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Psychology exam! Flashcards

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1
Q

what are hereditary factors and list some examples

A

Factors that influence development which are genetically passed down from biological parents to their children
Genetic predisposition an increase likelihood to develop a certain trait if conditions are met

Eg. personality and mental health issues

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2
Q

what are environmental factors and list some examples

A

Factors factors from an individual’s physical or social surroundings that influence development
Eg. family relationships, school,culture

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3
Q

Biopsychosocial model

A

Is how biological, psychological and social factors interact and influence psychological well being

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4
Q

Biological factors include:

A

involve physiologically based or determined influences, often not under our control, such as the genes we inherit, our age, sex and race, balances or imbalances in brain chemistry, brain and nervous system functioning, hormonal activities, physical injury, illness or disease, sleep patterns, how our body responds to medications and bodily responses to stress.

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5
Q

Psychological factors include:

A

involve all those internal, mental processes and influences such as the effects of our prior experiences, memories and ways of thinking, how we learn, how we understand and experience emotions, our attitudes, beliefs, expectations and perceptions of ourselves, others and our external environment, and our resilience and skills for coping with stress and emotional challenges.

Attitudes or beliefs
Emotions
Personality
Memories
Thoughts
self -esteem

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6
Q

Social factors:

A

involve influences from the external social environment in which we interact with others, such as the range and quality of our interpersonal relationships with family, friends and others, the amount and type of support available from others when needed, our social media use, our schooling and other educational experiences, our employment history, economic circumstances, housing situation, access to health care, exposure to stressors in everyday life and specific cultural influences such as our beliefs, values and traditions that are tied to our cultural background.

Relationships
Culture
Education
Physical environment
Social support
Socioeconomic status (wealth)

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7
Q

emotion

A

can be defined as the complex reaction pattern to personally significant events that involves a mixture of psychological(bodily changes, heart rate, blood pressure etc.) subjective feeling (inner personal or cannot see, eg. being in love ) and expressive (comes with behaviour eg. expression)

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8
Q

emotional development

A

Emotional development involves learning what feelings and emotions are, understanding how and why they occur, recognising your own feelings and those of others, and developing effective ways for managing those feelings.

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9
Q

what are subjective feelings?

A

Subjective feelings refer to the inner, personal experience of an emotion, for example, how an individual experiences ‘being in love’, their understanding of it

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10
Q

what are expressive feelings?

A

Expressive behaviour is a physical sign that an emotion is being experienced and such behaviour can be either intentional or unintentional. frowning can express anger or displeased

—the vocal qualities of speech often give signals of the emotional state being experienced

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11
Q

Physiological responses

A

Physiological responses, or bodily changes, which also occur when we experience an emotion involve changes such as heart rate, blood pressure, breathing rate

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12
Q

Ainsworth theory of development(emotional):

A

secure impact:
-able to form healthy and strong emotional bonds and relationships
-independent and self suffient
-high levels of self esteem and resilience

insecure avoidant impact:
- may find it difficult to form strong bonds and be intimate with others
-tends to ignore or dismiss their own emotions
-avoids depending on others

insecure-anxious (resistant)
-may heavily depend on others for support
-seeks others to complete them

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13
Q

Piaget’s four stage theory(cognitive):Sensorimotor period

A

Sensorimotor period (0-2)
Coordination of sensory input and motor responses

Achievements:
Object permanence: objects still exist even if you can’t see it, touch/ hear.
Goal directed behaviour: having a goal(eg. Wanna show mum this today)

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14
Q

Piaget’s four stage theory(cognitive):preoperational

A

preoperational (2-7)
Development of symbolic thought

Achievements:
Egocentrism: seeing everything from own perspective they develop decentre(can understand over point of view)
animism :everything is like me, has conscious mind
Transformation: understanding that something can change from one state to another
Reversibility: ability to back track

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15
Q

Piaget’s four stage theory(cognitive):Concrete operational

A

Concrete operational(7-11)
Mental operations applied to concrete events
Achievements:
Conservation: an object does not change weight volume or mass when the object changes appearance
Classification: categorizing

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16
Q

Piaget’s four stage theory(cognitive):Formal operational

A

Formal operational(11-adult)
Mental operations applied to abstract ideas
Achievements:
Abstract thinking: does not apply to being able to see or visualize (eg. believing in god)
Idealistic thinking: thinking ahead about future and what is ahead and set plan

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17
Q

Sensitive period:

A

-Optimal state for learning
-Connections are made more easily
Learning outside sensitive period takes more effort and time

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18
Q

Critical period

A

Very rigid period of development is which specific function or skill must be learnt

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19
Q

schema

A

schema in Piaget’s theory, a mental idea of what something is and how to act on it

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20
Q

assimilation and accommodation

A

Assimilation is putting new ideas or concepts into understanding and practice while aligning them with older ideas and practice. Accommodation is changing older ideas and concepts into new and completely different concepts and ideas because of experiencing new information.

