Psychology Exam 3 Lecture Outcomes

Question 1

Be able to explain how cultural differences influence how intelligence is defined and be able to identify examples.

Answer 1

Culture defines intelligence as whatever enables success in the culture.

Example:

Euro-Americans: Reasoning and thinking skills.
Amazon-Tribes: An understanding of the medicinal qualities of local plants.
Papa New Guineans: Remember clan names.
Caroline Islanders: Ability to navigate by the stars.

Question 2

Be able to identify and compare the various forms of reliability and validity.

Answer 2

Reliability: Consistent results.

Split-Half: Two test forms.
Test A: Even # ?’s
Test B: Odd # ?’s
Test-Retest: Alternative form vs the same test.

Validity: Tests what’s supposed to.

Content validity: Test’s behavior of interest.
Predictive Validity: Tests predict future outcomes.

Question 3

Be familiar with reliability and predictive validity correlations (first year of college, 70 years later) with IQ tests.

Answer 3

Reliability Correlations:
Higher scores = higher reliability

Predictive Validity:
Predictive power of aptitude scores decreases as people move up the educational ladder.

Question 4

Be able to explain Spearman g and the use of factor analysis.

Answer 4

General Intelligence: One single intelligence called (g intelligence) that underlies performance in all cognitive domains.

Factor analysis: A technique that is used to reduce a large number of variables into a few numbers of factors.

Question 5

Be able to compare and contrast fluid and crystallized intelligence, and their time courses across development.

Answer 5

Crystallized Intelligence: Our accumulated knowledge and verbal skills tend to increase with age.
Fluid Intelligence: Our ability to reason quickly & abstractly decrease with age.

Question 6

Be able to identify and apply Sternbergs three intelligence to novel scenarios.

Answer 6

1.) Creative intelligence: Think abstractly; novel ideas.
2.) Analytic (academic problem solving): Problem; Single right answer.
3.) Practical Intelligence: Everyday tasks; Multiple solutions.

Question 7

Be able to predict IQ scores with age based on cross-sectional vs. longitudinal data.

Answer 7

Longitudinal Data; Tracks info over time.
Cross-Sectional Data; Tracks info/snapshot.

IQ scores decrease with age.

Question 8

Be able to describe the controversy (fact and fiction) surrounding the bell curve.

Answer 8

Racist: The “bell curve” claims ethnic groups have varying levels of intelligence, and that low IQ is to blame for the underclass.

Question 9

Be able to identify factors influencing intelligence (schooling, examiner bias, expectancy effects) and their effects on IQ.

Answer 9

1.) Poor performance = Depress cognitive development.
2.) Racial/ethnic groups = Differ intelligence scores.
3.) People expect outcome; change the outcome to get outcome; fight for better education = higher intelligence scores.
4.) Examiner negatively affects results of an intelligence test; Low reliability/validity.

Question 10

Be able to discriminate between the details and predictions of the four theories of motivation (instinct theory, drive reduction theory, arousal theory, Maslowaes theory).

Answer 10

Instinct Theory: People have biologically programmed instincts that motivate their actions.

Drive Reduction Theory:
The need to reduce the aversive states causes us to act.

Arousal Theory: Our behavior is motivated by a need to maintain an ideal arousal level.

Maslow’s Hierarchy of Needs Theory: There are some basic needs that we need to attend to first before we can attend to other ones.

Question 11

Be able to apply the Yerkes-Dodson law to examples to predict optimal performance.

Answer 11

Yerkes-Dodson Law: A moderate amount of arousal is optimal for performance.

Example:
Complex tasks/Low levels of arousal vs.
Simple Tasks/Higher Levels of arousal.

Question 12

Be able to describe the procedure results, and implications of Lepper, Green, and Nisbett (1973).

Answer 12

ABA Research Model.

A: Baseline (No treatment)
B: Treatment/Variable introduced
A: Treatment removed so behavior can be tested.

[B] Group 1 (Expected): Draw = Go to another room to get surprised. [% spent drawing vs. other activities]
[2nd A] Group 2 (Unexpected): Draw = No clear direction whether they would receive a reward.
[1st A] Group 3 (Control Group): Draw = No surprise.

*Extrinsic motivation undermines intrinsic motivation.

Question 13

Be able to identify the factors that influence whether extrinsic reward undermines intrinsic motivation (Cameron, Blanko, and Pierce, 2001).

