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psych exam Flashcards

1
Q

Freud vs Jung

A

similar
-conscious and unconscious mind
-interactions between conscious/ unconscious lead to growth and change

Freud
-unconscious is repressed thoughts/feelings
-sexually was main source of human motivation
(five psych sexual stages)(jung did not agree)

Jung
-early supporter of Freud because of their shared interest in the unconscious
- did not agree with Freud- unconscious mind is not only repressed thoughts and feelings

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2
Q

Pavlov

A

Palvos dog experiment
classically conditioned dogs to salivate at the sound of a bell

  • takes a response to one particular stimulus causes same response to occur with another stimulus by repeatly pairing new stimulus with original one
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3
Q

ID, superego, ego

A

id- act on unconscious urges and search for instant gratification

ego- conscious, rational part of the mind that balances the ID and superego

superego- act consciously, think about all possible scenarios

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4
Q

Erickson

A

-psychosocial theory
(involve both psychological and social aspects, life periods which individual goal is to satisfy desires associated with social needs)
-8 eight stages of development that build upon each other (determined by success or failure)
-each stage has a crisis and optimal time

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5
Q

Psychosocial development: stage 5

A

identity vs role confusion
- 12-18y
question: who am i?
maladaptive- perfectionism
malignant- unable to commit

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6
Q

psychosocial development: stage 8

A

identity vs despair
-have a lived a fulfilled life?
- develop ego with a minimal sense of despair

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7
Q

psyche

A
  • mind (soul/spirit)
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8
Q

Victor Frankl

A

-theory grew from experience from Auschwitz
- suggest humans are motivated by the need for meaning in their lives
- emphasizes freedom of will- ability to chose how to respond in situations- ability to shape our lives

legotherapy- helps patient find meaning in their life

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9
Q

Watson

A
  • psychology should be based off observable behavior not the subject unconsciousness

-what could not been seen, could not be studied

-nature doesn’t count, nurture is what is important

“little Albert Study”
-classical conditioned baby to be afraid of rats

main goal- to see if people could be conditioned like Pavlov’s dogs
-that fears are a learned behavior and not genetic

try to figure out if a response of fear could be conditioned

learning theory: minds are blank states when born, are molded by our environment

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10
Q

Piaget

A

-cognitive development viewpoint
1. sensormotor stage
-object permance
2. pre-operational stage
-symbolic thinking
3. concrete operational
-conservation
(physical attributes of an object remain unchanged, even though outward appearance changes- pour water from small-big glass)
4. formal operational
deductive resoning- hypothoses about some aspect of external world

abstract thought- begin to consider possible outcomes, no relying soley on experiences

problem solving-
-schema (cognitive system- helps us make sense and organize information)

is shaped by accommodation and assimilation
-4 stages of cognitive development (sensorimotor, pre-operational, concrete operational, formal operational)

adaption
-learning
-ability to adjust new information and experiences

assimilation
-GENERALIZING
- fitting NEW INFO into EXSITING understanding/ perceptions

accommodation
-ALTERING initial understanding
- revising existing cognitive schemas, so NEW information can be incorporated

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11
Q

Spearman vs gardener

A

SPEARMAN: 2 factory theory
-general factor and specific factor

-basic intelligence predicts our abilities in various academic areas
- different areas correlate
-human abilities are too diverse to be encapsulate by a single general factor

Gardener : multiple intelligence
-argued we don’t have general intelligence just multiple intelligence
- studied those with savant syndrome
-8 interdependent intelligences based on skills beyond academics (perceiving, understanding, managing, using)

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12
Q

Classical conditioning

A

learning shaped by what happens BEFORE the behavior

Pavlov’s dogs
takes response to stimulus, repeatedly pairing new stimulus with old one

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13
Q

operant conditioning

A

behavior shaped by what happens AFTER the behavior
is followed by a reinforcement/ punishment it is more/less likely to be repeated

types of reinforcement/ punishment
positive- adding to increase or decrease behavior
negative- take something away to increase or decrease behavior

positive punishment
- ADD consequence decrease the behavior
ex. yelling
negitive punishment
- TAKE AWAY to decrease behaviour

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14
Q

assimilation vs accommodation

A

assimilation
-GENERALIZE
- fitting NEW INFO into EXSITING understanding/ perceptions

accommodation
ALTERING
- REVISING EXSITING cognitive schemas, so NEW information can be incorporated

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15
Q

disequilibrium

A

state of cognitive imbalance
come across NEW SITUATION or TASK DO NOT UNDERSTAND
- nothing to compare to, cannot make sense of it