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21
Q

typical behaviour:

A

that would usually occur given a circumstance

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22
Q

atypical behaviour

A

unusual or unnatural in certain situations unexpected to how the person usually behaves

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23
Q

define neurotypical

A

a term used to describe individuals who display neurological and cognitive functioning that is typical or expected

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24
Q

define neurodiversity

A

variations in neurological development and functioning with between groups of people such as those experienced by autism

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25
Q

psychologist vs psychiatrist

A

The main difference between the two is that a psychiatrist has trained as a medical doctor and can prescribe medication. A psychologist is not a medical doctor and can’t prescribe medication.

However, there are many similarities between psychiatrists and psychologists. Both are trained to understand how your brain works, how you think and how you behave. Both are able to use different types of counselling and psychotherapy to help.

Both psychologists and psychiatrists use various forms of therapy to help with mental health problems. They can help you develop better ways of thinking and behaving.

Psychologists are more likely to see people with conditions that can be helped effectively with psychological treatments. These are often complex and might include anxiety disorders, eating disorders, depression, developmental disorders, learning disabilities and behavioural problems. Psychologists can assess and diagnose mental health disorders but are not medical doctors and therefore cannot prescribe medication.

Psychiatrists tend to treat people with complex mental health disorders such as severe depression, schizophrenia and bipolar disorder. They can provide a wide range of treatments, according to the particular problem and what will work best. These include medication, general medical care, brain stimulation therapies

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26
Q

Cognitive development

A

Cognitive development means the development of the ability to think and reason.

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27
Q

Brain vs heart:

A

The origin of this debate can be tracked to be 500 BC, to Classical Greece. The debate argues whether the mental processes happen in the brain or the heart

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28
Q

Mind body problem:

A

Mind and body dualism represents the ideology that the mind and body are two separate entities each with different natures. According to Rene Descartes, human body and mind could not exist in unity. Therefore as opposed by René “a person lives through two histories one is what happens in and to the body the other what happens in and to ones life”.

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29
Q

phrenology :

A

Different parts of the brain had different functions (localisation of brain function).
Personality characteristics and mental abilities were controlled by different parts (‘brain organs’) which were located on its outer surface.

The size of each parts indicated how fully developed it was and therefore the strength of its influence.

The development of a particular part would push out the surrounding skull to the extent that it would cause a bump on the head that could be observed or felt externally.
Gall started to investigate Phrenology because in school, he thought people with large eyes that bulge out had better memory

30
Q

First brain experiments:
Ablation:

A

involves destroying or removing selected brain tissue followed by an assessment of subsequent changes in behaviour, usually irreversible.

31
Q

Electrical stimulation:

A

electrical stimulation of the brain is that there were electrical signals by neurons and by modifying those signals, there would be a chance to influence and change an individual’s brain
function.

32
Q

Hindbrain:

A

A collection of lower level brain structures that include the cerebellum, medulla and pons. These control or influence various motor functions and vital, automatic (‘autonomic’) responses such as breathing and heart rate, as well as sleep and arousal (‘alertness’).

33
Q

Midbrain:
Reticular formation:

A

Helps screen incoming information so as not to overload the brain,
Regulates arousal (such as awakening from sleep) and muscle tone (tension)

34
Q

forebrain

A

A collection of upper level structures that include the hypothalamus, thalamus and cerebrum.
Regulates complex cognitive processes such as thinking, learning, memory and perception, as well as various aspects of emotion and personality

35
Q

Brocras area:

A

Has a crucial role in the production of articulate speech; that is, speech that is clear and fluent

36
Q

Wernicke’s area:

A

Involved in speech production
Has a crucial role in the comprehension of speech; more specifically, in interpreting the sounds of human speech

37
Q

left hemisphere

A

The left hemisphere specialises in verbal and analytical functions.

