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Freshman Year First Semester > Psychology Final Flash Cards > Flashcards

Psychology Final Flash Cards

1
Q

What is hindsight bias?

A

when you say oh yea i knew that was going to happen, after it happens

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2
Q

What is the Gambler’s Fallacy

A

finding patterns when they don’t really exist

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3
Q

What are the three goals of psychology?

A
  • Measurement and Description
  • Understanding and Prediction
  • Application and Control
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4
Q

What is a theory?

A

A broad explanation or prediction concerning phenomena of interest; an integrated set of principles

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5
Q

What is a hypothesis?

A

A prediction stated in a way that allows it to be tested; more specific than a theory

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6
Q

Explain the Scientific Method

A

Specific hypotheses are derived from broad theories and then tested to form more defined theories, not all theories are testable (Freud) - you can never completely prove a theory - operational definitions make abstract concepts measurable and observable (instead of saying I’m hungry, say I haven’t eaten for 6 hours)

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7
Q

List four types of operational definitions

A
  • self reports (questionnaires)
  • response performance (reaction time, tests)
  • physiological measures
  • unobtrusive behavioral measures (how close someone sits, eye contact, smiling)
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8
Q

Descriptive Study - Case Study

A

An intensive study of one or a few individuals. Interviews, test, observations and more can all be part of the case study.

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9
Q

Observational Study - Surveys

A

Representative sample of population: individuals in a sample should math the type of people in population you wist to generalize to. Phrasing of questions is important. Random Sample.

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10
Q

Correlational Studies

A

Way of determining the degree of association between two variables. Correlation coefficient tells you about the relationship, the strength and direction.

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11
Q

What is something very important to remember about correlation studies?

A

Correlation does not imply causation

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12
Q

Describe an experiment

A

When a relationship between two or more variables is investigated by deliberately producing a change in one variable in a situation and observing the effects of a situation. The investigator changes some factors, keeping others constant and measures the effects on randomly assigned subjects.

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13
Q

Define dependent variable

A

The variable is dependent on the influence of the experiment. The variable being measured in an experiment.

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14
Q

Define independent variable

A

Variable that researcher manipulates in an experiment, can cause change in the dependent variable. There can be multiple levels (at least two) - levels are the same as groups or conditions

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15
Q

What is the control variable or group in an experiment?

A

They are not exposed to experimental treatment but their results are still measured

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16
Q

Define random assignment

A

each participant has equal chance of being in each level of independent variable

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17
Q

Define Interaction

A

qualifying a statement about a variable by taking another variable into account: the combination of variables has an effect

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18
Q

What is a confounding variable?

A

a variable that is not held constant across all levels (groups) of the independent variable (a confounding variable destroys internal validity)

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19
Q

Internal and External Validity

A

High internal validity - when the change in the dependent variable is the result of the independent variable only; a well designed experiment
High External Validity - when your results generalize broody to other situations or people

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20
Q

Experimenter effects or experimenter bias

A

when the experimenter unintentionally biases or influences the experiment, destroying internal validity

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21
Q

List the two different experimenter effects

A

single blind: participants don’t know the hypothesis

double blind: in addition, experimenters don’t know what condition participants are in

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22
Q

Descriptive Statistics

A

when you describe a group via central tendency and variability

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23
Q

Inferential Statistics

A

how likely results occurred by chance

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24
Q

Define sensation

A

the conversion of the stimulus to neural impulses

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25
Q

Define perception

A

interpreting the stimuli and making sense of them

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26
Q

Absolute Threshold

A

minimum stimulation necessary to detect light, sound, taste, touch and odor, half the time you will detect it and half the time you won’t

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27
Q

What is the three step process for experiencing a stimulus?

A
  1. Stimulus energy reaches sense receptors
  2. Sense organ traduces the stimulus energy into an electrical code (neural transmission)
  3. This cod is sent to the cerebral cortex, resulting in a psychological experience
    (perceptions are created by our brains and are not always accurate)
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28
Q

Define constancy

A

we experience perceptual stability even though the sensed stimulus changes - shape constancy and size constancy

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29
Q

The Autokinetic Effect

A

stationary objects can appear to move

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30
Q

What is transduction?

