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Psych 110 > Psych Exam 11/18/22 > Flashcards

Psych Exam 11/18/22 Flashcards

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1
Q

personality

A

emotional responses and habitual ways in which an individual responds to the environment

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2
Q

trait theories

A

building blocks of personality

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3
Q

biological theories of personality

A

differ due to physiological differences

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4
Q

developmental personality theories

A

differ due to distinct early childhood experiences

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5
Q

humanist theories

A

differ in our choices and goals

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6
Q

trait

A

characteristics and stable pattern of thought, feeling or behavior

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7
Q

Big 5 (OCEAN)

A

Openness to experience, conscientiousness, extraversion, agreeableness, neuroticism

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8
Q

openness to experience

A

Imaginative vs down to earth
Variety vs routine
Independent vs conforming

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9
Q

conscientiousness

A

Organized vs disorganized
Careful vs careless
Self -disciplined vs weak-willed

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10
Q

extraversion

A

Social vs retiring
Fun-loving vs sober
Affectionate vs reserved

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11
Q

agreeableness

A

Softhearted vs ruthless
Trusting vs suspicious
Helpful vs uncooperative

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12
Q

neuroticism

A

Worried vs calm
Insecure vs secure
Self-pitying vs self-satisfied

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13
Q

analog

A

how we use the same dimensions to quickly describe someone’s appearance (ex height, weight, hair color)

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14
Q

temperament

A

differences in emotional responses that vary across individuals and have a biological basis, highly heritable

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15
Q

inhibited temperament

A

fear/shyness, activity/emotionality/sociability

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16
Q

stable (trait observations)

A

when measured in the womb, predict parent reports at 3 months, observations at age 4, and peer and teacher reports at age 8 and beyond

can change, inhibited can and do sometimes become uninhibited mostly because parents work hard at inhibited temperaments (trying to make a shy child confident)

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17
Q

Eysenck (extroverts vs introverts)

A

differences in extraversion vs introversion due to arousability - also thought to be primary factor in temperament

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18
Q

extroverts

A

low arousability, so they seek external stimulation (ex. lower heartrate reactivity to stimulation so they seek more

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19
Q

introverts

A

higher arousabiltiy, so they avoid external stimulation (ex higher responsiveness in heartrate to same stimulation so they seek less)

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20
Q

inherited traits (Gray)

A

differences due to behavior inhibition system and behavior activation system

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21
Q

BIS and BAS

A

extroverts - BAS > BIS (more sensitive to rewards than punishment)
introverts - BIS > BAS (more sensitive to punishment than rewards)

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22
Q

Freudian theory of personality

A

personality will be determined by how a child passes through early psychosexual stages, “fixations” occur when under stress, regress to problematic area

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23
Q

oral (Freudian theory of personality)

A

gains sensual gratification through the mouth
adults with an oral fixation may be prone to excessive eating/drinking

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24
Q

anal (Freudian theory of personality)

A

toilet training
adults any be compulsively neat and precise

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25
Q

phallic (Freudian theory of personality)

A

3-6 years old
Oedipal or Electra complex - fixation on opposite sex parents, gives way to identification with same-sex parent

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26
Q

attachment

A

bonds btw infant and caregiver will influence individual’s interaction with others throughout the lifespan

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27
Q

Self Letter test

A

B - secure: comfortable with relationships, easily formed (65% in US)
C - anxious: want relationships, but insecure (10-15%)
A - avoidant: dismissive of relationships (30-25%)

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28
Q

secure

A

warm responsive parenting

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29
Q

anxious

A

unreliably responsive parenting - parent warm when available but not always available

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30
Q

avoidant

A

parent unavailable/unresponsive - infant learns to self-soothe

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31
Q

Ainsworth’s strange situation test

A

give child interesting toys, mother leaves and then she comes back
3 stages - explore, separate, reunite

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32
Q

secure (Ainsworth’s strange situation test)

A

explore, upset when mother leaves, can easily and quickly be comforted

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33
Q

anxious (Ainsworth’s strange situation test)

A

clingy, upset when mother leaves, cannot be comforted easily

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34
Q

avoidant (Ainsworth’s strange situation test)

A

ignore, don’t act upset when mother leaves (but show increased HR), don’t greet upon return

