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1st Year - 2nd Semester > PSY 1A Quiz 1 > Flashcards

PSY 1A Quiz 1 Flashcards

module 1-3

1
Q

“I think therefore I am” — Rene Descartes

A

self == rational thinking person && being self conscious

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2
Q
  • mental process of being conscious
  • involves our thoughts, your wish, your aspirations
  • anything that passes though your mind
A

thinking

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3
Q

Daniel Kahneman’s Two Thinking System

A
  • an Israleli American pyschologist
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4
Q

his fields of expertise are cognitive psychology, judgement and decision-making, behavioral economics and hedonic psychology.

A

Daniel Kahneman’s

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5
Q

System One (preparedness to perceived)

A

1 - fast
2 - will not take a lot of time in trying to figure out what to do
3 - due to practice
4 - automatic
5 - requires minimum attention

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6
Q

System Two (When we make difficult choice)

A

1 - slow
2- reflective
3 - Analytical
4 - Requires more attention
5 - intense focusing

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7
Q

T/F:
The brain is not divided into two

A

True

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8
Q

T/F:
System one and system two don’t work in tandem, as separate entities.

A

False
they work in tandem

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9
Q

T/F:
Both systems can be biased and can make mistakes – neither one is categorically ‘good’ or ‘bad’

A

True

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10
Q

tendencies to perceive events in a negative manner

A

cognitive bias

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11
Q

COGNITIVE BIAS TYPES

A
  • selective abstraction
  • dichotomous thinking
  • over generalization
  • magnification
  • minimization
  • arbitrary inference
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12
Q

here the person focuses only on certain details and ignores the other details

A

selective abstraction

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13
Q

here the thinking is either or type. That is, the things are completely good or completely bad

A

dichotomous thinking

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14
Q

this refers to arriving at a conclusion on the basis of very little information

A

over generalization

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15
Q

this refers to the overstimation of a single event than the actual

A

magnification

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16
Q

minimizing vale of some event that what it actually is

A

minimization

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17
Q

drawing conclusions that have no evidence

A

arbitrary inference

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18
Q

a conscious mental rection (such as anger or fear) subjectively experienced as strong feeling

A

emotion

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19
Q

the way in which a person uses emotional experiences to provide for adaptive functioning (Thompson, 1994)

A

emotion regulation

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20
Q

SKILLS NECESSARY FOR EFFECTIVE EMOTION REGULATION

A
  • awareness of one’s emotional state
  • the capacity to detect emotions in other people
  • the ability to empathize with other’s emotional state
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21
Q

INDICATORS FOR ADAPTIVE EMOTION REGULATION

A
  • a high self-esteem
  • social competence
  • school engagement
  • feelings of attachment to parents and friends
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22
Q

an organism’s activities in resonse to external or internal stimuli, including objectively observable activities, retrospectively observable activities (see covert behavior)

A

behavior

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23
Q

INTERCONNECTEDNESS AMONG THE COMPONENTS OF THE SELF

A

1- activating events — something happens
2 - beliefs — the situation is interpreted
3 - emotion — a feeling occurs as a result of the thought
4 - behavior — an action in response of the emotion

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24
Q

CBT

A

negative thoughts –> upset feelings –> unhelpful behavior

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25
Q

the ability to choose your response — Stephen Covey

A

Response-ability (Responsibility)

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26
Q
  • american and developmental psychologist
  • formulated the ecological systems theory
A

Urie Bronfrenbrenner

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27
Q
  • his theory focuses on the quality and context of child’s development
A

Urie Bronfrenbrenner

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28
Q

Bronfenbrenner’s Ecological Systems Theory

A
  • Chronosystem
  • Macrosystem
  • Exosystem
  • Mesosystem
  • Microsystem
  • child
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29
Q

immediate environment/ surroundings and connection

A

microsystem

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30
Q

microsystem for CHILDREN

A
  • teachers
  • parents
  • friends
  • classmates
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31
Q

microsystem for ADULTS

A
  • job
  • class
  • place where they live
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32
Q

HEALTHY ECOLOGY

A

PARENTS
- bonded with caregivers
- positive discipline
PEERS
- peer acceptance
- pro-social values
SCHOOL
- supportive teachers
- academic sources

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33
Q

HIGH-RISH ECOLOGY

A

FAMILY
- insecure bond
- inconsistent discipline
PEERS
- peer conflict
- antisocial values
SCHOOL
- conflict teachers
- academic failure

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34
Q

interconnections of your microsystem

A

mesosystem

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35
Q

indirect environment
(parent’s job – di ka part ng environment pero affected ka)

A

exosystem

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36
Q
  • social and cultural values (traditions, religion)
  • largest and most distant collection of people and places to the children
A

macrosystem

37
Q
  • changes overtime
  • environmental events and transitions over the life course
A

chronosystem

38
Q

T/F:
Every child needs at least one adult who is irrationally crazy about him or her

A

true

39
Q

infants begin to acquire the skills necessary to perform as a functioning member of their society
- within it, a person develops a sense of self

A

socialization

40
Q

the sum total of beliefs we each have about ourselves. How you think, evaluate or perceived yourself

A

self-concept

41
Q

TWO TYPES OF SELF-CONCEPT

A
  • the existential self
  • the categorical self
42
Q
  • the most basic part of the self-scheme or self-concept
  • sense of being separate and distinct form others
  • awareness of the constancy of the self
A

the existential self

43
Q
  • outside the group, you are an individual
  • exists as a separate experiencing being
A

the categorical self

44
Q

SOCIAL RELATIONSHIPS DEFINE OUR SELF

A

How we think of ourselves is linked to the person we are with at the moment

you –> (friends, colleagues, family, random acquaintances, mastermind)