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16
Q

adaption

A

ability to adjust new information and experiences
-learning

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17
Q

reinforcement schedules

variable interval, fixed ratio, variable ratio, fixed interval

A

variable interval: reinforces response at unpredictable times

fixed interval : reinforces a response only after a specific time has elapsed

variable ratio: reinforce response after an unpredictable number of responses

fixed ratio: reinforce response only after a specified number of responses

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18
Q

existential vacuum

A

Frankl
-phenomenon in which people think life is meaningless
- primarily through boredom which leads to distress

-what i take from life
-how i view life
-how i give to life

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19
Q

object permanence

A

the idea object exist outside the Childs view

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20
Q

development of a schema

A

-children watch environment or come across something new
-experience with new objects
-make connections and associations between events
-become confused when current schemas doesn’t explain experiences (disequilibrium)
-use accommodation or adaptionc

what is a schema?
cognitive system/ framework helps us organize and make sense of information

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21
Q

Frauds psychosexual stages

A

oral- pleasure seeking mouth

anal- centered on functions of elimination

phallic (boys are infatuated by mother, threatened by father)
-genital’s

latency - sexual thought repressed, Childs focus on developing social, interectual skills

genitial- seek relationships

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22
Q

defense mechanisms
regression, reaction formation, repression, displacement

A

regression- retreat to earlier and more infantile stage of development

reaction formation-
person feels urge to say/do something but does the opposite

repression-
banishes anxiety arousing thoughts from conscious to subconscious

displacement-
redirection of emotion on new target (take anger out of someone else)

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23
Q

logo therapy techniques

A

dereflexion- divert attention away from self

paradoxical intention- wish closely for the thing you fear most

Socratic dialogue- listen closely to the way that you describe things

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24
Q

concept of self (Rogers)

A

1.ideal self-person you want to be

  1. self image- how you see yourself ,how you think others see you
  2. self esteem- degree to which you like yourself
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25
Q

what is a schema

A

cognitive system
-helps organize and make sense of info
-provide us of what to expect
-basic building block intelligent behavior

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26
Q

nervous system

A

central nervous system: Brain and spinal cord

peripheral nervous system
SOMATIC- voluntary actions (afferent and efferent nerons )
AUTONOMIC
- sympathetic (prepare for emergencies)
-parasympathetic (return body back to normal, slow breath etc.)

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27
Q

Broca area vs Wernickes

A

Broca area
- speech production
-frontal lobe

wernickes
- speech comprehension
- temporal lobe

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28
Q

Oedipus complex

A

Freud theory
ages 3-6 (phallic stage)
child desire to have the parent of opposite to themselves (excluding other parent)

-

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29
Q

brain stem

A

all nerve fibers connecting forebrain, cerebellum and spinal cord

  • directs essential activities like heart rate and breathing

-divided into midbrain, pons, medulla oblongata

30
Q

occuipital lobe

A
  • back of brain
    -vision
    -decode visual information
31
Q

temporal lobe

A
  • left and right side above and around ears
    -Wernicke’s area (give words meaning)
    -hearing, memory, language
    -recognize objects, people and places
32
Q

amygdala

A

-limbic system
-emotional response
-form new memories (work with hippocampus to attach emotion to memory)

33
Q

hippocampus

A

-limbic system
-form, organize, and store new memories
-memories not stored long term
-support memory consolidation when asleep

34
Q

maturational theory

A

-Gesell
-focused on course, pattern, and rate of maturational growth in children

-physical growth based on environment and genes

35
Q

dynamic systems theory

A

-behavior emerges as a pattern from all streams that flow into the river of infant development

-each new skill emerges as infants actively recognize existing motor skills into more complex situations (not genetically programmed)
- babies apply old skills learn new skills

36
Q

extinction- classical conditioning

A

conditioned stimulus is presented alone without unconditional stimulus

-conditioned response will ease

37
Q

reinforcement schedules

A

variable- random aamount of time or # of response

fixed- specific amount of time or number of repsonses

interval- focus on time

ratio-focus on response

38
Q

Disinhibition

A

when observer watches someone else engage in a threatening activity without getting punished, observer may find it easier to do that behavior later

39
Q

language acquisition

A

NATIVISM (nature)
natural abilities, include language module where learning a language is different from other learning

-biologically programed to gain knowledge

Noam Chomsky- all people have language acquisition device

CONNECTIONISM (nurture)
- language is acquired through the regularities in our experience and exposure

Skinner- language acquired through conditioning (based on environment)

-learn words by associating to positive reinforcement

40
Q

savant syndrome

A

condition which a person, limited mental ability has exceptional specific skill (can memorize hundreds of books but cannot button pants)

Gardner theory of multiple intelligences
this evidence gardener argued we don’t have general intelligence- instead multiple intelligences