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35
Q

Ainsworth follow-up study

A

original Ainsworth study kids studied as young adults in college (all female, brought boyfriends)
No differences in waiting rooms apparent until the stress of “pain” study (attachment patterns emerge primarily when under stress)
Stressor: giant machine with claws and sparks, told the women that it would cause pain but no damage

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36
Q

secure (Ainsworth follow-up study)

A

sought and received comfort

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37
Q

anxious (Ainsworth follow-up study)

A

clingy, not comforted

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38
Q

avoidant (Ainsworth follow-up study)

A

sat further away from partner, did not mention it

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39
Q

social learning theory

A

personality dispositions are shaped through development, prior experience from lasting habits and expectancies

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40
Q

environmental influences/observational learning (social learning theory)

A

modeling - children will imitate and internalize the behaviors of adults or peers that they like or that they see rewarded (having an optimistic or grateful mindset)

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41
Q

locus of control

A

extent to which believe influential forces lie within (internal) vs outside (external) the individual

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42
Q

parenting practices (locus of control)

A

parenting practices that are responsive to the child and encourage independent exploration encourage an internal locus of control, whereas those that control the child’s environment and schedule the child’s activities can lead to a more external locus of control (helicopter parenting)

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43
Q

self-efficacy (locus of control)

A

beliefs about the self’s own ability and competence can be domain-specific (ex athletics or academics)

high self-efficacy → greater persistence on challenging tasks
young children who are sheltered from failure/mistakes have lower efficacy in those domains

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44
Q

humanistic theories

A

don’t emphasize early development, free will + growth
individual plays major role in shaping own personality, we differ in what we strive for

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45
Q

self-actualizing motive (humanistic theory)

A

process by which people strive to fulfill their individual potential for personal growth through greater self-understanding (top of Maslow’s pyramid)

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46
Q

seeking self-congruity (humanistic theory)

A

ideal self: who one hopes to be
ought self: who one thinks one should be
actual self: who one is right now

ideal-actual incongruity can lead to depression
ought-actual incongruity can lead to anxiety

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47
Q

situationism

A

theory that situational norms determine behavior at any specific time point more than personality traits

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48
Q

strong situations

A

most likely to determine behavior (funerals, job interviews, classrooms) because the social norms of how to behave in that situation are strong

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49
Q

weak situations

A

fewer norms, so people can behave freely and naturally (parties, parks, hanging out) - personality can often predict behavior in weak situations

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50
Q

situational change

A

situations change across time, but personality remains relatively stable - personality predicts behavioral patterns across time but for any single instance of behavior the prediction is made by social situation

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51
Q

social psychology

A

study of how our thoughts, feelings and behaviors are influenced by the real, implied or imagined presence of others

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52
Q

social brain theory

A

keeping track of who is a friend/can be trusted
reading social cues and adapting one’s behavior accordingly
animals who live in social groups are more intelligent than “loners” (social Meerkats are much more intelligent than their relative, the more solitary Slender mongoose)
even within social groups, animals who live in larger groups require larger brains

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53
Q

belonging as a human need

A

we need each other to survive - negative consequences if belonging needs are unmet
high-quality social connections are often the largest determinant of happiness and overall life satisfaction across cultures

54
Q

social isolation

A

the largest predictor of poor physical and mental health
lonely individuals have:
poorer sleep quality, lower immune function (higher rates of infections and slower wound healing)
poorer mental health (higher rates of depression)
higher rates of cardiovascular disease
higher mortality rates from numerous diseases

55
Q

after rejection

A

pay attention to and remember more social information
become better at reading emotional facial expressions (true vs false smiles)
become better at understanding emotional vocal tones
become better at perspective-taking (understanding others’ point of view)
become more cooperative at group tasks

56
Q

normative influence

A

we want to be liked, Asch’s conformity and line length study

57
Q

informational influence

A

we want to be right, whenever the situation is ambiguous we look to others for the right answer

ex. deciding to try a new restaurant - see whether other people are eating there
what to purchase at a store - buy the one that looks “scarcer” as it implies that others buy it
“mask culture” - social norms a better predictor of whether a person would wear a mask than knowledge/infomration

58
Q

conformity

A

yielding to real or imagined social pressure

59
Q

Asch’s line-length study (normative influence: conformity)

A

1 participant, 5 confederates, when the confederates gave the wrong answer
- 76% conformed on at least 1 trial (dropped if answers weren’t aloud)

60
Q

normative + informational influence (conformity)

A

normative = we want to be liked, and will do what it takes to get along
informational = if ambiguous situation, look to others