Answer 13

Extrinsic rewards undermine intrinsic motivation when they are expected and tangible. Tangible is any reward that includes: money, vacations, and material objects.

Question 14

Be able to describe each level in Maslowaes Hierarchy of needs. P.S Love Steamy Showers

Answer 14

Self-Transcendence Needs: Needs to find meaning and identity beyond the self.

Self-Actualization Needs: Need to live up to our fullest and unique potential.

Esteem Needs: Need for self-esteem, achievement, competence, and independence; need for recognition and respect from others.

Belongingness and love needs: Need to love and be loved, to belong and be accepted; need to avoid loneliness and separation.

Safety Needs: Need to feel that the world is organized and predictable; need to feel safe.

Physiological Needs: Need to satisfy hunger and thirst.

Question 15

Be able to explain the pros and cons of social networking.

Answer 15

Social Networking Pros & Cons:

Pros: Connection with friends, stay in touch with extended family, and find support when facing challenges.

Cons: Promote bullying, provide a platform for hate groups, or allow teens to send photos of themselves they later regret and promote narcissism.

Question 16

Be able to describe the evolutionary factors supporting why we form groups.

Answer 16

Group Forming:

Conformity: A type of social influence involving a change in belief or behavior in order to fit in with a group.

Obedience: The act of carrying out the requests of commands of a person of higher status within a social hierarchy.

Question 17

Be able to describe the consequences of social isolation or exclusion.

Answer 17

1.) Unhealthy behavior.
2.) Compromise of IQ scores.
3.) Activate areas of brain; cause physical pain.

Question 18

Be able to identify the hormones involved in hunger. (GO-LIP)

Answer 18

Enhancer: Ghrelin & Orexin.

Appetite Suppressant: Leptin, Insulin, and PYY.

Question 19

Be able to identify the difficulties associated with obesity and weight control.

Answer 19

1.) A person might gain weight when eating “normally.”
2.) Eating less to lose weight slows metabolism
3.) A formerly obese person will have to eat less than an average person just to lose weight.

Question 20

Be able to identify situational influences on eating.

Answer 20

Social Facilitation: The improvement in an individual’s performance of a task that often occurs when others are present.

Unit Bias: The sense that a particular portion of food is appropriate.

Buffed Effect: Heavier people are more likely to use larger plates, chew less, and engage in other behaviors that lead to overeating.

Question 21

Be able to identify the critical components of emotion (conscious experience, bodily arousal, and expressive behaviors).

Answer 21

Conscious Experience: the conscious experience that occurs when you are aware that you are in a particular kind of situation that you have come, through your experiences, to think of as a fearful situation

Bodily Arousal: the state of being activated, either physiologically or psychologically, and is one dimension of our affective response to emotional stimuli.

Expressive Behaviors: Any action or interaction consciously or unconsciously communicating emotions, desires, intents, and/or personality.

Question 22

Be able to predict the results of anger on reasoning (Moons & Mackie, 2007).

Answer 22

Anger may heighten reasoning if it heightens your sensitivity to the strength or weakness of an argument.

Question 23

Be able to compare and contrast the major theories of emotion based on the order of behavior and emotion, and whether feeling and cognition interact.

Answer 23

James-Lange: Emotions arise from our awareness of our specific bodily responses to emotion-arousing stimuli. Ex: We observe our heart racing after a threat and then feel afraid.

Cannon-Bard: Emotion-arousing stimuli trigger our bodily responses and simulta- neous subjective experience. Ex: Our heart races at the same time that we feel afraid.

Schacter Singer: Our experiences of emotion depend on two factors: general arousal and a conscious cognitive label. Ex: We may interpret our arousal as fear or excitement, depending on context.

Zajonc LeDoux: Some embodied responses happen instantly, without a conscious appraisal. Ex: We automatically feel startled by a sound in the forest before labeling it as a threat.
def
Lazarus: Cognitive appraisal (“is it dangerous or not?”) sometimes without our awareness-defined emotion. Ex: The sound is “just the wind.”

Question 24

Be able to explain the properties of discrete emotions theory.

Answer 24

Primary emotions are the first emotions that you feel for any given event.

Examples: Happiness, Sadness, Anger, Fear, Surprise, Disgust.

Secondary emotions are feelings you experience after primary emotions.

