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PSYC1001 Flashcards

1
Q

Western lay person theories

A

Practical problem solving
• Verbal abilities
• Social competence
• Overall quite a holistic view of intelligence

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2
Q

What is deemed ‘intelligent’ changes with age

A
  • age of person asked

- age of person asked about

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3
Q

intelligence

A

“the ability to learn from experience, solve problems, and use knowledge to adapt to new situations”

“The capacity for goal-directed adaptive behaviour

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4
Q

characteristics of intelligence

A
  • abstract thinking or reasoning abilities
  • problem-solving abilities
  • capacity to acquire knowledge
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5
Q

Binet and Simon (1904)

A
  • developed age-graded intellectual tasks
  • mental age compared to chronological age
    not IQ
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6
Q

Henry Goddard (1910)

A
  • brought test to US
  • identify mentally retarded children
  • intelligence is fixed
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7
Q

Stanford-Binet Intelligence Scale

A
  • Lewis Terman
    IQ = Mental Age/Chronological Age x 100
  • 100 signifies normal intelligence
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8
Q

Stanford-Binet Intelligence Scale measures…

A
  • fluid reasoning
  • knowledge
  • quantitative reasoning
  • visual-spatial processing
  • working memory
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9
Q

calculating IQ today

A
  • total score is compared to scores of age mates

- IQ 100= average score at each age level

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10
Q

David Wechsler Intelligence

A

“The global capacity of a person to act purposefully, to think rationally, and to deal effectively with his/her environment”

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11
Q

Wechsler improved on tests in 3 ways

A
  • comprehensive: both verbal & nonverbal
  • less emphasis on culture knowledge
  • more specific: subtests for abilities scored separately
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12
Q

Wechsler Adult Intelligence Scale (WAIS-IV)

A
  • 15 subtests
  • progressively harder
  • overall IQ score and 4 index scores
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13
Q

Index scores (WAIS-IV)

A
  • Verbal Comprehension Index (VCI)
  • Perceptual Reasoning Index (PRI)
  • Working Memory Index (WMI)
  • Processing Speed Index (PSI)
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14
Q

Aptitude measures

A
  • Assess potential to learn or perform well in the future

* SAT, ACT, GRE verbal and quantitative tests

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15
Q

Achievement measures

A

Test specific learning or accomplishments
• GRE subject area tests
• Classroom tests

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16
Q

Culturally fair?

A

WAIS and WISC rely on the individual having detailed knowledge about mainstream culture in order to perform well, particularly in tasks like information, vocabulary, and other verbal tests
Don’t provide a fair test of abilities for people unfamiliar with the dominant culture
Culture fair tests use items that are applicable across all cultures
May not be language-based

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17
Q

Raven’s Progressive Matrices

A 
Provides a measure of ‘g’
• 60 multiple choice items measuring
abstract reasoning
Provides overall score only • No subtests
• Very different to WAIS IQ
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18
Q

Raven’s Progressive Matrices

Culturally fair?

A
  • No questions require specific factual information
  • No questions require knowledge of a specific culture
  • Still a western view of logical reasoning
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19
Q

what is a test?

A

• A systematic procedure •Observe behaviour in a standard
situation
•Describe behaviour with scores or categories
• Advantages of tests:
•Standardised for objectivity •Calculation of norms for comparison

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20
Q

Reliability

A

repeatable/stable

  • test re test
  • alternate form
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21
Q

validity

A

measure what its meant to

Content validity
Criterion validity
Construct validity

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22
Q

Evaluating value of IQ tests

A
  • Statistical Reliability
  • Not good before age 7
  • Consistent for teens and adults
  • Statistical Validity
  • Predicts success in school
  • Predicts success in life situations and jobs
  • Not a perfect measure of “smartness”
  • Only measures some abilities
  • Variability of individuals’ emotional responses
  • Individuals’ motivational differences •Cultural differences
  • Not a measure of ‘natural’ ability
  • Differing educational and social experiences
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23
Q

factors influencing measurement of cognitive abilities

A

Emotional arousal can influence scores on cognitive ability tests
Test anxiety
Physiological factors (hunger, fatigue, etc.) Motivation
Self-fulfilling prophecy