A

The translation of stimulus energy into an electrical code/neural impulse

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31
Q

Difference Threshold

A

the minimum difference for a person to be able to detect the difference half the time (in color, pitch, weight, temperature, etc)

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32
Q

Weber’s Law

A

for two stimuli to be perceived as different, they must differ by a constant minimum percentage and not a constant amount

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33
Q

Where is the color vision located?

A

around the fovea

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34
Q

What was Watson?

A

A behaviorist

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35
Q

What is learning?

A

the relatively permanent change in performance potential brought about by experience - learning is best understood by looking at environmental factors rather than internal factors

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36
Q

What is the key to learning?

A

Associations; both types of conditioning focus on basic associations

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37
Q

Classical Conditioning

A

Ivan Pavlov and his dogs experiment
A neutral object comes to elicit a response through association with other stimulus, the first stimulus automatically elicits the desired response.

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38
Q

In classical conditioning and also in Pavlov’s experiment, what occurs naturally?

A

UCS: unconditioned stimulus - food
UCR: unconditioned response - salivate

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39
Q

In classical conditioning and also in Pavlov’s experiment, what occurs with training?

A

CS: conditioned stimulus - bell
CR: conditioned response - salivation
The bell at first was a neutral stimulus, it has to be a neutral stimulus before it becomes a conditioned stimulus

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40
Q

What is stimulus generalization?

A

response generalizes to similar stimuli

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41
Q

What is stimulus discrimination?

A

response to a specific stimulus but no other response to other stimuli ( can differentiate between stimuli)

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42
Q

Spontaneous Recovery

A

pair the CS with the UCS again and response will return more quickly this time after extinction

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43
Q

Single trial learning

A

when learning takes place with only one pairing of a CS with a UCS

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44
Q

Operant Conditioning

A

consequences of behavior from environment will affect the likelihood of that response in the future - different from classical conditioning because it involves voluntary behaviors - Skinner

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45
Q

Types of Reinforcement

A

Positive: increases behavior by administering a stimulus ex: compliments on a shirt
Negative: increases behavior by removing a stimulus

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46
Q

Types of Punishment

A

Positive: decreases behavior by administering a stimulus Ex: spanking
Negative: decreases behavior by removing a stimulus ex: taking away a toy or cell phone, time out

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47
Q

What does positive reinforcement do?

A

increases the chance a behavior will occur

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48
Q

What does negative reinforcement do?

A

removes a negative stimulus, also strengthens the response unlike punishment

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49
Q

Premack Principle

A

more frequent behavior can reinforce less frequent behavior - contiguity: time delay reduces learning

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50
Q

Punishment

A

Decreases the chance a behavior will occur - to be effect you have to deliver punishment swiftly, strongly and surely

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51
Q

Shaping

A

reinforcing successive approximations of the desired response, this is necessary when the behavior does not spontaneously occur initially

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52
Q

Two types of learning schedules

A

Continuous Schedules - each instance of the behavior is reinforced
Intermittent Schedule - some instances of behavior are reinforced

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53
Q

Two types of Intermittent Schedules

A

Fixed Ratio - reinforcement after fixed number of responses

Variable ratio - reinforcement (unknown) number

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54
Q

Two types of Interval Schedules

A

Fixed Interval - reinforcement after a fixed amount of time ; lowest rate of responding of the four schedules
Variable Interval - reinforcement after variable (unknown) amount of time

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55
Q

Observational learning

A

learning witnessing other’s behavior, no direct reinforcement, vicarious reinforcement: seeing others being reinforced or punished influences one’s behaviors

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56
Q

Latent learning

A

a new behavior is learned but not demonstrated until reinforcement is provided for displaying it

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57
Q

Memory

A

the process by which we encode, store, and retrieve information

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58
Q

List the three themes of memory

A
  • Multiple memory systems exist
  • Memory is active and constructed, rather than passive
  • Memory accuracy can be affected by many different factors
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59
Q

Encoding of Memory

A

refers to the process by which information is initially recorded in a form usable to memory

