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Emma’s Psych > Psych Midterm II > Flashcards

Psych Midterm II Flashcards

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1
Q

Sensorimotor Stage

A

Intelligence in Action: child interacts w environment by manipulating objects
0-2

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2
Q

Preoperational Reasoning

A

2-6yrs old
Thinking dominated by perception but more capable of symbolic representation
Language development occurs
Egocentrism
Conservative issues

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3
Q

A not B error- fragile mental representations

A

Weaker Memory Attention
Limited Sustained Attention
Rapid Habit Formation and Poor Inhibition

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4
Q

Expectation Violations

A

Infant understanding earlier and better than Piaget proposed

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5
Q

Expectation Violation Experiments

A

Expectation~~> infants know what is supposed to happen
If impossible outcome, infants look longer

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6
Q

Concrete Operational

A

6-12
Logical reasoning limited to real objects or objects that can be seen / present

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7
Q

Formal Operational

A

12+
Individual CD an think logically about potential events or abstract ideas
Advanced reasoning

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8
Q

Scaffolding

A

Guidance to help perform a task
If to complex break up task into simpler sub components

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9
Q

Zone of Proximal Development

A

Training level
Task difficulty between what child can do on their own and what they cannot do even with assistance

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10
Q

Early Altruism

A

Just naturally doing it
Earlier in life:
Young children ~> bio source rather environmental

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11
Q

Early Morality

A

Early preference for well-behaved puppets
Babies aware of & prefer Justice

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12
Q

Attachment: Reciprocal Synchrony

A

Interactive Synchrony
Parental responsiveness
Infant gains confidence, trust that parent will help
Infant has success in organizing interactions

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13
Q

Parent-Infant Sunchrony: Signe of Arousal & emotion + attempt at Emo self regulation

A

Look or turn away
Self comfort
Shift attention to something else
Failed self reg: hiccups ~> infant distress

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14
Q

Attachment: Physical Touch

A

Strong bond that forms between caregiver and there young

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15
Q

Mary Ainsworth Strange Situation

A

Stress the toddler with parental separation-> see how infant reacts
Reunite the parent and child -> see how child reacts

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16
Q

Secure Attachment

A

Explores when caregiver is around
Distressed when mom leaves, hapoy when she comes back

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17
Q

Insecure Avoidant

A

Explores freely
Learned to be good at Emo self regulation
Minimal distress when mom leaves
Minimal response when mom returns - did not seek out comfort and avoided mom

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18
Q

Insecure Resistant

A

Limited exploring - clinging to Mom
Intense distress when mom leaves
Seeks mom when she returns, but resistant to comfort -> difficult to calm down

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19
Q

Authoritative

A

High Demandingness
High Responsiveness

Create + Relationship & enforce rules

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20
Q

Authoritarian

A

High Demandingness
Low Responsiveness

Obedience & Punishment
Feel bad for mistakes

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21
Q

Permissive/Indulgent

A

Low Demandingness
High Responsiveness

No rule enforcement, desire + Relationship

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22
Q

Disengaged/Neglectful

A

Low Demandingness
Low Responsiveness

No rule enforcement, no attention, no relationship

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23
Q

Sensation

A

Detect external or internal (body) physical energy in receptors in the sense organs

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24
Q

Perception

A

Brain process for organizing and interpreting sensory information in combination with prior knowledge

Using pre existing knowledge to give it meaning

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25
Q

Primary Visual Cortex

A

Basic, light, and dark

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26
Q

Tertiary Visual Cortex

A

More complex recognition, recognition of objectd

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27
Q

Fovea

A

Sensitivity to detail

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28
Q

Rods

A

Dark, grayscale, dim light

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29
Q

Cones

A

Colour

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30
Q

The Visual Pathway

A

Optic Nerve —> Lateral Geniculate Nucleus (Thalamus) —> Primary Visual Cortex

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31
Q

Trichromatic Theory

A

Retinal cones
Diff. Light frequencies—> diff. Colours
Diff. Wavelength heights —> diff. Brightness

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32
Q

Opponent Process

A

Color vision with ganglion cells
Later visual input processing

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33
Q

Monocular Depth Cues

A

Interposition/Occlusion: one object blocks another
Relative Size & Expectations
Convergence or Linear perspective
Light and shadow
Relative Clarity

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34
Q

Synesthesia

A

Involuntary mix perceptions: sights sound or colour, sounds with smells

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35
Q

Context dependent Perception

A

Colour - X - same objective
Identical but bc of surrounding context light changes them

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36
Q

Size Constancy

A

Automatic adjustment to surrounding contextual input

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37
Q

2 people walking

A

Automatic experience-driven adjustment for the perceived distance away & surrounding context

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38
Q

Bottom-Up Processing

A

Stimulus driven
Individual elements combine to form a unified perceptual experience
Grabs your attention

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39
Q

Top-Down Processing

A

Expectation driven
Open to more than one interpretation
Sensory info interpreted based on existing expectations or ideas

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40
Q

Top-Down Blocking Perception

A

Inattentional Blindness
Focus is elsewhere

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41
Q

Gestalt Principles of Perception

A
  1. Proximity - near eachother tend to be grouped together
  2. Closure - brain fills in gaps
  3. Similarity - things that are alike are perceived together
  4. Continuity - line & patterns
  5. Common Fate - objects moving together will be grouped together
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42
Q

Habituation

A

Stop responding as intensely with repeated exposure

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43
Q

Sensitization

A

Increase in response with repeated exposure
At first you don’t have a reaction but than you do have an increased response

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44
Q

Classical Conditioning
Unconditioned Stimulus

A

Stimulus elicits a automatic response
E.g food, pleasure, pain

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45
Q

Classical Conditioning
Unconditioned Response

A

THe automatic response elicited by a stimulus, smiling

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46
Q

Classical Conditioning
Conditioned Stimui

A

A stimulus that was once neutral ( didn’t trigger a response ) but now leads to a response

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47
Q

Classical Conditioning
Conditioned Response

A

Learned response or a response that is created where no response existed before

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48
Q

Classical Conditioning
Neutral Stimulus

A

A stimulus that doesn’t initially trigger a response on its own

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49
Q

Classical Conditioning
Acquisition

A

Initial stage of learning, when a response is first established and gradually strengthened
Neutral stimuli’s paired with an unconditioned stimulus

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50
Q

Classical Conditioning
Extinction

A

Is when the occurrences of a conditioned response decrease or disappear
Conditioned stimulus is no longer paired with an unconditioned stimulus

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51
Q

Classical Conditioning
Spontaneous Recovery

A

Learned response can re-emerge Evan after a period of extinction

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52
Q

Classical Conditioning
Generalization

A

For a conditioned stimulus to evoke similar responses after the response has been conditioned
Has same reaction to similar sound <— eg

