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Psychology, Anthropology, Sociology > Psychology > Flashcards

Psychology Flashcards

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1
Q

What is corpus callosum

A

connects right n left hemispheres, 20% larger in females

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2
Q

Whats the differences in male and female brain

A

male brain is 10% larger, parietal cortex is larger, amygdala is larger

More tightly packed neurons, greater network of connections btw neurons, Limbic cortex 20% larger in females, Part of frontal lobe which focuses on decision making is larger

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3
Q

Parietal cortex

A

involved in spatial perception (manipulating things), larger in males

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4
Q

Amygdala

A

responsible for sexual and social behaviour. larger in men

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5
Q

limbic cortex

A

responsible for regulating emotions, connects right hemisphere to left

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6
Q

what is sex

A

biological and physiological characteristics that define men and women

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7
Q

Gender

A

socially constructed roles, behaviour, activites, attributes that a given society considers appropriate for men and women

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8
Q

Why do teens take more risks/chances

A

Teenagers seek dopamine as the dopamine system is largely present in teens. This fires motavation and provides rewards, risk taking chances are increased when peers are present

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9
Q

Dopamine system

A

Components of risk, reward, and motavation

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10
Q

What age is the brain fully developed?

A

Age 25, prefrontal cortex is the last to mature

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11
Q

Which neurotransmitter is the teen brain attuned to and what does it do?

A

Dopamine, Risk reward and motivation. Dopamine levels in the limbic system increase

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12
Q

What is the limbic system

A

Regulate emotions and behaviour

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13
Q

How does the delayed completion of the brain help teens?

A

The delayed maturity in specifically the prefrontal cortex, in crucial in how teens develop into independent people and form their own experiences. Developmental experiences

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14
Q

6 structures of the brain

A

frontal lobe, occipital lobe, temporal lobe, brain stem, cerebellum, parietal lobe,

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15
Q

Frontal cortex

A

Involved in decision making, problem solving/planning, contains prefrontal cortex which is personality and expression

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16
Q

Occipital lobe

A

Visual processing, colour, shape etc

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17
Q

Temporal lobe

A

Combining what we see and hear, mostly recognized for processing auditory information, eg hearing ability, speech, emotional response etc

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18
Q

Brain stem

A

Responsible for vital functions of life eg, breathing, consciousness, blood pressure, heart rate and sleep

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19
Q

Cerebellum

A

Responsible for movement coordination and balance and muscle tone

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20
Q

Parietal lobe

A

reception and processing of sensory information from body, eg speech, pain/touch, manipulation of objects

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21
Q

structuralism

A

william wundt, conducted experiments on sensation,perception, and attention. Have people describe everything that goes on in mind

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22
Q

Who is william wundt

A

Founder of psychology

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23
Q

Functionalism (william james)

A

Believed that mental characteristics developed to allow people to survive by solving problems.

Studies people in everyday life

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24
Q

Psychoanalysis (sigmund freud)

A

Process designed to uncover patients unconscious thoughts by encouraging them to discuss background, feelings and experiences w trained psychologists. (therapy)

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25
Q

Behaviourism (john watson)

A

Psychology should only study what can be observed (reaction/response to environmental stimuli)

26
Q

Humanism

A

started in the 50’s, human beings can make choices and control their lives

27
Q

Cognitive psychology

A

1950s, study of mental processes involved in memory, learning and thinking

28
Q

Sensation

A

Process that activates our sense receptors, sight, hearing, smell, taste, transmits signals to the brain

29
Q

Perception

A

Process allows us to select, organize, and interpret sensory signals in brain

30
Q

Sensation vs perception

A

Sensation involves when the sensory receptors detect stimuli

Perception is the organization, interpretation and conscious experience of those sensations

31
Q

Classical conditioning

A

Learning to transfer a natural response from stimulus to another,associates one thing with another discovered by ivan pavlov

32
Q

Stimuli

A

Objects/events that produce a response from a person/living being

33
Q

Conditioned learning

A

The way we learn to respond to particular environmental stimuli eg stopping at a red light

34
Q

Operant conditioning

A

B.F skinner, repetition of responses influenced by rewards/punishments

35
Q

Positive reinforcement & Negative reinforcement

A

event/situation/condition which increases likelihood it will recur

neg: event, situation or condition which decreases the likelihood that behaviour will recur

36
Q

Observational learning and 4 processeses

A

Albert bandura, Learn more by observing role models

attention, retention, reproduce, motivation

37
Q

explain the 4 processes to observational learning

A

attention: attention to behaviour of others

retention: store a mental representation of what u observe in ur memory eg what went well

Reproduction: practice, put stored memory into action

motivation: U must be motivated to practice skill, believe its important

38
Q

what did maslow believe

A

humans are motivated by their needs, created hierarchy of needs

He believed that once needs at a certain level are met, people play at lower levels and tend to take risks