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60
Q

Storage of Memory

A

the maintenance of material saved in the memory system

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61
Q

Retrieval of Memory

A

material in memory storage is located, brought into awareness, and used

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62
Q

Sensory Memory

A

the initial, momentary storage of information, lasting only an instant

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63
Q

Iconic Memory

A

reflects information from our visual system

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64
Q

Echoic Memory

A

stores auditory information coming from the ears

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65
Q

Episodic memory

A

memory for one’s personal experience

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66
Q

Semantic memory

A

memory for knowledge about the world

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67
Q

Procedural memory

A

doing things

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68
Q

Implicit Memory

A

without intention or awareness of memorization

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69
Q

Short term memory

A

holds information in awareness for a short period of time, generally 20-30 seconds

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70
Q

Chunking

A

a way of remembering things by grouping information together

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71
Q

Long term memory

A

Encoding - elaboration, structure, distribute learning over time
visual 13% acoustic 60% semantic 91%
Retrieval - cues, targeted pratice, state-depedent learning, state-dependent memory: experiencing the same internal state during encoding and retrieval also can enhance the memory

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72
Q

Forgetting - Interference

A

Proactive: old memories interfere with new learning
Retroactive: new memories interfere wit old ones

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73
Q

Serial Position Effects

A

Primacy: remembering first items better
Recency: remembering last items better

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74
Q

Parts of the brain used for declarative memory

A
  • hippocampus
  • cerebral cortex
  • most likely in the frontal lobe
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75
Q

Parts of the brain used for procedural memory

A
  • cerebellum
  • one explanation for infantile amnesia
  • amygdala - emotional memories
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76
Q

What are the two main parts of the nervous system?

A

The peripheral and central

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77
Q

What is the central nervous system made up of?

A

The brain and the spinal cord

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78
Q

The peripheral nervous system is made up of the

A

autonomic and somatic parts and the sympathetic and parasympathetic is part of the autonomic

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79
Q

What is the pituitary gland?

A

is the master gland, resistance to stress and disease, body growth

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80
Q

What does the adrenal gland do?

A

the adrenal gland secretes hormones in response to stress

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81
Q

What does the endocrine system do?

A

Sends messages throughout the nervous system

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82
Q

Hormones

A

affect the functioning or growth of other parts of the body

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83
Q

What are the four lobes of the cortex?

A

frontal lobe, parietal lobe, occipital lobe, temporal lobe

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84
Q

What does the occipital lobe do?

A

section of the brain located at the rear and bottom of each cerebral hemisphere containing the visual centers of the brain

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85
Q

What does the parietal lobe do?

A

Sections of the brain located at the top and back of each cerebral hemisphere containing the centers for touch, taste, and temperature sensations

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86
Q

What does the temporal lobe do?

A

areas of the cortex located just behind the temples containing the neurons responsible for the sense of hearing and meaningful speech

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87
Q

What does the frontal lobe do?

A

areas of the cortex located in the front and top of the brain, responsible for higher mental processes and decision making, motor responses, production of fluent speech

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88
Q

What is the motor area responsible for?

A

For voluntary movements of particular parts of the body

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89
Q

What is Broca’s are responsible for and what is Wernicke’s area responsible for in the frontal lobe?

A

Broca’s - speaking language

Wernicke’s - understanding language

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90
Q

What divides the frontal lobe and parietal lobe?

A

Central sulcas

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91
Q

Contralateral transmission

A

information generally crosses from one side of the body to the opposite side of the brain

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92
Q

Corpus Callosum

A

provides a pathway for communication between the hemispheres

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93
Q

What is the left hemisphere specialization?

A

language, logical thought, math; does the speaking - processes sequentially

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94
Q

What is the right hemisphere specialization?

A

spatial, visual, emotional expression; can’t speak - processes globally or holistically

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95
Q

What does the limbic system consist of?

A
  • cerebellum
  • hypothalamus
  • amygdala
  • hippocampus
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96
Q

What does the cerebellum do?

A

controls bodily balance

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97
Q

What does the hypothalamus do?

A

controls homeostasis and basic biological behavior/drives (eating, drinking, pleasure)

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98
Q

What does the amygdala do?