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53
Q

Classical Conditioning
Discrimination

A

Ability to differentiate between a conditioned stimulus and other stimuli that have not been paired with an unconditioned stimulus

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54
Q

Classical Conditioning
Operant Conditioning

A

Based on what happens when you do it, if something good happens I’ll do it more, if something bad happens I won’t do it or do it less

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55
Q

Operant Conditioning

A

Positive & Negative Reinforcement
Positive & Negative Punishment

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56
Q

Positive Reinforcement

A

Response becomes more likely to occur
Followed by addition or increase in intensity of a desired stimulus

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57
Q

Negative Reinforcement

A

Response becomes more likely to occur
Followed by removal, delay, or decrease in intensity of an unpleasant stimulus

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58
Q

Positive Punishment

A

Decrease Behaviour - becomes less likely to occur
Followed by addition of unpleasant or aversive stimulus

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59
Q

Negative Punishment

A

Decreasing Behaviour - becomes less likely to occur
Followed by removal, delay, or decrease in pleasant stimulus

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60
Q

Schedules of Reinforcement

A

Continuous: particular response is always reinforced
Intermittent (Partial): a particular response is intermittently reinforced

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61
Q

Schedules of reinforcements
Intermittent ( Partial) reinforcements

A

Ratio: number of times a behaviour must me performed before reinforcement occurs
Interval: amount of time that must pass between before reinforcement occurs again

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62
Q

Observational Learning

A

Learn new responses by observing behaviour of others rather than direct experience

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63
Q

Taylor sees a snake curled up in the grass and tells his mom that he saw a small snake. Later Taylor sees the same snake slither away. Taylor goes back to his mom and tells her that the snake is now really big. From a Piagetian Perspective, Taylor’s two different snake-size estimates are consistent with

magical thinking.

one-dimensional thinking.

a failure in object permanence.

egocentricism.

A

one-dimensional thinking.

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64
Q

There are two coin displays. Display 1 has 5 pennies in a row placed close to each other. Display 2 has 5 pennies in a row placed farther away from each other. Terri believes there are fewer pennies in the short row than the long row. According to Piaget, Terri is demonstrating:

Proximal thinking.

a Formal Operational failure.

a Conservation of number failure.

Fantasy-Play behaviour.

A

a Conservation of number failure.

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65
Q

________ is more relevant to the development of infants than middle-school children.

Comparing sizes or shapes

Physical exploration

Thinking about the world

Playing with puppies or kittens

A

Physical exploration

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66
Q

From a Piagetian perspective, playing peek-a-boo with an infant works (is fun to the infant) because infants have a(n) ________ grasp of _________.

weak; interpersonal attachment

weak; object permanence

morality-based; attachment

strong; object permanence

A

weak; object permanence

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67
Q

Before classes start, your teacher gives everyone a semi-interactive test to see what the students do and do not understand. Your teacher is attempting to learn what you can do without support and what you cannot do even with support. In other words, your teacher is attempting to establish each student’s Vygotskian:

Abstract Reasoning capacity.

Concrete Operational skill level.

Zone of Proximal Development.

Learning Autonomy.

A

Zone of Proximal Development.

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68
Q

Kyra is talking to her uncle on the phone (audio only) and asks him if he likes her dress. Kyra’s failure to understand that her uncle cannot see her dress is a demonstration of ________ in the Piagetian model of development.

Egocentricism

Concrete Operational thinking

Emotional thinking

All of the other listed answers.

A

Egocentricism

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69
Q

In Piaget’s ________ Stage, children perform well when reasoning about real objects that can be seen or touched.

Preoperational

Object Permanence

Concrete Operational

Expectation Verification

A

Concrete Operational

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70
Q

In the early infant-cognition studies by Dr. Renée Baillargeon, the key experimental manipulation was a(n) ________ situation.

emotional

impossible

moral

social

A

impossible

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71
Q

Craig and Lynda like to create stories of how various aspects of life would be different in alternate world scenarios (e.g., humans have wings and can fly). Their ability to be logical and creative in these alternate-world-scenarios is evidence of ________ reasoning in Piaget’s model of development.

Abstract

Concrete Operational

Symbolic

Logical Conservation

A

Abstract

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72
Q

Interpreting the presence of a mosquito landing on your ear as a potential irritant reflects:

relative sensation.

a negative bias.

proprioception.

perception.

A

Perception

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73
Q

Yoga practice generates sensations in skin, joints, bones, and tendons when you position your body into different poses. These bodily sensations represent ________ feedback.

endorphin-based

bodily dissonance

vestibular

proprioception

A

proprioception

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74
Q

Across the various basic sensations, only ________ has unique, specific skin receptors.

pain

itching

wetness

pressure

None of the other listed answers.

A

Pressure

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75
Q

Which of the pathways for sound waves is consistent with the structure of the hearing system?

pinna -> auditory nerve -> cochlea

malleus -> stapes -> cochlea

cochlea -> auditory nerve -> tympanic membrane

tympanic membrane -> cochlea -> ossicles

A

malleus -> stapes -> cochlea

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76
Q

With respect to hearing, Pitch detection reflects ________, while Loudness reflects ________.

wave height; wave decibels

wave frequency; wave height

conductive expression; sensorineural expression

Place Theory; Frequency Theory

A

Correct wave frequency; wave height

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77
Q

According to the Gate Control Theory of Pain, the experience of pain is ________by the activation of ________ nerve fibres.

neutralized; endorphin

increased; basilar

decreased; large

unchanged; lateral

A

decreased; large

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78
Q

Sound-source location depends on ________, which reflects differences in how quickly sound waves are processed by the left and right ears.

stereophonic processing

sensorineural processes

vestibular input

proprioception

A

stereophonic processing

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79
Q

Which brain structure pathway is consistent with the visual processing system?

lateral geniculate nucleus -> primary visual cortex -> secondary visual cortex

optic nerve -> hypothalamus -> lateral geniculate nucleus -> tertiary visual cortex

optic nerve -> lateral geniculate cortex -> hypothalamus -> primary visual cortex

left visual field -> right visual field -> optic nerve -> lateral geniculate nucleus

A

lateral geniculate nucleus -> primary visual cortex -> secondary visual cortex

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80
Q

As highlighted in your lectures, ________ rely on detailed visual information and colour detection based on their retinal structure.

pigeons

owls

ostrichs

sparrows

A

pigeons

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81
Q

The hearing term ________ is defined relative to human sound-detection sensitivity levels.

Decibels

Tympanic Threshholding

Cochlear Conduct

Correct Decibels

Pitch

A

Decibels

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82
Q

Given what you learned about the smell-sensation process, if a dog can detect significantly more odours than a human, the dog likely has more:

olfactory receptor neurons.

mechanoreceptors in their noses.

vestibular sacs.

