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Psych 105 > PSYCH FINAL > Flashcards

PSYCH FINAL Flashcards

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1
Q

What are the steps of the scientific method?

A
  1. Identify question of interest
  2. Gather information - form hypothesis
  3. Test hypothesis - Conduct research
  4. Analyze data - draw tentative conclusions
  5. Build a body of knowledge - build theory and formal statements
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2
Q

Hindsight Understanding

A

Relies on explanations after the fact

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3
Q

Operational Definition:

A

defines a variable in terms of specific procedures used to produce or measure

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4
Q

Unobtrusive measures:

A

Record behavior in a way that keeps participants unaware that certain responses are being measured

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5
Q

Descriptive method:

A

All variables measured
Examine more natural contexts
Extraneous factors not controlled

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6
Q

Experimental methods:

A

Cause and effect

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7
Q

Naturalistic observation:

A

the researcher observes behavior as it occurs in a natural setting

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8
Q

The three components of correlational research

A
  1. the researcher must measure one variable, such as peoples’ birth order
  2. The researcher measures a second variable, such as personality trait
  3. The researcher statistically determines whether x and y are related
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9
Q

Does correlation establish causation?

A

NO

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10
Q

Spurious association:

A

3rd variable problem

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11
Q

Positive correlation:

A

Positive relationship
As X is increasing, Y is increasing
As X is decreasing, Y is decreasing

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12
Q

Negative Correlation:

A

Negative relationship - Variables change in opposite directions
As X is increasing, Y is decreasing
As X is decreasing, Y is increasing

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13
Q

Scatterplots:

A

Positive correlation: Low to high

Zero correlation: scattered everywhere

Negative corrleation: High to low

Depicts the correlation between variables
Shows direction of relationship

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14
Q

Experimental / Control / Random Assignment

A

Experimental: Recieves a treatment
Control: Not exposed to treatment
Random assignment: A procedure in which each participant has an equal likelihood of being assigned to any one group within an experiment

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15
Q

Independent variables:

A

Manipulated by experimenter

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16
Q

Dependent variables:

A

measured by experimenter & influenced by independent variable

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17
Q

Validity:

A

how well an experimental procedure actually tests what its designed to test

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18
Q

Internal validity:

A

Degree to which an experiment supports clear casual conclusions
Can be confident that the independent variable really was the cause of differences in the dependent variable

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19
Q

External validity:

A

the degree to which the results of a study can be generalized to other populations, settings, and conditions

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20
Q

What 5 things must psychologists do when conducting research?

A

Protect and promote the welfare of participants
Avoid doing harm to participants
Not carry out any studies unless the probable benefit is proportionately greater than the risk
Provide informed consent—
Oral or written consent is usually required & without penalty
Reasonable steps made to ensure consent is not coerced
Ensure privacy and confidentiality

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21
Q

Psycholinguistics:

A

The scientific study of the psychological aspects of language
(how people understand, produce, and aquire language)

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22
Q

Symbolic language:

A

allows for forming and transferring mental representations

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23
Q

Grammar:

A

the set of rules that dictate how symbols can be combined to create meaningful units of communication

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24
Q

Semantics:

A

The meaning of words and sentences

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25
Q

Generativity:

A

symbols can be combined to generate an infinite number of messages that can have novel meaning

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26
Q

Displacement: (language)

A

refers to the fact that language allows us to communicate about events and objects that are not physically present

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27
Q

Phonemes:

A

Smallest units of sound
46 phonemes in english
Humans can produce 100s of phonemes

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28
Q

Morphemes

A

smallest units of meaning
more than 100,000 morphemes
Syntax determines how phonemes combine into morphemes

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29
Q

Human language hierarchy:

A

phonemes
morphemes
words
phrases
sentences

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30
Q

Bottom-Up processing

A

individual elements of a stimulus are analyzed and then combined to form a unified perception

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31
Q

Top-down processing:

A

sensory information is interpreted in light of existing knowledge, concepts, ideas, and expectations

speech segmentation - perceiving where each word in a sentence begins and ends

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32
Q

Pragmatics:

A

A knowledge of the practical aspects of using language

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33
Q

Broca’s area:

A

speech production

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34
Q

Wernicke’s area:

A

speech comprehension

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35
Q

Aphasia:

A

Damage to either the Broca’s or Wernicke’s area

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36
Q

Can infants vocalize phonemes?

A

Yes 1-3 months old

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37
Q

LASS:

A

language aquisition support system

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38
Q

Stages of aquiring language:

A

Cooing
Babbling
Single words
Two words

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39
Q

Linguistic Relativity Hypothesis:

A

Language determines what we are capable of thinking

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40
Q

Propositional thought:

A

Expresses a proposition statement of facts

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41
Q

Imaginal thought:

A

Consists of images we see, hear, and feel

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42
Q

Motoric thought:

A

Relates to representations of motor movements

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43
Q

Propositional thought:

A

expresses a statement, such as “im hungry”

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44
Q

Imaginal thought:

A

consists of images that we can see, hear, or feel in our mind

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45
Q

Motoric thought:

A

Relates to mental representations of motor movements, such as throwing an object

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46
Q

Example of concepts and propositions:

