Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

MCAT PREP > Psychology II > Flashcards

Psychology II Flashcards

1
Q

inattentional blindness

A

we are not consciously aware of things that happen in our visual field when our attention is directed elsewhere within the field

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

change blindness

A

when we fail to notice changes in our environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

endogenous cues

A

more internalized and higer order - internal knowledge

e.g. cocktail effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

exogenous cues

A

external to any goals we may have, meaning we don’t have to tell ourselves to look for them in order for them to capture our attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

information processing model

A

brains are similar to computers. input is from the environment. we process it and output decisions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

sensory memory (register)

A

first to interact with information in the environment
sight and sound are the most important
iconic memory and echoic memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

iconic memory

A

what you see (

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

echoic memory

A

what you hear (3-4 sec)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

working memory (short-term memory)

A

whatever you are thinking about at this exact moment
7+/-2 pieces of information at a time
vary based on complexicity
reason why phone numbers are seven digits long
visiual, spatial, and verbal information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

visuo-spatial sketchpad

A

visual and spatial information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

phonological loop

A

verbal information (words and numbers)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

central executive

A

tells visuo-spatial and phonological loop to work together which then goes down the episodic buffer which is connected to the long term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Explicit Memory (Declarative)

A

facts or events that you can clearly/explicitly describe
semantic : words (facts)
episodic : events

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Implicit Memory (Non-Declarative)

A

things that aren’t easy to describe

procedural : steps/procedures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

priming

A

previous experience influences your current interpertation of an event

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

encoding

A

moving information from working memory (short term memory) to more permanent storage (long term memory)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Rote rehersal

A

say the same thing over and over again
least effective
dosen’t require you to process the information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

chunking

A

group information into meaningful units

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

mnemonic devices

A

imagery
pegword
method of loci
acronym

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

imagery (mnemonic device)

A

vivid mental picture of what you are trying to remember

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

pegword and method of loci

A

anchors and linking new information to anchors along a specific path. pegword - verbal anchors. method of loci - location anchors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

acronym

A

one letter of a familiar work stands for the first letter of new information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Self Referencing

A

relating the information to you

ex : preparing to teach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Spacing

A 
structure of studying
space out study session
long-term information
let's you know what you don't know
self-testing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

procedural memory location

A

basal ganglia

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

semantic memory location

A

neocortex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

episodic memory location

A

hippocampus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

explicit memory location

A

medial temporal lobe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

retreival

A

call up a memory or think of something you learned

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

free recall

A

without any cues or any particular order
remember 1st items on the list (primacy)
remember last items on the list (recency)
fuzzy on the items in the middle.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

cued recall

A

still have to produce an answer, but you get more retrieval cues to help you

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

recognition

A

more cues than cued recall

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

source monitoring

A

knowing where various pieces of information are coming from.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

ebbinghaus

A

first person to really look at decay in memory
the more integrated the inital memory is, the more stretched out the rate of forgetting is. but it all follows the same pattern, no matter the material

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

relearing

A

faster rate if some of the information is stored in your long term memory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

retroactive interference

A

interference that goes backward. some new piece of learning seems to reach back and impair your ability to retrieve something you used to know

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

proactive interference

A

interference moving foward - gets in the way of your ability to learn and retrieve something correctly in the future

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Declining Abilities when Aging

A

Recall
Episodic Memories
Processing Speed
Divided Attention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Stable Abilities when Aging

A

Implicit Memory
Recognition

cognitive changes are NOT all bad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Improving Abilities when Aging

A 
Semantic Memory (until 60 years)
Crystallized IQ (using knowledge and experience)
Emotional Reasoning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Dementia

A

decline in memory and other cognitive functions - excess damage of brain tissue (multiple strokes/other causes)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

most common form of dementia

A

Alzehimer’s
unknown cause
neurons die over time
cerebral cortex shrinks in size

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

symptoms of Alzehimer’s

A

memory loss - inability to encode/retrieve new memories

attention, planning, semantic memory, abstract thinking, language

Emotional Instability
Loss of Control over bodily functions
Terminal
increased Amyloid Plaques in the brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Korsakoff

A

Aphasia, Anterograde and Retrograde Amnesia
decrease of B1 or thiamine
linked to Malnutrition, Alcholism, and Eating Disorders
May have damage to parts of the brain resulting in poor balance, abnormal eye movements, mild confusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

pre-cursor to Korsakoff

A

Wernicke’s Encephalopathy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

how to reverse the damage or at least prevent it

A

if wernicke’s encephalopathy is diagnosed in time, it is possible to reverse the damage. if untreated, will progress into Korsakoff’s.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

symptoms of Korsakoff

A

severe memory loss
confabulation (makes up things)
not progressive, if treated. people can get better
dependent on how early it is diagnosed and how well the patient follows treatment guidelines