A

aggression/fear

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99
Q

What does the hippocampus do?

A

processing conscious memory

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100
Q

What are the four parts of the brainstem?

A
  • thalamus
  • medulla
  • pons
  • reticular formation
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101
Q

What does the thalamus do?

A

relay station for information concerning senses

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102
Q

What does the medulla do?

A

regulates heartbeat/breathing

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103
Q

What does the pons do?

A

movement

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104
Q

What does reticular formation do?

A

controlling arousal

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105
Q

What does a dendrite do?

A

receiving information, bringing in info to the neuron

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106
Q

What does an axon do?

A

passes information down the cell

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107
Q

What does a myelin sheath do?

A

fatty tissue that protects the axon, prevents wires from crossing

108
Q

Where is a terminal button on a neuron?

A

very end of the neuron

109
Q

What is a synapse?

A

A space between neurons

110
Q

What is action potential?

A

an electric nerve impulse that travels through a neuron, changing the cell’s charge from negative to positive

111
Q

What is an excitatory message?

A

a chemical secretion that makes it more likely that a receiving neuron will fire and an action potential will travel down its axon

112
Q

What is an inhibitory message?

A

a chemical secretion that prevents a receiving neuron from firing

113
Q

What are the five neurotransmitters?

A
  • acetylcholine
  • serotonin
  • dopamine
  • endorphins
  • SSRI selective serotonin reuptake inhibitor
114
Q

What is acetylcholine’s location, effect and function?

A 
location - everywhere, especially some organs of the parasympathetic nervous system
effect - excitatory in brain and autonomic nervous system
function - muscle movement; cognitive functioning
115
Q

What is dopamine’s location, effect and function?

A

location - brain
effect - inhibitory or excitatory
function - muscle disorder, mental disorders like schizophrenia and Parkinson’s disease

116
Q

What is serotonin’s location, effect and function?

A

location - brain, spinal cord
effect - primarily inhibitory
function - pain suppression, pleasurable feelings, runner’s high, endogenous morphine

117
Q

What do agonists drugs do?

A

mimics effects of neurotransmitters

118
Q

What do antagonists drugs do?

A

bind receptors to block neurotransmitters

119
Q

Trichromatic theory

A

three kinds of cones sensitive to different wave lengths, explains color blindness well. cones that are red and green, cones that are blue and yellow and cones that are black and white - color blindness is due to one of the three cone systems malfunctioning, and colors covered by that range are misperceived

120
Q

Rods

A

120 million, low light (night vision), black and white, periphery

121
Q

Cones

A

6 million, brighter light, color vision, near fovea (centralized)

122
Q

Opponent Process Theory

A

receptor cells are linked in pairs, working in opposition to each other, explains afterimages, occurs at a later stage than trichromatic theory

123
Q

What do bipolar cells do?

A

receive info directly from rods to ones and sends this info to ganglion cells

124
Q

What do ganglion cells do?

A

collect and summarize visual info, which is moved out of the back of the eyeball through a bundle of ganglion axons called the optic nerve

125
Q

What is simultaneous contrast?

A

objects look lighter against a dark background than against a light background

126
Q

What is lateral inhibition?

A

when a receptor fires, it inhibits its neighbors because they serve a similar function - its purpose is to emphasize change - causes simultaneous contrast

127
Q

What is binocular disparity?

A

a depth cue using both eyes

128
Q

What are the three monocular depth cues?

A

texture gradient: a depth cue using both eyes
linear perspective: parallel lines appear to converge in the distance
relative size: distant objects are smaller

129
Q

Context effects

A

when our expectations influence what we perceive

130
Q

Place theory

A

the theory that links pitch we hear with the place where the cochlea’s membrane is stimulated

131
Q

frequency theory

A

the theory that the rate of nerve impulses traveling up the auditory nerve matches the frequency of a tone, thus enabling us to sense its pitch

132
Q

McGurk Effect

A

visual and auditory info interact and can cause mistakes in perception, sometimes we what we see overrides what we hear

133
Q

What are the four sensations on skin?

A
  • touch/pressure
  • warmth
  • cold
  • pain
134
Q

What is the most sensitive part of the body?