45
Q
  • looking glass self
  • american sociologist
  • founding member of the American Sociologiscal Association in 1905
A

Charles Horton Cooley

46
Q

FOUR PRIMARY GROUPS OF THE LOOKING GLASS SELF

A
  1. parents
  2. siblings
  3. play groups
  4. elders
47
Q
  • American philosopher, sociologist and psychologist
    Mead’s central concept is the self
  • self-awareness
  • self-image
A

George Mead (1863-1931)

48
Q

3 STAGES OF DEVELOPMENT OF THE SELF

A

S1 - The Preparatory Stage
S2 - The Play Stage
S3 - The Game Stage

49
Q

S1: the preparatory stage (birth - about age 2)

A
  • children mimic those around them
  • they start to learn language
  • incapable of takin gin the perspective of others
50
Q

S2: The Play Stage ( from about age 2 to 6)

A
  • children play pretend as a specific other
  • they do not adhere to the rules in organized games
51
Q

S3: The Game Stage (from about age 7 onwards)

A
  • children begin to understand the game rules
  • they start to understand attitudes, beliefs, and behaviors of generalize others
  • they start to feel anxious
52
Q

2 PHASES OF SELF

A
  • Me – The social self
  • I – our response to the ‘me’
53
Q
  • the social self
  • myself and how others see me
  • receives the action
A

me

54
Q
  • our response to the “Me”
  • how you see yourself
  • does the action
A

I

55
Q

“I” && “Me”

A

self

56
Q

“I am not who you think I am; I am not who I think I am; I am who I think you think I am” —

A

Charles Horton Cooley

57
Q

Scientific study of the mind and behavior

A

psychology

58
Q

Who studies about instict? (under psychology topic)

A

Sigmund Freud

59
Q

How many children does Sigmund Freud had with his second wife?

A

8

60
Q

THE STRUCTURAL MODEL

A
  • Id (das es) — present at birth
  • Ego (das ich) — age 2
  • Superego (das uber-ich) — age 5

ego == id + superego
balance

61
Q

states that events in our childhood have a great influence on our adult lives, shaping our personality

A

psychodynamic

62
Q

These instinctive urges seek to preserve life. Satisfying needs

A

life (eros)

63
Q

human strives to return to an inorganic state

A

death (thanatos)

64
Q

seat of drives and instincts

A

id

65
Q

logical, reality-oriented part of the mind
- decision making

A

ego

66
Q

moral and ideal aspects of personality

A

superego

67
Q

STAGES OF PSYCHOSEXUAL DEVELOPMENT

A
  • Oral (0-18 m)
  • Anal (18-36 m)
  • Oedipal (5-6y)
  • Latency (6y-puberty)
  • Genital(puberty onward)
68
Q

The focus of pleasurable sensations or “during the first pregenital stage is the mouth

A

oral

69
Q

CHARACTER TYPES OF ORAL

A

Oral Receptive Character — too trusting, incompetent, dependent
Oral Aggressive Character — envy others success, manipulate

70
Q

Pleasurable sensations are focused on the anal cavity
- retention or expulsion of feces

A

anal

71
Q

CHARACTER TYPES OF ANAL

A

Anal-expulsive Personality — pleasure - naniniral
Anal-retentive Personality — cleanliness and orderliness

72
Q

ANAL TRIAD

A

Obstinacy — stubborn, indipendent
Parsimony —things should not be wasted
Orderliness — live a routine, perfectionistic

73
Q

The primary focus of the libido is on the genitals

A

phallic

74
Q

CHARACTER TYPES OF PHALLIC

A

Oedipal Complex — males
Electra Complex — penis envy — girls

75
Q

6y-puberty
- sexual feelings are inactive

A

latency

76
Q
  • sexual tension increases dramatically.
  • mate
A

genital

77
Q

ego develops it to help an individual cope up with anxiety

A

defense mechanism

78
Q

TYPES OF DEFENSE MECHANISM

A
  • Repression
  • Denial
  • Projection
  • Reaction formation
  • Regression
  • Rationalization
  • Identification
  • Displacement
  • Sublimation
79
Q
  • most basic dm
  • ego is threated
  • blocking a wish or desire from conscious expression
    eg. Being unaware of deep-seated hostilities toward one’s parents
A

repression

80
Q

refusing to accept an unpleasant reality
eg. refusing to believe one is dead

A

denial

81
Q
  • attributing an unconscious impulse, attitude, or behavior to another
  • person protects the ego
    eg. blaming another for your act or thinking that someone is out to get you
A

projection

82
Q

expressing an impulse by its opposite (pakipot)
eg. treating someone whom you intensely dislike in a friendly manner

A

reaction formation

83
Q

returning to an earlier form of expressing an impulse (crying, cutting hair)
eg. resuming bedwetting after one has long since stopped

A

regression

84
Q

dealing with an emotion intellectually to avoid emotional concern
-excuses
eg. arguing that “Everybody else does it, so I don’t have to feel guilty”

A

rationalization

85
Q

TWO TYPES OF RATIONALIZATION

A

Summer gaping — di nakuha gusto (pinapapanget)
Sweet lemon — yun lang kaya mong makuha (pinapaganda)

86
Q

modeling one’s behavior after the behavior of someone else
eg. imitating one’s mother or father

A

identification

87
Q

satisfying an impulse with a substitute object
eg. scapegoating

A

displacement

88
Q

rechanneling an impulse into a more socially desirable outlet
- anger->positive
eg. satisfying sexual curiosity by researching sexual behaviors

A

sublimation

1st Year - 2nd Semester (14 decks)

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