Secondary emotions usually are more intense emotions that push people away or protect themselves in some way.

Examples: Alarm, Guilt, Shame, Love, Hatred, Joy, and many others.

Question 25

Be able to apply discrete emotions theory to interpret emotions (e.g., disgust), including cross-species comparisons.

Answer 25

Discrete Emotion Theory: The idea that we have a few separate emotions, and that all of them serve an adaptive function.

Example: Feel first, think later.

Question 26

Be able to identify cross-cultural commonalities in emotion identification.

Answer 26

People across cultures can not only easily recognize basic emotions but also use the same muscle groups to express their feelings.

Most people across the world are able to infer emotions from vocal cues.

Question 27

Be able to describe examples of the facial feedback and behavior feedback effects.

Answer 27

Facial Feedback Effect: Facial expressions can trigger emotional feelings and signal our body to respond accordingly.

Example: Smiling should typically make individuals feel happier, and frowning should make them feel sadder.

Behavior Feedback Effect: The tendency of behavior to influence our own and other’s thoughts, feelings, and actions.

Example: One could imitate those happy people because it would feed into your nervous system and help you feel better.

Question 28

Be able to apply Two-factor theory of emotion to examples.

Answer 28

Two-Factor Theory: The Schacter-Singer theory that to experience emotion one must (1) be physically aroused (2) cognitively label the arousal.

Example: When an employee is unhappy with their job, they may exhibit low performance or consider quitting the company.

Question 29

Be able to identify which emotions are likely to be expressed via the high/low rode, and how the amygdala is involved in each.

Answer 29

High road (Indirect pathway to the amygdala): The thalamic info is transmitted to the sensory cortex where it is further processed and evaluated for level of threat prior to being sent to the amygdala.

Feelings: Complex feelings (Love, Hatred)

Low Road (More reflexive) - Direct connection from the eye or ear to the amygdala

Feelings: Elicit defensive responses without conscious thought.

Question 30

Be able to explain how adaptation and comparison influence our experience of happiness.

Answer 30

Adapation-Level Phenomenon: Our tendency to form judg- ments (of sounds, of lights, of income) relative to a neutral level defined by our prior experience.

After a surge of pleasure, improvements become our new normal, and we then require something even better to give us a boost of happiness.

Relative Deprivation: The perception that one is worse off relative to those with whom one compares oneself.

Just as comparing ourselves with those who are better off creates envy, so counting our blessing as we compare ourselves with those worse off boots our contentment.

Example: When depressed people read about someone who was more depressed, they felt somewhat better.

Question 31

Be able to identify factors that do, and do not, influence happiness.

Answer 31

1.) Genes: 36% of differences among people’s happiness ratings were heritable.
2.) Basic Needs Met = Happiness.
3.) Days of week: Weekend.
4.) Doing good: Kindness.
5.) Esteem: High Self-Esteem.
6.) Attitude: Optimistic, Outgoing, Agreeable.
8.) Relationships: Health relationships.
9.) Religion: Faith.
10.) Self-Care: Sleep. Exercise.

Question 32

Be able to compare and contrast the three phases of Selye’s general adaptation syndrome.

Answer 32

The process the body goes through positive or negative stress:

Alarm: If the body is unable to return to its pre-stress state, then the body remains on high alert, eventually adapting to a higher stress level.

Resistance: The stage that occurs during prolonged or chronic stress when the body’s adaptation to higher stress levels starts to break down. The body no longer has the strength or resources to fight the stress.

Exhaustion: If prolonged or chronic stress is experienced then the body may not be able to repair itself in a timely manner, which can lead to the exhaustion phase.

Question 33

Be able to compare and contrast the five major theories of personality (Psychodynamic, Humanistic, Trait, Behavioral, Social-Cognitive) .

Answer 33

Psychodynamic Theory: Freud’s theory that unconscious forces act as determinants of personality.

Humanistic Theory: Assumes that people are basically good and want to become their best selves.

Trait Theory: a model of personality that seeks to identify the basic traits necessary to describe personality.

Behavioral Theory: Suggest that personality is a result of interaction between the individual and the environment.

Social-Cognitive Theory: Describes the influence of individual experiences, the actions of others, and environmental factors on individual health behaviors.

Question 34

Be able to identify examples of nomothetic versus idiographic approaches to studying personality.