A

lips

135
Q

Gate control theory

A

theory that the spinal cord contains a neurological gate that blocks pain signals or allows them to pass on to the brain - gate opened to the activity of pain traveling up the spinal cord

136
Q

State of consciousness

A

the awareness of sensations, thoughts and feelings being experienced at a given moment

137
Q

Dual Processing

A

Automatic: without awareness or control
Controlled: requires more effort

138
Q

Who originated hypnosis?

A

Franz Mesmer in the 18th century

139
Q

What are some effects of hypnosis?

A
  • enhanced memory?
  • hallucinations
  • suggestibility - but there are limits
  • post hypnotic suggestion and amnesia
140
Q

The two parts of dissociation theory

A

splitting the consciousness and hidden observer

141
Q

What are the four reasons we sleep?

A
  • evolutionary adaptive (avoid prisoners by being still and hidden, avoids accidents in the dark)
  • conserve energy
  • secrete growth hormones
  • synthesize information
142
Q

What is REM stage 1:

A

transition; small and irregular brain waves; visual images

143
Q

What is REM stage 2:

A

bursts of rapid waves (spindles)

144
Q

What is REM stage 3:

A

occasional delta waves (spindles)

145
Q

What is REM stage 4:

A

deepest sleep; mainly delta waves; walking or talking in sleep occurs in this stage

146
Q

What happens in REM paradoxical sleep?

A
  • rapid eye movements
  • very active brain waves, but paralyzed muscles
  • sexual arousal
  • most dreaming occurs here
147
Q

How many episodes of REM sleep per night?

A

4-5

148
Q

How long is the average REM cycle

A

2 hours

149
Q

When does “deep sleep” occur?

A

early in the night

150
Q

What are some common themes in dreams?

A
  • falling
  • being chased
  • school
  • sex
  • being late
  • eating
151
Q

What does Freud call dreams

A

the royal road to the unconscious

152
Q

What is manifest content?

A

actual events in a dream

153
Q

What is latent content?

A

symbolic content - unconscious which motivation

154
Q

Problem focused approach

A

dreams reflect current concerns and sometimes how to resolve them, especially survival-related ideas

155
Q

Activation Synthesis Theory

A

random activity of portions of the brain including old memories, which are woven into a coherent store line

156
Q

What are four common sleep disturbances?

A
  • insomnia
  • sleep apnea
  • narcolepsy
  • sleepwalking
157
Q

What are schemas?

A

mental frameworks or networks that help us organize information

158
Q

What is confirmation bias or belief perseverance?

A

refusal to change false schemas

159
Q

What is priming?

A

a schema that is at the forefront of your mind will be used to interpret your world

160
Q

Algorithms

A

sure methods to reach the solution, but may take a long time

161
Q

Informal reasoning

A

heuristics are mental shortcuts that usually lead to quick and accurate decisions (but sometimes lead us astray); using your intuition

162
Q

Availability Heuristic:

A

judge frequency of an event on what comes to mind easily

163
Q

Anchoring and Adjustment Heuristic:

A

over-reliance on pre-existing judgements

164
Q

Framing Heuristic:

A

how we approach things

165
Q

Representativeness Heuristic:

A

ignore base-rate information and rely on stereotypes/schemas

166
Q

What are five properties of language?

A
  • communicatitive
  • arbitrary (any symbol will do)
  • structure (syntax) is important
  • multiplicity of structure
  • dynamic (evolving)
167
Q

What is the paralinguistic channel?

A

How we say them (pitch, etc)

168
Q

What are emblems?

A

communicative hand motions

169
Q

What is the linguistic determinism hypothesis?

A

the notion that language shapes, in fact, may determine the way people of a particular culture perceive and think about the world

170
Q

Who was the man who thought there was a relation between head size and intelligence?

A

Francis Galton

171
Q

Who developed IQ tests based off of mental age versus chronological/physical age?

