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MCAT PSYCHOLOGY I MADE > Psych > Flashcards

Psych Flashcards

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1
Q

Etiology

A

is related to causes of disease

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2
Q

Displacement

A

is a defense mechanism that shifts aggressive impulses to a less threatening target. It redirects emotion to a safer outlet or someone unrelated to the emotional situation, in order to avoid dealing directly with what is frightening or threatening. The girl yells at her roommate even though she is angry with her mother.

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3
Q

superego

A

is the part of the mind that is critical and deals with morals.

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4
Q

id

A

is the part of the mind that is concerned with primal desire

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5
Q

ego

A

mediates between the desires of the superego and the id

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6
Q

Maslow’s hierarchy of needs

A

Physiological: food water, etc
safety: a roof over your head away from predators
love/belonging: Friendships, intimacy, family
esteem: Esteem presents the typical human desire to be accepted and valued by others
self actualization: This level of need refers to what a person’s full potential is and the realization of that potential

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7
Q

Transtheoretical model precontemplation

A

Don’t even know what you are doing is wrong

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8
Q

Social facilitation

A

or the audience effect, is the tendency for people to perform differently when in the presence of others than when alone

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9
Q

social loafing

A

When a person is exerting less effort to achieve a goal when they work in a group than when they work alone

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10
Q

Groupthink

A

is the process by which a group can come to an irrational decision by disregarding evidence and minority viewpoints in cause of reaching a group consensus

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11
Q

prosocial behavior

A

Any action intended to help others

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12
Q

normative influence

A

the influence of other people that leads us to conform in order to be liked and accepted by them

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13
Q

confirmation bias:

A

the tendency to interpret new evidence as confirmation of one’s existing beliefs or theories

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14
Q

Collective Behavior

A

Refers to events that suddenly emerge. These events do not conform to rules or laws but instead are shaped based on the issue at hand large groups of people

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15
Q

labeling theory

A

is the view of deviance according to which being labeled as a “deviant” leads a person to engage in deviant behavior

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16
Q

Strain theories

A

certain strains or stressors increase the likelihood of crime

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17
Q

Mediator variable

A

it explains the relationship between the dependent variable and the independent variable

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18
Q

Drive theory

A

is based on the idea that behavior is driven by psychological needs

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19
Q

Learning-performance theory:

A

involves learning something without actually performing the behavior.

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20
Q

Relative deprivation

A

is the experience of being deprived of something to which one believes to be entitled

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21
Q

Social stratification

A

refers to a system by which a society ranks categories of people in a hierarchy. In the United States, it is perfectly clear that some groups have greater status, power, and wealth than other groups. These differences are what led to social stratification

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22
Q

Inattentional blindness

A

is the inability to recognize an unexpected object, event, or stimulus that is in ‘plain sight’

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23
Q

Executive attention

A

is involved in goal-directed behavior, monitoring conflicts between internal processes, and anticipating the effects of behavior. Dopamine from the ventral tegmental area is associated with executing attention.

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24
Q

Broadbent’s Early Selection Theory

A

Sensory register > selective filter > perceptual process(meaning) > Conscious.

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25
Q

Deutch & Deutch’s Late Selection Theory

A

Sensory register > perceptual process > selective filter > Conscious

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26
Q

Treisman’s Attenuation Theory

A

Instead of complete selective filter, have an attenuator – weakens but doesn’t eliminate input from unattended ear. Sensory register >attenuator > perceptual process > Conscious
Acronym: Triessman is SHARP as a T. He is smart enough to only attenuate and then perceive.

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27
Q

Information processing model

A

proposes our brains are similar to computers. We get input from environment, process it, and output decisions. Doesn’t describe where things happen in the brain. INPUT > PROCESS > OUTPUT. The information-processing model is a bottom-up or stimulus driven model

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28
Q

iconic memory

A

memory that you see, lasts half a second

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29
Q

echoic memory

A

What you hear, lasts 3-4 seconds

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30
Q

Working memory (Short –Term Memory):

A

is the sensory information you actually process. Consists of what you are thinking about at the moment 7 +/- 2

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31
Q

long-term memory:

A

Capacity is unlimited. 2 main categories: explicit (declarative) and implicit (non-declarative)

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32
Q

Explicit Memory

A

/Declarative are facts/events you can clearly/explicitly describe. Explicit memory is a type of long term memory that focuses on recalling previous experiences and information. Can be divided into tw categories, episodic and semantic.

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33
Q

semantic memory

A

Long term memory, and it deals with words/facts.

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34
Q

Episodic memory

A

event-related memories.

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35
Q

Implicit Memories /Non-Declarative:

A

involve things you may not articulate. Implicit memoryis a type ofmemoryin which previous experiences aid the performance of a task without conscious awareness of these previous experiences Priming is an experimental factor

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36
Q

Autobiographical memory

A

is amemorysystem consisting of episodes recollected from an individual’s life, based on a combination of episodic (personal experiences and specific objects, people and events experienced at particular time and place) and semantic (general knowledge and facts about the world)memory

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37
Q

Free recall

A

having no cues in recalling

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38
Q

primacy effect

A

better recalling first items on a list

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39
Q

Recency effect

A

recalling the last few items on a list.

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40
Q

serial position curve/effect

A

the overall tendency to recall first few items well, last few items well, and middle items not so great

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41
Q

Cued recall (Recall cues)

A

Having extra clues to remember the words. Still have to produce an answer but still get more cues to help you

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42
Q

flashbulb memories

A

Highly emotional memories that feel extremely vivid.

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43
Q

Retroactive interference

A

new learning impairs old info. Refers to later information interfering with memory for earlier information

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44
Q

Proactive interference

A

something you learned in past impairs learning in future. Earlier information interferes with later information

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45
Q

What type of memory is stable when you’re older?

A

implicit memory (aka procedural memories ex. riding a bike), and recognition memory (being able to pick something out of a list)

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46
Q

What type of memory improves when you age?

A

semantic memories improve till around age 60, so older adults have better verbal skills (they are great at crossword puzzles!). Also crystallized IQ is improved (ability to use knowledge and experience. Typically tested by analogy tests and reading comprehension). Also better at emotional reasoning.

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47
Q

What type of memory declines or more difficult?

A

episodic memories impaired, processing speed, and divided attention and prospective memory (remembering to do things in future) is decreased.

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48
Q

Korsakoff’s Syndrome:

A

Lack of vitamin B1 or thiamine. Thiamine is important for carbs to glucose for neurons. People have problems with forming new memories or recalling old ones.

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49
Q

Semantic Networks

A

Concepts are organized in your mind as connected ideas. For closely related ideas, they might be closer and longer for less closely related ideas.

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50
Q

Hierarchical Semantic Network

A

First semantic network theory suggested that we stored information in a hierarchical way. It was thought concepts were organized from higher order categories to lower order categories. We store information at the highest category possible. Broad categories/characteristics are stored at higher level nodes.

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51
Q

Piaget’s Stages of Development

A

4 stages: sensorimotor (0-2) Preoperational stage (2-6/7) concrete operational (7-11) Formal operational stage (12+)

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52
Q

Stage 1 of piaget

A

0-2 years old – Sensorimotor Stage (sensory = senses – children gather information about the world via sight, smell, taste, hearing, touch etc. + motor = active, as you develop how to use senses you learn to move your body around). Main task/awareness develops is object permanence: objects exist even if they can’t see them.