Verbal functions involve the use or recognition of words such as in reading, writing, speaking and understanding speech.

Analytical functions essentially involve, for example, when you use logical reasoning to interpret and apply a formula to solve a mathematics problem, critically evaluate an experimental design or prepare a meal at dinner time.

38
Q

right hemisphere

A

verbal functions that do not depend on language skills. Its non-verbal functions include:

spatial and visual thinking, such as completing a jigsaw puzzle, reading a map or visualising the location of objects or places

recognising faces, patterns and tunes

appreciating music and artworks (but not necessarily producing them)

creative thinking

daydreaming.

The right hemisphere is also more involved in recognising emotions from facial cues (‘signals’), such as a raised eyebrow or trembling lips, and in non-verbal emotional expression.

39
Q

what is a traumatic brain injury

A

A traumatic brain injury is one caused by an external force (unlike a non-
traumatic injury which is caused by internal factors, like a tumour or stroke)

40
Q

Chronic traumatic encephalopathy. - CTE

A

is progressive and fatal brain disease associated with repeated exposure to injuries
-repeated blows to the head trigger abnormal build up of protein which leads to death of brain cells

41
Q

acquired brain

A

acquired brain injury any type of brain damage or injury that occurs after birth

42
Q

Internal validity

A

Internal validity refers to the extent to which an investigation actually investigated what it set out to investigate and/or claims to have investigated. If an investigation is said to have internal validity, then it is free from flaws and the results obtained are actually due to the design of the investigation and its procedures and not some other factor. For example, if an experiment has internal validity, the experimenter can be confident that the measured change in the DV was produced solely by the IV and not by any confounding variable

43
Q

Controlled experiments within subjects

A

In within-subjects designs, participants serve as their own control by providing baseline scores across different conditions. The word “within” means you’re comparing different conditions within the same group or individual, while the word “between” means that you’re comparing different conditions between groups.

44
Q

Controlled experiments between subjects

A

In a between-subjects design, also called a between-groups design, every participant experiences only one condition, and you compare group differences between participants in various conditions.

45
Q

Stratified sampling advantages and disadvantages and define

A

Stratified random sampling is a method of sampling that involves the division of a population into smaller subgroups known as strata. In stratified random sampling, or stratification, the strata are formed based on members’ shared attributes or characteristics

The advantages of stratified random samples include increased precision and lower costs. It can help ensure that you represent each subgroup sufficiently in your sample.

disadvantages are difficulty gaining access to a list of a larger population, time, costs, and that bias can still occur under certain circumstances

46
Q

random sampling advantages and disadvantages and define

A

Simple random sampling is a type of probability sampling in which the researcher randomly selects a subset of participants from a population. Each member of the population has an equal chance of being selected.

Major advantages include its simplicity and lack of bias.

Among the disadvantages are difficulty gaining access to a list of a larger population, time, costs, and that bias can still occur under certain circumstances.

47
Q

convince sampling advantages and disadvantages and define

A

Even though it has some benefits, like being cheap and quick, it also has a lot of research problems, like sample bias and the inability to generalize.

48
Q

Reproducibility and repeatability

A

Repeatability means having one result from an experiment, you can try the same experiment again, with the same setup, and produce/get that exact same result. Reproducibility is a measure if the same result can be attained by a different team, using the same artifacts.

49
Q

Types of extraneous variables
Participant variables:

A

Participant variables: These extraneous variables are related to the individual characteristics of each study participant that may impact how they respond. These factors can include background differences, mood, anxiety, intelligence, awareness, and other characteristics that are unique to each person.

50
Q

Types of extraneous variables
the experimenter effects

A

This type of extraneous variable occurs when the researcher or experimenter unintentionally influences how participants should behave. Examples include: The age, gender and mannerisms of the experimenter

51
Q

Types of extraneous variables
situational variables

A

Situational Variables. Situational variables are factors, conditions, or characteristics related to the external environment that can influence a situation’s behavior, decision-making, or outcome.

52
Q

Types of extraneous variables
demand characteristics

A

demand characteristics are cues that might indicate the research objectives to participants. These cues can lead participants to change their behaviors or responses based on what they think the research is about.

53
Q

Types of extraneous variables
the placebo effect

A

the placebo effect, which occurs when a person feels better just because they’re given a treatment, even if that treatment doesn’t do anything.