A

Alfred Binet

172
Q

Mental Retardation

A

significantly below average intellectual functioning, plus limitations in at least two ares of adaptive functioning involving:

  • communication skills
  • self-care
  • ability to live independently
  • social skills
  • health and safety
  • academics
  • lesure and work
173
Q

What are the nine intelligences in Gardner’s Theory of Multiple Intelligences

A
  • linguistic
  • logical/math
  • spatial
  • bodily/kinesthetic
  • musical
  • interpersonal
  • intrarpersonal
  • naturalist
174
Q

What are three reasons for individual differences in IQ stores?

A
  • genetic component
  • environmental factors
  • individuals inherit a range
175
Q

What are the four teratogens (toxins) when pregnant?

A
  • Alcohol (fetal alcohol syndrome)
  • smoking (can cause asthma)
  • aspirin (can cause harm to circulatory system)
  • caffeine (excessive) (can cause slow growth and contributes to premature birth and increased irritability
176
Q

Kohlberg’s Theory

A

moral reasoning is not learned but constructed through interaction with society and environment - environmental factors may affect the speed of development, but not the direction

177
Q

Kohlberg Stage One: Obedience

A

consequences of action determine future behavior, punishment avoidance is primary motivator

178
Q

Kohlberg Stage Two: Quid Pro Quo

A

good behavior results in others’ actions that satisfy one’s own personal needs, rewards are primary motivators, interpersonal reaction is important only to the extent that the situation can be manipulated for personal benefit

179
Q

Kohlberg Stage Three: Sociability

A

approval seeking behavior drives moral reasoning, approval from close others desired

180
Q

Kohlberg Stage Four: Law & Order

A

obey the letter of the law, avoidance of guilt and/or censure is primary motivator, broadens to approval by society

181
Q

Kohlberg Stage Five: Social Contract

A

consensus of the majority results in “good laws”, good laws are followed to the extent they do not interfere with life, liberty and the pursuit of happiness, use of due process to change laws

182
Q

Kohlberg Stage Six: Principal

A

Universal principles are recognized and accepted, when principles are in conflict with the law, however, the principle is the guide in determining moral reasoning

183
Q

Social Intuitionist Model

A

Moral judgement rest on intuitions, moral reasoning happens after the moral judgement has been made to justify the judgment

184
Q

Attachment Theory

A

The positive emotional bond that develops between a child and a caregiver

185
Q

What are the three reactions the child gave in the “strange situation” when the caregiver left?

A
  • protest
  • despair
  • detachment
186
Q

What are the three functions of attachment?

A
  • proximity maintenance
  • safe haven
  • secure base
187
Q

Assimilation

A

interpreting new information when a new schema is introduced

188
Q

Accommodation

A

creating a new schema for information that doesn’t fit

189
Q

Piaget Sensorimotor (0-2)

A

connect sensory and motor systems, object permanence: the awareness that things continue to exist even when not perceived

190
Q

Piaget Preoperational (2-7)

A

Egocentrism: the inability of a child to take another’s pony of view, continued development of symbols and language

191
Q

Piaget Concrete Operational (7-11)

A

Achieves conservation of number, mass, and weight

192
Q

Piaget Formal Operational (11 and up)

A

can think logically about abstract propositions and test hypotheses systematically

193
Q

Theory evaluation of Piaget

A

may have underestimated kids and how quickly they develop, may have overestimated adults, many never achieve formal thought, development does not always occur in distinct stages

194
Q

Erikson’s Trust vs Mistrust

A

birth to a year and a half

195
Q

Erikson’s Autonomy vs shame and doubt

A

one and a half to three years

196
Q

Erikson’s Initiative vs guilt

A

three to six years

197
Q

Erikson’s industry vs inferiority

A

six to twelve years

198
Q

Erikson’s identity vs role confusion (adolescence)

A

time of major testing, adolescents try to determine what is unique and special about themselves

199
Q

Erikson’s Intimacy vs isolation (early adulthood)

A

developing close relationships

200
Q

Erikson’s Generavity vs stagnation (middle age)

A

contributions to one’s family, community, work and society, assisting the development of the younger generation

201
Q

Erikson’s integrity vs despair (older age)

A

reviewing life’s successes and failures

202
Q

What are three ways to measure personality?