Answer 34

Nomothetic Approach: Focused on establishing general laws by studying large groups of people

Idiographic Approach: Focusing on the individual and emphasizing the unique personal experience of a human experience/nature

Question 35

Be able to identify the core assumptions of Psychoanalytic Theory. (PSR)

Answer 35

1.) Psychic Determinism: Every thought is an effect of some cause.
2.) Symbolism: Every effect tells you something about the underlying meaning.
3.) Role of Subconscious: Causes come from below the level of awareness.

Question 36

Be able to explain and identify from examples Freud’s three agencies (id, ego, superego) of the human psyche.

Answer 36

Three Agencies of the Human Psyche :

Id: Basic instincts

Ego: The psyche’s decision maker.

Superego: Our sense of morality.

Question 37

Be able to identify Freud’s defense mechanisms from examples.

Answer 37

Defense Mechanisms: Unconscious maneu- vers intended to minimize anxiety.

Regression: The act of returning psychology- ically to a younger, and typically simpler and safer age.

Repression: Motivated forgetting of emotionally threatening memories or impulses. Denial: Motivated forgetting of distressing external experiences.

Reaction-Formation: Transformation of an anxiety-provoking emotion into its opposite. Projection: Unconscious attributing of our negative characteristics to others.

Displacement: Directing an impulse from a socially unacceptable target onto a safer and more socially acceptable one.
f
Sublimation: Transforming a socially unacceptable impulse into an admired goal.

Question 38

Be able to explain the major criticisms of psychoanalytic theory.

Answer 38

Critics of the psychoanalytic approach, especially Freud’s theories, argue that the approach is difficult to test, overemphasizes biology and unconscious forces, has inadequate empirical support, is sexist, and lacks cross-cultural support.

Question 39

Be able to identify Roger’s three conditions for growth from examples.

Answer 39

1. Genuineness
2. Acceptance
3. Empathy

Question 40

Be able to identify the Big 5 from examples.(CANOE).

Answer 40

1.) Conscientiousness
2.) Greeableness
3.) Neuroticism
4.) Openness
5.) Extraversion

Question 41

Be able to describe the strengths and weaknesses of different personality tests (Rorschach, MMPI, Myers-Briggs).

Answer 41

Projective Tests: A person- ality test, such as the Rorschach, that provides ambiguous images designed to trigger projection of one’s inner dynamics.

Strengths: Allow people to express their thoughts and ideas without the fear of judgment or social constraints.

Weaknesses: Projective tests that do not have standard grading scales tend to lack both validity and reliability. Validity refers to whether or not a test is measuring what it purports to measure, while reliability refers to the consistency of the test results

Thematic Apperception Test (TAT): A projective test in which people express their inner feelings and interests through the stories they make up about ambiguous scenes.

Strengths: The Thematic Apperception Test (TAT) is useful in revealing a patient’s dominant motivations, emotions, and core personality conflicts.

Weaknesses: The TAT is often criticized for not being standardized, meaning there are no rules of administration or formal scoring system. Clinicians often vary in how they administer the test

Rorschach Inkblot Test: The most widely used projective test; a set of 10 inkblots, designed by Hermann Rorschach; seeks to identify people’s inner feelings by analyzing their interpretations of the blots.

Strengths: A major strength of this tool lies in its ability to see beyond the things that a person is willing or able to reveal.

Weaknesses: Another key criticism of the Rorschach is that it lacks reliability. 4 Reliability means you get the same results no matter who is scoring the test. Scoring relies heavily on examiner interpretation. Because of this, two examiners can arrive at two very different conclusions when looking at the same person’s responses.

Question 42

Be able to explain the concept of locus of control from Social Cognitive Theories and apply it to describe the procedure and results of Seligman & Maier (1967).

Answer 42

Locus of Control: how much individuals perceive that they themselves have control over their own actions as opposed to events in life occurring instead because of external forces.

Example: Shuttle Box used in Learned Helplessness Experiments

One group (Not controlling their environment): Put in harness. Same amount of shock. Nothing that will do will prevent the shock to the dog.

Second group (Controlling Environment): Put in harness. A dog gets a shock but it can control it.
The dog could jump to the other side of the box to be able to avoid the shock.

Third group (Control Group): Put in harness. Don’t get a shock.

Controlling your environment increases your locus of control.

Question 43

Be able to define the fundamental and ultimate attribution errors and apply it to examples (including Jones & Harris, 1967 and scenarios).