61
Q

cohesiveness (conformity)

A

liking for a group increases conformity = normative

62
Q

group size (conformity)

A

increasing numbers increases conformity = can be normative or informational

63
Q

support (conformity)

A

even one ally reduces conformity = normative
- even if ally is expected tobe “incompetent” at the task (“legally blind” ally)
- even if ally has difference view

64
Q

Milgram’s study of destructive obedience

A

everyone was focused on personality features (ex the authoritarian personality, German parenting styles, etc)
Milgram focused on the power of the social situation
Yale “teacher/learner” studies - broad American community sample
regular audience - less than 5% will go all the way
clinical psychologists - around 1-3% will go all the way
65% of people went all the way to the end:
- power of the situation, paradigm shift in psychology
are we cruel? no

65
Q

Milgram’s study pt 2

A

moved to less reputable lab and made the experimenter dislikeable - would have stopped if normative, changed nothing
made the learner a woman - no
made the teacher a woman - no
but seeing another person refusing to follow orders caused a 10% drop because of informational influence

66
Q

door in face

A

small requests are granted more often if first get a refusal of a large request - more likely to take delinquents to the zoo if asked (and refuse) to work with them twice a week for six months = compromise

67
Q

reciprocity norm

A

more likely to comply with a request after being given a small token (why charities send calendars or address labels with request, if given a small gift we feel more obligated)

68
Q

foot in the door

A

large requests are granted more often if preceded by a small request (because we want to be consistent with our past self) - canned goods study: agreeing to do a small phone survey made it more likely folks would later agree to allow a day-long inventory

69
Q

low ball technique

A

change terms of agreement after verbal commitment, still get compliance (car sales are infamous for this)

70
Q

abnormal (mental disorders)

A

deviance from social norms of acceptability - “abnormal” differs across cultures and crosses and across times in history (ex Great Depression: no one threw away anything, now the same behavior would be considers hoarding)

71
Q

maladaptive (mental disorders)

A

interferes with at least one large sphere of life - work, relationships etc

72
Q

personal distress (mental disorders)

A

or risk of harm to self/others
one can behave very differently from social norms but if its not maladaptive or increased distress it is not a disorder

73
Q

clinical disorders

A

generally more severe, can be temporary or long-lasting, resulting in low level of functioning and/or high distress, leading to a diagnosis

74
Q

personality disorders

A

milder disorders, longstanding, usually a higher level of functioning, may not necessarily seek treatment

75
Q

diagnostic manual (DSM5)

A

provides common language/dictionary for professionals to discuss common clusters of symptoms

76
Q

anxiety disorders

A

highest prevalence - 30% for lifetime, 1% college students subclinical anxiety
severe, irrational fear or worry that disrupts functioning

77
Q

generalized anxiety

A

chronic high level of anxiety without a specific focus
“free-floating” anxiety
hypervigilance - attentional bias toward potential threats

78
Q

phobias

A

specific fear of an object or action, irrationally exaggerated, interferes with life
simple phobias: role of evolutionary preparedness in prevalence of targets of simple phobia

79
Q

social anxiety

A

fear of speaking, eating, or performing in public or of social interaction more generally
most prevalent phobia 5-13% of general population
emerges in teen years
risk factor: inhibited temperament

80
Q

panic disorder

A

recurrent attacks of overwhelming anxiety and terror
feels like you are dying, overwhelming sense of doom
fear of attack is more debilitating than the attacks themselves
moderately heritable (40%)
triggered by life stressor
resutls in “anxiety sensitivity” an oversensitivity to one’s own physiological responses

81
Q

Obsessive Compulsive disorder

A

intrusive anxiety-provoking thoughts, sometimes with uncontrollable urges to reduce anxiety
fully aware of the irrationality of these thoughts

82
Q

compulsions (OCD)

A

ritualistic actions that reduce anxiety, often linked to obsessions

83
Q

obsessions (OCD)

A
  • cleanliness/order
  • the safety of home or family
  • harm to others
84
Q

risk factors - OCD

A

obsessions sometimes may be caused by damage to caudate nucleus (after viral infection or autoimmune) leading to intrusive thoughts

compulsions thought to be compensation and result from operant conditioning, specifically a reflection of negative reinforcement
an action that reduces anxiety is repeated and can become a compulsion

85
Q

depression

A

presence of sad, empty or irritable mood accompanied by somatic and cognitive changes that significantly impact and individual’s ability to function