A

Concepts: Student > Intelligent people

Proposition: Students > are > Intelligent people

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47
Q

Thought Prototypes:

A

Most elementary method of forming concepts
Only note similarities

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48
Q

Deductive reasoning:

A

reason from general principles to a conclusion

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49
Q

Inductive reasoning:

A

Start with specific facts and try to develop a general principle

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50
Q

The four stages of problem solving:

A

Stage 1: Interpret (frame) and understand the problem

Stage 2: Generate hypothesis or possible solutions

Stage 3: Test the solutions, hypotheses, seeking to disconfirm one or more of them

Stage 4: Evaluate results and, if necessary, revise steps 1,2, and 3

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51
Q

Framing:

A

Mental representation
Optimal framing

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52
Q

Mental set:

A

Tendency to stick to solutions that have worked in the past
Fixated with an approach if it has been successful

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53
Q

Experts:

A

Large # of schemas to guide problem solving in their field
Better than novices

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54
Q

Expertise:

A

Feature detectors in brain become quicker and stronger

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55
Q

Algorithms:

A

Formulas or procedures that automatically generate correct solutions
Mathematical or chemical formulas

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56
Q

Heuristic:

A

General problem-solving strategies we apply to certain situations
Mental short cuts

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57
Q

Means-ends analysis:

A

Identify differences between present situation and desired state
Use sub-goal analysis to reach the goal

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58
Q

Representativeness Heuristic:

A

What does it look like/ seem / represent
How closely something fits prototype for a particular concept

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59
Q

Availability Heuristic:

A

Judgements and decisions are based on availability of information in memory

Problem- just because information is in the forefront of our memories does not mean it frequently happens

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60
Q

Confirmation Bias:

A

Look for evidence that will confirm beliefs
Not look for evidence that could disconfirm beliefs

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61
Q

Functional Fixedness

A

Fixed in perception of proper function of an object
Blinded to new ways to use object

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62
Q

Incubation

A

Creative solutions pop into mind
Different perspectives may have emerged, sets, biases dissolve

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63
Q

What is wisdom?

A

Rich factual knowledge about life

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64
Q

Mental rotation

A

Way to study mental images

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65
Q

Metacomprehension:

A

Accuracy in judging what you do and don’t know

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66
Q

Metamemory:

A

Awareness and knowledge of memory abilities

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67
Q

The waitress who served our table said: “Thank you for your order! It’ll be right out.” but her voice was shaky, and her eyes were glassy.

What type of language feature is this?

A

Extralingusitic information

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68
Q

There’s a running joke in many American sitcoms that Canadians pronounce “about” as “a-boot”.
What language feature is this an example of?

A

dialect

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69
Q

In the Japanese language, the words “love” and “rub” are difficult to distinguish. In Japanese, the consonants “l” and “r” are pronounced the same. They have no difference in the Japanese alphabet

What feature of language is this an example of?

A

Phoneme

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70
Q

Latin is used as a base in medical terminology. For example, “-em” (pronounced EE-hm) refers to presence in blood, and “a-“ refers to lack of, “-ia” refers to disorder. For example “anemia” refers to the disorder of a lack of blood, and “anorexia” refers to the disorder in which there is a lack of eating.

What feature of language is this an example of?

A

Morpheme

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71
Q

In English, we use the order of SUBJECT-VERB-OBJECT in an active sentence, whereas in Japanese, the sentence order is SUBJECT-OBJECT-VERB. e.g. “I ate a pizza.” versus “Watashi wa pizza o tabemashita.”
What feature of language is this an example of?

A

Syntax

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72
Q

If Asahi wanted to use the same brain areas as native-English speakers when she spoke English, when would she would have had to learn English?

A

as a toddler

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73
Q

When she was a baby, her parents had an English exchange student visit. When her parents spoke Japanese, Asahi would then suck on her pacifier __________
than when her parents spoke English.

A

faster

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74
Q

Asahi’s first language is Japanese. She has trouble distinguishing the words “love” and “rub”. This is due to the difference between Japanese and English:

A

phonemes

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75
Q

Asahi is also a makeup artist and created a YouTube tutorial on methods to apply eyeliner. She recommended using a spoon as a guide to draw the line on the eyelid. The spoon apparently has more than one function. What type of creativity is being displayed?

A

Divergent thinking

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76
Q

Who is Sir Francis Galton?

A

Was Charles Darwins cousin
Quantifying mental ability
Mental ability is inherited

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77
Q

Who is Alfred Binet?

A

French psychologist
Mental tests
Started the modern intelligence-testing movement

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78
Q

Binet’s assumptions of intelligence:

A

Mental abilities develop with age
Rate at which people gain mental competence is characteristic of the person over time

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79
Q

Stern’s Intelligence Quotient (mental age)

A

Ratio of mental age to chronological age
IQ+ MA/CA X 100

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80
Q

Who is Lewis Terman?

A

Revised Binet’s tests
Stanford Binet Test
WW1 used:
Army Alpha (verbal)
Army Beta (non-verbal)

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81
Q

Who is David Wechsler and what intelligence tests did he develop?