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53
Q

Stage 2 of piaget

A

2-6/7 years old (approx.) – Preoperational stage (operational = mental operations like imagining things”) - When children are going to develop/engage in pretend play. Also very egocentric only concerned about themselves

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54
Q

Stage 3 of Piaget

A

7-11 years old– Concrete operational “(operational = mental operations”. Learn idea of conservation. Two glasses one tall one short which has the most water(same amount) Also learn empathy and math skills.

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55
Q

Stage 4 of Piaget

A

12+ years old - Formal operational stage – reason abstract consequences, and reason consequences; moral reasoning.

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56
Q

Means-end analysis

A

a heuristic where we analyze main problem and break it down into smaller problems

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57
Q

Type I error

A

false positive

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58
Q

type II error

A

false negative

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59
Q

Robert sternburg’s theory of intelligence

A

3 types analytical, creative and practical(solve ill defined problems) Triarchic theory of intelligence

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60
Q

Fluid Intelligence

A

is ability to reason quickly and abstractly, such as when solving novel logic problems. Ability to think on ones feet.

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61
Q

Crystallized Intelligence

A

refers to accumulated knowledge and verbal skills.

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62
Q

Where is broca’s area?

A

Frontal lobe

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63
Q

Where is Wernicke’s area:

A

Temporal lobe

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64
Q

Global Aphasia

A

Both Broca’s Aphasia and Wernicke’s aphasia are damaged. Acronym: Globally affects language

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65
Q

arcuate fasciculus:

A

fibers that connect Wernicke’s and Broca’s

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66
Q

conduction aphasia:

A

Also called associative aphasia, ability to conduct between listening and speaking is disrupted.

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67
Q

split-brain patient:

A

When patients corpus callous is severed and you have trouble naming objects. happens when you can’t name things on your left visual field because language is on the left hemisphere.

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68
Q

Right hemisphere

A

action/perception/attention.

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69
Q

Linguistic Determinism

A

Language has an influence on thought. They are called the Weak and Strong hypothesis – referring to ho much influence they think language has on thought.

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70
Q

Weak Linguistic Determinism: (relativism)

A

language influences thought. It makes it easier/more common for us to think in certain ways based on how our language is structured

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71
Q

Strong Linguistic Determinism

A

(aka Sapir-Whorfian hypothesis): Language determines thought completely

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72
Q

Lexical access

A

refers to identifying a word and connecting it to its meaning, which has been stored in long-term memory

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73
Q

Semantics

A

association of meaning with a word

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74
Q

Morphology:

A

refers to the structure of words

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75
Q

Syntax:

A

how words are put together in sentences.

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76
Q

Pragmatics:

A

Dependences of language on context and pre-existing knowledge.

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77
Q

Where are emotions in the brain?

A

Limbic system

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78
Q

Structures of the limbic system

A

A hippo wearing a hat HAT HIPPO: Hypothalmus, amygdala, thalamus, and Hippocampus

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79
Q

Thalamus

A

sensory relay station, everything you hear/taste/etc. Senses come through your nerves and end up in thalamus, which directs them to appropriate areas in cortex, and other areas of the brain

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80
Q

Hippocampus

A

key role in forming new memories. Convert STM (Short term memory) LTM (long term memory). If destroyed, still have old memories intact, just can’t make new ones (anterograde amnesia).

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81
Q

Hypothalamus

A

(hypo – below, thalamus, tiny structure) – for limbic system, it regulates the Autonomic nervous system (ANS) - (fight or flight vs. rest and digest). Controlling endocrine system by triggers hormones like epinephrine/norepinephrine.; responsible for hunger, sleep, thirst, sex

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82
Q

Paul Ekman’s 6 main universal emotions:

A

Happiness, Sadness, Surprise, Fear, Disgust, Anger

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83
Q

James-Lange theory

A

Acronym: J/L are one (1) apart on the alphabet, so they have a physiologic response first (1st) which leads to emotion.

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84
Q

Cannon-Bard theory

A

C/B are next to each other in alphabet so it all occurs at the same time (physiologic response + emotion)

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85
Q

Schachter-Singer

A

Event> PR + Identify reason for the situation (PR) (consciously) > Emotion

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86
Q

Yerkes-Dodson Law

A

people perform best when they are moderately aroused bell shaped curve

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87
Q

Appraisal theory of stress

A

Richard Lazarus – stress arises less from physical events but more from the assessment/interpretation of those stresses/events. Appraisal.

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88
Q

What are the two stages of cognitive stages of stress

A

Primary appraisal and the secondary appraisal.

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89
Q

Primary appraisal

A

assessing stress in present situation. 3 categories of response to this primary appraisal – irrelevant, benign/positive, or stressful/negative. If primary appraisal is negative (stressful), move forward with secondary appraisal

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90
Q

Secondary appraisal

A

Evaluation of the individual’s ability to cope with the situation. What is the individual’s material preparedness to deal with stressor? Appraisal of harm, threat, and challenge (how to overcome)

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91
Q

Significant life changes

A

Signiant changes in your personal life. Ex. Death of loved one, marriage, loss of job, having children, leaving home, etc

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92
Q

Catastrophic events

A

A large scale event that everyone considers threatening. Ex. wars, natural disasters etc.

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93
Q

Daily hassles

A

Seemingly minor events/hassles of daily life Ex. long store lines, forgetting car keys, aggravating roommates, email spam, car engine burns out, finding dog poop on your carpet

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94
Q

Ambient stressors

A

Global stressors that are integrated into the environment. Perceivable, but hard to control

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95
Q

Which part of the brain releases cortisol(glucocorticoid):

A

Adrenal cortex and it is a steroid hormone.

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96
Q

What are Hans Selye’s distinct stages of stress (general adaptation syndrome(GAS)?

A

1) Alarm phase, 2) resistance 3) exhaustion

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97
Q

What parts of the brain receive the most amount of cortisol?

A

Hippocampus and frontal cortex, so that damages learning and memory (hippo) and impulse control, reasoning, judgment, planning (frontal cortex.

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98
Q

Lower motor neurons (LMN)

A

efferent neurons of the PNS synapse on control skeletal muscle. Skeletal muscle cells it contacts is the other end of the motor unit. Form a neuromuscular junction

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99
Q

mechanoreceptors:

A

position + vibration + touch, usually very quick

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100
Q

Chemoreceptor

A

Stimuli is specific chemicals, usually in the tongue, blood, nose, and tissue

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101
Q

Thermoreceptor:

A

Stimuli is heat, cold, certain food chemicals, usually in the skin(external stimuli) and hypothalamus(internal stimuli)

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102
Q

Photoreceptor

A

Stimuli is light and the location is the eyes.

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103
Q

What are the two divisions of Autonomic nervous system?

A

Sympatheic and parasympathetic.