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24
Q

Nature vs nurture

A

 Influenced partly by genetics (heritability)  Not clear exactly which genes are involved
 Intelligence is developed ability
 Influenced partly by environment – education, culture & other life experiences
 Enriched early environment critical
 Can’t easily separate nature/nurture

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25
Q

adoption studies

A

 Many studies of IQ examine siblings who have been adopted by the same or different families
 Adoption surprise: Children whose biological parents were wealthy had higher IQs than children whose biological parents were poor, regardless of the socio- economic status (SES) of the adoptive family
12-15 point rise in IQ levels among children from poor SES backgrounds adopted by parents who provided academically enriched environments
 But children’s IQ still more correlated with genetic than adoptive parents

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26
Q

Duyme et al 1999

A

65 deprived children, defined as abused and/or neglected during infancy, were selected
 Adopted between 4 and 6 years of age, and they had an IQ <86 (mean = 77, SD = 6.3) before adoption
 Average IQs of adopted children in lower and higher socioeconomic status (SES) families were 85 (SD = 17) and 98 (SD = 14.6), respectively, at adolescence (mean age = 13.5 years)
 A significant gain in IQ dependent on the SES of the adoptive families (mean = 7.7 and mean = 19.5 IQ points in low and high SES, respectively),

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27
Q

SES & IQ

A

 Parents’ intelligence influences occupation & status
 Genetics
 Income affects the family environment (books etc)
 Motivational differences
 High SES value education more
 More opportunities for people with higher IQs

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28
Q

Ethnicity & IQ

A

 Differences (variance) within ethnic groups is greater than between ethnic groups
 Significant environmental differences & many cultural factors

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29
Q

raising iq

A

 Lower IQ has been linked to poverty, malnutrition, exposure to lead or alcohol, low birth weight & complications during birth
 IQ can be raised by early intervention to enrich the child’s environment
 Project Head Start - a program of the USA’s Department of health & Human Services that assists children from low- income families – health, nutrition, parent involvement services

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30
Q

Kaler & Freeman 1994

A

 Study of cognitive & social development of a group of 25 children (23-50 mths) in Romanian orphanage
 Available Apgar scores (assess newborn health) suggest children were all normal when born & birth weights all within normal range
 Assessed orphans & non-orphans on range of cognitive & IQ measures
 Romanian orphans with minimal human interaction showed severely delayed development
 Particularly in areas of interaction, requesting, play, indicating, self-recognition & social reference

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31
Q

Charles Spearman - 2 factor theory

A

An individual’s performance at one type of cognitive task tends to be positively correlated to their performance at other kinds of cognitive task – e.g. school subjects
Spearman suggested that all mental performance could be conceptualised in terms of a single general ability factor, which he labelled the g-factor (or g)
 Accounts for 40-50% of variance on IQ tests & a person’s IQ test is seen to be indicative of their g-factor status
 Some evidence from PET studies

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32
Q

Louis Thurstone

A

Psychometric approach suggesting 7 primary mental abilities – no g-factor

  1. Numerical
  2. Reasoning
  3. Verbal fluency
  4. Spatial visualisation
  5. Perceptual ability
  6. Memory
  7. Verbal comprehension
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33
Q

Raymond Cattell

A 
Distinguished between 2 types of general intelligence
Fluid intelligence (Gf)– the capacity to think logically and solve problems in novel situations
Crystallized intelligence (Gc) – the ability to use skills, knowledge and experience
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34
Q

Information Processing Model

A

 The amount of information that can be processed  The speed of the processing
 Efficiency of processing
 Working memory
 Knowledge/long-term memory

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35
Q

intellectual disability

A

IQ below 70 (75 in some cases) along with

significant difficulty in adaptive functioning

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36
Q

causes of intellectual disability

A

 Severe or profound – almost always biological (genetic or affected by environment)
 Genetic causes - Downs Syndrome, Fragile X Syndrome
 Environmental – Rubella, Foetal alcohol syndrome,
infections