None of the other listed answers.

A

olfactory receptor neurons.

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83
Q

Odour molecules generate the sensations and perception of smell by activating olfactory structures in which order?

olfactory receptor cells -> olfactory bulb -> olfactory membrane

nerve sensors -> olfactory membrane -> olfactory bulb

olfactory bulb -> olfactory membrane -> olfactory receptor cells

olfactory receptor cells -> olfactory bulb -> brain

A

olfactory receptor cells -> olfactory bulb -> brain

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84
Q

Sensitivity to different light-wave lengths by the ________ is the foundation for the ________ Theory of colour perception.

cones; Trichromatic

rods; Relative

ganglion cells; Granger

cones and rods; Retinotopic

A

cones; Trichromatic

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85
Q

To detect a raccoon moving through your yard late at night in dim light levels, you will be relying upon your:

lateral geniculate nucleus.

retinotopic organizational cues.

opponent process bipolar cells.

rods.

A

rods

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86
Q

According to the Opponent Process Theory, a sudden reduction in firing intensity will generate:

a phantom limb experience.

a synesthetic perception.

sensorineural damage to hearing.

vestibular dizziness.

opposing colour perceptions.

A

opposing colour perceptions.

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87
Q

Hearing problems due to damage to the cilia or auditory nerve represent ________ Hearing Loss.

Neuroplastic

Conductive

Absolute

Sensorineural

A

Sensorineural

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88
Q

Children classified as having an Avoidant attachment style as toddlers are more likely to:

have more distant relationships.

be emotionally needy.

depend upon others’ views in forming self-evaluations.

persist on challenging tasks.

A

have more distant relationships.

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89
Q

In the lectures, the ________ Parenting Style is associated with academic struggles and obesity problems.

Insecure Attachment

Permissive

Dominant

Performance-focused

A

Permissive

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90
Q

After being left alone in a room and then reunited with his mother, Little Jimmy clings to his mothers’ leg, pushes away from her, and then clings again. This pattern of toddler-mother re-engagement represents a(n) ________ type of attachment.

Resistant

Dissonant

Avoidant

Correct Resistant

Sociopathic

A

Resistant

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91
Q

Tyson and his mom have a very warm relationship and they are happy to do things together. But, in terms of discipline, his mom is relatively lax with few rules or expectations. As a result, this mom’s parenting style would be classified as:

Neglectful.

Insecure-Avoidant.

Intimate-Stagnant.

Permissive.

A

Permissive

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92
Q

Young infants preferred to play with a puppet that punished a badly behaved puppet rather than play with a puppet that was nice to the badly behaved puppet. This finding was described as evidence of a preference for:

justice.

feedback.

aggression.

all of the other listed answers.

A

Justice

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93
Q

A picture can be seen as one animal or another depending upon what features stand out as you look at it. This phenomenon illustrates the process of ________ perception.

Top-Down

Figure-Ground

Bottom-Up

Seeing is Believing

A

Figure-Ground

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94
Q

Your perception lectures highlight that the perception of our world is not absolute or purely objective; rather our perception is ________, which is more functional.

reliable
purely subjective
relative
socially influenced

A

relative

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95
Q

In class, you reviewed a case of a blind boy who developed the ability to use sounds instead of sights to move about and interact with his world. In terms of brain development, your instructor described this case as a good example of:

hippocampal re-organization.
prefrontal functional mapping.
neuroplasticity.
evolution.

A

neuroplasticity

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96
Q

Automatically perceiving movement-synchronized Tai Chi practitioners as a group rather than as individual practitioners reflects the Gestalt principle of:

Formation.
Common Fate.
Adaptation.
Primacy.

A

Common Fate.

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97
Q

Experience and pre-existing knowledge about the world and the structures around us change how we perceive the world. In your lecture, an image of two creatures running down a brick hallway illustrated this knowledge-dependent perception. One specific perceptual phenomenon illustrated by these running creatures was:

bottom-up processing.
parallel perception.
Gestalt Common Fate
Size Constancy

A

Size Constancy

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98
Q

During practice, Leylah was so focused on her tennis strokes that she failed to notice the group of people gathering on the side of the court to watch her. Leylah’s lack of awareness of the gathering group reflects ________ processing.

context-dependent
closure
parallel restricted
inattentional blindness

A

inattentional blindness

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99
Q

On a late-night walk, a peripheral movement catches your professor’s attention up the hill (about a block away). When he focuses on the area, he cannot recognize anything, and he returns to his conversation with his partner. Although several more movements in the area catch his attention, as they walk up the hill, he cannot detect anything specific. Finally, when they are about 50-feet from the area, he recognizes the source of the movements (a black bear eating the neighbour’s garbage!). This scenario of gathering more visual information before recognizing the bear represents the ________ perception process.

bottom-up
top-down
analytic figure-ground
fear-driven

A

bottom-up

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100
Q

According to Freudian Theory, the primary psychological motive is conflict between unconscious drives and____
A. Societal Constraints
B. Biological urges
C. Free will
D. Patterns of reinforcement

A

Societal constraints

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101
Q

When evaluating cultural expectations on interpersonal responsibility you are focused on the ___level of analysis identified in class
A. Environment
B. Humanistic
C. Freudian
D. Emotional

A

Environmental

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102
Q

Your lecturer identified ___ as a fundamental limitation in survey accuracy

A

Intentional or unintentional information inaccuracy

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103
Q

Field of psychology emphasizes the importance of testing these proposals in real world situations. This testing process reflects the importance of the ____ approach in psychology
A. Conceptual
B. Reliable
C. Interpersonal
D. Empirical

A

Empirical

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104
Q

The correlations statistic ranges from

A

-1 to +1

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105
Q

___ research design can establish cause and effect conclusions

A

Experimental

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106
Q

Neurotransmitters communicate two basic forms of input: ____ or ____
A. Excitatory ; inhibitory
B. Excitatory ; diffusion
C. Inhibitory ; action potential
D. All or one ; gradual

A

Excitatory ; inhibitory

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107
Q

___ is a major excitatory neurotransmitter throughout the brain which supports learning and memory. Too much of this neurotransmitter can cause seizures

A

Glutamate

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108
Q

A drug that decreases the reputable of dopamine exemplifies an ___ function - a type of neurotransmitter regulation

A

Agonistic

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109
Q

A set of the same neurotransmitters attach to various dendrites on different parts of the cell body. If these neurotransmitters produce the same type of input signal, the input would lead to__ summation