86
Q

depressive disorders

A

duration, timing and etiology

87
Q

major depressive disorder

A

depressed mood and/or diminished interest/pleasure most of the day nearly every day
5 or more symptoms
duration: 2-weeks
impact: significant distress or impairment in important areas of functioning

88
Q

persistent depressive disorder

A

depressed mood most of the day nearly every day
2 or more symptoms
duration: 2 years without a break lasting more than 2 months at a time
impact: significant distress or impairment in important areas of functioning

89
Q

premenstrual dysphoric disorder

A

5 or more symptoms one of which must be marked irritability,depressed mood or anxiety
duration: present in final week before the onset of menses and start to improve within a few days of the start of menses and become minimal/absent in the week post menses
impact: significant distress of impairment in important areas of functioning

90
Q

other specified depressive disorder

A

symptoms characteristic of a depressive disorder that cause significant distress or impairment to daily life but do not meet full creitieria for any disorders

91
Q

specifiers (seasonal)

A

seasonal pattern: regular and temporal relationship btw onset of depression and a particular time of year, full remissions also occur at characteristic time of year
happened at least twice in the past 2 years

92
Q

specifiers (peripartum)

A

onset of mood symptoms occurs during pregnancy or in the 4 weeks following delivery

93
Q

biological causes of depression

A

heritable - twin studies
polygenetic - no one gene for depression
involves more than one monoamine (norepinephrine, serotonin)

94
Q

environmental causes of depression

A

diathesis-stress model - describes the trajectory of symptoms as the result of an interaction btw a predispositions vulnerability (the diathesis) and stress caused by life experiences
life stress - chronic/acute, interpersonal/nonpersonal, threat/loss

95
Q

cognitive processes (depression)

A

overgneralizing, catastrophizing, black and white thinking, personalization

96
Q

external locus of control (depression)

A

believe they are unable to control their life, negative events are stable and global, positive events are few and far between and local

97
Q

suicide

A

non-suicidal self-injury, suicidal ideation
desire, intent and plan
protective factors - social support, fear of death/dying, pets and children

98
Q

schizophrenia

A

“split mind” disturbances of though that spill over to affect perceptual, social and emotional processes - low prevalence (0.5-1%)

99
Q

schizophrenia expanded

A

emerges/diagnoses in late teens and 20s
deterioration in function due to:
- delusions/irrational thought
- hallucinations
- disorganized incoherent speech
- disorganized/strange behavior
- disturbed emotional expressions/flat affect

100
Q

schizophrenia symptoms

A

positive symptoms: presence of experiences that are non-normative = hallucinations, delusions
negative symptoms: absence of experiences that are normative = flat affect, lack of motivation or lack of sociality
positive symptoms are easier to great than negative, negative more common in men

101
Q

genetic risk factors (schizophrenia)

A

hereditary predisposition, twice in relation in identical twins vs fraternal twins (50% likelihood if twin is diagnosed)

102
Q

brain abnormalities (schizophrenia)

A

overabundance of dopamine, differences in structure (larger ventricles) inefficient neurotransmission due to abnormal glial cells/myelin

103
Q

prenatal environment (schizophrenia)

A

virus hypothesis, flu in mom when pregnant (2nd trimester) associated with schizophrenia

104
Q

postnatal environment (schizophrenia)

A

stress is a factor in both onset and relapse, being raised in urban environment doubles the risk, family dysfunction increases risk

105
Q

substance use disorders

A

substance use that causes impairment of important life domains and/or stress
classified as mild, moderate or severe depending on how many of the diagnostic criteria you meet (11 DSM-5 criteria)

106
Q

SUD criteria

A

physical or psychological problems
time spent using
hazardous use
social or interpersonal problems
neglected major roles
activities are given up
withdrawal
tolerance
larger amounts/longer
craving
repeated attempts to control use or quit

107
Q

neuroplasticity

A

hypothesis: dopamine “wanting” or reward pathway adapts to chronic drug stimulation
- hijacked to motivate and reward drug use and ignore other behavior
feel unpleasant withdrawal symptoms cravings that can only be alleviated by more drug use, thus drugs become highly negatively reinforcing

108
Q

genetic vulnerability (SUD)

A

30-60% heritable
“addictive personality”: more neurotic, less conscientious and less agreeable, more impulsive (lower activation of orbital frontal cortex)