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37
Q

learning disability

A

 Indicated by significant discrepancies between measured intelligence and academic performance

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38
Q

types of learning disability

A

dyslexia
dysphasia
dysgraphia
dyscalculia

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39
Q

dyslexia

A

difficulty understanding the meaning of what is read & in sounding out and identifying written words

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40
Q

dysphasia

A

difficulty understanding spoken words & recalling the words needed for effective speech

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41
Q

dysgraphia

A

problems with writing, inability to form letters & omission or reordering of words and parts of words

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42
Q

dyscalculia

A

difficulty understanding quantity & difficulty comprehending basic arithmetic principles and operations

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43
Q

psychopathology

A

patterns of thinking, feeling and behaving that are maladaptive, disruptive or uncomfortable for those who are affected or for those with whom they come into contact

44
Q

criteria for disorder

A

deviance
distress
dysfunction

45
Q

deviance

A
  • unusual/rare
  • statistical infrequency
  • fail to conform to societal norms
46
Q

distress

A
  • personal suffering
47
Q

dysfunction

A
  • significantly impairs ability to function in everyday life

- fail to meet responsibilities

48
Q

why diagnosis for disorder

A

assist treatment planning
facilitate communication between professionals
diagnosis predicts behaviour and treatment response
facilitate research

49
Q

criticisms of dsm-5

A

labelling
stigmatising
comorbidity
categorical

50
Q

anxiety disorders

A
  • physiological, cognitive, behavioural symptoms
  • perceived threat
  • avoid potential harm
  • excessive, persistent anxiety in specific, non-threatening situations
51
Q

anxious cycle

A

thoughts - behaviours - emotions

52
Q

anxiety disorders

A 
specific phobia
panic disorder
agoraphobia
social phobia
GAD
53
Q

specific phobia

A
  • intense fear of specific situation or event
54
Q

Obsessive-Compulsive Disorder

A
  • obsessions and compulsions
  • significant distress or impairment
  • more than 1 hr per day
  • severely depilating disorder
  • anxiety
  • comorbid depression
    impact on others
55
Q

obsessions

A
  • persistent, unwanted, intrusive thoughts, images, or urges that because distress or anxiety
    (hamring, contamination, religious, sexual, symmetry)
  • negative interpretation = anxiety
  • attempt to suppress the thoughts
  • intrusive thoughts frequent
56
Q

compulsions

A
  • repetitive behaviours (or thoughts) that the person feels driven to perform in response (usually) to an obsession
  • internal
  • prevent harm/anxiety
  • can be ‘logical’ e.g. check all powerpoint
  • can be magical/superstitious
  • reduce anxiety temporarily and used in future situations
57
Q

linking obsessions and compulsions

A

negative interpretations of intrusive thoughts (obsessions) trigger anxiety

compulsions reduce anxiety

58
Q

depressive disorders

A
  • experience extreme negative moods
  • long duration
  • impact of behaviour, relationships, work
59
Q

DSM-5 Depressive disorders

A
  • disruptive mood regulation disorder
  • major depressive disorder
  • persistent depressive disorder
  • premenstrual dysphoric disorder
  • substance/medication induced depressive disorder
  • depressive disorder due to medical condition
60
Q

Major Depressive Disorder (MDD)

A
  • 5 or more of following symptoms in same 2 weeks
  • depressed mood most of the day
  • loss of interest or pleasure most of day
  • significant weight/appetite change
  • sleep difficulties
  • psychomotor agitation or retardation
  • fatigue
  • feeling worthless/guilty
  • difficulty thinking, concentrating, making decisions
  • recurrent thoughts about death, suicidal ideation
  • symptoms most of day, nearly every day
  • 10-25% women
  • 5-12% men
61
Q

Major depression - why?

