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Psychology 1010 > Module 8&9&10 > Flashcards

Module 8&9&10 Flashcards

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1
Q

What is stress?

A

A response is elicited when a situation overwhelms a person’s ability to meet the demands of the situation.

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2
Q

Stimulus stress

A

A response elicited when a situation overwhelms a person’s perceived ability to meet the demands of the situation.

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3
Q

Response stress

A

Focuses on the physiological changes that occur. What is going on in the body during the stress.

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4
Q

Relational stress

A

How stressful a situation is for you depends on what the situation means to you. Stress will vary based on your relationship to the situation.

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5
Q

Yerkes-Dodson Law

A

Suggests that performance increases with mental stress but only up until a point.

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6
Q

How do our appraisals of events affect our stress and affect?

A

When events are appraised as threatening, negative emotions occur.

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7
Q

What is the stress hormone called?

A

Cortisol

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8
Q

General adaptation syndrome (GAS)

A

A nonspecific set of changes in the body that occur during extreme stress. Alarm, resistance, exhaustion.

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9
Q

Alarm stage

A

All the body’s resources respond to a perceived threat.

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10
Q

Resistance stage

A

An extended effort to deal with the threat.

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11
Q

Exhaustion stage

A

All resources have been depleted and illness is more likely.

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12
Q

What does the physiological reactivity model of stress and illness suggest?

A

Involves bodily changes in response to stressful stimuli or events.

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13
Q

What is the relationship between the Central Nervous System (CNS) and the immune system?

A

allow the immune system to engage the rest of the body in the fight against infection from pathogenic microorganisms and permit the nervous system to regulate immune functioning.

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14
Q

Natural immunity

A

The form of immunity that is the first to respond to antigens. Two form are phagocytosis and inflammation.

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15
Q

Acquired immunity

A

Immunity provided by antibodies produced by the body in response to specific antigens.

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16
Q

_______ stress matters more than actual stressors.

A

Perceived

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17
Q

What are some health relevant behaviors?

A

eating well, exercising, mindfulness.

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18
Q

Problem focused coping

A

Aims to change the situation that is creating stress.

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19
Q

Emotion focused coping

A

Aims to regulate the experience of distress.

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20
Q

Social support

A

having friends and other people, including family, to turn to in times of need or crisis to give you a broader focus and positive self-image.

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21
Q

Resilience

A

Is a personality trait that involves being more flexible and better able to bounce back. Resilient people experience quicker recovery from stress-induced cardiovascular arousal.

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22
Q

Social Facilitation

A

Phenomenon in which the presence of others improves one’s performance.

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23
Q

Example of Social facilitation

A

A musician who becomes energized by having an audience and does a better performance.

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24
Q

Social Loafing

A

A phenomenon in which the presence of others causes one to relax one’s standards and slack off.

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25
Q

Example of social loafing

A

Mass emails, singing in a choir, group project.

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26
Q

Social norms

A

Rules about acceptable behavior imposed by the cultural context in which one lives.

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27
Q

Examples of social norms

A

Personal space, picking one’s nose in public

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28
Q

Conformity

A

The tendency of people to adjust their behavior to what others are doing or to adhere to the norms of their culture.

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29
Q

Informational influence

A

Conformity because one views others as a source of knowledge about what one is supposed to do.

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30
Q

Example of informational influence

A

Choosing a restaurant based on online ratings or reccomendations.

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31
Q

Normative social influence

A

Conformity to be accepted by others.

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32
Q

Example of normative social influence

A

Wearing aggie apparel to sporting events.

33
Q

Groupthink

A

Occurs when the thinking of the group takes over. Can lead to detrimental, even disastrous outcomes.

34
Q

Example of groupthink

A

Social media

35
Q

Obedience

A

Type of conformity in which a person yields to the authority of another person.

36
Q

Example of obedience

A

If the teacher asks whether the children would rather have extra recess, no homework, or candy, once a few children vote the rest will comply and go with the majority.

37
Q

Attribution

A

Inferences made about the causes of other people’s behavior.

38
Q

Self-Serving bias

A

make situational attributions for our failures but dispositional attributions for our success.

39
Q

Example of self-serving bias

A

If you do well it is because of your awesome abilities. If you do poorly, it is because it was a difficult test.

40
Q

Fundamental attribution error

A

Explain others behavior in terms of dispositional attributions for our successes.

41
Q

Example of fundamental attribution error

A

Someone cuts you off. Do you think they’re a jerk or do you think they were in a hurry?

42
Q

bystander effect

A

The greater the numbers of bystanders who witness an emergency, the less likely any one of them is to help.