54
Q

confidentiality ethical principle

A

Protecting the privacy of research subjects is an obligation for all those who are involved in the research.

55
Q

debriefing ethical principle

A

provides participants with a full explanation of the hypothesis being tested, procedures to deceive participants and the reason(s) why it was necessary to deceive them.

56
Q

deception ethical principle

A

participants are given incomplete or misleading information about what to expect during the study activities as it may effect the results if they are given the full research debrief

57
Q

ethical concept beneficence

A

The ethical principle of beneficence requires one to engage in deeds and acts that benefit others and enhance their wellbeing.

58
Q

ethical concepts integrity

A

Acting with integrity includes being honest, truthful, accurate and consistent in one’s actions, words, decisions, methods and outcomes.

59
Q

ethical concepts justice

A

Justice. Mental health professionals have a responsibility to be fair and impartial.

60
Q

non-maleficience

A

Nonmaleficence is the obligation of a physician not to harm the patient.

61
Q

ethical concepts respect

A

respect the right to dignity, privacy, and confidentiality of those they work with professionally.

62
Q

double blind procedures

A

A type of clinical trial in which neither the participants nor the researcher knows which treatment or intervention participants are receiving until the clinical trial is over.

63
Q

controlling extraneous variables in psychology, counterbalancing

A

Counterbalancing is a method used to deal with extraneous effects caused by order effects that arise when using a repeated measures design. The sample is split in half with one half completing the two conditions in one order and the other half completing the conditions in the reverse order.

64
Q

Situational variables

A

are factors in the environment that could affect participants’ performance

65
Q

External validity

A

External validity refers to the extent to which the results obtained for a study can be applied beyond the sample that generated them, specifically to individuals in a different setting and over time.

Lack of external validity means that the results of the research may not apply to individuals who are different from the study’s population. For example, if research has been conducted with only male participants, it cannot be assumed that similar results will apply to female participants.

66
Q

Labelling mental health condition – advantage

A

Labelling can be useful. For example, it can help psychologists and other mental health professionals or workers identify and specifically describe signs and symptoms associated with a particular disorder and assist them in working out an appropriate treatment or management plan. It is also helpful when health team members communicate with one another about a client’s disorder. The names of the different categories and subcategories provide concise terms for describing and discussing disorders and help ensure a common understanding of what is being discussed. Similarly, labelling is useful when reporting research on disorders in journal articles.

67
Q

limitation of diagnosing a mental health condition

A

If a person is labelled as their disorder, rather than as someone living with or being treated for a disorder, it can give the impression that this defines their life. This use of labels is often upsetting as it classifies someone by their symptoms. A person may feel the label ties them to a negative stereotype that ignores their personal strengths.

Social stigma refers to the negative attitudes and beliefs held in the wider community that lead people to fear, exclude, avoid or unfairly discriminate against people with a disorder. It can influence how people with a disorder think and feel about themselves and the way they believe they are viewed by others in the community. For example, individuals can develop self-stigma.

Self-stigma occurs when an individual accepts the negative views and reactions of others, internalises them, and applies them to themselves, thereby affecting how they feel about themselves and leading to low self-esteem and low self-confidence in their abilities (called low self-efficacy).

68
Q

Hypothalmus

A

Has a vital role in maintaining the body’s internal environment (i.e. homeostasis) and takes part in numerous behaviours.
main functions include:
The hypothalamus is responsible for regulating thirst, so damage could
result in excessive thirst.
● The hypothalamus is responsible for regulating body temperature, so
damage could result in difficulty regulating body temperature.
● The hypothalamus is responsible for regulating sex drive, so damage could
result in a reduced sex drive.
● The hypothalamus is responsible for regulating the release of sleep
hormones, so damage could result in issues in sleep cycle regulation.

69
Q

medulla

A

vital bodily functions such as swallowing, breathing, heart rate, blood pressure, vomiting, salivating, coughing and sneezing, all of which occur automatically and are essential for
survival.

70
Q

cerebellum

A

Coordinates fine muscle movement and involved in learning and memory associated with movement

71
Q

pons

A

Involved in sleep, dreaming and arousal from sleep (‘waking’), as well as helping control breathing and coordination of some muscle movements.

72
Q

Thalamus:

A

Filters information from almost all the sense receptor sites (except the nose), then passes it to relevant areas of the brain for further processing

Psychology (6 decks)

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