A

Wechsler Adult intelligence scale - WAIS
Wechsler intelligence Scale for Children - WISC
Wechsler preschool and primary scale of intelligence - WPPSI

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82
Q

The Psychometric Approach

A

Attempts to map the structure of intellect and to discover the kinds of mental competencies that underlie test performance

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83
Q

The cognitive processes approach

A

Studies the specific thought processes that underlie those mental competencies

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84
Q

Factor analysis:

A

A factor allows us to infer the underlying characteristic that presumably accounts for the links among the variables in the cluster

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85
Q

What is the “g” factor?

A

general intelligence - whatever special abilities might be required to perform a particular task.

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86
Q

What are Thurstones’ 7 mental abilities?

A

Space- reasoning about visual scenes

Verbal comprehension - understanding verbal statements

Word fluency- producing verbal statements

Number facility- dealing with numbers

Perceptual speed- recognizing visual patterns

Rote memory- memorizing

Reasoning- dealing with novel problems

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87
Q

Crystallized intelligence:

A

apply previously learned knowledge to current problems

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88
Q

Fluid intelligence:

A

deal with novel situations without any previous knowledge

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89
Q

Carroll’s three stratum model:

A

cognitive skills are:
general
broad
narrow

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90
Q

Triarchic Theory of Intelligence:

A

Metacomponents
Performance components
Knowledge-aquisition components

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91
Q

Robert Sternberg:

A

The triarchic theory of intelligence

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92
Q

Gardener’s 8 Multiple intelligences:

A

Linguistic
Logical-mathematical
Visuospatial
Musical
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalistic

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93
Q

Four branches of emotion detection and control abilities:

A

Perceiving emotions
Using emotions to facilitate thought
Understanding emotions
Managing emotions

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94
Q

Achievement tests:

A

designed to discover how much someone knows

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95
Q

Aptitude tests

A

Measure potential for future learning and performance

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96
Q

Interjudge reliability

A

consistency of measurement when different people score the same test

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97
Q

The Flynn Effect:

A

Are we getting smarter?

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98
Q

Outcome bias:

A

refers to the extent that a test underestimates a person’s true intellectual ability

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99
Q

Predictive bias:

A

occurs if the test successfully predicts criterion measures, such as school or job performance, for some groups but not for others

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100
Q

Eminence:

A

A special variety of giftedness

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101
Q

What % of the population is intellectually disabled?

A

3-5%

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102
Q

The scientific method question:

A
  1. Background / Theory - Read up and examine
  2. Create a testable hypothesis - We ask yes/no question
  3. Design experiment - Operationalize our variables
  4. Collect data - Recording reaction time in a task
  5. Analyze and interpret data - We calculate the average reaction time
  6. Generate conclusions and publish - Write up report
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103
Q

What number represents negative correlation?

A

-0.356

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104
Q

What number represents zero correlation?

A

+0.003

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105
Q

What number represents positive correlation?

A

+0.402

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106
Q

U-shaped function:

A

Emerges early - dissapears - re-emerges

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107
Q

Cohort:

A

group born at the same time

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108
Q

cross-sectional

A

compare different ages at the same time

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109
Q

longitudinal:

A

test same cohort at different times

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110
Q

sequential:

A

test several cohorts as they age

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111
Q

Prenatal development stages:

A

Germinal - first two weeks, zygote attaches to uterine wall

Embryonic- 8th week, placenta and umbilical cord develop

Fetal- 9th week, 28 weeks = age of viability

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112
Q

What does insufficient androgen activity represent?

A

females

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113
Q

Teratogens:

A

environmental agents that may cause abnormal fetal development

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114
Q

How can STI’s affect a fetus?

A

brain damage, blindness, deafness

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115
Q

FASD:

A

Fetal alcohol spectrum disorders
Involve a range of cognitive, behavioral, and physical deficits
Brain is underdeveloped

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116
Q

The Amazing Newborn (William James):

A

the newborns world is “buzzing, blooming confusion”
passive and disorganized

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117
Q

Preferential looking procedure:

A

Measure how long an infant looks at a stimulus
Newborns look longer at stimuli they find interesting

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118
Q

Vision at birth:

A

Limited acuity at birth
About 20/800
Prefer patterned stimuli
Prefer mother’s face
Green, yellow, red

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119
Q

Sound localization from birth:

A

U-shaped function, disappears at 4 months, reappears at 6 months

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120
Q

Phoneme discrimination in newborns:

A

exceeds that of an adult

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121
Q

Proximodistal principle:

A

Development is from innermost to outer
Arms before fingers

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122
Q

Cephalocaudal principle

A

Development is from head to foot
Head is large - growth proceeds towards lower body

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123
Q

Brain development:

A

At birth = 25% of adult weight
6 months = 50%

First areas= brainstem
Last areas: cortex

5 years = 90% of adult size

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124
Q

Describe Piaget’s stage model:

A

Brain builds schemas to achieve understanding
Schemas are modified to create equality between environment and undertsanding

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125
Q

Assimilation:

A

New experiences incorporated into existing schemas

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126
Q

Accommodation:

A

New experiences cause existing schemas to change

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127
Q

Sensorimotor Stage (Piaget)

A

Birth to 2 years
Understand the world through sensory experiences and physical interactions with objects