A
  • inherited predisposition

- most episodes triggered from major life events

62
Q

thoughts drive emotion

A
  • situations themselves don’t because emotion (interpretation)
  • negative emotions caused by negative thoughts
63
Q

cognitive-behavioural model of depression

A
  • driven by unrealistic negative thoughts and faulty beliefs
64
Q

Depressive thinking

A
  • interpreting events/self in negative manner
  • responsibility for failure but not success
  • mindreading - other people don’t like me
  • catastrophising
  • black & white thinking
  • emotional reasoning
  • overgeneralising
65
Q

Major Depression behaviours

A
  • loss of motivation
  • stop pleasurable activities, exercise
  • social withdrawal
  • problems at work
66
Q

Persistent Depressive Disorder (Dysthymia)

A
  • similar to MD but less intense
  • depressed mood for at least 2 years (1 for children)
  • most of day, more days than not
67
Q

Bipolar disorder

A
  • episodes of depression and episodes of mania
  • suicide in 10-15% of cases
  • massive negative consequences in manic state
  • severe social consequences
  • biological/genetic basis
68
Q

manic episode

A
  • 1 week, 3 or more
  • believe can do anything, extraordinary
  • decreased need for sleep
  • increased talkativeness/pressurised speech
  • flight of ideas
  • distractible
  • increased goal-oriented activity or psychomotor agitation
  • risky behaviours
69
Q

mania

A
  • pleasurable activities without considering consequences
  • racing thoughts; bursting with ideas
  • rapid speech
  • depression lurking underneath elevated mood
70
Q

mania - consequences

A
  • feels great but poor decisions

- heightened risk-taking

71
Q

bipolar I disorder

A
  • manic episodes

- often separated by normal mood

72
Q

bipolar II disorder

A
  • major depression and hypomania

- depression prominent

73
Q

cyclothymic disorder

A
  • same pattern of moods; less extreme
74
Q

Dissociative disorders

A
  • disruptions/discontinuity in the normally integrated functions of consciousness, memory, identity, emotion, behaviour
  • dissociation - depersonalisation, derealisation, amnesia, flashbacks
  • usually following trauma
  • dissociative amnesia
  • dissociative identity disorder
75
Q

dissociate amnesia

A
  • sudden memory loss of personal information
  • event or general
  • usually associated with trauma
  • often unaware of missing memory
  • depressive symptoms, anxiety, impaired functioning
  • controversial
  • associated with Fugue state
76
Q

dissociate fugue

A
  • global amnesia and identity confusion
  • sudden wandering; leaves home
  • may develop a new identity
  • if fugue wears off
  • old identity recovers
  • new identity forgotten
77
Q

Dissociative identity disorder (DID)

A
  • 2 or more distinct personality states
  • lack of awareness of each other
  • almost exclusively history of severe abuse
  • depression, anxiety, self-harm, substance use
  • often experience all the dissociation symptoms
  • linked to trauma
  • rare
  • rule out psychosis, mania, substances, brain injury
78
Q

psychotherapy

A

a psychological intervention designed to help people to resolve emotional, behavioural, interpersonal problems and improve quality of life

  • different methods
  • common elements; client-therapist relationship, individually tailored, setting, hope, fresh perspective
79
Q

psychotherapy - goals

A
  • reduce symptoms of disorders
  • improve quality of life/happiness
  • enhance coping mechanisms
  • increase awareness/education
  • advice
  • improve relationships
80
Q

psychoanalytic approach

A
  • sigmund freud

- goal = gain insight: make unconscious conscious

81
Q

psychoanalytic theory - 5 premises

A
  • problematic behaviour motivated by unconscious conflicts (between id, ego, superego)
  • psychological and behavioural problems - childhood experiences
  • therapist can uncover unconscious causes of disordered behaviours
  • re-experiencing important events
  • insight can promote change
82
Q

psychoanalytic techniques - insight

A
  • free association
  • interpretation
  • dream analysis (unconscious bubbles to surface)
83
Q

psychoanalytic techniques

A
  • resistance
  • transference
  • working through
84
Q

resistance

A
  • refusal to bring unconscious into consciousness
85
Q

transference

A
  • past emotions/relationship patterns transferred onto therapist
86
Q

working through

A
  • process patients problems
87
Q

psychodynamic therapy (modern)