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104
Q

Where does the Sympatheic nervous system begin

A

starts middle of sp. Cord > short axon synapses with short ganglia close to spine > second neuron goes to the target cell (smooth, cardiac, gland cells)

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105
Q

Where does the Parasympathetic nervous system begin:

A

starts at the brain stem or bottom of sp.cord > 1st neuron sends long axon > synapse with ganglion of second neuron > sends short axon to target cell

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106
Q

Gray matter

A

contains most of the neuron somas.

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107
Q

White matter

A

contains myelinated axons

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108
Q

Where is the grey and white matter on the spinal cord?

A

grey is on inside and white matter on outside

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109
Q

Where is the grey and white matter on the brain?

A

White on inside and grey on outside. Axons go down tracts of white matter.

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110
Q

What is the upper motor neurons and what is their flow?

A

Control muscles of limbs and trunk, and it controls the LMNS. It can divide into two different tracts the brainstem, or spinal cord.

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111
Q

corticospinal tract

A

Collections of axons that UMN starts in cerebral cortex, axon travels down through brainstem, and where it meets the spinal cord most of these axons cross and travel down other side until they reach LMN

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112
Q

corticobulbar tract

A

if the UMNs neurons go to the brainstem.

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113
Q

What are the different areas of the Cerebral cortex?

A

Frontal lobe, parietal lobe, occipital lobe, and temporal lobe (PUT PICTURE)

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114
Q

Frontal lobe:

A

motor cortex (body movements), prefrontal cortex (executive function, surprise/direct other areas of brain), Broca’s area (speech production)

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115
Q

Parietal lobe:

A

somatosensory cortex (touch/pressure/pain), spatial manipulation (orient in 3D)

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116
Q

Occipital lobe

A

vision, “striate cortex” (striated cells)

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117
Q

Temporal cortex

A

sound, Wernicke’s area

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118
Q

What are the parts of the old brain?

A

Brainstem, medulla and pons, thalamus, and cerebellum

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119
Q

Cerebellum

A

Coordinates movement: motor plan info is sent to cerebellum, also receives position sense information (ex. Muscle stretch fibres), and sends feedback to the cerebellum and motor areas of motor cortex

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120
Q

Brainstem

A

midbrain, pons, medulla, big role in autonomic functions, (Pavlov’s really friction mad)

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121
Q

Pons

A

part that regulates walking and relaxing (PONd, I feel relaxed when looking at a pond)

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122
Q

Reticular formation:

A

involved in motivation and alertness (Mnemonic: if you were asleep and someone tickled you then you would wake up. reTICULar formation: if you were tickled while you were asleep.

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123
Q

Medulla

A

regulated autonomic activity of heart and lungs. (imagine a olympic athlete with goal medals around her lungs and heart.)

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124
Q

Basal ganglia

A

major role in motor functions, don’t have UMNs but help motor areas to perform proper movements. Also cognition + emotion.

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125
Q

Thalamus

A

Sensory functions, because all senses have pathways that travel to the thalamus. Also higher functions of brain such as cognition and emotion.

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126
Q

Hypothalamus

A

controls the pituitary gland, the master gland that controls all other glands in body.

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127
Q

Glutamate

A

most common excitatory neurotransmitter. Reticular activating system (required for consciousness – midbrain structures) has diffuse projection of glutamate to the cerebral cortex

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128
Q

GABA (brain) and Glycine (spinal cord)

A

most common inhibitory NTs ]TWO other G’s are inhibitory]

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129
Q

Acetylcholine

A

nuclei (Basilis and septal nuclei ) in frontal lobe [frontal lobe= start so A] that releases it to cerebral cortex, Released for LMNs, and the autonomic nervous system. Helps in contracting your muscles

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130
Q

Histamine

A

from Hypothalamus sends to cerebral cortex.

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131
Q

NorePinephrine

A

area in Pons called the locus coeruleus that releases it to cerebral cortex. Also ANS, but less so than Ach.

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132
Q

Serotonin

A

Released by lots of nuclei from all over the brainstem (midbrain, pons, and medulla) called raphe nuclei to cerebral cortex release serotonin. Raphe nuclei also send serotonin to other parts of the nervous system. [Like Sex= messy. From everywhere down low (brain stem)] Low levels are related to depression.

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133
Q

Dopamine

A

VTA and substantia nigra, low levels linked to parkinson’s disease, high levels are associated with schizophrenia.

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134
Q

Amino acid neurotransmitters

A

GABA (CNS) + Glycine (PNS) + glutamate

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135
Q

Peptide neurotransmitters

A

opiods (endorphin). Perception of pain

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136
Q

Monoamine neurotransmitters:

A

Amino group and aromatic group; serotonin, histamine, dopamine, epinephrine, norepinephrine.

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137
Q

Endorphins

A

involved in blocking pain sensations and producing runners high.

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138
Q

CAT (Computerized Axial Tomography

A

X-rays to create image of the brain (tumor/abnormal swelling/bleeding…but it can’t tell us anything about what areas of the brain are active in a given time)

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139
Q

MRI (Magnetic Resonance Imaging)

A

This method uses radio waves and they are exposed to a magnetic field. The radio waves are then added to the magnetic field and disrupts orientation of atoms. As atoms move back to alignment with magnetic field they release signals and those are used to create image. This also doesn’t tell us anything about brain function either.

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140
Q

fMRI (functional Magnetic Resonance Imaging)

A

same image from MRI but can look at which structures are active! Neurons that are active require oxygen. Measuring relative amounts of oxygenated vs deoxygenated blood in the brain

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141
Q

PET (Positron Emission Tomography)

A

scans – can’t give us detail of structure, but can combine them with CAT scans and MRIs. Inject glucose into cells and see what areas of brain are more active at given point in time

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142
Q

Hypothalamus

A

regulates how much fluid in blood volume in any given time.

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143
Q

What are the parts on the the endocrine system:

A

hypothalamus, pituitary (anterior and posterior), thyroid, parathyroid, adrenal glands, gonads, pancreas.

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144
Q

Hypothalamus

A

nervous system and endocrine system connection (very small)

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145
Q

Thyroid

A

regulate body metabolism. T3/T4 The thyroid gland affects the growth and development of the brain, and regulates growth rates.

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146
Q

Parathyroid

A

4 spots back of thyroid. Regulate calcium level.

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147
Q

Adrenal glands

A

on top of kidney (adjacent to kidney): ACTH acts on adrenal cortex (steroids (fluid volume;stress resp.)- glucocortisteroids like cortisol) and medulla (catecholamine’s hormones), the adrenal gland plays a supportive role in development of muscle and bones.

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148
Q

Pancreas

A

regulates blood sugar. Not tied to pituitary gland.

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149
Q

How are hormones regulated

A

metabolism and negative feedback loops.

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150
Q

primary sex characteristics:

A

genitalia in both genders

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151
Q

Secondary sex characteristics

A

(related to sexual development but not required). Males – change in voice/growth of body hair, growth spurt. Females – breasts/hips. Both genders – pubic hair/underarm hair

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152
Q

What are some specific changes during puberty

A

Prefrontal cortex is developed during adolescence. the amygdala changes so does hypothalamus(hormones), and limbic system.

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153
Q

Synaptic pruning:

A

breaking down connections between certain neurons. Focus resources on the ones we use the most

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154
Q

How many genes do we have?