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128
Q

Object permanence:

A

Sensorimotor
Understanding that objects continue to exist even when they can no longer be seen
8 months

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129
Q

Preoperational Stage (Piaget)

A

2-7 years
World represented symbolically through words and mental images
Pretend play
Reflects egocentrism

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130
Q

Concrete Operational Stage (Piaget)

A

7-12
Easily perform basic mental operations involving tangible problems and situations
Difficulty with abstract reasoning

131
Q

Formal Operational Stage (Piaget)

A

11-12 years
Think logically about concrete and abstract problems
form and test hypothesis

132
Q

Zone of Proximal Development

A

Difference between what a child can do independently and what they can do with assistance

133
Q

Information processing:

A

Development is continual and gradual; not stage-like

134
Q

Theory of mind:

A

Refers to a persons’ beliefs about the mind and the ability to understand other people’s mental states
3-4 years

135
Q

18 month old emotional development:

A

Display a variety of basic emotions

136
Q

Harry Harlow theory:

A

Contact comfort more important that nourishment in fostering attachment

137
Q

The strange situation test:

A

Mother plays with baby (12-18 months old) - stranger enters
Mother leaves
Stranger leaves - baby alone
Mother returns

138
Q

The strange situation test Secure Attachment:

A

Explore & react positively to strangers
Distressed when mother leaves
Happy when mother returns

139
Q

The strange situation test Anxious-Resistant Attachment:

A

Fearful when mother present
Demand attention
Distressed when mother leaves
Not soothed when she returns

140
Q

The strange situation test Anxious-Avoidant Attachment:

A

Show few signs of attachment
Seldom cries when mother leaves
Doesn’t seek contact upon mother’s return

141
Q

Authoritative Parenting:

A

Demanding, but caring; good child-parent communication

Restrictive and warm

142
Q

Authoritarian Parenting:

A

Assertion of parental power without warmth

Hostile / Restrictive

143
Q

Indulgent Parenting:

A

Warm toward child but lax in setting limits

Warm / Permissive

144
Q

Neglectful Parenting:

A

Indifferent and uninvolved with child

Hostile / permissive

145
Q

Sex-typing:

A

Involves treating others differently based on gender

146
Q

Kohlbergs First Stage:

A

Preconventional Reasoning
Judgements of right and wrong based on actual or anticipated punishments and rewards
Not based on internalized morals

147
Q

Kohlbergs Second Stage:

A

Conventional Reasoning
Moral judgements based on conformity to expectations of social groups
Adopting others values

148
Q

Kohlbergs Third Stage:

A

Postconventional Reasoning
Moral judgements based on general principles following ones’ conscious

149
Q

Damage to the prefrontal cortex can cause:

A

Associated with abnormal judgments of right and wrong

150
Q

Peaks for young adults:

A

Physical, sexual, and perceptual functioning

Maximum muscle strength

Vision, hearing, reaction time and coordination

151
Q

How much brain tissue is lost at age 90?

A

5-10%

152
Q

Adolescent Egocentrism:

A

Overestimation of uniqueness of feelings and experience
Oversensitivity to social evaluation

153
Q

Formal operational thought:

A

They can use deductive reasoning to solve scientific problems systematically

154
Q

Last stage of cognitive development:

A

Post-formal
Allows for new and more complex ways people can reason logically about opposing points of view

155
Q

Identity Diffusion:

A

No identity crisis yet; uncommitted to a role

156
Q

Identity foreclosure

A

Adopting a role without going through identity crisis

157
Q

Identity moratorium:

A

Current identity crisis; not resolved

158
Q

Identity achievement:

A

Gone through identity crisis; successfully resolved

159
Q

Ericksons’ stages:

A

Intimacy versus isolation (early adulthood)
Generativity versus stagnation (middle adulthood)
Integrity versus despair (late adulthood)

160
Q

Stages of establishing a career:

A

Growth stage: Formation of initial interests

Exploration stage: tentative ideas about a preferred career

Establishment stage: people begin to make their mark

Maintenance stage: careers become more stable

Decline stage: investment in work decreases

161
Q

Elisabeth Kubler-Ross’s stages of dying

A
  1. denial
  2. anger
  3. bargaining
  4. depression
  5. acceptance
162
Q

In the corner gas clip, which stage has Oscar not yet surpassed?

A

Preoperational

163
Q

Oksana - Feral children

A

Age when abandoned - 3
Age when found - 8
Language ability - syntactic development
Cognitive stage - concrete operational
Multiple intelligence - Naturalistic

164
Q

Genie - Feral children

A

Age when abandoned - 0
Age when found - 13
Language ability - production - one word
Cognitive stage - pre-operational
Multiple intelligence - N/A

165
Q

Victor - Feral children

A

Age when abandoned - 0
Age when found - 9
Language ability - comprehension
Cognitive stage - concrete operational
Multiple intelligence - Naturalistic

166
Q

Edik - Feral children

A

Age when abandoned - 2
Age when found - 4
Language ability - syntactic development
Cognitive stage - concrete operational
Multiple intelligence - Naturalistic

167
Q

Does the feral children video represent critical or sensitive periods?

