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PSYCH 1000 > PSYCH FINAL EXAM STUDY GUIDE > Flashcards

PSYCH FINAL EXAM STUDY GUIDE Flashcards

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1
Q

approaches to development: piaget v vygotsky

A

piaget: cognition develops through schematic stages
vygotsky: cognition develops while interacting with the environment

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2
Q

prenatal period: environmental influences

A

0 - 9 months
⋅ placenta environment, environmental toxins
- by 6 months: sound + stress

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3
Q

infant period: preference for caregiver

A

⋅ must find caregiver to survive
- familiarity w/ mothers voice + memory for faces

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4
Q

infant period: eye tracking

A

⋅ develops rapidly between 2 - 6 months of age
- researchers use it as a measurement of attention

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5
Q

infant period: sensorimotor stage

A

⋅ concept of self around 18 months
- self is related to but separate from the environment

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6
Q

infant period: rogue test

A

⋅ determines babies’ self-recognition level
- (w/ spot of makeup on face, babies will attempt to recognize themselves in the mirror)

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7
Q

early childhood: pre-operational stage

A

⋅ age 2 to 6: represent with words but no logic
- pretend play inherited around 3 years

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8
Q

early childhood: theory of mind

A

⋅ age 4 to 6: inferring others’ mental states
- necessary for conversation + social relationships

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9
Q

late childhood: concrete operational stage

A

age 7-11
⋅ concrete = about present or observed events
⋅ operational = imagining consequences of something happening
- logical thinking, math
- includes conversation + classification

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10
Q

adolescence: formal operational stage

A

⋅ age 12+ (logical thought)
⋅ applied to abstract (not present) concepts
- operations
- hypotheticals
- testable hypothesis

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11
Q

language development: communication & language

A

communication: a way of interchanging messages or info between two or more people, focusing on message
language: a system of communication that relies on verbal & non-verbal codes to transfer info

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12
Q

chomsky and universal grammar

A
  • all human languages possess similar grammatical properties
  • language is innate or inborn
  • environment triggers child mind to begin learning
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13
Q

biology: broca’s area

A

⋅ speaking words (left frontal lob)
⋅ damage: broca’s aphasia

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14
Q

biology: wernicke’s area

A

⋅ understanding words of others (left temporal lobe)
⋅ damage: unable to process what others are communicating

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15
Q

biology: stroke

A

⋅ disruption of blood flow to brain
- results in brain death/impairment

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16
Q

biology: atypical development

A

⋅ deafness
comprehension: wernicke’s still activated
communication: broca’s still affected

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17
Q

reading & writing: wernicke’s and broca’s area

A

wernicke’s:
- reading composition affected
- writing affected
broca’s:
- reading comprehension intact
- writing similar to speech (slow, misspellings, but content words make sense)

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18
Q

tomasello/picker and the “language instinct”

A

⋅ innate capacity for human language
⋅ development = combination of cognitive ability + experience in social situations
⋅ language depends on biology + learning

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19
Q

joint attention

A

the ability to focus on what another person is focused on

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20
Q

stress

A

process by which we perceive + respond to certain events, called stressors, that we appraise as threatening or challenging

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21
Q

types of stress: acute

A

short-term

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22
Q

types of stress: episodic

A

repeated short-term

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23
Q

types of stress: chronic

A

long-term

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24
Q

why is stress good?

A
  • keeps us alive
  • maximize offspring survival
  • activate immune response
  • energy to pursue goals
  • social connection
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25
Q

biology of stress: endocrine system

A

stress hormones - epinephrine, norepinephrine

26
Q

biology of stress: nervous system

A

sympathetic nervous system alerts to threat to activate fight or flight response - dulls pain

27
Q

biology of stress: immune system

A

may be activated to fight, if releasing lymphocytes to to fight: it suppresses the immune system

28
Q

biology of stress: cardiac system

A

heart rate + blood pressure increase, blood directed to essential organs

29
Q

biology of stress: digestive system

A

shuts down to allow resources to go to skeletal muscles, release sugar and fat (energy) from storage

30
Q

coping: problem-focused

A

try to minimize actions to keep it from happening again, to tackle the problem by finding the underlying cause

31
Q

coping: emotion-focused

A

rationalize what happened, minimize the negative emotional effect the stress has on you - ex: distraction, mediation, alcohol

32
Q

coping: locus of control

A

individual’s perception about the underlying causes of events in his/her life

33
Q

coping: effective coping methods

A
  • lower your expectations
  • ask others for help
  • take responsibility
34
Q

what is sleep?

A

a periodic, natural loss of consciousness

35
Q

sleep: why do we do it?