109
Q

Rat Park study (SUD)

A

rats in empty cage will self-administer morphine until they die, but put in an open space together (rat park) they stop taking the morphine, even if you lace the morphine-water with glucose and even if you get them all “addicted” before putting them in rat park

Alexandar’s conclusion: anxious, terrified, isolated rats choose to cope by taking morphie

110
Q

Vietnam War case study

A

after the VW only 12% of American soldiers who were addicted to heroin in Vietnam stayed addicted when they came home
- shows influence of environment and influence of trauma
implies there are lots of people who experience trauma in drug-friendly environments who might use but don’t become addicted when the environment changes to become more supportive/less stressful

111
Q

biological/pharmacological therapies

A

treatment of disordered “brain”, most common drug treatment

112
Q

“talk” therapy and behavioral therapy

A

treatment of disordered “mind”, several varieties used for different disorders

113
Q

antipsychotics (biological therapies)

A

dopamine antagonists, effective for decreasing positive symptoms

114
Q

antidepressants (biological therapies)

A

target serotonin, norepinephrine and/or dopamine

115
Q

anti-anxiety drugs (biological therapies)

A

GABA agonists, may be addictive most useful for short term therapy, paired with behavioral therapy, long term use recently linked to risk for Alzheimer’s

116
Q

new depression treatments (biological therapies)

A

ketamine = infusions result in rapid effects
psilocybin - still being explored also works on glutamate and may be longer lasting (not FDA approved yet)
anti-inflammatory drugs

117
Q

transcranial magnetic stimulation (TMS)

A

TMS over the left frontal regions has been studied as potential treatment for depression
deep brain stimulation of the caudate nucleus has been successful in treating OCD

118
Q

psychoanalysis (Freud)

A

Assumption → source of problems is unconscious conflict
“Insight” therapy → verbal interactions between therapist and client designed to enhance self-knowledge and produce psychological change
Purpose = to discover unconscious conflicts and motives that are causing symptoms

119
Q

free association and dream analysis (psychoanalysis)

A

(therapist looks for slips of the tongue or dream symbols) taps the unconscious
Often old relationships reenacted in transference to therapist
Therapist seen as having all the answers, does all interpretation

120
Q

client-centered (Humanist)

A

Assumption → client can heal themselves with support and assistance in clarifying their own thoughts

121
Q

Rogerian therapy (client-centered)

A

purpose = to lead to self-awareness and self-acceptance
client-paced conversations about troubling issues in their lives - therapist reflects back what the client said to enable clarification

122
Q

client-centered pt 2

A

client is seen as having all the answers, therapist is there in a supporting role to help the client understand own feelings

123
Q

cognitive therapies

A

Assumptions → source of the problem is unhelpful/unhealthy patterns of thinking that can be changed (with CBT also emphasis on adding better-coping behaviors)
purpose - lead to rational thoughts and perceptions of self and problems

124
Q

cognitive

A

gentle change, therapist is warm and non-confrontational, gives homework assignments to help client restructure beliefs

125
Q

rational/emotive

A

therapist assertively confronts “irrational beliefs”

126
Q

automatic thoughts (cognitive therapy)

A

clients are asked to pay attention to these thoughts and taught to replace maladaptive thoughts with more adaptive patterns

127
Q

behavior therapies

A

assumption - clients best served when focus on behavior symptom not on the thought that leads to it

128
Q

behavior therapy example

A

systematic desensitization for phobia treatment, reduces phobia or anxious response through progressive counterconditioning
- anxiety hierarchy
- deep relaxation training
- association of events in hierarchy with relaxation

129
Q

flooding (behavior therapy)

A

flooding - facing fear at a high level, assuming doing so will break the exaggerated terror, safety confront a feared stimulus that is high on the anxiety hierarchy

130
Q

exposure (behavior therapy)

A

OCD, face their anxiety and learn to cope without the ritual

131
Q

observation training

A

relies on observational learning to encourage behaviors that enhance social skills, self-care tasks, communication skills
used in schizophrenia and social anxiety especially in children
clients use “role models” and try to mimic their behavior through role play and practice
reinforced/praised/rewarded when they succeed

132
Q

positive psychology

A

mental health is more than the absence of mental illness
strong science and understanding and treating mental illness but less devoted to high levels of mental health
40% of overall well-being is due to intentional activities (spending time with loved ones, use of time has a broader meaning)

Psych 110 (3 decks)

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