A

20,000 to 25,000

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155
Q

Heritability

A

estimates define the amount of variance that can be attributed to genes in specific subgroups of individuals. o Heritability increases in following: As environments becomes more controlled, differences in behavioral traits are tied to heritability. Secondly, more genetic variation leads to greater heritability.

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156
Q

epigenetics

A

is the study of changes in gene expression that results in something other than changes to a DNA sequence. One epigenetic change is methylation, which can make it more difficult for a gene to be expressed.

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157
Q

Complex behavior

A

combination of innate and learned behavior. Relationship between genes and environment in adaptation. Can be a spectrum, most behaviours fit between innate and learned.

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158
Q

Covert behavior

A

Covert behavior is behavior that is not observable.

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159
Q

Positive feedback

A

process that increase production of product. One product stimulates production of another product

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160
Q

Negative feedback

A

rate or process that needs to be controlled to decrease product. Ex. In our body!

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161
Q

Drive Reduction Theory

A

Drive Theory– focuses on drives vs. needs. Ex. You are at the gym and need for water. Trainer says you need to do more exercise. In this example, need: water, drive: thirst

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162
Q

Need

A

is lack or deprivation that will energize the drive, or aroused state.

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163
Q

drive

A

is the aroused state. Fulfilling the drive will reduce the need. This need-drive balance is what maintains homeostasis

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164
Q

Abraham Maslow’s Hierarchy of Needs

A

We have needs that must be fulfilled from bottom to top Please Stop liking Stupid Shit. Physiological, safety, love, self esteem, self actualization

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165
Q

Incentive Theory

A

Reward, intangible or tangible is presented after the occurrence of an action w/ intention of causing the behavior to occur again. This causes a positive association and meaning toward a behavior

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166
Q

Lateral Hypothalamus

A

(LH, acronym: One with missing LH – Lacks Hunger, so normal functioning LH controls that we start eating. You’d be skinny like an “L”). In normal conditions, LH sends positive signal to us to start eating.

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167
Q

Ventromedial Hypothalamus

A

(VMH, acronym: when one is missing- Very Much hungry, you’d be fat like a O in ventrOmedial), so when functioning properly, it signals to us to stop eating

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168
Q

Prolactin

A

is related to sexual gratification and is associated with relieving sexual arousal after an orgasm.

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169
Q

Oxytocin

A

is released after an orgasm to facilitate bonds and feelings of connectedness between sexual partners.

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170
Q

Attitude

A

A learned tendency to evaluate things in a certain way. To evaluate people, issues, events, objects

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171
Q

ABC model of attitude

A

affective(emotional), behavioral(how we behave towards an object/subject), cognitive( form thoughts/beliefs)

172
Q

What are the 4 theories that answer the question; how do our attitudes influence behavior?

A

1) theory of planned behavior 2) attitude to behavior process model 3) prototype willingness model 4) elaboration likelihood model for persuasion.

173
Q

Theory of planned behavior:

A

Intentions + Implications: We consider our implications of our actions before we decide on how to behave. The best predictor of our behavior is the strength of these intensions and implications.

174
Q

Attitude to behavior process model

A

An event triggers our attitude (something that will influence our perception of an object). Then attitude + some outside knowledge (what regarded as appropriate behavior) together determines behavior.

175
Q

Prototype Willingness Model (PWM)

A

Behavior is a function of 6 things, the combination of which influence our behavior. Our behavior is a function of….1. Past behavior 2. Attitudes – explained in Attitude to behavior processing model above. Attitude behavior 3. Subjective norms – what others think about our behavior 4. Our intentions – our behavior intentions 5. Our willingness to engage in a specific type of behavior 6. models/prototyping – a lot of our behavior is carried out from prototyping/modelling.

176
Q

Effort justification

A

is people’s tendency to attribute a greater value (greater than the objective value) to an outcome they had to puteffortinto acquiring or achieving.

177
Q

Cognitive dissonance theory

A

when I’m a smoker and I learn that smoking is bad, I can do one of four things: 1) modify out cognition (change thinking) 2) Trivialize Make less important/make trivial, change the importance of their cognition. 3) add adding more cognitions, to make contradictions more comfortable. 4) deny denying the facts.

178
Q

Social psychology

A

a branch of psychology that analyzes the situational approach to behavior and emphasizes influence of social phenomena and people interactions with each other on influence. Focuses on interactions between individual and their environment.

179
Q

What are the two instinctual drives that motivate human behavior?

A

Libido(natural energy source-fuels energy of mind for motivation for survival, growth, pleasure. And the Death instinct: drives aggressive behaviors fueled by unconscious wish to die or hurt oneself/others.

180
Q

reaction formation

A

(defence mechanism where someone says or does exact opposite of what they actually want/feel

181
Q

regression

A

(defence mechanism where one regresses to position of child in problematic situation

182
Q

sublimation

A

(defence mechanism where unwanted impulses are transformed into something less harmful).

183
Q

Id

A

at the bottom, it’s the unconscious part. It develops after birth and demands immediate gratification.

184
Q

Ego

A

part of conscious and unconscious. Involved in our perceptions, thoughts, and judgements, and seeks long-term gratification

185
Q

superego

A

develops around age of 4, and it’s our moral conscience. Also part of conscious and unconscious minds

186
Q

Who are the two main people from humanistic theory?

A

Maslow and car Rogers

187
Q

Humanistic Theory

A

focuses on the conscious, and says people are inherently good, and we are self-motivated to improve (so we can reach self-actualization). (Freud theory focuses on mental conflicts (fixations))

188
Q

Carl Rogers

A

is a humanistic theorist says qualities Maslow described are nurtured early in life, self-actualization is a constant growth process nurtured in a growth-promoting climate. Growth is nurtured by when a individual is genuine, and the second is that growth is nurtured through acceptance.

189
Q

Carl Rogers vs. maslow:

A

Rogers believes that people can actually reach self-actualization through self actualization.

190
Q

biologic theory:

A

suggests important components of personality are inherited, or determined in part by our genes.

191
Q

Hans Eysenck

A

proposed extroversion level is based on differences in the reticular formation (controls arousal and consciousness)– introverts are more aroused than extroverts so they seek lower levels of stimulation.

192
Q

Jeffrey Alan Gray

A

(Biopsychological theory of personality) proposed personality is governed by the behavioural inhibition (punishment/avoidance) and activation (reward) system. (acronym: 50 shades of Gray is based on punishment/rewards)

193
Q

C. Robert Cloninger

A

linked personality to brain systems in reward/motivation/punishment, such as low dopamine correlating with higher impulsivity. (acronym: Clone-iger cares about them brain systems – Clone the Brain)

194
Q

Social potency

A

trait – the degree to which a person assumes leadership roles and mastery of roles in social situations. Common in twins reared separately.

195
Q

behaviourist theory

A

says personality is the result of learned behavior patterns based on a person’s environment – it’s deterministic, in that people begin as blank states and the environment completely determines their behavior/personalities

196
Q

Gordon Allport

A

Came up with the idea that we all have different traits, and there are three different basic categories: cardinal, central, and secondary.

197
Q

Cardinal traits

A

are characteristics that direct most of person’s activities – the dominant trait that influence all of our behaviours, including secondary and central traits.