A

Rorschach Test
Thematic Apperception Test
Minnesota Multi-phasic Personality Inventory

203
Q

Psychodynamic Personality Structure Id:

A

operates on the pleasure principle, primitive and unconscious part of personality

204
Q

Psychodynamic Personality Structure Ego:

A

operates on the reality principle, mediates between id and superego

205
Q

Psychodynamic Personality Structure Superego:

A

moral ideas and conscience

206
Q

Psychosexual Development

A

development depends on the changes in distribution of sexual energy and libido, personality is fixed by the age of 5

207
Q

Fixation

A

failure to progress smoothly through a stage can result in fixation at that stage - psychodynamic

208
Q

Defense Mechanisms: Reaction Formation

A

transforming a feeling into its opposites

209
Q

Defense Mechanisms: Projection

A

attributing your own feelings to someone else

210
Q

Defense Mechanisms: Displacement

A

directing emotions (anger) toward people or things that aren’t the real cause of feelings

211
Q

Defense Mechanisms: Sublimation

A

redirecting sexual energy into creativity and aggression into physical, creative accomplishments

212
Q

Behaviorism on development of personality

A

environment effects personality

213
Q

Humanistic approach on development of personality

A

emphasizes on how people are unique and how they strive for improvement (self-actualization) Carl Rogers - humanists that supports self actualization goal - being treated with acceptance

214
Q

Abraham Maslow - Maslow’s Hierarchy - Humanist

A 
1st-Self Actualization
2nd-esteem
3rd-belongingness
4th-safety
5th-physiological
(the lower needs need to be met before you can meet the needs above them)
215
Q

Interactionism

A

the belief that behavior is jointly determined by situations and personality traits (behavior is a function of the person and the situation)

216
Q

The big five in personality are…

A
  • openness to experience
  • conscientiousness
  • extraversion
  • agreeableness
  • neuroticism
217
Q

The Four D’s of Defining Disorder

A
  • Deviant
  • Distressful
  • Dysfunctional
  • Dangerous
218
Q

Medical Model approach to disorders

A

abnormal behavior is result to mental illness

219
Q

Biopsychosocial Approach to Disorders

A

all behavior is influenced by

  • genetics
  • psychology
  • socio cultural factors
220
Q

Major Depression symptom

A
  • extreme sadness
  • feel worthless or guilty
  • recurring thoughts of death
  • sleep disturbances
  • difficulty concentrating
  • withdrawal from social interaction - self fulfilling prophecy
221
Q

Possible Causes of Depression

A
  • genetic factors
  • serotonin and norepinephrine
  • negative schemas
  • guilt and shame
  • learned helplessness
222
Q

What is learned helplessness

A

if something bad happens to you, you believe that something bad will happen to you no matter what - sometimes people would then give up

223
Q

Symptoms of Bipolar Disorder during a Manic Episode

A
  • inflated self esteem or grandiosity
  • decreased need for sleep
  • more talkative, or pressure to keep talking
  • flight of ideas and/or racing thoughts
  • increase in goal directed activity or psychomotor agitation
  • reckless or risky activities
224
Q

Manic Episode

A

a distinct period of abnormally and persistently elevated, expansive, or irritable mood, lasting at least one week

225
Q

Obsessive-Compulsive Disorder

A

Obsession: a persistent and unwanted thought that keeps returning
Compulsion: ritual or behavior that is repeated endlessly

226
Q

PTSD symptoms

A

flashbacks, reliving event, irritability, psychic numbing, physical problems

227
Q

Psychodynamic Explanation for Anxiety Disorder

A

id vs super ego, displaced fear

228
Q

Behaviorist Explanation for Anxiety Disorder

A

classical conditioning, observational, operant

229
Q

Humanistic Explanation for Anxiety Disorder

A

discrepancy between real and ideal self

230
Q

Physiological Explanation for Anxiety Disorder

A

neurotransmitter GABA

231
Q

Biological Predisposition Explanation for Anxiety Disorder

A

preparedness

232
Q

Dissociative Identity Disorder

A

two or more distinct personalities; usually unaware of one another

233
Q

Fugue

A

often taking a new name in another city, a replacement personality, often the result of major trauma or threat

234
Q

What is schizophrenia?