A

Spatial

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110
Q

___ is primarily an inhibitory neurotransmitter in the brain associated with Depression

A

Serotonin

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111
Q

The ___ of the neuron computes and determines how to respond to incoming signals from the other neurons

A. Axon hillock
B. Soma
C. Synapse
D. Neuron capacitor

A

Soma

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112
Q

An intracellular state of depolarization is created due to ___ input

A

Excitatory

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113
Q

You meet someone who looks exactly like your sister, but you claim that she is not your sister. The woman and the rest of your family try to convince you that she is, you don’t believe them. You likely are suffering from

A

Capgras Syndrome

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114
Q

Your instructor suggested that face recognition and personal identify identification is primarily due to ___ processing

A

Facial configuration

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115
Q

The ____ lobe of the brain contains the motor cortex which controls intentional body movements

A

Frontal

116
Q

Impulse control among violent offenders was associated with alterations in the __ brain region

A

Prefrontal cortex

117
Q

You can recognize a wide variety or objects and structures but you have lost the ability to recognize people based on there facial appearance. You likely have damage in your ___ brain region

A

Fusiform face area

118
Q

What are the steps in the research process

A
  1. Describe 2. Explain 3. Predict 4. Alter
119
Q

ID

A

Pleasure principle

120
Q

Ego

A

Reality principle, other ppl have needs and desires
The mediator

121
Q

Superego

A

Moral part of us
Right and wrong

122
Q

Modern Psychodynamic Perspective

A

Early relationship with parents ~> unconscious psychological model of close relationships
Parents responsive and caring ~> secure
Parents unresponsive and self-centred ~> insecure

123
Q

Parent-Toddler attachment Theory

A

Unconscious psychological expectations of future relationships

124
Q

Behavioural Perspective

A

Each person starts as a blank slate, environment determines how we develop and act

125
Q

Human Nature: Classical conditioning

A

Reactions to the environment
Learning from experience
Environmental stimuli ~> consequences
Pairs a behaviour with a stimulus

126
Q

Humanistic Perspective

A

Free will, can go against conditioning
Finding meaning in one’s existence

127
Q

Cognitive Psychology

A

How we process information
Human Nature: focused on the thinking process

128
Q

Operational Definition

A

Someone can replicate precisely your measurement of the variable

129
Q

Quantitative Variable

A

Use a number to represent variables meaning

130
Q

Qualitative Variable

A

Need words to represent variables meanings

131
Q

Design types: Case studies

A

Historical documents
Interviews
Direct assessments

132
Q

Design types: naturalistic observation

A

Go into real world, watch and learn

133
Q

Design types: participant observation

A

Join a group to observe group members

134
Q

Design types; surveys

A

Subjective

135
Q

Quasi-Experiment

A

Real world constraints on examining important factors

136
Q

Dendrites

A

Receive messages and initiate/ suppress electrical activity

137
Q

Cell body

A

Integrates / evaluates incoming information from other neurons

138
Q

Axons

A

Conduct electric activity

139
Q

Axon
Axon Terminal

A

Reslesse chemicals (neurotransmitters) in sysnapse - communicate

140
Q

Neurotransmitter

A

Chemical substance alters activity of receiving neuron

141
Q

Myelin sheath

A

Speeds up electrical activity

142
Q

Neuron communication: Electrical Details

A

Resting potential ~> polarized - natural neuron state
-70

143
Q

Neuron Communication : Depolarized

A

If sufficiently excited (excitatory)
Action potential ~> increase + 40 millivolts

144
Q

Neuron Communication: Hyperpolarization

A

Inhibitory input
Decrease intracellular level to below normal resting. Potential

145
Q

Spatial Sumamtion

A

Verious dendrites receive same input at the same time

146
Q

Temporal Summation

A

Same dendrites receive the same input repeatedly over time
Same input = all excitatory or all inhibitory

147
Q

Neurotransmitter: GABA

A

Inhibitory, anxiety and motor control
Tremors and loss of motor control
Personality change

148
Q

Neurotransmitter: (Ach) Acetylcholine

A

Excitatory esp. memory and muscle control
Problem: black widow venom
- muscle contractions, convulsions and desth

149
Q

Neurotransmitter: Serotonin

A

Inhibitory most brain: mood, arousal, sex, sleep
Problems : depression sleep and eating disorders

150
Q

Neurotransmitter: Norepinephrine

A

Excitatory or inhibitory
Learning and memory
Wakefulness and esting
Problems: depression (too little)
Stress and panic ( too much)

151
Q

Neurotransmitter: Dopamine

A

Excitatory or inhibitory
Experience of pleasure
Emotional arousal, motivation
Learning
Voluntary movement
Problems: depression (to little)
Schizophrenia ( to much)
Parkinson’s loss of motor control (too little)

152
Q

Agonist

A

Enhance NT activity

153
Q

Antagonist

A

Reduce or interfere with NT activity

154
Q

Depolarized

A

If sufficiently excitatory
Action potential ~> increase +40 volts

155
Q

Hyperpolarized

A

Inhibitory
Decrease intracellular level to below normal

156
Q

Neurotransmitter: Glutamate

A

Excitatory - learning and memory
Too much - seizures and schizophrenia

157
Q

Frontal Lobe

A

Motor Control
Concentration, Planning and Problem Solving
Speech
Smell

158
Q

Parietal Lobe

A

Touch and Pressure
Taste
Body Awareness

159
Q

Temporal Lobe

A

Hearing
Facial Recognition

160
Q

Occipital Lobe

A

Vision

161
Q

The shit in parietal, occipital and temporal lobes

A

Language
Reading

162
Q

n class, ________ was identified as the most common specific phobia.

dogs

cats

snakes

spiders

A

Snakes

163
Q

Professor Arnocky 😊 spends 30 minutes before each class cleaning the whiteboard. He is preoccupied by the idea that previous markings are dirty and will contaminate him. Over the past month, his inability to stop washing the board has led to increasingly delayed class start times. Professor Arnocky’s anxious thoughts represent:

thought-action fusions.

compulsions.

dissociations.

obsessions.

A

obsessions

164
Q

Abdul is a child who recently emigrated to Canada from a war-torn country where he lived in several refugee camps. Before arriving in Canada, he witnessed many atrocities and was frequently worried about his safety and the safety of his family. After immigrating, he was constantly anxious during school and suffered from frequent nightmares. A school psychologist would most likely conclude that Abdul has:

a personality disorder.
panic disorder.
agoraphobia.
post-traumatic stress disorder.

A

post-traumatic stress disorder.

165
Q

If you have an intense fear of social embarrassment and social rejection, you likely have:

an anxious, insecure attachment.
generalized anxiety disorder.
panic disorder.
social anxiety disorder.

A

social anxiety disorder.