198
Q

Central trait

A

Less dominant than cardinal. ex. honesty, sociability, shyness.

199
Q

Secondary trait preferences or attitude.

A

preferences or attitude. Ex. love for modern art, reluctance to eat meat.

200
Q

5 Factor Model (Big 5 Personality Traits)

A

found in all people of all populations: Openness, conscientiousness, extroversion, agreeableness, neuroticism. OCEAN

201
Q

Reality Principle

A

When we become mature, you need to sacrifice short term reward and replace it with long term gratification

202
Q

Eros Drives: Life Drive

A

Like health, safety, sex. Comes with love, cooperation, collaboration. Working with others to promote your and others wellbeing

203
Q

Thantos: Death Drive

A

Self-Destructive/Harmful to Others. Comes with Fear, anger (inward or outward), hate

204
Q

Neurocognitive Disorders

A

Loss of cognitive/other functions of the brain after nervous system has developed, like dementia

205
Q

Schizophrenia:

A

usually experience a combination of positive (i.e. hallucinations, delusions, racing thoughts), negative (i.e. apathy, lack of emotion, poor or nonexistant social functioning), and cognitive (disorganized thoughts, difficulty concentrating and/or following instructions, difficulty completing tasks, memory problems)

206
Q

How do you get Schizophrenia?

A

Combination of genetics and environmental, and it can be picked up by high dopamine levels. 1%% have it with males affected at a younger age than females

207
Q

Somatic Symptom and Related Disorders

A

Distress/disability from symptoms similar to those that may occur to illness unrelated to mental disorder, but of psychological origin with or without having a general medical condition at the same time.

208
Q

Paraphilic Disorders

A

distress/disability from having sexual arousal to unusual stimuli for a person’s culture

209
Q

Prodrome

A

period of time before schizophrenia before symptoms are actually present

210
Q

Delusions of persecution

A

Belief that others, often a vague “they,” are out to get him or her

211
Q

Delusions of reference

A

A neutral environmental event is believed to have a special and personal meaning

212
Q

Delusions of grandeur

A

Belief that one is a famous or important figure, such as Jesus Christ or Napolean

213
Q

Delusions of control

A

Belief that one’s thoughts or actions are being controlled by outside, alien forces

214
Q

Physical brain changes in patients withs Schizophrenia

A

Fluid filled regions have been enlarged because there is less tissue of the brian, and the cerebral cortex seems to have deceased in size specifically in the frontal and temporal lobes (cognition and perceptual functions)

215
Q

Location in the brain for depressed patients?

A

Areas with abnormal activity involve the frontal lobe and limbic structures. Decreased activity in frontal lobe and increased activity in limbic structures

216
Q

Neurotransmitters effected by depression?

A

Serotonin(raphe nuclei), Norepinephrine (locus coeruleus), and dopamine (VTA)

217
Q

Dissociate Identity disorder:

A

Multiple personality disorder two identities are distinct from each other. People who have a history of child abuse or another extreme stressor.

218
Q

Central Sleep Apnea

A

central (brain is part of CNS)), sleep (at night), apnea (effects airflow)

219
Q

Hypoventilation Disorder

A

When we are not able to ventilate our lungs fully and remove all CO2. Results in a buildup of CO2, and a decrease in O2

220
Q

atrophy

A

brain tissue decreases ins lie(alzheimers)

221
Q

Alzheimers under a microscope

A

3 main abnormalities: loss of neurons, plaques (amyloid, because plaques are made of beta-amyloid. Occur in spaces between cells, outside of neurons in abnormal clumps), and tangles (neurofibrillary tangles, clumps of a protein tau. Located inside neurons. Develop proteins normally in the brain, but changed so it’s abnormal and causes them to clump together

222
Q

nucleus basalis

A

Lost early in Alzheimers patients: but the release acetylcholine.

223
Q

Hypomania

A

mild forms of mania is sometimes not that bad. Lots of energy and don’t need to sleep a lot so you get lots of work done 4 days vs manic episode which is 7 days.

224
Q

Bipolar I disorder

A

when hypomania becomes manic w/ or w/o major depressive disorder

225
Q

Bipolar II disorder

A

when it remains hypomania + one major depressive episode

226
Q

Cyclothymic disorder

A

hypomania + dysthymia

227
Q

Normative influence:

A

even if you know what’s right, do what group’s negative actions to avoid social rejection.

228
Q

privately conform

A

change behaviors and opinions to align with group

229
Q

publicly conform

A

you’re outwardly changing but inside you maintain core beliefs.

230
Q

Group polarization

A

a phenomenon where group decision-making amplifies the original opinion of group members. A stronger version of the decision is adopted.

231
Q

Confirmation bias

A

group members seek out information that support the majority view

232
Q

Groupthink

A

occurs when maintaining harmony among group members is more important than carefully analyzing problem at hand, First suggestion proposed by the leader is adopted

233
Q

Social Anomie

A

breakdown of social bonds between an individual and community

234
Q

Compliance

A

situations where we do behaviour to get a reward or avoid punishment.

235
Q

Identification

A

when people act/dress a certain way to be like someone they respect. Will do this as long as they maintain respect for that individual.

236
Q

Internalization

A

idea/belief/behaviour has been integrated into our own values. We conform to the belief privately. Stronger than other types of conformity.

237
Q

Normative Social Influence

A

If we do something to gain respect/support of peers, we’re complying with social norms. Because of this we might go with group outwardly, but internally believe something differently

238
Q

Informational Social Influence

A

when we conform because we feel others are more knowledgeable than us, because we think they know something we don’t.

239
Q

Gestalt Psychologists

A

believed not possible to understand human behaviour by breaking down into parts, people must be understood as whole.

240
Q

Migram Experiment on Obedience

A

shock experiment.

241
Q

Fundamental attribution error

A

focuses only on actions of others, tendency to believe that others in out-groups behave a certain way based on inherent personalities/flaws.

242
Q

Zimbardo

A

Prison study

243
Q

What are the factors that influence conformity and obedience?

A

Group size (3-5, Unaminity( when opinions of group are unanimous) Group status, group cohesion, observed behavior, public response.

244
Q

Physical proximity

A

more likely to comply with someone we are close to

245
Q

Legitimacy of authority

A

if wearing labcoat/carry a clipboard we are more likely to obey

246
Q

institutional authority

A

well-respected university. Expectation that these places won’t give you a harmful comman

247
Q

Depersonalization

A

when leaner/victim is made to seem less human through stereotypes/prejudices, people are less likely to object against them

248
Q

diffusion of responsibility theory

A

explains bystander effect. When individuals are in presence of others where help is needed, feel less personal responsibility and less likely to take action when needed

249
Q

Social facilitation

A

how would presence of others affect your behavior and the most dominant response for a particular behavior would be shown.(refers to response most likely to occur.)