A

1) physical protection - choose a safe place out of harms way
2) physical changes
- physical growth - hormone released
- recovery - body cannot restore + repair itself
3) mental changes - process memories, spark creativity

36
Q

biology of sleep: circadian rhythm

A

circadian rhythm = internal clock
- biological cues that tell an organism to work, eat, rest, and sleep

37
Q

biology of sleep: cortisol & melatonin levels

A

⋅ when melatonin increases, cortisol levels drop
⋅ when cortisol levels rise, melatonin levels start to go down

38
Q

biology of sleep: differences in mania & depression

A

mania = less sleep
depression = more sleep

39
Q

stages of sleep: REM

A

⋅ rapid eye movements
⋅ awake-like brain activity
⋅ dreams occuring
⋅ if awoken, remember dreams

40
Q

stages of sleep: NREM 1

A
  • lightest sleep
  • may experience hallucinations
41
Q

stages of sleep: NREM 2

A
  • medium sleep
  • sleep spindles
42
Q

stages of sleep: NREM 3

A
  • deepest stage of sleep
  • brain emits delta waves
  • hard to awaken
43
Q

sleep disruption: what happens with insufficient sleep?

A
  • worsened mood + increased risk for depression
  • cognitive decline
  • decreased focus
  • weakened immune system
44
Q

healthy sleep practices

A
  • use bed only for sleeping
  • sleep + wake same time every day
  • quiet, cool, dark environment
45
Q

what is a psychological disorder?

A

a syndrome marked by a clinically significant disturbance in an individual’s cognition, emotion regulation, or behavior

46
Q

psychopathology frameworks: medical model

A
  • mental illness
  • diagnosed based on clear symptoms
  • biological cause
  • biological treatment
47
Q

psychopathology frameworks: biopsychosocial model

A
  • psychological disorder
  • diagnosis from understanding all three factors
  • caused from factors including + beyond psychology
  • treatment = medication + therapy
48
Q

psychopathology frameworks: pros + cons of labeling

A

pros:
- order + describe complex behaviors
- predict course of disorder
- determine/access appropriate treatment
- allow for research
cons:
- stigmatizing
- subjective
- fatigue

49
Q

commonalities of diagnoses

A

clinically significant disturbance in an individual’s cognition, emotional regulation, or behavior

50
Q

anxiety disorders: GAD

A
  • excessive anxiety + worry
  • difficult to control worry
  • restlessness, easily fatigued, difficulty concentrating
  • clinically significant distress or impairment
51
Q

anxiety disorders: PTSD

A
  • exposure to actual or threatened death, serious injury, or sexual violence
  • beginning after traumatic events
  • avoidance of stimuli associated
  • negative alterations in cognitions + mood
  • alterations in arousal + activity
52
Q

mood disorders: bipolar disorder

A
  • severe mood swings between major depressive episodes and manic episodes
  • inflated self esteem, decreased need for sleep, more talkative and distractive
  • clinically significant distress
53
Q

mood disorders: depression

A
  • sadness, lethargy, inactivity and feelings of helplessness and hopelessness
  • genetic link
  • behavioral changes: slower motor reactions
  • cognitive changes: cognitive distortions
  • physical changes: alters immune functioning
54
Q

therapy approaches: biomedical therapy

A
  • change brain chemistry with prescribed drugs
  • change circuitry with electricity, magnetic impulses, or surgery
  • shock therapy: ECT (old, sunsafe) -> TMS (newer)
55
Q

psychotherapy: psychoanalysis

A

goal: bring repressed feelings into awareness to identify disorder origin
techniques:
- emphasis on childhood experiences
- freud: resolve id-ego-superego conflict
- today: focus on relationships

56
Q

psychotherapy: humanistic

A

goal: reduce inner conflict that interferes with self-fulfillment and growth
techniques:
- provide acceptance + unconditional positivity
- therapist actively listens without offering insight
- echo, restate, or seek clarification

57
Q

psychotherapy: behavioral

A

goal: unlearn problem behaviors via operant + classic conditioning
techniques:
⋅ ABA
⋅ aversive conditioning:
- pair a negative stimulus with negative repsonse
⋅ exposure therapy:
- pair trigger stimulus with an adaptive response

58
Q

psychotherapy: cognitive

A

goal: change emotional reactions via changing problematic thought processes
techniques:
- reveal, test, and change beliefs/thoughts
- CBT: alter thoughts + actions together
- DBT: new processes to accept thoughts, tolerate distress + regulate emotions

59
Q

psychotherapy: groups

A

goal: work on common hurdles with peers
techniques:
- practice social behaviors
- see that others share the same struggles
- offer support + connection

60
Q

what is evidence based practice?

A

clinical decisions guided by research evidence + clinical expertise

PSYCH 1000 (4 decks)

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