A

Sensitive

168
Q

Fundamental attribution error:

A

Underestimate impact of situational factors
Overestimate role of personal factors

169
Q

Self-serving bias:

A

more personal attributions for success
more situational attributions for failure

170
Q

Primacy effect:

A

Attach more importance to initial information

171
Q

Recency effect:

A

greater weight to most recent information

172
Q

Mental set:

A

percieve world in a particular way

173
Q

Self-fulfilling prophecies:

A

expectations affect behaviour towards others, causing expected behaviours that confirm expectations

174
Q

Cognitive Dissonance Theory:

A

Strive for consistency in cognitions
Two inconsistent cognitions = cognitive dissonance

175
Q

Three aspects of the persuasion process:

A
  1. communicator
  2. message
  3. audience
176
Q

Central route to persuasion:

A

think carefully about message and find arguments compelling
attitudes last longer

177
Q

Peripheral route to persuasion:

A

Influenced by other factors than message arguments

178
Q

Social facilitation:

A

Increased tendency to perform ones’ dominant response in presense of others

179
Q

Informational social influence:

A

Conformity because we believe others have accurate knowledge and are right

180
Q

Normative social influence:

A

Conforming to obtain rewards and avoid rejection

181
Q

Factors that affect conformity:

A

Group size
Presence of a dissenter
Type of culture
Gender

182
Q

Door-in-the-face-technique:

A

persuader makes a large request
expectation of refusal
persuader then makes a smaller request

183
Q

Deindividuation:

A

Loss of individuality that leads to disinhibited behaviour
Anonymity to outsiders reduces feelings of accountability

184
Q

Social compensation:

A

Working harder in a group than alone to compensate for others’ lower output

185
Q

Social loafing:

A

Failing to pull your weight
Expend less individual effort when working in a group

186
Q

Groupthink:

A

Tendency of group members to suspend critical thinking because they are striving to seek agreement

187
Q

Can groupthink be avoided?

A

Critical thinking
Outsiders
Subgroups

188
Q

Four Psychological reasons for affiliation

A
  1. obtain positive stimulation
  2. receive emotional support
  3. gain attention
  4. Social comparison
189
Q

Matching effect:

A

Have partner whose physical attractiveness is similar to our own

190
Q

Social exchange theory

A

course of a relationship is governed by rewards and costs that the partners experience

191
Q

Prejudice:

A

Negative attitude toward people based on their membership in a group

192
Q

Discrimination:

A

treating people unfairly based on the group they belong

193
Q

Realistic conflict theory

A

Competition for limited resources fosters prejudice

194
Q

Social identity theory

A

Prejudice stems from a need to enhance self-esteem

195
Q

Amygdala and deficient frontal lobe activity

A

Stimulating hypothalamus = aggressive behaviours
Destruction = less aggression

196
Q

Overcontrolled hostility

A

little immediate reaction
After provocation accumulate, can suddenly erupt into violence

197
Q

Personality:

A

distinctive and relatively enduring ways of thinking, feeling, and acting that characterize a persons’ response to situations

198
Q

Identity:

A

you are like no one else

199
Q

Three behaviours attributing to personality:

A

Components of identity
Percieved internal cause
Perceived organization and structure

200
Q

Psychodynamic theorists look for the cause of behavior in:

A

A dynamic interplay of inner forces that often conflict with one another

201
Q

Frued’s Psychoanalytic theory

A

Unconscious part of the mind has an influence on behaviour

202
Q

Three types of mental events:

A

Conscious = aware of
Preconscious = unaware butt can be recalled
Unconscious = wishes, impulses etc. are unaware of

203
Q

The ID:

A

Exists totally within the unconscious mind
The innermost core of personality
The only structure present at birth - psychic energy
No direct contact with reality

204
Q

Pleasure principle:

A

seeks immediate gratification or release
regardless of rational considerations

205
Q

The Ego:

A

Functions at the conscious level
Functions to keep the ID in control
Delays gratification and imparts self-control

Reality Principle: it tests reality to decide when and under what conditions the ID can safely discharge its impulses

206
Q

The Superego:

A

The last personality structure to develop
Moral arm of personality
According to Frued, the superego develops at age 4-5

207
Q

Defense mechanisms:

A

weapon of the ego
are distortions of reality
operate unconsciously
cause of maladaptive behaviour

208
Q

Frueds’ Stages of Psychosexual Development:

A

Oral: 0-2 Mouth Weaning

Anal: 2-3 Anus Toilet training

Phallic: 4-6 Genitals Resolving Oedipus complex

Latency: 7-puberty None Developing social relationships

Genital: puberty on Genitals Weaning

209
Q

Object relation theorists (personality)

A

Mental representations people form of themselves become working models to interpret social interactions and can generate self-fulfilling prophecies

210
Q

George Kelly’s Personal Construct Theory

A

How people construct relaity
Personal constructs are cognitive categories which sort the people and events in their lives
Primary basis for individual differences in personality

211
Q

Carl Rogers Self Theory

A

Organized, consistent set of perceptions and beliefs about oneself
Once established tendency to maintain it

212
Q

Congruence:

A

Consistency between self-perceptions and experience

213
Q

Psychological Adjustment:

A

Level of adjustment: Degree of congruence between self-concept and experience

Maladjustment: Deny or distort reality to be consistent with self-concept

Healthy adjustment: Experiences are easily incorporated into self-concept

214
Q

Self-verification:

A

Motivated to confirm self-concept
Better recall for more consistent self-descriptions
Seek out self-confirming relationships

215
Q

Self-enhancement:

A

Strong tendency to gain and preserve positive self-image
Contributes to psychological well-being

216
Q

Eysenck’s extraversion stability model

A

Introversion / extraversion
Stability / instability

217
Q

Five Factor Model

A
  1. Openness
  2. Conscientiousness
  3. Extraversion
  4. Agreeableness
  5. Neuroticism
218
Q

Brains of extreme introverts & extraverts:

A

Intro- over-aroused
Extra- under-aroused

219
Q

Biological reasoning for instability

A

Differences in autonomic arousal systems

220
Q

What thought patterns remain stable?

A

optimism - pessimism

221
Q

What are the three reasons why predicting behaviour from personality is diifficult?

A
  1. traits interact with other traits
  2. importance of trait influences consistency
  3. variation in self monitoring
222
Q

Albert Bandura - Social Cognitive theory

A

Reciprocal Determinism: individual, behaviour and environment are all linked
Influential pattern of two-way causal links

223
Q

Julian Rotter: Expectancy, Reinforcement value & Locus of control

A

Behaviour is governed by two factors: expectancy and reinforcement

Locus of control: Generalized expectancy
Internal- events under personal control
External- luck, chance, powerful others

224
Q

Albert Bandura: Self Efficacy

A

Self Efficacy:
Performance experiences
Observational learning
Verbal persuasion
Emotional arousal

225
Q

Consistency Paradox:

A

Level of consistency in behaviour is low

226
Q

Cognitive Affective Personality System (CAPS)

A

Interplay between personality characteristics and situation
if… then… behaviour consistencies

227
Q

Behavioural Assessment:

A

Need explicit coding system
Describe specific behaviour, frequency, specific situations, under what conditions

Interjudge reliability: high level of agreement among observers

228
Q

Remote behaviour:

A

Sample behaviour at random times over period of days, weeks…
Allows for data collection of behaviour that may otherwise not be revealed

229
Q

Personality Scales:

A

Uses standardized questions and agreed upon scoring key
Collects a large amount of dataa

230
Q

Rational Personality Scales:

A

Based on conception of trait
NEO-PI
Big 5

231
Q

MMPI-2

A

10 clinical scales
3 validity scales
Measure personality deviations

232
Q

Projective tests (Rorshach inkblots, thematic apperception test)

A

Rorschach Inkblots- Interpretations
Thematic- Ambiguous illustrations / photos, asked to tell a story, themes are anayzed

233
Q

Who uses what tools? (personality)

A

Psychodynamic= projective techniques

Humanistic= self-report

Social-cognitive = behavioural assessments

Biological = physiological measurements

Trait theorists = Inventories

234
Q

What three ways have psychologists viewed stress?

A

As a stimulus, a response, and an organism

235
Q

Stress:

A

Eliciting stimuli, or events that place strong demands on us

236
Q

Microstressors:

A

Daily hassles

237
Q

Catastrophic events:

A

Occur unexpectedly
Affect large numbers of people

238
Q

Major Negative events:

A

Stressful life events

239
Q

What is the “life events scale”?

A

Quantifies stress over a given period of time
Indicates whether a particular event occurred

240
Q

The four aspects of the appraisal process:

A

Primary appraisal: What do I have to do?

Secondary appraisal: How can I cope?

Judgments of consequences of the situation: What are the costs to me?

Personal meaning: What does this say about my beliefs in myself and the world?

241
Q

What is General Adaptation Syndrome (GAS)?

A

Physiological reaction to prolonged stress

242
Q

Describe the three phases of GAS

A

Alarm: Activation of sympathetic nervous system, release of cortisol. Suppresses immune system

Resistance: Continued recruitment of resources, eventually no longer sufficient

Exhaustion: Resources dangerously depleted, can manifest itself with cardiovascular problems; immune system diffculty

243
Q

Who is Selye?

A

Work inspired medical and psychological researchers to explore the effects of stress on physical and psychological well-being

244
Q

How long does it take stress to affect your health?

A

less than 24h

245
Q

Protective factors for stress:

A

Social support, coping skills, optimism

246
Q

What are the 3 components of hardiness?

A

Commitment- what they do is important
Control- perceived over situation MOST IMPORTANT
Challenge- situation is a challenge not a threat

247
Q

What strategies are best when dealing with stress?

A

Problem focused and seeking social support

248
Q

Three broad classes of coping with stress:

A

Problem-focused coping
Emotion-focused coping
Seeking social support

249
Q

6 major stages of the transtheoretical model

A

Precontemplation - no desire to change

Contemplation- desire for change

Preperation- plan of action

Action- actively modify

Maintenance- avoid relapse

Termination- change in behaviour is ingrained

250
Q

4 basic features of prevention programs:

A

Education
Motivation
Specific guidelines
Support

251
Q

How many deaths per year due to alcohol?

A

3 million

252
Q

Total cost of substance use in Canada?