250
Q

Social loafing

A

is a tendency to put forth less effort in group task if the individual contributions aren’t evaluated

251
Q

Hawthorne effect

A

(also referred to as the observereffect) is a type of reactivity in which individuals modify or improve an aspect of their behavior in response to their awareness of being observed

252
Q

Socialization

A

is a life-long process where we learn how to interact with others

253
Q

Important agents of socialization

A

what’s used to transmit (pass around) culture, values, beliefs about acceptable behaviors, and beliefs. Agents include people, organizations, and institutions that help us learn about our social world

254
Q

Folkways

A

the mildest type of norm, just common rules/manners we are supposed to follow on a day to day base

255
Q

Mores

A

norms based on some moral value/belief (dependent on group’s values of right and wrong). Generally produce strong feelings

256
Q

Taboos

A

behaviors completely forbidden/wrong in any circumstance, and violation results in consequences far more extreme than a more

257
Q

Theory of Differential Association

A

states that deviance is a learned behavior that results from continuous exposure to others whom violate norms and laws

258
Q

Labeling Theory

A

a behavior is deviant if people have judged the behavior and labelled it as deviant

259
Q

Primary deviance

A

no big consequences, reaction to deviant behavior is very mild and does not affect person’s self-esteem

260
Q

Secondary deviance

A

more serious consequences, characterized by severe negative reaction that produces a stigmatizing label and results in more deviant behavior

261
Q

Strain Theory

A

if person is blocked from attaining a culturally accepted goal, may become frustrated/strained and turn to deviance

262
Q

Nonassociative learning

A

when an organism is repeatedly exposed to one type of stimulus, ex. habituation and sensitization

263
Q

Associative learning

A

when one event is connected to another, ex. classical and operant conditioning.

264
Q

Extinctive Burst

A

When an animal no longer receives regular reinforcement, its original behavior will sometimes spike (meaning increase dramatically) - this is known as an extinction burst

265
Q

Operant Extinction

A

In operant conditioning it results from some response by the organism no longer being reinforced

266
Q

Instinctual drift

A

it is the phenomenon whereby established habits, learned using operant techniques, eventually are replaced by innate food-related behaviors

267
Q

partial reinforcement schedule

A

behavior is reinforced only some of the time. More resistant to extinction than continuous reinforcement. Behavior is shaped through a process of successive reinforcement of approximations of target behavior

268
Q

Fixed-Ratio

A

acronym: Ration = RATION = AMOUNT (of responses). FIXED = Consistent ex. car salesman gets bonus every 5 cars he sells. Reinforcement only occurs after a fixed # of responses

269
Q

Fixed-Interval

A

acronym: Interval = TIME. ex. receives pay check every 2 weeks – in this case, time is constant

270
Q

Latent learning

A

learned behaviour is not expressed until required

271
Q

Taste aversion

A

when you eat something because you like it, but then stop eating it because you become sick (have a bad experience

272
Q

Reciprocal determinism

A

is the interaction between a person’s behaviours, personal factors (motivation/cognition), and environment are all determined by one another

273
Q

Social-Cognitive Theory

A

view behaviors as being influenced by people’s traits/cognitions and their social context

274
Q

Perceived behavior control

A

efers to a person’s ability to carry out intentions to perform a certain behavior.

275
Q

Ego depletion

A

idea that self-control is a limited resource. If you use a lot of it, it can get used up, and less of it to use in the future which can affect a later unrelated task that also requires self-control.

276
Q

Existential self

A

is most basic part of self-concept, the sense of being separate and distinct from others

277
Q

Categorical self

A

comes once baby realizes they’re separate (comes after existential self)– becoming aware that even though we’re separate/distinct objects/beings, we also exist in the world with others

278
Q

What is Carl Rogers Theory?

A

Humanistic theory

279
Q

What is the 3 components of the humanistic theory?

A

Self-image, self-esteem/self-worth, and ideal-self.

280
Q

What are the two parts to the social identity theory?

A

Personal identity and social identity.

281
Q

Personal Identity:

A

things unique to each person like personality traits

282
Q

Social Identity

A

includes the groups you belong too in our community.

283
Q

Self-efficacy

A

belief in one’s abilities to succeed in a situation / to organize and execute the courses of action required in a particular situation

284
Q

Psychosocial development theory

A

Eriksons theory, Proposed personality/identity development occurs through one’s entire lifespan. Each stage depends on overcoming a conflict, and success/failure at each stage affects overall functioning of theory. 8 stages

285
Q

Sociocultural Cognitive development theory

A

Vygotsky, Believed children learned actively through hands-on processes, and suggest parents/caregivers/cultural beliefs/language/attitudes are all responsible for development of higher function of learning.

286
Q

Moral development theory:

A

Kohlberg, Focussed on moral reasoning and difference between right and wrong. Moral reasoning develops through level of cognitive development, and people pass through 3 stages of development (each with 2 stages) – 6 levels total

287
Q

social behaviorism

A

the mind and self-emerge through the process of communicating with others

288
Q

Socialization

A

(Looking glass self) describes the process by which people learn the attitudes, behaviours, and values expected by their culture/community. Socialization learning occurs through observation of/interaction with people who we are surrounded by

289
Q

Self-serving bias:

A

mechanism of preserving our self-esteem, more common in individualistic cultures. If we succeed it’s due to our internal/personal qualities, but if we fail no hit on self-esteem because likely to do with things outside of our control

290
Q

Optimism bias

A

is belief bad things happen to others, but not to us.

291
Q

Stereotype threat

A

(negative consequence of stereotyping) - self-fulfilling fear that one will be evaluated based on a negative stereotype

292
Q

Self-fulfilling prophecy

A

stereotypes can lead to behaviours that affirm the original stereotypes

293
Q

Frustration Aggression Hypothesis

A

Someone getting frustrated can lead to prejudice

294
Q

Self-stigma

A

individual can internalize all the negative stereotypes, prejudices, and discriminatory experiences they’ve had, and may begin to feel rejected by society,

295
Q

primacy bias

A

first impression is more important than later data.

296
Q

recency bias

A

recent actions are also very important, and people place a lot of emphasis on your recent actions/recent performances

297
Q

Halo effect

A

as if someone has a halo over their head

298
Q

Just World Hypothesis

A

Predictable result as a consequence for our actions

299
Q

Ethnocentric

A

judging someone else’s culture from the position of your own culture

300
Q

Cultural relativism

A

the practice of assessing a culture by its own standards rather than viewing it through the lens of one’s own culture

301
Q

Xenocentrism

A

judging another culture as superior to one’s own culture

302
Q

Mere exposure effect

A

repeated exposure to novel people or objects increases our liking for them

303
Q

similarity bias

A

implies we will not befriend people different from us

304
Q

projection bias

A

is when we assume other share the same beliefs we do

305
Q

False consensus

A

is when we assume everyone else agrees with what we do, even if they do not.

306
Q

stranger anxiety

A

(the fear of strangers) sets in around 8 months.

307
Q

secure attachment

A

Child is comfortable when mother is in room, is distressed when she isnt, and when the mom comes back the child becomes happy again.

308
Q

Insecure attachment

A

Child did not explore room and is clung to her, when mother left the child is upset, when mom comes back the child is still distressed.

309
Q

Authoritative parenting

A

also strict, consistent and loving but more pragmatic and issue-oriented and listen to children’s arguments. Balance responsibility with rights of child. Discipline

310
Q

Authoritarian parenting:

A

very strict, break will of child. Punishment

311
Q

Social scripts

A

when people are in new situations they rely on social scripts, or instructions provided by society on how to act

312
Q

Altruism

A

care about welfare of other people and are acting to help them. Beneficial to society and also individuals

313
Q

Tangible/Instrumental support

A

financial assistance/support, material goods, or services.