166
Q

Braden has intense symptoms of anxiety that seem to come on suddenly and unexpectedly. When assessed by the psychologist, Braden cannot identify any object or event that triggers his anxiety. These intense experiences are not common, and most of the time, Braden does not feel anxious. As well, Braden has not been exposed to any life-threatening traumas. Braden’s pattern of symptoms best represents:
:
situational anxiety disorder.
generalized anxiety disorder.
panic disorder.
specific phobia.

A

panic disorder

167
Q

Last year, Dean’s house was destroyed by a tornado, while he was in the basement. On occasion, he seems to lose touch with his current reality and “finds himself back in his basement during the tornado. These episodes represent ________, as a primary symptom of post-traumatic stress disorder.

hypervigilance
avoidance
flashbacks
thought-perception fusion

A

flashbacks

168
Q

The arachnophobia treatment class video was based on ________ therapy.

cognitive behavioural

real-life exposure

virtual reality exposure

interactive dialectic

A

virtual reality exposure

169
Q

Kara is late for work everyday because she thinks that she left the garage door open and must drive back to close it. Kara cannot stop thinking that the garage door is open and makes an average of three trips back to her house every morning. Kara’s likely has the ________ subtype of OCD.
:
impulse control impaired
checking
order
irregular

A

checking

170
Q

In studies of Social Anxiety Disorder, many studies have focused on the ________ brain response system associated with fear.

temporoparietal junction
medial prefrontal cortex
limbic
fusiform gyrus

A

limbic

171
Q

As summarized in class, ________ is one of three risk-factors associated with developing post-traumatic stress disorder (PTSD).

exposure to prior psychological traumas

a poor memory capacity

a pattern of negative reinforcement as a child

an insecure attachment style

A

exposure to prior psychological traumas

172
Q

Someone who is afraid to leave their house because they are afraid of being in public places would most likely be diagnosed as having:

generalized anxiety disorder.
agoraphobia.
environmental phobia.
social phobia.

A

agoraphobia

173
Q

Which of the following is NOT clinically relevant and NOT diagnostic of a mental health disorder? Or, in other words, which example reflects natural variation in behaviour?

a sudden impairment in maintaining one’s interpersonal relationships
an inability to perform one’s job
prolonged psychological suffering
impulsive behaviour and poor decision-making

A

impulsive behaviour and poor decision-making

174
Q

Abigail’s university program is very demanding, and she is struggling financially. Abigail constantly feels restless, edgy, and irritable, but she cannot identify any single cause. Abigail decides she needs to see a therapist. She is having trouble concentrating in her classes. She also is not sleeping well, even though she’s tired all of the time. The therapist will probably diagnose Abigail with

a phobia.

obsessive-compulsive disorder (OCD).

generalized anxiety disorder.

panic disorder.

A

generalized anxiety disorder.

175
Q

During a funeral, situational constraints and the power of social roles are likely to ________ the expression of personality differences.

suppress
accentuate
have no effect on

A

suppress

176
Q

Which of the following is NOT a defining feature of personality?

widespread influence
long-lasting effects
mood-based fluctuations
distinctive differences between people

A

mood-based fluctuations

177
Q

Which trait of the five-factor model of personality is exemplified by a person who is an excitement seeker and expresses a lot of positive emotionality in various social situations?

Openness
Extraversion
Agreeableness
Charisma

A

Extraversion

178
Q

In class, five evolutionary-based questions about a person’s behaviour were linked to the Big-Five personality factors. The question, “How quickly can X learn and adapt?” reflects the __________ Big-Five personality factor.

Neuroticism
Intellect
Openness
Stability

A

Openness

179
Q

Which of the following is a key characteristic of Carl Rogers’ fully functional person?

Trusting your instincts and gut-reactions
Moving Against People (MAP)
Strong social monitoring tendencies
Following your unconscious drives

A

Trusting your instincts and gut-reactions

180
Q

In your lecture, ______ was one of the important life events predicted by personality traits.

the ability to write well

the likelihood of divorce

a larger brain size

A

the likelihood of divorce

181
Q

As described in your lecture, the marshmallow personality test was used to measure:

adult’s conscientious level.
creativity and openness.
children’s levels of self-control.
children’s reward-seeking behaviours.

A

children’s levels of self-control.

182
Q

From an evolutionary perspective, the ________ Big-Five factor was linked to levels of interpersonal predictability and safety.

Need for Achievement

Honesty-Humility

Neuroticism

Openness

A

Neuroticism

183
Q

According to Carl Rogers, often the ________ -self is the image people project to others.

ideal
conscious
interdependent
purposeful

A

ideal

184
Q

Among the big-five personality traits, ________ reflects a process focus and style which emphasizes how things are done and how they are evaluated by the person.

Competence
Conscientiousness
Agreeableness
Honesty

A

Conscientiousness

185
Q

If I show you a series of ambiguous scenes and ask you to interpret them because I hope to figure out your underlying expectations and beliefs, I am using a ________ test.

behavioural
projective
multiphasic
situational

A

projective

186
Q

Kristina does not tend to trust people, and she sometimes comes across as “cold” or unfriendly. These tendencies of Kristina reflect the ________ big-five personality trait.

Agreeableness

Openness

Honesty

Insecure Attachment

A

Agreeableness

187
Q

One of the early personality researchers, Walter Mischel, emphasized:

the Principle of Aggregation.
underlying brain-function patterns.
the importance of situational influences.
the Lexical Hypothesis.

A

the importance of situational influences.

188
Q

Amir was frightened by a growling dog. For about a month, Amir started to sweat whenever he saw a dog. But, Amir’s neighbour adopted a very friendly dog. Gradually, Amir started playing with the neighbour’s dog. Now Amir no longer gets tense and sweats when he sees dogs. In this scenario, Amir’s more relaxed, non-sweaty response to seeing dogs represents ________ from a classical conditioning perspective.

negative reinforcement
positive reinforcement
extinction
stimulus discrimination

A

extinction

189
Q

Establishing operant conditioning is dependent upon:

feedback on one’s action choices.
detecting environmental predictors of physiological impact.
automatic, naturally occurring associations.
cognitive information-processing systems.

A

feedback on one’s action choices.