39
Q

What are the 7 defense mechanisms

A

Fantasy, repression, rationalization, regression, denial, projection, displacement

40
Q

fantasy

A

daydreaming, can be helpful, however if we resort to this rather than reality it will not solve problems

41
Q

repression

A

process of pushing a painful thought into our unconscious mind eg feelings of hostility for someone into back of mind

42
Q

rationalization

A

if we cannot face real reasons for our behaviour we convince yourself we have other reasons

43
Q

regression

A

when a problem is too big to handle in mature ways, we go back to old behavioural habits/patterns

44
Q

Denial

A

When reality is too unpleasant we may deny its existence, ignore criticism

45
Q

Projection

A

A person attributes their own threatening impulses onto someone else

46
Q

Displacement

A

shifting an emotional focus from original focus to another person, object/situation

47
Q

3 components of emotion, explain

A

cognitive: mental state, conscious feelings and how we interpret situations

Physical: physical characteristics which accompany emotional reactions eg, clenching fists

Behavioural: outward expression of emotion, facial expressions, tone, body lang

48
Q

emotional makeup, explain

A

heredity: we inherit some emotional capacities, argued we only inherit excitement capacities, relating to fight or flight, some facial expressions are innate

Learning: emotional makeup is largely determined by learning experiences, shape us as ppl, men n women taught to express differently

Maturity: emotional feelings/reactions develop and change over a lifetime

49
Q

what are the 5 tiers of maslow’s hierarchy

A

Physiological needs (shelter, food, clothes etc), Safety and security (health, employment), property, love and belongings (friendship, family, relationships, etc), self esteem (Confidence, achievement, respect of others), Self-actualization (morality, acceptance, inner potential)

50
Q

Levels of memory, explain

A

Sensory: Records information from these senses for only a few seconds, record what is necessary

Short-term memory: Refers to what is going on in your conscious mind this very second, holds for 50 seconds, discarded if not worked on

Longterm memory:Items that are important and have meaning to you are stored in long term memory

51
Q

Types of memory, explain

A

Episodic: ability to remember events from the past eg birthday parties

Semantic memory: knowledge of how the world works (school, on time, notes etc)

Procedural memory: memory of how to do things/perform (riding a bike)

52
Q

ways to improve long term memory

A

give material meaning, organize info, spread practice over several sessions, learn actively by doing, transfer learning areas, copy experts etc

53
Q

freuds theory of mind

A

many people who studied human behaviour believed ppl were aware of their concious motives, freud opposed that

He believed many were unaware of their thoughts and motives as it was apart of the unconscious mind, he believed the mind had 3 parts, id, superego, ego

54
Q

What is Id, ego, superego

A

ego - rational part of the brain, reality.
Id- instincts, impulsive thoughts, what i wanna do
superego - mortality, what we should do

55
Q

biological motavation

A

innate, physical needs eg water, food

56
Q

social motavation

A

learned, physiological needs such as praise and success

instinctive motivation: desire to perform task for its own sake, ur own reasons

extrinsic motivation: performing a task due to external factors eg rewards/threat of punishment)

57
Q

types of dreams

A

Night terror: Occur in NREM, indivisdual will sit up, scream,a nd go back to sleep not recalling it

Nightmare:Frightening dream in REM sleep

Daydreams: Consciousness btw wake and sleep, mind wanders

false awakening dreams: thinking youve gone thro morning routine, daily routine but ur sleepings

Recurring dreams: most often negative, reflect neglected/unresolved issues in reality, finding solutions end it usually

58
Q

5 main Personality theories

A

Freud - unconcious desires/past expierences shape personality

Jean piaget - cognitive deveolpment was how people learn and use language

charles horton cooley - looking glass self, self identity developed through socialization

george herbert mead - self devs thro social interaction w others

erik erikson: dev is lifelong process

59
Q

what stage is REM

A

stage 4, 123 is NREM cycle repeats until awake. most dreams happen in 4

60
Q

harlow expierement

A

Monkeys were separated from their mothers and put with a cloth monkey (nurture) and a wired monkey (nature) the experiment showed the monkeys stayed with the cloth mother for 22 hours of the day and only left when necessary for food

61
Q

Attachement styles

A

Secure - higher maturity, less disruptiveness, better at relationships, feel protected and dependent on caregivers

Ambivalent -anxious pre-occupied style, cling to caregivers, dev into overly dependent adult

Avoidant - do not experience sensitivity from caregivers to their needs, leading to difficulties with intimate relationships

disorganized - mistreated/neglected, behaviour disorganized, attachment derived from trauma and fear

Psychology, Anthropology, Sociology (4 decks)

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