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

ways to get better with korsakoff

A

thiamine injections
healthy diet
abstain from alcohol

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Hierachal organization

A

thought concepts were organized from higher order categories down to lower order categories and their exemplars

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

modified semantic network

A

every individual semantic network develops based on their experience/knowledge

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

spreading activation

A

activating one concept and pulling related concepts along with it.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Piaget’s Stages of Cognitive Development

A

Sensorimotor Stage (0-2 y.o.)
Preoporational Stage (2 - 7 y.o)
Concrete Operational Stage (7-11 y.o.)
Formal Operational Stage (12 - up)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

Sensorimotor Stage

A

0-2 y.o.

sensori - children gather information about their world with their ages, so through sight, smell, taste, hearing and touch.
motor - they are very active

OBJECT PERMANENCE - infants don’t recognize that objects still exist even though they can’t see them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Preoperational Stage

A

2-7 y.o.

operational - mental operation (imagining things or mentally reversing actions)

  • children develop/engage in pretend play
  • using symbols to represent things

EGOCENTRIC - dont understand that other people have a different view than then

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

Concrete Operational Stage

A

7-11 y.o.

learn the idea of CONSERVATION (tall skinny glass vs. short fat glass)

reason about mathematics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

Formal Operational Stage

A

12 and up

reason about abstract concepts and think about consequences of potential actions.

reason out what might occur
sophisticated moral reasoning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

schemas

A

frameworks by which we organize and interpret new information

grow and develop through assimilation and accomodation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

assimilation

A

interpret new experiences in terms of our current schemas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

accomodation

A

adjusting schemas to incoporate new experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

well-defined problems

A

clear starting and ending point

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

ill-defined problems

A

ambigious ending and starting point

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

trial and error

A

just take random guesses until something finally works

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

algorithim

A

logical, step-by-step procedure or trying solutions until you hit the right one

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

heuristic

A

mental shortcut to find the solution faster

  • don’t guarantee a solution
  • very common
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

means-end analysis

A

analyze the bigger problem and make it into smaller problems. current state –> goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

working backwards

A

start with goal state and make suggestions to get to current state (mathematical proofs)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

decision making

A

make a judgement about the desirability of some outcome

-most people use a heuristic/mental shortcut

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

decision making heuristic

A

availability - examples that come to mind

representativeness - matching prototypes (conjunction fallacy)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

overconfidence bias

A

our tendency to be more confident than correct

-could be due to fluency or ease of processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

belief perseverance bias

A

ignore/rationalize disconfirming facts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

confirmation bias

A

seek out only confirming facts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

framing

A

how you present the decision

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

intelligence quotient

A

mental quality allowing you to learn from experience, solve problems, and use your knowledge to adapt to new situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

general intelligence

A

people who score well on one type of test tend to score well on other tests (qualitative vs quantitative)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

g factor

A

general intelligence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

3 intelligences (Robert Sternberg)

A
  1. analytical intelligence
  2. creative intelligence
  3. practical intelligence
77
Q

analytical intelligence

A

academic abilities or ability to solve well defined problems

78
Q

creative intelligence

A

ability to react adaptively to new situations and to generate novel ideas

79
Q

practical intelligence

A

ability to solve ill-defined problems

80
Q

emotional intelligences

A

helps you to perceive, understand, manage, and use emotions in your interactions with each other

81
Q

fluid intelligence

A

our ability to reason quickly and abstract

decrease as age increase

82
Q

crystallized intelligence

A

accumulated knowledge and verbal skills

increase or remains the same as age increases.

83
Q

Alfred Binet

A
  • wasn’t trying to make an intelligence test
  • trying to establish a child’s mental age in order to measure children intellectual development and predict how well they’d do in school
84
Q

heretability

A

proportion of variability due to genes

85
Q

fixed mindset

A

intelligence is biologically set and unchanging

86
Q

growth mindset

A

intelligence is changing - more motivated

87
Q

Theory of General Intelligence

A

Charles Spearman
Factor Analysis (g factor)
scores from testing are normally consistent across the board
controversial (diverse abilities)

88
Q

Theory of Primary Mental Abilities

A 
L.L. Thurston
7 factor theory (word fluency, verbal comprehension, spatial reasoning, perceptual speed, numerical ability, inductive reasoning, and memory)
breakdown seems intuitive
scores seem to vary together
limited to what they see as intelligence
89
Q

Theory of Multiple Intelligence

A 
Howard Gardner
7-9 Independent Intelligences
Your intelligence in one area doesn't depict your intelligence in another area.
1. Logical Mathematical Intelligence
2. Linguistic Intelligence
3. Spatial Intelligence
4. Musical Intelligence
5. Body-Kinesthetic Intelligence
6. Intrapersonal Intelligence
7. Interpersonal Intelligence
8. Natural Intelligence
9. Existential Intelligence

includes more than book smarts
intelligence vs. ability/talent

90
Q

Triarchic Theory of Intelligence

A

Robert Sternberg
3 intependent intelligences

intelligence: things that will lead to real world success (reliable)