Answer 43

Fundamental Attribution Error: Tendency to underestimate situational influences and overestimate dispositional influences on oth- ers’ behaviors.

Example: We might infer people fall because they’re clumsy (dispositional) rather than tripped (situational).

Ultimate Attribution Error: The tendency for persons from one group (the ingroup) to determine that any bad acts by members of an outgroup

Example: People who hold just-world beliefs are more likely than others to blame poor people for being impoverished and, to some extent, are more likely to blame women for being battered or raped

Question 44

Be able to identify the factors that determine whether attitudes predict behavior.

Answer 44

Attitudes: The feeling often influenced by our beliefs, that predispose our reactions to objects, people, and events.

1.) They come to mind easily: If your attitudes are something that are natural, then subconsciously, then you are going to respond without thinking about it. When your attitudes are not natural, then you have to think about what your response is going to be.
2.) The person is a low self monitor: People are less likely to change their behavior to fit in.
3.) The person is a high self monitor: People think about their response, and change their behavior to fit in.

Question 45

Be able to describe the two routes to persuading others.

Answer 45

Central Route: The use of logic & facts to persuade you to engage in the behavior.
Peripheral Route: Evoke emotional response to persuade you to engage in the behavior.

Question 46

Be able to explain the phantom goal, vivid testimonials, manufacturing source credibility, Scarcity heuristic, and natural commonplace pseudoscience marketing techniques.

Answer 46

Phantom Goal: To capitalize on desires that are unrealistic to accomplish.
Scarcity heuristic: The idea that something that’s rare must be especially valuable.
Source Credibility: The degree to which people believe and trust what other people and organizations tell them about a particular product or service:
Vivid Testimonials: If you describe memories and descriptions as vivid, you mean that they are very clear and detailed.
Natural Commonplace: A widely held belief that things that are natural are good.

Question 47

Be able to describe the results of Asch (1951) and the factors affecting conformity.

Answer 47

Results:

Asch measured the number of times each participant conformed to the majority view. On average, about one-third (32%) of the participants who were placed in this situation went along and conformed with the clearly incorrect majority on the critical trials.

Over the 12 critical trials, about 75% of participants conformed at least once, and 25% of participants never conformed.
In the control group, with no pressure to conform to confederates, less than 1% of participants gave the wrong answer.

Factors Affecting Conformity:
1.) Group Size
2.) Lack of Group Unanimity/Presence of an Aly 3.) Difficulty of Task
4.) Answer in Private

Question 48

Be able to describe the procedure, results, and implications of Zimbardo’s Stanford prison study.

Answer 48

Procedure: Zimbardo and his colleagues (1973) were interested in finding out whether the brutality reported among guards in American prisons was due to the sadistic personalities of the guards (i.e., dispositional) or had more to do with the prison environment (i.e., situational).

Results: According to Zimbardo and his colleagues, the Stanford Prison Experiment revealed how people will readily conform to the social roles they are expected to play, especially if the roles are as strongly stereotyped as those of the prison guards.

Because the guards were placed in a position of authority, they began to act in ways they would not usually behave in their normal lives.

Question 49

Be able to describe the procedure, results, and implications of Milgram’s teacher-learner X 2 paradigm.

Answer 49

Milgram Teacher - Learner Paradigm

Procedure: Each participant took the role of a “teacher” who would then deliver a shock to the “student” in a neighboring room whenever an incorrect answer was given. While participants believed that they were delivering real shocks to the student, the “student” was a confederate in the experiment who was only pretending to be shocked.

Results: Milgram’s results showed that 65% of the participants in the study delivered the maximum shocks.

Of the 40 participants in the study, 26 delivered the maximum shocks, while 14
stopped before reaching the highest levels.

Implications: The obedience to authority figures stems from the construction
of a situation or context of authority, within which various conditions such as authority/subject proximity, authority legitimacy, and attribution of responsibility, are important determinants of the subject’s obedience.

Question 50

Be able to identify conditions that lead to group polarization.

Answer 50

Group Polarization: The enhancement of a group’s prevailing inclinations through discussion within the group.

1.) The beliefs and attitudes we bring to a group grow stronger as we discuss them with like-minded others. Like minds polarize.

2.) The internet offers us a connected global world, but also a medium for group polarization to occur.