190
Q

You watched a video of Dave classically conditioning his roommate Bryan. In this video demonstration, ________ was the unconditioned response.

flinching from the pain of being shot
the noise of the trigger click
the taste of brownies
the smell of brownies

A

flinching from the pain of being shot

191
Q

You watched a video of Dave classically conditioning his roommate Bryan. If Bryan did not notice the unconditioned stimulus delivered by Dave, this failure to notice would reflect a direct failure in the ________ factor needed for classical conditioning.

intensity

interpersonal

reward

discrimination

A

intensity

192
Q

According to operant conditioning theory, being paid for every lawn you mow reflects a __________ schedule of reinforcement.

partial interval
continuous ratio
discriminant
generalized

A

continuous ratio

193
Q

Tammy went out with her friend, and they had a blast. Tammy was surprised and impressed with how her friend could talk and joke with strangers they met. But, Tammy cannot remember any of the specific things her friend said or how her friend initiated the encounters. According to Albert Bandura’s Social Learning Model, based on this scenario, Tammy will not be able to demonstrate observational learning because of ________ problems.

attention

retention

negative reinforcement

A

retention

194
Q

In order to reduce your coach’s criticism of your play, you begin to practice on your own. From an Operant Conditioning perspective, beginning to practice on your own is an example of ________ in action.

aversive stimulus conditioning
negative reinforcement
negative punishment
interpersonal modelling

A

negative reinforcement

195
Q

According to operant conditioning theory, hourly pay reflects a(n)__________ schedule of reinforcement.

ratio
partial ratio
interval
automatic

A

interval

196
Q

Billy watches his mom who likes to draw. Although Billy would like to draw like his mom, he is too little to gather, arrange, and use the drawing materials like his mom. According to Albert Bandura’s Social Learning Model, Billy is unable to demonstrate observational learning due to:

retention problems.

reproduction problems.

reinforcement patterns

A

reproduction problems.

197
Q

Albert Bandura demonstrated that children beat up a Bobo doll after watching adults engage in Bobo-doll beating acts. The children’s behaviour is an example of:

shaping.

vicarious learning.

indirect conditioning.

systematic desensitization.

A

vicarious learning.

198
Q

Daria takes off her jacket whenever she starts to get too hot. What is the operant response in this example?

getting too hot
taking off her jacket
Daria recognizing her jacket is the heat problem
It has not occurred yet.

A

taking off her jacket

199
Q

When needing to give a presentation in class, Drew has found that when he breathes deeply, he feels more relaxed. From an Operant Conditioning perspective, what is the Reinforcer in this scenario?

breathing deeply
feeling more relaxed
needing to give a presentation
None of the other listed answers.

A

feeling more relaxed

200
Q

Amir was frightened by a growling dog. Now whenever he sees a dog, he starts to sweat. In this scenario, ________ is the unconditioned stimulus (UCS) and ________ is the conditioned response (CR).

being frightened; sweating
the growling dog; seeing any dog
prior negative experiences with dogs; the growling dog
the growling dog; sweating

A

the growling dog; sweating

201
Q

In October, you attend a weekend party instead of studying for your upcoming exam. You really enjoyed yourself; the party was lit. But, you also did poorly on your midterm the following Monday. You now plan to limit your partying near exam times. In this scenario, from an Operant Conditioning perspective, _______ represents ________ punishment.

doing poorly on the midterm; positive

doing poorly on the midterm; negative

enjoying the party; positive

not studying on the weekend; negative

A

doing poorly on the midterm; positive

202
Q

While writing your exam, the person next to you keeps cracking their knuckles. At first you find it quite distracting, but after a while, you stop noticing it. This reduced distraction is an example of:

Habituation

extinction.

sensitization.

negative reinforcement.

A

Habituation

203
Q

Personality

A

distinctive and stable pattern of thoughts(thinking) emotions (feeling) and behaviour (acting)

Widespread, long lasting, predictable effects across situations and time

204
Q

Personality predicts

A

educational attainment

occupational outcomes

Likelihood of divorce

Likelihood of when you will die

205
Q

Conscientiousness High

A

Competent, efficient
Orderly, precise, organized
Dutiful, follows rules
Self-Disciplined, Achievement
Deliberate, goal-directed

206
Q

Conscientiousness Low

A

Inefficient
Disorganized
Irresponsible, ignore rules
Uncontrolled, unfocused
Impulsive

207
Q

Agreeableness High

A

Trusting
Straightforward
Altruistic
Generous
Compliant
Modest
Tender-minded

208
Q

Agreeableness Low

A

Suspicious, skeptical
Selfish
Resistant
Bragger
Cruel

209
Q

Neuroticism High

A

Anxious, insecure, vulnerable
Emotional Instability
Self-conscious
Impulsive

210
Q

Neuroticism Low

A

relaxed, secure
Emotional stability
thoughtful

211
Q

Openness High

A

fantasy, imaginative, artistic
independent
curious, new ideas, beliefs
Intellectual Explorer

212
Q

Openness Low

A

See the world as it is, no need to imagine things
conform
focused ideas, values, beliefs, habits
Don’t mess with what works

213
Q

Extraversion High

A

Sociable
Warm, affectionate
Assertive, dominant
Active
Excitement seeking
Positive

214
Q

Situational Moderation

A

Strong Situations –> Personality is suppressed

Weak Situations –> personality is unconstrained

215
Q

Walter Mischel

A

How you act depends on the situation not their personality

216
Q

Seymour Epstein

A

Principle of Aggregation - look for common response patterns across a wide variety of situations and times

217
Q

Carl Rogers Humanistic Perspective

A

your natural tendencies & feelings –> Actual/ True Self

Your socially constructed preferences based on parental feedback –> ideal self

218
Q

Unconditioned Positive Regard UPR

A

treat children as inherently worthy of love, regardless of accomplishments or behavior
bahavior bad not the person
ppl need acceptance, sympathy and love

219
Q

UPR

A

Fully funcitoning person
choices, actions, beliefs are unconstrained

220
Q

Conditional Positive Regard CPR

A

acceptance & love conditional upon appropriate behav
label ppl as bad or good vs their behaviour

221
Q

CPR non-fully functioning person

A

suppress natural responses, cannot act like yourself
do not freely choose career, hobbies, partners

222
Q

GAD

A

worry, dread, apprehension
difficulty in concentration and signs of motor tension
No specific anxiety producing event
Sleep diff, irritability, relationships, occupational success

223
Q

Panic Disorder

A

recurring panic attacks, feelings of impending doom or death
rapid breathing and dizziness

224
Q

Agoraphobia

A

fear of experiencing panic symptoms - spec. in public places
avoids public places, not being able to drive or go to work

225
Q

Cynophobia

A

dogs or cats 75 women

226
Q

Acrophobia

A

heights 5%

227
Q

Ophidiophobia

A

snakes 33%

228
Q

Arachnophobia

A

spiders/scorpions 30%

229
Q

Social Anxiety Disorder

A

fear of rejection and social embarrassment
high amygdala + responses

230
Q

How do we detect consciousness

A

Self-report - only direct method

231
Q

Types of Consciousness

A

Awake
Dreams
Drug-altered
Hypnosis

232
Q

Sleep

A

Circadian Rythyms - bio clock
Suprachiasmatic nucleus
- Influence hormones and neurotransmitters SCN -> Pineal Gland –> Melatonin Levels

233
Q

Why Sleep?