314
Q

Ascribed statuses

A

statuses you can’t change, given from birth. ex. Prince of royal family

315
Q

Role strain

A

when you can’t carry out all obligations of a status, tensions within one status, Causes individual to be pulled many directions by one status

316
Q

Role conflict

A

conflict/tension between two or more different statuses, unlike role strain. The different status compete for someone’s time

317
Q

Role Exit

A

Also called Social Role Exit. Whenanindividual stops engaging in arole previously central to their identity and the process of establishing a new identity

318
Q

Impression management

A

our attempt to control how others see us on the front stage

319
Q

Backstage

A

where you work on impression management

320
Q

Prejudice vs discrimination

A

Prejudice is a thought and discrimination is an action.

321
Q

Utilitarian Organizations

A

members are paid/rewarded for their efforts, ex. Businesses and government jobs, and universities

322
Q

Normative Organizations

A

members come together through shared goals, ex. religion groups or MADD

323
Q

Coercive Organization

A

members don’t have choice about membership, ex. people in a prison, or the military

324
Q

McDonaldization

A

policies of fast food organizations have come to dominate other organizations in society. Primarily, Principles of efficiency, calculability, predictability, uniformity and control

325
Q

Max Weber

A

(sociologist) studied structure of organizations, 5 main characteristics of an ideal bureaucracy, regardless of goal of organization

326
Q

What are the 5 main characteristics of an ideal bureaucracy?

A

Division of labour, Hierarchy of organization, written rules and regulations, impersonality, employment based on technical qualifications.

327
Q

Hierarchy of organization

A

each position is under supervision of higher authority. Not all people of an organization are equal

328
Q

anthropomorphism

A

attributing human characteristics to non-human animals.

329
Q

Functionalism

A

comes from macrosociology – looks at society as a whole and how institutions that make up the society adapt to keep society stable and functioning, It says that society is heading towards equilibrium. Durkheim

330
Q

Conflict theory

A

is also a macroperspective – the idea society is made of institutions that benefit powerful and create inequalities. Large groups are at odds until conflict is resolved

331
Q

Microsociology

A

face to face interactions, families, schools, other social interactions. Interpretive analysis of the society

332
Q

Symbolic interactionism

A

social theory that’s a microperspective, focuses on the individual and significance they give to objects, events, symbols, etc. in their lives.

333
Q

Ecclesia

A

dominant religious organization that includes most members of society, ex. Lutheranism in Sweden and Islam in Iran

334
Q

Sects

A

tend to be smaller and are established in protest of established church. They break away from churches Mormon

335
Q

Secularization

A

is the weakening of social and political power of religious organizations, as religious involvement declines

336
Q

Fundamentalism

A

reaction to secularization, go back to strict religious beliefs. Create social problems when people become too extreme

337
Q

sick role

A

expectation in society that allows you to take a break from responsibilities. But if you don’t get better or return, you’re viewed as deviant and harmful to society

338
Q

Social epidemiology

A

looks at health disparities through social indicators like race, gender, and income distribution, and how social factors affect a person’s health.

339
Q

Institutions

A

are structures that meet the needs of society like education systems, financial institutions, marriage, laws, etc

340
Q

Social facts

A

are ways of thinking and acting formed by society that existed before any one individual and will still exist after any individual is dead.

341
Q

Small societies

A

are held together by similarities, but only works for small ones…evolves into large society

342
Q

large societies

A

individuals become interdependent on each other as everyone is specialized in different roles

343
Q

Problems of functionalism

A

focuses entirely on institutions without regard for individual (only acknowledged). Also largely unable to explain social change and conflict, so focussed on equilibrium

344
Q

Inventor of conflict theory and what are the stages

A

Karl Marx that believed society evolved through several stages: feudalism -> capitalism -> socialism.

345
Q

social construct

A

is concept/practice everyone in society agrees to treat a certain way regardless of its inherent value, ex. money

346
Q

Social constructionism

A

is theory that knowledge is not real, and only exists because we give them reality through social agreement – nations, books, etc. don’t exist in absence of human society.

347
Q

What are the two types of social constructionism?

A

Weak and strong

348
Q

What does weak social constructionism depend on?

A

Brute facts and institutional facts.

349
Q

Brute facts

A

which are the most basic and fundamental facts. Ex. brute facts are what explain quarks

350
Q

Institutional facts

A

are created by social conventions and do rely on other facts

351
Q

Strong social constructionism

A

states that whole of reality is dependent on language and social habits; all knowledge is social construct and there are no brute facts. We created idea of quarks and everything we know to explain it. No facts that just exist

352
Q

Feminist Theory

A

macro level perspective on society, focussing on gender inequalities inherent to patriarchal capitalist societies, where men occupy governing positions in family and community.

353
Q

Rational Choice Theory

A

people always take rational actions, weighing costs and benefits of each action to gain most benefit

354
Q

Exchange Theory

A

application of Rational Choice Theory to social interaction. Family, work, partner selection, parenting, interpersonal relationships

355
Q

Activity Theory

A

looks at how older generation looks at themselves. Certain activities or jobs lost, those social interactions need to be replaced so elderly can be engaged and maintain moral/well-being

356
Q

Disengagement Theory

A

older adults and society separate, assumes they become more self-absorbed as they age

357
Q

Continuity Theory

A

people try to maintain same basic structure throughout their lives overtime. As they age people make decisions that preserve that structure and use it to adapt to external changes and internal changes of aging.

358
Q

gender role

A

is a set of societalnorms dictating what types of behaviors are generally considered acceptable, appropriate, or desirable for a person based on their actual or perceived sex

359
Q

Gender norms

A

(the socially acceptable ways of acting out gender) are learned from birth through childhood socialisation

360
Q

Gender schema

A

Theory that explains how individuals should be gendered in society. How sex-linked characteristics are maintained and transmitted to other members of a culture. What constitutes men/female characteristics and how stereotypes become ingrained in the society

361
Q

Gender script

A

what we expect men and females to do. Gender Script: organized information regarding the order of actions that are approximate to a familiar situation

362
Q

Suburbanization

A

is movement away from cities to get a larger home (American dream), but commute for work can be long and harder to get quick medical help

363
Q

Exurbs

A

Beyond suburbs, prosperous areas outside the city where people live and commute to city to work, like suburbs

364
Q

Demographic transition

A

is a model that changes in a country’s population – population will eventually stop growing when country transitions from high birth/death rates to low birth rate/death rates (fertility/mortality) which stabilizes the population

365
Q

Stage 1 of demographic transition model

A

High birth rates due to limited birth control, economic advantage for more workers, and high death rate due to disease/poor nutrition 18th century

366
Q

Stage 2 of demographic transition model:

A

Seen in beginnings of developing populations/countries. Population rises as death rate decreases/lower death rate (availability of food, improvement in health and sanitation). Trend was seen in 19th century Western-Europe after Industrial Revolution.