Example: Progressive friend progressives and share links that affirm their shared views. Conservatives connect with conservatives and likewise share conservative perspectives.

Question 51

Be able to describe the procedure and results of experiments on discrimination (Word, Zanna, Cooper, 1974; Goldin & Rouse, 2000; Duncan, 1976; Elliott’s Brown Eyes, Blue Eyes).

Answer 51

Word, Zanna, Cooper:

Black and white applicants were interviewed by white interviewers, researchers wanted to see if the white interviewers perceived and treated applicants diff depending on their race, they found evidence of discrimination, they had chairs with wheels where they measured where their chair was, results- Interviewers sat farther, stammered more, and ended the interview sooner when the applicant was black, IV- whether the applicant was black or white, DV- how the white interviewers acted.

Elliott’s Brown Eyes, Blue Eyes

In the video, the teacher was saying that blue-eyed people are smarter than brown-eyed people. The teacher is using the (confirmation bias): she is find- ing evidence to support her hypothesis [blue-eyed dads do not hit their chil- dren/brown-eyed dads do hit their children].

Goldin & Rouse, 2000:

Traditionally women tend to have difficulty being hired for orchestras. But Goldin and Rouse (2000) conducted a study on sexism in orchestras in which musicians auditioned behind screens and found that when all performers auditioned behind screens so that they couldn’t be seen, more women were hired for the orchestra.

Duncan, 1976:

In a classic study, Duncan (1976) had participants watch a videotape of a discus- sion between two men. At one point in the tape, one of the men shoved the other’s shoulder. What were the findings of this study? All participants viewed the shove as being hostile when it was committed by a black versus a white actor.

Question 52

Be able to describe theories of (social and emotional roots of prejudice in textbook) prejudice and remedies to it (promoting equality) – including Robber’s Cave.

Answer 52

Prejudice: An unjustifiable and usually negative attitude to- ward a group and its members. Prejudice generally involves stereotyped beliefs, negative feelings, and a predisposition to discriminatory action.
Just-Worth Theory: The tendency for people to believe the world is just and that people therefore get what they deserve what they get.

Scapegoat Theory: The theory that prejudice offers an outlet for anger by providing someone to blame.

Conformity: To social norms and rejection of out-group

Individual Differences: Authoritatian traits, extrinisc religiosity.

Remedies to Promote Equality:

Robbers Cave Study:

Method: The use of “11 an 12-year-old boys” in an artificial summer camp. Two different groups.

Stage one: 1st-week boys were separated, did not know of existence of other group, focused on group bonding

Stage Two: Introduction of groups to each other. Created competition for resources.

Competition created tension b/w the two groups.

Stage Three: Both groups had to work together in fake situations in order to solve the problem. The boys liked each other much more because of team-building activities.

Start: Ingroup bias. End: Team-Building resulted in strengthening of realtionships for the boys.

Jigsaw Classrooms:

A jigsaw activity is a technique where students work in groups to teach each other something.

Example: If students in a jigsaw classroom were working on a project about the life cycle of a plant, a classroom of 25 children might be organized into five diverse groups of five children each.

Within each group, a different child would be given the responsibility of researching and learning about a different specific topic.
Together they are dependent of each other and each student takes turns teaching what they have learned to their group members.
The jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity.

Robbers Cave Study and Jigsaw Classrooms

1.) Cooperation toward a shared enjoyable goal:
2.) Groups of equal status: Members of the contact situation should not have an unequal, hierarchical relationship
3.) Disconfirm negative stereotypes: Show that a belief or hypothesis is not or may not be true.

Question 53

Be able to identify the three characteristics that define a mental disorder.

Answer 53

1.) Statistical Variety
2.) Impairment Stress
3.) Subjective Distress

Question 54

Be able to identify the influence of the biopsychosocial approach to developing a disorder.

Answer 54

Biological, psychological, and social-cultural influences combine to produce psychological disorders. This broad perspective helps us understand that our well-being is affected by our genes, brain functioning, inner thoughts and feelings, and the influences of our social and cultural environment.

Question 55

Be able to compare and contrast the criticisms and advantages of diagnosis and labeling based on the DSM-V.

Answer 55

DSM-V: The American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition; a widely used system for classifying psychological disorders.

Criticisms:
1.) Critics have faulted the DSM for bringing almost any kind of behavior within the compass of psychiatry.
2.) Critics register a basic complaint that diagnostic labels can be subjectvie, or even value judgments masquearading as a science.