A

splitting of psychic functions - emotions, ideas, perceptions

235
Q

Symptoms of Schizophrenia

A
  • delusions
  • hallucinations
  • disorganization
  • social withdrawal
  • poverty of speech
  • blunted or flat affect
  • loss of volition
236
Q

To be diagnosed with schizophrenia you have to have what symptoms?

A

At least two of the following for at least six months

  • delusions
  • hallucinations
  • disorganized speech
  • grossly disorganized or catatonic behavior
  • negative symptoms
  • dysfunction
237
Q

Narcissistic personality disorder

A

exaggerated sense of self importance

238
Q

Antisocial personality disorder (sociopath)

A

characterized by no regard for the moral and ethical rules of society or the rights of others

239
Q

Borderline Personality Disorder

A

characterized by their difficulty in developing a secure sense of identity; emotional instability

240
Q

What fraction of people got better whether or not they sought treatment or not?

A

2/3

241
Q

Humanistic Therapy

A

Rogers and Maslov - goal is to help clients achieve self actualization - empathy and reflection

242
Q

Cognitive/Behavior Therapies

A

fix the behavior, applying classical and operant conditioning, Beck’s Cognitive Therapy and Ellis’ Rational-Emotive Behavior Therapy

243
Q

Ellis’ Rational-Emotive Behavior Therapy

A

irrational beliefs cause negative emotions, attempts to restructure a person’s belief into a more realistic, rational and logical set of views

244
Q

Beck’s Cognitive Therapy

A

A style of psychotherapy developed by Beck to change people’s illogical thoughts about themselves and the world, use of socratic questioning, less confrontational and challenging than REBT

245
Q

What is social psychology?

A

the scientific study of how people’s thoughts, and behaviors are affected by the real or imagined presence of others

246
Q

Situational attribution

A

cause outside the person

247
Q

Dispositional attribution

A

cause inside the person

248
Q

Tripartite Model of Attitudes

A

affective- your feeling/emotions toward that object
behavior-how have I behaved towards it or how has it behaved toward me
cognitive- thoughts about the particular object

249
Q

What is the comparison effect?

A

if behavior is important to our self-concept, our self-evaluation is threatened

250
Q

What is the reflection effect?

A

if behavior is irrelevant to our self-concept, we gain in self-evaluation

251
Q

What is self control?

A

any effort by a human being to alter its own responses - a strength or muscle model of self control

252
Q

What is ego depletion

A

a state in which self control resources are depleted, it is wise to be strategic about self-control exertions

253
Q

What are the three key variables in Tesser’s SEM Model?

A

closeness
importance (to our self view)
relative performance

254
Q

What is a stereotype?

A

A schema about a certain group

255
Q

What can help reduce prejudice?

A

Contact, working with the group of people you have a prejudice against

256
Q

What are the three hypotheses for physical attractiveness?

A
  • symmetry
  • average faces
  • baby face hypothesis
257
Q

Rusbult’s Investment model

A

Investment, satisfaction and alternatives influents commitment

258
Q

What is commitment influenced by?

A

satisfaction: positivity of affect, rewards minus cost
alternatives: other potential partners, alone, work, friends, etc
Investments: kids, time, effort, mortgage, emories, friends, etc

259
Q

Compliance Strategies: Low ball

A

after commitment, changing the deal for worse (used car salesman)

260
Q

Compliance Strategies: Foot in the door

A

a small request followed by a larger request, you really want the larger request, person feels committed

261
Q

Compliance Strategies: Norm of Reciprocity

A

people give you something, then rely on you giving/agreeing to something much bigger

262
Q

Compliance Strategies: Door in the Face

A

a large, unreasonable request, followed by a smaller request. You really want the smaller request, operates on reciprocity principle

263
Q

How do you define aggression?

A
  • behavior
  • intent to harm
  • directed at living beings
  • victim motivated to avoid such treatment
264
Q

Bystander Effect

A

people are less likely to help in an emergency as the number of bystanders increases

265
Q

Diffusion of Responsibility

A

assuming someone else in group will help

266
Q

Pluralistic Ignorance

A

looking to others in group to define the situation

Freshman Year First Semester (1 decks)

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