41
Q

phonemes

A

-basic unit of sound in a language
-combined to form words

42
Q

motherase- infant directed speech

A

-speed used by parents to talk to babies
- higher pitch, simple words

43
Q

interactionism

A

language is fundamentally a social experience

  • language learning is influenced by desire to communicate

-critcial period before 7

44
Q

cocktail party effect

A

-ability to only attend to one voice at a time
-when another voice says your name, that voice is brought to conscious intelligence

45
Q

selective attention

A

capacity to focus on task relevant aspects of experience while ignoring distractions

46
Q

connectionism

A

language is acquired through the regularities in our experience and environment
(imitating others, positive reinforcement- help child learn)

47
Q

G factor vs S factor

A

Spearmans 2 factor theory

  1. GENERAL intelligence (IQ)
    -problem solving
  2. SPECIFIC mental abilities
    math and verbal skills
48
Q

selective attention

A

capacity to focus on task relevant aspects of experiences while ignoring distractions

49
Q

4 types of memory

A

RECOGNITION
- identify items that are previously learned, involves a cue

RECONSTRUCTION
- add details
-using previous knowledge, to complete a memory

RECALL
-fill in the blanks
- recognition with no cue

EIDETIC MEMORY
-ability to remember with great accuracy, visual info based on short term exposure

50
Q

Sternberg’s 3 intelligences

A

ANALYTICAL- academic problem solving
- IQ tests (one right answer)

CREATIVE: adaptability to novel situations and creation of novel ideas

PRATICAL INTELLIGENCE- required for everyday tasks that may be ill defined by multiple solutions

51
Q

evolutionary perspective of social emotions

A
  • emotion emerge because of demands for social living

-environmental changes forced ancestors to switch from tightly bonded groups to loosely bonded groups

-improve group loyalty for survival (replace anger and fear with shame and guilt)

52
Q

adaption level phenomenon

A

our tendency to form judgements relative to a neutral level defined by our prior experiences

53
Q

relative deprivation

A
  • perception that one is worse off relative to those they compare themselves to

-whether we feel good or bad depends on who we compare ourselves to

54
Q

simple embarrassment vs evaluation embarrassment

A

simple embarrassment-
objective to get others attention

evaluation embarrassment
- when we fail to accomplish a task in an allotted time or fail to meet a standard

55
Q

self concept (emotional)

A

one perception of their unique ability or traits

preschool- concrete and physical (I HAVE)

adolescents - inner qualities, more aware that they aren’t the same person in all situations (I AM)

false self behavior- acting in ways that don’t reflect ones true self

55
Q

self concept (emotional)

A

one perception of their unique ability or traits

preschool- concrete and physical (I HAVE)

adolescents - inner qualities, more aware that they aren’t the same person in all situations (I AM)

false self behavior- acting in ways that don’t reflect ones true self

56
Q

Gardner- multiple intelligence

A
  • argued DONT have GENERAL INTELLIGENCE
    -just multiple intelligence
    -studied individuals with savant syndrome (limited mental ability, exceptional skills)
    -8 interdependent intelligences based on skills beyond academics
  • intelligence more than verbal/ mouth skills
    -other abilities equally important to human adaptability
57
Q

psychodynamic approach

A

focus on inner person and unconscious mind

behavior motivated by inner forces, conflicts, and memories beyond ones awareness and control

58
Q

collective unconscious/ personal unconscious

A

collective unconscious-
part of the mind that contains inherited instincts, urges, and memories common to all people

personal unconsious
- material that is not within ones conscious awareness because it has been repressed or forgot

59
Q

Four types of memory examples

A

RECOGNITION
- identify items that are previously learned, involves a cue

-trying to recall a multiple choice question on a test

RECONSTRUCTION
- add details
-using previous knowledge, to complete a memory

  • describing your day at the beach

RECALL
-fill in the blanks question on multiple choice

EIDETIC MEMORY

-photographic memory

60
Q

what are the 6 basic emotions?

A

-happiness
-fear
-disgust
-sadness
-surprise
-anger

61
Q

parietal lobe

A

sensory info, language function

62
Q

frontal lobe

A

judgement, problem solving

63
Q

dynamic systems theory

A

child uses previously learn motor skills and applies to new skills

-skills develop into behaviors

64
Q

maturational theory

A

physical growth influenced by genes and environment

children go through similar and predictable sequences at own pace

65
Q

freud

A
66
Q

who is associated with the psychodynamic

A

-focus on inner person

-behavior is motivated by inner forces

erikson
8 stages
question and conflict

67
Q

person center perspective

A

Rogers three conditions for growth

genuine
acceptance
empathy

68
Q

social learning

A

recognize relationship between behavior and consequences

69
Q

whole object constraint

A

children assume new word refers to entire object

final exams (3 decks)

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