A

Somatic and Neural repair
Clean out brain garbage –> flushes out waste products
Learning and memory
Ecolutionnary - conserve energy

234
Q

Sleep Disorders
Insomnia

A

Chronic difficulty in falling asleep, or experiencing restful sleep

235
Q

Sleep Disorders
Nightmares (REM)

A

like other dreams only scary and unpleasant

236
Q

Sleep Disorders
REM Stage: Sleep Behaviour Disorder

A

REM paralysis is missing
so ppl move in response to their dreams

237
Q

Sleep Disorders
Sleepwalking

A

Unresponsive to ppl, but aware of environment - avoid things
more common in children

238
Q

Sleep Disorders
Night Terrors

A

Frightening dreams that arouse the sleeper to a near panic state
more intense than nightmares

239
Q

Sleep Disorders
Narcolepsy

A

extreme/excessive daytime sleepiness and sudden, uncontrollable sleep attacks

240
Q

Sleep Disorders
Cataplexy

A

sudden loss of muscle tone and REM paralysis

241
Q

Dreams

A

Mostly during REM
Subjective experience of events, images and actions
- simple to complex
- mundane to the bizarre
- sometimes repeatedly experiences

242
Q

The Function of Dreams - Theories or Models
Activation-Synthesis Dream Model

A

REM- brain produces random electrical energy

stimulates memories & experiences in various brain regions

Dream interpretation imposed on randomly generated memories & images

interpretation may reflect dreamer’s emotions or concerns

blend past experiences & current concerns

243
Q

The Function of Dreams - Theories or Models
Problem-Focused Dream Model

A

Dreams represent problems of concern
Need a holiday & a better work-life balance?

Empirically dreams often contain material related to our current concerns (e.g., relationships, work, sex)

May aid in the resolution of psychological problems (e.g., grief, depression)

244
Q

The Function of Dreams - Theories or Models
Cognitive Dreams Model

A

Akin to Prob. Focused, but more general
Dreams can represent any form of thinking - not just for problem-solving purposes
modified form of awake-related topics
Went away on a trip; it wasn’t that fun
Key difference: no sensory input & external feedback
so dreams -> more diffuse & unfocused than awake
Age -> Cog Sophistication parallel Dream Sophistication

245
Q

The Function of Dreams - Theories or Models
Cognitive & Activation Synthesis combines

A

Cognitive:
flexible dream content
everyday, bland, emotional, or problems
coherent or non-coherent - diffuse
Activation Synthesis:
acknowledges the role of random brain activity

246
Q

Consciousness-Altering Drugs

A

Psychoactive drug
A substance that alters perception, mood, thinking, memory, or behaviour by changing the body’s biochemistry

247
Q

Types of Consciousness-Altering Drugs

A

Depressants
- Slows down CNS activity
Stimulants
- Speeds up CNS activity
Hallucinogens
- Altered (distorted) sensory experiences
Marijuana
- Mild euphoria, relaxation, cognitive impairments

248
Q

Depressants

A

slow activity in the CNS
Alcohol, Opiates, Tranquilizers, Barbiturates
↑ Relaxation

Alcohol:
Initial upper phase  downer brain phase

↑ GABA (major inhibitory NT)

↓ glutamate (major excitatory NT)

To a lesser extent, ↑ dopamine

249
Q

Depressants
Opiates

A

Morphine, Codeine, Heroin
Pain relief, mood changes, euphoria, increase dopamine

250
Q

Depressants
Barbiturates

A

Depress nervous system, sleeping pills, anti-anxiety, increase GABA
Quick Tolerance –> Need ↑ for = effect
But dangerous dosage level stays the same

251
Q

Stimulants

A

speed up activity in the CNS
Caffeine & Nicotine
Cocaine & Crack
Amphetamines & Methamphetamines
Ecstasy

252
Q

Stimulants
Caffeine & Nicotine

A

Caffeine: low doses  ↑ energy, creativity
Nicotine: ↑ sustained arousal & attention
Inhaling  rapid effects on brain

253
Q

Stimulants
Cocaine and Crack

A

Cocaine: sensation of grandeur, euphoria, & heightened alertness
↓ Hunger & Fatigue
Blocks Reuptake of Dopamine & Norepinephrine
Long-term problems
- Hallucinations, Paranoia
- Impairment of existing (endogenous) dopamine production
Crack: faster & more intense effects!
chemically converted cocaine

254
Q

Hallucinogens or Psychedelic Drugs

A

Distort or Intensify sensory experience
- Blur boundaries between reality & fantasy
- Distorts perceptions of time & space
Inhibits Serotonin
Many derived from natural sources
- LSD, mescaline, salvia divinorum, etc

255
Q

Hallucinogens or Psychedelic Drugs
Marijuana

A

Unique drug category
mild euphoria, relaxation, intense sensations, reduced pain, & various cognitive deficits
2 key psychoactive ingredients
delta-9-tetrahydrocannabinol (THC)
 stimulation & distortion
cannabidiol (CBD)
anti-psychotic properties & tends to reduce anxiety and panic reactions
Many Modern Versions: ↑ THC & ↓ CBD
calm demeanor (relaxed)
poor motor coordination
altered sensory perceptions (intense sensations)
reduced pain – pain control med. now
mild euphoria
various (mild) cognitive deficits
& eventual munchies attack
↑ GABA (Inhibitory) & Dopamine (?)

256
Q

Hypnosis

A

One person influences another person to act, (possibly feel, think, or perceive) through suggestion
Without their full awareness

257
Q

3 Theories of Hypnosis
1: Dissociation Theory Hypnosis

A

Split mind / consciousness
- 2 separate psychological entities
1 responds to hypnotist – hidden from normal consci.
1 normal consciousness & unaware

258
Q

3 Theories of Hypnosis
2 Ken Bowers Theory of Hypnosis

A

Normal Aware CEO is suppressed
No splitting of consciousness

259
Q

Physiology of Stress
1. Alarm Phase

A

Body mobilizes the sympathetic nervous system to deal with immediate threat

Release of adrenal hormones

Alarm phase corresponds to the fight or flight response

260
Q

Physiology of Stress
2. Resistance Phase

A

Body attempts to resist or cope with stressor that cannot be avoided

Physiological alarm responses continue ineffectively

261
Q

Physiology of Stress
3. Exhaustion Phase

A

Persistent stress depletes the body of energy

Increased vulnerability to physical problems & illness

262
Q

Stress Illness Mystery
3 factors change response to stressors

A
  1. Individual physiological differences
    cardiovascular, endocrine, immune, etc.
  2. Psychological factors
    Attitudes, Emotions, & Perceptions of events
  3. People’s behaviour under stress
    actions  increase/decrease risk of illness
263
Q