Advantages:
1.) The labels help mental health professionals to communicate about their cases and to study the causes nad treatments of disorders. L
2.) The classfication of disorders aims to predict a disorder’s future course, suggest appropriate treatmetn, and prompt reserach into its causes.

Question 56

Be able to identify risk factors and protective factors for mental illness.

Answer 56

1.) Academic failure
2.) Birth complications
3.) Child abuse
4.) Neglect
5.) Chronic pain
6.) Medical Illness
7.) Reading Disabilities
8.) Stressful life events

Question 57

Be able to describe the symptoms associated with generalized anxiety and panic disorder.

Answer 57

Generalized Anxiety Disorder: An anxiety disorder in which a person is continually tense, apprehensive, and in a state of autonomic nervous system arousal.

Panic Disorder: An anxiety disorder marked by unpredictable, minutes-long episodes of intense dread in which a person may experience terror and accompanying chest pain, choking, or other frightening sensations, often followed by worry over a possible next attack.

Question 58

Be able to describe the two components of Obsessive-Compulsive Disorder.

Answer 58

A disorder characterized by unwanted repetitive thoughts (obsessions), actions (compulsions), or both.

Question 59

Be able to distinguish between the behavioral, cognitive, and biological components of PTSD.

Answer 59

Core of Learning

Behavior: Conditoning
US: Threat
CS: Noise, Visual, Stimulus, Feeling

Cognitive: Interpartaion around you.

Biological Component: Heredity.

Question 60

Be able to identify the cultural common and different symptoms of Major Depressive Disorder – lecture.

Answer 60

Sadness, joylessness, anxiety, tension, lack of energy, loss of interest, loss of ability to concentrate, and ideas of insufficiency

Question 61

Be able to identify the reasons why people engage in nonsuicidal self-injury.

Answer 61

1.) Find relief from intense negative thoughts through the distraction of pain.
2.) Attract attention and possibly get help.
3.) Relieve guilt by punishing themselves.
4.) Get others to change their negative behavior (bullying, criticism).
5.) Fit in with a peer group.

Question 62

Be able to describe the symptoms of Schizophrenia and distinguish chronic from acute.

Answer 62

Schizophrenia: A disorder characterized by delusions, hallucinations, disor- ganized speech, and/or diminished, inappropriate emotional expression.

Chronic Schizophrenia: A form of schizophrenia in which symptoms usually appear by late adolescent or early adulthood. As people age, psychotic episodes last longer, and recovery periods shorten.

Acute Schizophrenia: A form of schizophrenia that can begin at any age, frequently occurs in response to an emotionally traumatic event, and has extended recovery periods.

Question 63

Be to identify the three clusters of personality disorders and be able to identify all disorders listed on the lecture slides.

Answer 63

Cluster A – odd, eccentric (emotionless disengagement)

Examples:
1.) Paranoid PD: Distrust and suspiciousness of others.
2.) Schizoid PD: Detachment from social relationships.

Cluster B – dramatic, emotional, or impulsive behaviors (attention-getting)

Examples:
1.) Antisocial PD (Psychopathy/Sociopathy): Disregard for the rights of others.
2.) Borderline PD: Extreme instability in mood, identity, interpersonal relationships, and impulse control.
3.) Narcissistic PD: Gradniosity, need for admiration, lack of empathy.

Cluster C – anxious or fearful (fearful sensitivity to rejection)

Examples:
1.) Dependent PD: Submissive and clinging behavior.
2.) Obsessive-Compulsive PD: Preoccupation with orderliness, perfectionism, and control

Question 64

Be able to recognize the real-world significance of the family resemblance view. (Disorder)

Answer 64

Family Resemblance View: The notion that members of a category resemble one another.

Two people presenting with a disorder may look similar in some ways and different in others.

Question 65

Be able to identify the six techniques of psychoanalysis.

Answer 65

1.) Free Association: Patients express themselves without censorship.

2.) Interpretation: Therapists formulate explanations from the free association.

3.) Dream Analysis: Dreams express unconscious feelings, and the therapist can interpret these.

4.)Resistance: Attempts to avoid confrontation and anxiety associated with uncovering previously repressed thoughts, emotions, and impulses.

5.) Transference: Projecting intense, unrealistic feelings and expectations from the past onto the therapist.