A
  • still focus on unconscious conflicts and transference
  • conscious experience
  • emphasis on social relationships (early attachment, object relations theory, interpersonal therapy)
  • emphasis on client self-directedness
  • face to face, goal focused
88
Q

psychoanalytic contributions

A
  • role of unconscious
  • early experiences
  • defence mechanisms
  • transference/concertransference
89
Q

humanistic psychotherapy

A
  • carl rogers, abraham maslow
  • emphasise good, growth tendency
  • therapist role different
  • insight still important, but into current feelings, not past
90
Q

humanistic therapy - theory

A
  • people motivated by innate desire towards growth (self-actualisation)
  • positive view of people
  • unique worldview
  • need positive regard, empathy, genuineness
  • problems caused by blocked growth/actualisation - conditions of worth
  • goal of treatment = promote growth through promoting insight into current feelings
  • if ideal conditions provided client will resume self-actualisation and improve
91
Q

humanistic therapist

A
  • client and therapist are equals
  • therapeutic relationship
  • promote insight and growth through close alliance
  • unconditional positive regard
  • empathy
  • genuineness
92
Q

humanistic contributions

A
  • therapeutic relationship
  • empathy
  • active listening
93
Q

group therapy

A
  • multiple (unrelated) clients (6-12)
  • similar problems
  • meet to work on therapeutic goals
  • agree to confidentiality
  • approach depends on style
94
Q

group therapy advantages

A
  • not alone
  • learn from each other
  • interaction skills
  • willingness to share/be open
  • empathy and sensitivity to others
  • test skills in safe/supportive environment
  • cost effective
95
Q

family therapy

A
  • 2+ family members
  • disorder related to problem in family functioning
  • focus on structure of family system
  • intervention: disrupt dysfunctional patterns
  • crucial when working with children
96
Q

family therapy

A
  • relational patterns
  • relationship building
  • promoting awareness
  • communication
  • reduce blame
  • perspective taking
  • compromise
97
Q

couples therapy

A
  • communication between partners
  • miscommunication and/or lack of communication = barriers to intimacy and happiness
  • relationship goals/expectations
  • rebuild trust
  • role playing
98
Q

cognitive-behaviour therapy (CBT)

A
  • evidence base - testable
  • wide range of disorders
  • cognitive therapy
  • behavioural principles
  • modify thinking/behaviour to improve functioning
99
Q

cbt

A
  • perception of even shapes emotions and behaviour
  • identifying and modifying unrealistic negative thoughts
  • identify and modify maladaptive behaviours
100
Q

cognitive - behavioural approach - disorder

A
  • consistently distorted/dysfunctional thinking
  • perceiving events/self inaccurately
    unhelpful behaviours (avoidance, withdrawal, interactions)
  • break cycle of maladaptive thoughts, feelings and behaviours
101
Q

cbt - treatment process

A
  • therapeutic relationship
  • assessment
  • psycho-education
  • behavioural techniques
  • identify problematic thinking (ABC)
  • challenge unhelpful thinking (ABCD)
  • maintenance
102
Q

therapeutic relationship

A
  • crucial for treatment progress
  • trust
  • empathy
  • active listening
  • non-judgemental
  • alliance
  • hope
103
Q

assessment

A
  • details of problem
  • problem history
  • goals
  • overview of life situation
  • conceptualisation
104
Q

education

A
  • cognitive-behaviour model
  • nature of their problems - maintenance
  • normalising
  • recognising emotions
105
Q

treatment plan

A
  • client actively involved
  • collaborative
  • goals
  • steps involved
106
Q

behavioural modification

A
  • exposure
  • behavioural activation
  • other techniques, skills training
  • therapist support and modelling
107
Q

cognitive restructuring - identifying thinking

A
  • question client about their reactions/interpretations
  • A= activating event
  • B=consequent emotions
  • C=beliefs/thoughts

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