A

38.4 billion

253
Q

Positive psychology:

A

Uses the scientific method and the research tools that psychologists have developed to study human behaviour

Focus on positive experience and well-being

254
Q

A regular occurence that leads to minute cortisol release:

A

daily hassle

255
Q

A single event that leads to sympathetic activation:

A

Life stressor

256
Q

According to the Holmes-Rahe life stress inventory what are life stressors?

A

getting married
moving homes
getting a promotion

257
Q

A student needs 8 hours of sleep a night. On weekdays, they only sleep 5 hours a night, but on weekends they sleep 10 hours a night. What is their weekly and 2 week sleep deficit?

A

week- 11h

2 weeks- 22h

258
Q

Who created the GAS system?

A

Hans Selye

259
Q

Social Construct 3 D’s

A

Distressing
Dysfunctional
Deviant

260
Q

Trephination:

A

Hole in the skull to let out demons

261
Q

Who is Francisco de Goya?

A

Painted that disordered people were possessed by the devil

262
Q

The Diathesis-Stress Model:

A

Each of us has some degree of vulnerability for developing psychological disorder given sufficient stress.

263
Q

In diagnosing psychological disorders what two elements must you have?

A

Reliability
Validity

264
Q

What are the 5 categories of the DSM-5 ?

A

Axis 1: Clinical symptoms

Axis 2: Developmental and personality disorders

Axis 3: Physical conditions that result in mental illness

Axis 4: Severity of psychosocial stressors

Axis 5: Highest level of functioning at present and within previous year

265
Q

What are the 6 personality trait dimensions? (personality disorders)

A

Negative emotionality
Schizotypy
Disinhibition
Introversion
Antagonism
Compulsivity

266
Q

Definition of anxiety disorders:

A

Frequency and intensity of responses are out of proportion with situations

267
Q

Most common phobias in Western Society:

A

Agoraphobia- fear of open spaces
Social phobia- fear of certain situations
Specific phobia

268
Q

Psychodynamic explanation of anxiety disorders:

A

Unacceptable impulses threaten to overwhelm egos’ defenses

269
Q

What is the difference between major depression and dysthymia?

A

Major depression- unable to function effectively
Dysthymia- Chronic disruption of mood

270
Q

What are the 4 factors of mood disorders?

A

Emotional
Cognitive
Motivational
Somatic

271
Q

Humanistic view on mood disorders:

A

Define self-worth in individual attainment
React more strongly to failures; due to inadequacy

272
Q

Depressive cognitive triad:

A

The world
Oneself
The future

273
Q

How many suicides per year in Canada?

A

4000
2nd most frequent cause of death in 15-24 year olds

274
Q

Somatic Symptom Disorders:

A

Hypochondriasis: unduly alarmed
Pain disorder: out of proportion
Conversion disorder: sudden neurological problems

275
Q

Dissociative disorders- Psychogenic amnesia:

A

selective memory loss following trauma

276
Q

Dissociative disorders- Psychogenic fugue:

A

Loss of all personal identity

277
Q

Dissociative disorders- Dissociative identity disorder

A

2 or more separate personalities

278
Q

Subtypes of Schizophrenia:

A

Paranoid- delusions of persecution

Disorganized- confusion, incoherence

Catatonic- severe motor disturbances

Undifferentiated- not easily classified

279
Q

Type1 Schizophrenia:

A

predominance of positive symptoms
pathological extremes
delusions, hallucinations, disordered speech and thought

280
Q

Type2 Schizophrenia:

A

predominance of negative symptoms
Absence of normal reactions
Lack of emotion, expression, motivation

281
Q

Difference in schizophrenic brain:

A

Enlarged ventricles in the brain
Overactivity of dopamine system

282
Q

Social drift hypothesis

A

As functioning deteriorates - drift down socio-economic ladder

283
Q

Briefly describe personality disorders:

A

Exhibit stable, ingrained, inflexible, and maladaptive ways of thinking, feeling, and behaving
10-15% of population

284
Q

Six personality disorders in the DSM-5

A
  1. Anti-social personality disorder
  2. Narcissistic personality disorder
  3. Borderline personality disorder
  4. Avoidant personality disorder
  5. Obsessive-compulsive personality disorder
  6. Schizotypal personality disorder
285
Q

Briefly describe antisocial personality disorder:

A

The most destructive to society
Unable to delay gratification of their needs

286
Q

Briefly describe Borderline Personality Disorder:

A

Emotional dysregulation
Intense and unstable personal relationships
Impulsive behaviour

287
Q

Children aged 2-5 are typically diagnosed with what two DSM disorders ?

A

Attention Deficit / Hyperactivity Disorder
Autism
20% of kids aged 2-5

288
Q

In 2000, it was estimated that autism affects 1 in every _____ children

A

2000
Brains larger by 5-10%

289
Q

Dementia accompanies brain deterioration just as:

A

Alzheimers, Parkinsons, Huntingtons

290
Q

Alzheimers brain:

A

Deterioration in frontal and temporal lobes.
Plaques in brain
Destruction of acetylcholine

291
Q

How many chromosomes does each cell have?

A

46 chromosomes (23 pairs)
Except: egg and sperm

292
Q

What is a chromosome?