Attitudinal Effects on Health
Optimism

A

general expectation that things will go well despite setbacks
Be active problem-solvers
Don’t give up or escape
Keep a sense of humour

264
Q

Attitudinal Effects on Health
Optimists

A

better health than Pessimists
Faster rate of recovery from physical illness
Later onset of physical disease
Live longer (& lower physio resp. to stress)

265
Q

Locus of Control

A

Do you control your outcomes in life?
Yes - Internal Locus of Control
Your actions & choices are important
Likely to engage in healthy actions & illness prevention

No – External Locus of Control
Your actions not important

Internal Locus of Control limits Neg. Health Effects of Stress
Lower freq. developing colds (if exposed to viruses)

266
Q

Reappraisal of Stressors
Reappraise

A

Reappraise or think about stressor differently
Change its short- or long-term N.B.
Reinterpret its meaning

267
Q

Reappraisal of Stressors
Silver Linging

A

Silver Lining
Learning from the experience

268
Q

Reappraisal of Stressors
Downward Comparison

A

Make Downward Social Comparisons
compare self to others less fortunate

269
Q

Major Depression Unipolar

A

Extreme Sadness, Despair, With No Obvious Cause
Episodes of deep unhappiness
Loss of interest in life

Secondary symptoms include:
Elevated or decreased changes in sleep & appetite
Loss of interest in Pleasurable Activities (including Sex)
Loss of overall energy
Difficulties concentrating & making decisions

270
Q

Mood Disorder

A

Unipolar Depression + Anxiety + Addiction

No motivation to do anything
Shut out others
As a student not leave his room except for exams

Marijuana as self-medication
At first: Feel safe, open to world, love for others, everything OK
But later: took to a much darker place

271
Q

Dysthymia

A

Moderate Depressive Symptoms
form of depression - less dramatic effects on personal & occupational functioning

Low grade depression

Longer lasting (2+ yrs) than Major Depression (2+ weeks)

272
Q

Bipolar Disorder (Depression & Mania)

A

Severe Mood Swings From Depressive to Manic Episodes
Depression – see above
Mania
highly excited moods –> Euphoria
Inflated self-esteem or Grandiosity (unwarranted & exaggerated self-importance; flaunt; pretentious)
Decreased need for sleep
Racing Thoughts; Pressure to Talk
Excessive dangerous pleasurable activity
Hypomania can seem positive for awhile
but full-blown mania is extreme

273
Q

Neurotransmitter Deficits - Depression
Serotonin

A

Serotonin: Inhibitory most brain, mood, arousal, sex, sleep, and eating, pleasure and pain

274
Q

Neurotransmitter Deficits - Depression
Norephinephrine

A

excitatory or inhibitory most regions
wakefulness and eating

275
Q

Neurotransmitter Deficits - Depression
Dopamine

A

excitatory or inhibitory
experience of pleasure
emotional arousal, motivation

276
Q

Transcranial direct cortical stimulation (TDCS)

A

low level electric currents to the scalp - stimulant

277
Q

Transcranial magnetic stimulation (TMS)

A

For Depression
uses magnetic field to stimulate specific brain regions

278
Q

Medications - Antipsychotics

A

Antipsychotic drugs (neuroleptics)
used primarily to treat schizophrenia & other psychotic disorders
Most block or reduce Dopamine-receptor sensitivity

↓ Delusions, Hallucinations & Agitation
Agitation -> pacing around, wringing hands, pulling off and putting on clothing

Side effects: muscular rigidity, tremors, involuntary muscle movements (tardive dyskinesia), or premature death

279
Q

Medications - Antidepressants

A

Antidepressant drugs
primarily for Mood & Anxiety disorders
Side-Effects: unpleasant physical reactions
Headache, ↑ Weight, Nausea, ↓ Sexual function

3 Classes:
Monoamine oxidase inhibitors (MAOIs)
Block enzyme that impairs S & N, but you have to avoid eating foods high in this same enzyme to avoid dangerous side-effects

Tricyclic antidepressants - Blocks reuptake of S & N

Selective serotonin reuptake inhibitors (SSRIs)

280
Q

Medications - Mild Anxiety & Bipolar

A

Tranquilizers – short-term mild anxiety
Increase GABA activity
Addictive
Inappropriately prescribed unhappiness, anxiety, or worry

Lithium carbonate - Biploar
Moderates Norepinephrine & Stops Glutamate overstimulation
Delicate chemical balancing needed
Bad side effects (diarrhea, vomiting, hair loss, kidney damage)

281
Q

Therapies for Psychological Disorders
Biological

A

Drug Therapy
Electroconvulsive therapy
Psychosurgery

282
Q

Therapies for Psychological Disorders\
Behavioural - Psychotherapy

A

Classical conditioning
Exposure Therapy – reduce negative associations

Counter-Conditioning – form new positive assoc.

Operant conditioning
Reinforce > functional beh., habits, & reactions
Model & Train Social Skills
see how others act & imitate them – practice sessions

283
Q

Therapies for Psychological Disorders
Cognitive Therapy

A

Identify & Change irrational, unproductive thinking –> ↓ Negative Thoughts & Emotions
Beck’s Cognitive Therapy:
Depressive Cognitive Triad:
Negative view of the future, neg. view of the world, neg view of oneself

Dispute and change emotion and behavior

284
Q

Therapies for Psychological Disorders
Humanistic

A

emphasizes therapist’s empathy with the client

Unconditional Positive Regard of True Self
love or support given to another person with no conditions attached
Empathy – show you can relate to person’s feelings

Genuineness – responding honestly, therapeutic transparency

Client –> accepted, understood, & free to explore  greater self-esteem & self-confidence

285
Q

Therapies for Psychological Disorders
Humanistic Gestalt Therapy

A

Gestalt = organized whole
People need to see the whole picture – all the factors responsible for their life
Foreground & Background factors
Neglecting certain life influences makes us anxious - missing background thoughts or feelings
Therapy: more confrontational than Client-Centred
Role play, empty chair technique

286
Q

Therapies for Psychological Disorders
Psychoanalytic (Freud)

A

Abnormal behavior due to unconscious conflict among the Id, Ego, and Superego
Goal: bringing unconscious conflicts into awareness

Methods:
Free association – say whatever comes to mind
Dream Interpretation
Interpretation – therapist  explicit statement of a underlying impulse (near the surface)
2 therapist issues
Resistance – actions taken to avoid sensitive topics; missed apt
Client may respond irrationally to therapist (pos or neg)

Emma’s Psych (3 decks)

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