

Flashbulb Memories

specific or surprising events that are so vivid in memory it as if they represented a snapshot of the event

Forgetting

+ permits us to form general impressions and recollections + helps us avoid being burdened and distracted by trivial stores of meaningless data

Failure of Encoding

failure to pay attention and place information in memory

Decay

loss of information due to non-use

Cue-Depending Forgetting

insufficient retrieval cues

Proactive Interference

learned earlier disrupts the recall of newer material; you forget the new info

Retroactive Interference

difficulty in recalling info learned earlier because of later exposure to different material; you forget the old info

Learned Helplessness

+ Martin Seligman (and colleagues) + if they learn that nothing they do helps them avoid the shocks, they eventually become helpless, give up, and manifest an animal equivalent of depression + anxiety is the first response to a stressful situation

Aaron T. Beck

suggested that depression may result from a tendency to interpret everyday events in a negative way

Lewinshon's Behavioral Theory

depression is caused by a combination of stressors in a person's environment and a lack of personal skills