A

Molecule of DNA
Contains many genes

293
Q

What to anxiety disorders include?

A

phobic disorder
generalized anxiety disorder
panic disorder
obsessive-compulsive disorder
eating disorders

294
Q

Somatic system:

A

skeletal muscles

295
Q

What are the 5 therapies for psychological disorders?

A

Psychodynamic
Humanistic
Cognitive
Behavioural
Biological

296
Q

Psychoanalysis (frued):

A

Goal is to help patients achieve insight

297
Q

Describe Free Association (psychoanalysis)

A

uncensored conversation
verbal reports of thoughts, feelings, or images that enter awareness without censorship

298
Q

Describe Dream Interpretation (psychoanalysis)

A

Therapist helps client understand the symbolic meaning of theiir dreams

299
Q

Describe Positive and Negative Transference:

A

Positive: feelings of affection, dependency, love
Negative: Irrational expressions of anger, hatred, disappointment

300
Q

Interpersonal therapy:

A

focus on client’s current relationships with important people in their lives

301
Q

Client-centred therapy (carl rogers, humanistic):

A

Unconditional positive regard: Accept clients without judgment or evaluation

Empathy: View the world through clients’ eyes

Genuineness: Consistency between therapists’ feelings and behaviours

302
Q

Gestalt therapy:

A

Goal: bring feelings, wishes, and thoughts into awareness
make client whole again

Methods:
Often group therapy
role-play

303
Q

Cognitive Therapies (Aaron Beck & Albert Ellis)

A

Role of irrational and self-defeating thought patterns
Help clients discover & change cognitions that underlie problems

304
Q

Rational Emotive Therapy (cognitive therapies)

A

Activating event > consequences > disputing or challenging maladaptive emotions and behaviours

305
Q

Beck’s Cognitive Therapy:

A

Irrational beliefs
Point out errors of thinking, help clients identify and reprogram automated thought patterns

306
Q

Treating unipolar depression:

A

Changes in brain function noted after course of cognitive behaviour therapy
Showed change in both limbic system and cortex

307
Q

Behaviour Therapies:

A

Exposure: Treat phobias through exposure to feared CS in the absence of UCS

Flooding: exposed to real-life stimuli

Implosion: Imagine scenes involving stimuli

308
Q

Systemic Desensitization:

A

Learning-based treatment for anxiety disorders
Eliminate anxiety through counterconditioning

309
Q

In-Vivo desensitization:

A

Controlled exposure to ‘real life’ situations
Creates more anxiety during treatment than systematic desensitization

310
Q

Operant conditioning:

A

Use positive reinforcement, exctinction, punishment

311
Q

“Third-Wave” Cognitive-behavioural therapies

A

Mindfulness based approaches
Acceptance and commitment therapy
Dialectical behaviour therapy

312
Q

APA guidelines for RCT

A

Procedures must be followed exactly
Standardize the treatment
Sessions taped or observed
Not know which ‘condition’ clients are in
Minimizes experimenter bias
Some measures of improvement must be behavioural
Need for follow-up data

313
Q

Meta-analysis & Effect size:

A

Meta-analysis: Researchers combine statistical results of many studies to reach overall conclusion

Effect size: what percentage of clients receiving therapy had a more favourable outcome than average control client

314
Q

What are the 3 factors affecting the outcome of therapy?

A

Client variables
Therapist variables
Techniques

315
Q

Dose-response effect:

A

Amount of treatment & quality of outcome

316
Q

Psychopharmacology:

A

Study of how drugs affect cognitions, emotions, behaviour
200 million such prescriptions written per year
Most for anti-anxiety; antidepressants; antipsychotic

317
Q

Tricyclics:

A

Increase activity of norepinephrine & serotonin
Prevent reuptake of excitatory neurotransmitters
anti-depressants

318
Q

Monoamine oxidase (MAO) inhibitors

A

Increase activity of norepinephrine & serotonin
Monamine oxidase breaksdown neurotransmitters

319
Q

Selective serotonin reuptake inhibitors (SSRIs)

A

Block reuptake of serotonin
Milder side effects than other antidepressants
Reduce depressive symptoms more rapidly

320
Q

Psychosurgery:

A

Remove or destroy parts of brain
Least used of biomedical procedures
Lobotomy
Destroy nerve tracts to frontal lobes
Decreased with antipsychotic drugs
Cingulotomy
Cut fibres that connect frontal lobes & limbic system
Useful in severe depression & OCD

321
Q

Revolving door phenomenon:

A

Revolving door phenomenon
Repeated rehospitalizations
Large # of disturbed people who live on streets

322
Q

When to seek therapy:

A

Severe emotional discomfort
Unable to handle problem or life transition
Past problem is worsening or has resurfaced
Thinking about, dreaming about, or responding to a traumatic event with negative emotions

323
Q

Where to seek therapy:

A

School counselling center
Community agency
Hospital emergency room
Professional in private practice

324
Q

conjunction fallacy:

A

The `Conjunction Fallacy’ is a fallacy or error in decision making where people judge that a conjunction of two possible events is more likely than one or both of the conjuncts.

Psych 105 (3 decks)

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