43
Q

Empathy

A

The ability to share the feelings of others and understand their situations.

44
Q

Compassion

A

Feeling kindness toward another who is suffering and feeling motivated to help

45
Q

Cognitive dissonance

A

Feeling discomfort caused by information that is different from a person’s conception of himself as a reasonable and sensible person.

46
Q

How to handle cognitive dissonance discomfort:

A

Change behavior, change cognitions to justify behavior.

47
Q

Dehumanization

A

A tendency to portray a group of people as unworthy of human rights and traits- intended to make them feel unworthy.

48
Q

Solomon Asch (1951)

A

76% of the participants went along with the group at least once when the group answer was clearly wrong. Participants made fewer errors when they were alone.

49
Q

Milgram obedience study

A

Showed how powerful situations can make reasonable people do things that seem cruel and unusual. The experimenter told the participant to administer shocks even if the shocks to the other participant were fatal.

50
Q

Stanford Prison Experiment

A

Phillip Zimbardo (and colleagues)
Investigated the impact of social and situational variables on behavior.
Split into two groups: guards and prisoners.
Results: guards were aggressive and abusive towards prisoners. The study was ended early.

51
Q

What is developmental psychology?

A

Examines any and all influences of changes over the life span including genetic, epigenetic, neurological, cognitive, social, emotional, and personality.

52
Q

Three stages of prenatal development

A

Germinal stage, Embryonic stage, Fetal stage

53
Q

Germinal stage

A

Conception to 2 weeks, 30-50% of pregnancies end during this stage without any recognition that the pregnancy occured

54
Q

Embryonic stage

A

2 to 8 weeks. Formation of major organs occurs.

55
Q

Fetal stage

A

8 weeks through birth. Formation of bone cells. Heartbeat is detectable between 8 and 12 weeks.

56
Q

What is a teratogen

A

Substances that interfere with development and can cause birth defects.

57
Q

Example of a teratogen

A

Drugs, alcohol, nicotine

58
Q

What is motor development

A

Referencing changes in physical movement and body control.

59
Q

What is sensory development

A

Five major senses that develop at different rates.

60
Q

Milestone at 4-12 weeks

A

Gross motor skill: Holds their head up while lying on their front

61
Q

Milestone at 3-5 months

A

Fine motor: Reaches and holds objects
Gross motor: lift head and chest

62
Q

Milestone at 6-8 months

A

Fine motor: Can pass an object from one hand to another
Gross motor: Can sit with support, can sit unaided.

63
Q

Milestone at 9-12 months

A

Fine motor: starts to drop objects and pick them up.
Gross motor: Starts to crawl, can pull themselves up. Starts to stand (12 mo)

64
Q

Milestone at 13-18 months

A

Fine motor: starts to feed themselves
Gross motor: walks unaided

65
Q

Milestone at 18-24

A

Fine motor skill: Learns to kick a ball, points to objects they know.
Gross motor: Walks steadily, walks up and down steps.

66
Q

Piaget’s stages of cognitive development

A

Sensorimotor, Preoperational, Concrete operational, Formal operational

67
Q

Sensorimotor stage (0-2)

A

Infants learn about the world by using their senses and by moving their bodies. Object permanence.

68
Q

Preoperational stage (2-5):

A

Begins with the emergence of symbolic thought, and animistic thinking. Conservation is not possible.

69
Q

Concrete operational stage (6-11)

A

Limitations of the preoperational stage are overcome. Children can perform mental operations such as reversing on real objects or events.

70
Q

Formal operational stage (12+)

A

Reasoning about abstract concepts and problems becomes possible.

71
Q

Zone of proximal development

A

Too easy zone: what the student can do without help
Zone of proximal development: what the student can do with help
Too hard zone: beyond the student’s abilities.

72
Q

Who founded the zone of proximal development?

A

Lev Vygotsky.

73
Q

Theory of mind

A

Knowledge and ideas about how other people’s minds work and what they are thinking, wanting, and feeling.

74
Q

what are attachment styles?

A

Human infants are born with a repertoire of behaviors ‘designed’ by evolution to assure proximity to supportive others who are likely to provide protection from physical and psychological threats, promote safe and healthy exploration of the environment, and help the infant learn to regulate emotions effectively.

75
Q

Secure attachement:

A

Happy connection and evident warmth

76
Q

Avoidant attachement

A

Absence of obvious distress during separation.

77
Q

Resistant attachment

A

Difficulty being comforted and may actively resist contact with a parent.

78
Q

Disorganized/ Disoriented attachment:

A

Inconsistent behaviors and demonstrates possible fear of the parent.

Psychology 1010 (7 decks)

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