psych exam Flashcards
Freud vs Jung
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
Pavlov
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
ID, superego, ego
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
Erickson
-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
Psychosocial development: stage 5
identity vs role confusion
- 12-18y
question: who am i?
maladaptive- perfectionism
malignant- unable to commit
psychosocial development: stage 8
identity vs despair
-have a lived a fulfilled life?
- develop ego with a minimal sense of despair
psyche
- mind (soul/spirit)
Victor Frankl
-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
Watson
- 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
Piaget
-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
Spearman vs gardener
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)
Classical conditioning
learning shaped by what happens BEFORE the behavior
Pavlov’s dogs
takes response to stimulus, repeatedly pairing new stimulus with old one
operant conditioning
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
assimilation vs accommodation
assimilation
-GENERALIZE
- fitting NEW INFO into EXSITING understanding/ perceptions
accommodation
ALTERING
- REVISING EXSITING cognitive schemas, so NEW information can be incorporated
disequilibrium
state of cognitive imbalance
come across NEW SITUATION or TASK DO NOT UNDERSTAND
- nothing to compare to, cannot make sense of it
adaption
ability to adjust new information and experiences
-learning
reinforcement schedules
variable interval, fixed ratio, variable ratio, fixed interval
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
existential vacuum
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
object permanence
the idea object exist outside the Childs view
development of a schema
-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
Frauds psychosexual stages
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
defense mechanisms
regression, reaction formation, repression, displacement
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)
logo therapy techniques
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
concept of self (Rogers)
1.ideal self-person you want to be
- self image- how you see yourself ,how you think others see you
- self esteem- degree to which you like yourself
what is a schema
cognitive system
-helps organize and make sense of info
-provide us of what to expect
-basic building block intelligent behavior
nervous system
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.)
Broca area vs Wernickes
Broca area
- speech production
-frontal lobe
wernickes
- speech comprehension
- temporal lobe
Oedipus complex
Freud theory
ages 3-6 (phallic stage)
child desire to have the parent of opposite to themselves (excluding other parent)
-
brain stem
all nerve fibers connecting forebrain, cerebellum and spinal cord
- directs essential activities like heart rate and breathing
-divided into midbrain, pons, medulla oblongata
occuipital lobe
- back of brain
-vision
-decode visual information
temporal lobe
- left and right side above and around ears
-Wernicke’s area (give words meaning)
-hearing, memory, language
-recognize objects, people and places
amygdala
-limbic system
-emotional response
-form new memories (work with hippocampus to attach emotion to memory)
hippocampus
-limbic system
-form, organize, and store new memories
-memories not stored long term
-support memory consolidation when asleep
maturational theory
-Gesell
-focused on course, pattern, and rate of maturational growth in children
-physical growth based on environment and genes
dynamic systems theory
-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
extinction- classical conditioning
conditioned stimulus is presented alone without unconditional stimulus
-conditioned response will ease
reinforcement schedules
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
Disinhibition
when observer watches someone else engage in a threatening activity without getting punished, observer may find it easier to do that behavior later
language acquisition
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
savant syndrome
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
phonemes
-basic unit of sound in a language
-combined to form words
motherase- infant directed speech
-speed used by parents to talk to babies
- higher pitch, simple words
interactionism
language is fundamentally a social experience
- language learning is influenced by desire to communicate
-critcial period before 7
cocktail party effect
-ability to only attend to one voice at a time
-when another voice says your name, that voice is brought to conscious intelligence
selective attention
capacity to focus on task relevant aspects of experience while ignoring distractions
connectionism
language is acquired through the regularities in our experience and environment
(imitating others, positive reinforcement- help child learn)
G factor vs S factor
Spearmans 2 factor theory
- GENERAL intelligence (IQ)
-problem solving - SPECIFIC mental abilities
math and verbal skills
selective attention
capacity to focus on task relevant aspects of experiences while ignoring distractions
4 types of memory
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
Sternberg’s 3 intelligences
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
evolutionary perspective of social emotions
- 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)
adaption level phenomenon
our tendency to form judgements relative to a neutral level defined by our prior experiences
relative deprivation
- 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
simple embarrassment vs evaluation embarrassment
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
self concept (emotional)
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
self concept (emotional)
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
Gardner- multiple intelligence
- 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
psychodynamic approach
focus on inner person and unconscious mind
behavior motivated by inner forces, conflicts, and memories beyond ones awareness and control
collective unconscious/ personal unconscious
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
Four types of memory examples
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
what are the 6 basic emotions?
-happiness
-fear
-disgust
-sadness
-surprise
-anger
parietal lobe
sensory info, language function
frontal lobe
judgement, problem solving
dynamic systems theory
child uses previously learn motor skills and applies to new skills
-skills develop into behaviors
maturational theory
physical growth influenced by genes and environment
children go through similar and predictable sequences at own pace
freud
who is associated with the psychodynamic
-focus on inner person
-behavior is motivated by inner forces
erikson
8 stages
question and conflict
person center perspective
Rogers three conditions for growth
genuine
acceptance
empathy
social learning
recognize relationship between behavior and consequences
whole object constraint
children assume new word refers to entire object