6.) Working Through: Confronting and resolving problems, conflicts, and ineffective coping responses in everyday life.

Question 66

Be able to compare and contrast the theory and techniques supporting the major approaches to therapy (Psychoanalysis X 2, Humanistic, Existential, Behavioral, Cognitive, Cognitive-Behavioral, and Family therapy). .

Answer 66

Psycho-analysis Theory: Our childhood experiences and unconscious desires influence behavior.

Goal: Cultivate insight and expand awareness.

Humanistic Theory: A perspective that emphasizes looking at the whole person and the uniqueness of each individual.

Existential Theory: Humans have free choice, and because of that free choice, we can create purpose and meaning in our lives.

Goal: Life is hard, let’s talk about it.

Behavioral Theory: All behaviors are learned through interaction with the environment.

Goal: Identify and assess the problem.

Design and implement a strategy for change. Focuses on specific problem behaviors and current variables that maintain them.

Cognitive Theory: A learning theory that attempts to explain human behavior by
understanding thought processes.
Goal: To replace maladaptive or irrational cognitions with more adaptive, rational ones.

Cognitive-Behavioral Theory: Cognitive therapy is based on the theory that individuals with depression, anxiety, and other emotional disorders have maladaptive patterns of information processing and behavioral-related difficulties.
Technique: Change thoughts and behavior.

Family Therapy Theory: Draws on systems thinking in its view of the family as an emotional unit.

Technique: Attempts to open up communication within the family and help family members to discover and use conflict resolution strategies.

Question 67

Be able to identify which therapies are empirically supported.

Answer 67

1.) Behavior Therapy
2.) Cognitive Therapy
3.) Cognitive-Behavioral Therapy (CBT)
4.) Group Therapies

Question 68

Be able to describe ways in which Behavioral Therapy is used to change behavior.

Answer 68

1.) Identify and assess the problem.

2.) Design and implement a strategy for change.

3.) Focuses on specific problem behaviors and current variables that maintain them.
Further Explanation: Reward and punishment shape behavior.

Token Economy: Desirable behaviors are rewarded with tokens & which patients can exchange for rewards.

Aversion Therapy: Uses punishment to decrease the frequency of undesirable behaviors.

Question 69

Be able to identify the core assumptions of Cognitive Therapy.

Answer 69

1.) Cognitions can be identified and measured.
2.) Cognitions are the key player in both healthy and unhealthy psychological functioning.
3.) Irrational beliefs can be replaced by more rational and adaptive cognitions.

Question 70

Be able to apply the techniques used in Cognitive-behavioral therapy to examples (e.g., anxiety).

Answer 70

Replace maladaptive or irrational cognitions with more adaptive, rational ones.

Question 71

Be able to identify the core assumptions of Family Therapy.

Answer 71

1.) Attempts to open up communication within the family and help family members to discover and use conflict resolution strategies.
2.) Treats the family as a system.
3.) Views an individual’s unwanted behaviors as influenced by, or directed at, other family members.

Question 72

Be able to explain the evidence for the effectiveness of psychotherapy.

Answer 72

The graph in the “clinical therapy lecture” shows data from 475 studies show the improvement of untreated people and psychotherapy clients. The outcome for the average therapy client surpassed the outcome for 80 percent of the untreated people.

Question 73

Be able to identify the roles of different mental health professionals.

Answer 73

Clinical Psychologist: Most are psychologists with a Ph.D. (includes research training) or Psy.D. (focuses on therapy) supplemented by a supervised internship and, often, post-doctoral training. About half work in agencies and institutions, and half in private practice.

Psychiatrists: physicians who specialize in the treatment of psychological disorders. Not all have had extensive training in psychotherapy, but as M.D.s or D.O.s they can prescribe medications. Thus, they tend to see those with the most serious problems. Many have their own private practice.

Clinical or Psychiatric Social Workers: A two-year master of social work graduate program plus postgraduate supervision prepares some social workers to offer psychotherapy, mostly to people with everyday personal and family problems. About half have earned the National Association of Social Workers’ designation of a clinical social worker.

Counselors: Marriage and family therapists that specialize in problems arising from family relations. Clergy provides counseling to countless people. Abuse therapists work with substance abusers and with spouse and child abusers and their victims. Mental health and other therapists may be required to have a two-year master’s degree.