367
Q

Stage 3 of demographic transition model:

A

Death rates continue to drop and birth rates begin to fall. Ex. Middle East. Population continues to grow

368
Q

Stage 4 of demographic transition model

A

Population stabilizes, both birth and death rates are low and balance each other out. Population is large because it has been growing until Stage 4.

369
Q

Stage 5 of demographic transition model

A

Speculation. World population will be forced to stabilize.

370
Q

World-Systems Theory

A

importance of world as a unit rather than individual countries. Divides world into 3 countries: core, periphery, and semi-periphery

371
Q

Core

A

Western Europe and US. Strong Central Government with enough tax to support it. Economically diversified, industrialized, and independent of outside control

372
Q

Periphery

A

Latin America and Africa. Relatively weak government, greatly influenced by and depend on core countries and transnational corporations

373
Q

Semi-periphery

A

India and Brazil, middle-ground between core and periphery. Not dominant in international trade but diversified/developed economy

374
Q

Relative Deprivation Theory

A

actions of groups oppressed/deprived of rights that others in society enjoy. Ex. Civil Rights Movement

375
Q

Mass Society Theory

A

Scepticism about groups that were involved in social movement, said social movements would only form for people seeking refuge from main society. Ex. Nazism

376
Q

Resource Mobilization Theory

A

looks at social movements from different angle. Instead of looking at deprivation of people, focuses on factors that help/hinder a social movement like access to resources

377
Q

High culture

A

refers to patterns of experiences and attitudes that exist in the highest class segments of a society

378
Q

Normative culture

A

refers to values and behaviors that are in line with larger societal norms (like avoidance of crime

379
Q

Popular culture

A

refers to patterns of experiences and attitudes that exist within mainstream normative society - like attending a game or watching a parade

380
Q

microculture

A

can’t support people throughout their lifespan, refers to groups/organizations only affecting limited period of one’s life. Ex. Girl scouts, college sororities

381
Q

Counterculture

A

group with expectations and values that strongly disagree with the main values from the larger society

382
Q

non-material culture (symbolic culture)

A

doesn’t include physical objects, like ideas/beliefs/values, which tend to resist change

383
Q

Material culture

A

refers to physical and technological aspects of our daily lives, like food and houses, and phones

384
Q

Culture Shock

A

feelings of disorientation, uncertainty, or even fear when they encounter unfamiliar culture practices

385
Q

Diffusion

A

is the spread of an invention or discovery or ideas from one place to another. Spread of ideas such as Capitalism, democracy and religious beliefs have brought change in human relationships around the world

386
Q

horizontally / horizontal mobility

A

move within the same class. Ex. Accountant switches job to different accounting company

387
Q

Vertical movement /mobility

A

move up or down the social hierarchy. Ex. Manager at restaurant becomes CEO of fast food restaurant. But if he gets demoted to serving food, fall downwards.

388
Q

Caste system

A

Very little social mobility, because your role is determined entirely by background you’re born to and who you’re married to. A lot of social stability

389
Q

Class system

A

allows for degree of social mobility, combination of background and movement, often by education. Less stability

390
Q

Meritocracy

A

concept that people achieve social position solely based on ability and achievements. Highly idealized

391
Q

social reproduction

A

People with rich parents end up wealthy themselves

392
Q

Social stratification

A

is a society’s categorization of people into socioeconomicstrata, based upon theiroccupationand income,wealthandsocial status, or derivedpower(social and political

393
Q

Theory of intersectionality

A

asks us to consider all the different levels of discrimination. Intersectionality calls attention to how identity categories intersect in systems of social stratification

394
Q

class consciousness

A

and realize they have solidarity with one another and struggle to overcome this oppression and exploitation. Involves seizing and obtaining means and redistributing the means of production among the workers

395
Q

False consciousness

A

unlike class consciousness, instead of seeing they have solidarity with one another, they’re unable to see their oppression

396
Q

T-test

A

compares mean values of a continuous variable (dependent) between 2 categories/groups, ex. comparing mean of a group to a specific value. Can also compare means of 2 groups.

397
Q

Cross-sectional study

A

look at a group of different people at one moment in time

398
Q

Cohort study

A

following a subset of population over a lifetime. A cohort is a group of people who share a common characteristic

399
Q

Longitudinal study

A

data is gathered for the same subjects repeatedly over a period of time, can take years or decades

400
Q

Case-control study

A

observational study where 2 groups differing in outcome are identified and compared to find a causal factor

401
Q

experimental Study

A

would involve manipulation of variables, which was not present in this study.. Would have independent and dependent variables

402
Q

negative correlation

A

is a relationship between two variables in which one variable increases and the other decreases.

403
Q

Self-Report Study

A

Cheap and not labor intensive. Potential for poor reliability, vulnerable to subjective interpretation, hard to compare w/ those from other measures

404
Q

Validity

A

accuracy. Items that are high in validity accurately address the construct. “ACTUALLY GETTING AN SNSWER FOR SOMETHING YOU WISH TO MEAUSRE

405
Q

Internal Validity

A

extent to which a causal conclusion based on a study is warranted. Confounding factors often impact the internal validity of an experiment

406
Q

External validity

A

Whether results of the study can be generalized to other situations and other people

407
Q

Population ValiditY

A

Population validity is a type of external validity which describes how well the sample used can be extrapolated to a population as a whole. Generalizability

408
Q

Ecological Validity

A

Ecological validity is a type of external validity which looks at the testing environment and determines how much it influences behavior

409
Q

test validity:

A

is an indicator of how much meaning can be placed upon a set of test results

410
Q

Concurrent validity

A

measures how well a test matches up with a benchmark test, which is usually another valid measure of the same construct.

411
Q

Predictive validity

A

or the extent to which an assessment is able to predict something it should be able to predict

412
Q

Construct validity

A

Construct validity describes the extent to which the theory is supported by the data or results of the research

413
Q

Content validity

A

describes the extent that the test measures the construct accurately

414
Q

Face validity

A

is a measure of how representative a research project is ‘at face value,’ and whether it appears to be a good project.

415
Q

Confounding variables

A

changes in dependent variable may be due to existence of or variations in a third variable

416
Q

Dependent Variable:

A

A dependent variable is expected to change based on the manipulation of the independent variable.

417
Q

Independent Variable:

A

what is manipulated

418
Q

Temporal confounds

A

time related confounding variables

419
Q

Reliability

A

consistency in answers across participants

420
Q

Null Hypothesis

A

: A null hypothesis is a statement that suggests there is no relationship between two variables.

421
Q

Reconstructive bias

A

is a type of bias related to memory. Most research on memories suggests that our memories of the past are not as accurate as we think, especially when we are remembering times of high stress

422
Q

Attrition bias

A

occurs when participants drop out of a long-term experiment or study

423
Q

Social desirability bias

A

is a type of bias related to how people respond to research questions.

424
Q

Selection bias

A

refers to a type of bias related to how people are chosen to participate

425
Q

Subjective Bias

A

Self-reported information is always vulnerable to subjective bias

426
Q

Implicit bias

A

refers to the attitudes or stereotypes that affect an individual’s understanding, actions, and decisions in an unconscious manner

427
Q

Cognitive bias

A

is the tendency to think in certain ways

MCAT PSYCHOLOGY I MADE (1 decks)

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