  1. Analytic Intelligence
  2. Creative intelligence
  3. Practical Intelligence

3 sides of the same coin

91
Q

construct validity

A

describes the extent to which the theory is supported by the data or results of the research

92
Q

content validity

A

extent that the test measures the construct accurately

93
Q

test-retest reliability

A

high positive correlation between the first and second administration of a test

94
Q

inter-rater reliability

A

multiple judges or rates view the same subjects and the observers ratings have a high correlation

95
Q

Broca’s Area

A

speech
frontal lobe
language expression

96
Q

damage to Broca’s area

A

trouble producing speech
halting/slowed
non-fluent aphasia, broca’s aphasia
(broken speech)

97
Q

Wernicke’s Area

A 
understanding speech
temporal lobe
Wernicke's Aphasia - aka fluent aphasia
words don't make any sense
trouble understanding what people say
98
Q

global aphasia

A

Broca’s aphasia + wernicke’s aphasia

99
Q

Arcuate Fasiculus

A

connects Broca’s and wenicke’s area

100
Q

damage to arcuate fasiculus

A

conduction aphasia - conduct information between listening and speaking disrupted

101
Q

Agraphia

A

inability to write

102
Q

anomia

A

inability to name things

103
Q

neural plasticity

A

brain’s ability to adapt and move functions to new parts

104
Q

split bain patient

A

problem with corpus callosum

105
Q

Theories of Language and Cognition

A

universalism
- thought comes before language (determines language/influences language)

Piaget’s Cognitive Development

106
Q

Vygosky

A

language and thought are independent

children develop language through social interaction with adults who already know the language

107
Q

Linguistic Determination

A

weak and strong determinism

how much influence they think language has on thought

108
Q

weak determinism (language)

A

language influences thought makes it easier or more common to think in certain ways depending on how our language is structured

109
Q

strong determinism (Whorfian hypothesis)

A

language determines thought completely (based off Hopii tribe)

110
Q

Nativist/Innativist Theory of Language Development

A

children are born with the ability to learn language
Noam Chomsky - thought that humans have a language acquisition device or LAD in their brains that allowed them to learn language

critical period - birth - 9 years old

111
Q

learning

A

acquire language through development

112
Q

interactionist

A

biological and social factors have to interact in order for children to learn language

Vygostky

113
Q

Limbic System

A

set of structures in the brain - many of those structures play an important role in regulation

114
Q

4 important structures

A

hypothalamus
amygdala
thalamus
hippocampus

115
Q

thalamus

A

two of these
sensory-relay system
directs senses to appropriate area in cortex
sense of smell is the only sense that bypasses the thalamus - own private relay system

116
Q

amygdala

A 
aggression center
anger, violence, fear, anxiety
destroying amygdala can cause a mellowing effect 
- dr.kluver
- dr.bucy
117
Q

kluver-bucy syndrome

A

bilateral destruction of the amygdala (impulsive)
hyperoralility
hypersexuality
disinhibited behavior

118
Q

kluver-bucy treatment

119
Q

hippocampus role in memory

A

creating new memories

turn short-term memories into long term memories

120
Q

hippocampus damage

A

old memories remain - unable to create new memories

121
Q

hypothalamus role

A

located below the thalamus
size of a kidney bean
regulate things in the body
regulating autonomic nervous system (epinephrine/adrenaline)

122
Q

left hemisphere of the cerebral cortex

A

positive emotions - lead to more electrical activity on the L side of the brain than the right.

sociable kids, interested, and enthusiastic

123
Q

right hemisphere of the cerebral cortex

A

negative emotions - more activity on the right side of the brain than the L

isolated kids, timid, fearful, avoidant, depressed

124
Q

prefrontal cortex

A

area in the front of the brain, right behind forehead

higher order funxtions: language, information processing, logic

125
Q

damage to prefrontal cortex

A

inappropriate, rude, ruff, bad behavior

126
Q

sympathetic nervous system

A

fight or flight
afraid of something
increase respiratory rate for better oxygenation
adrenal glands release epinephrine/norepinephrine
decrease digestion (takes up too much energy)
pupils dilate
decrease salivation
increased heart rate
increased glucose release

127
Q

parasympathetic nervous system

A 
rest and digest
pupils constricted
increased salivation
decreased heart rate
decreased adrenaline release
relaxed state
decreased respiratory rate (moderate/decreased)
decreased glucose release (increase glucose storage)
increased digestion
128
Q

emotion

A

subjective experiences that are accompanied by physiological, behavorial, and cognitive changes and reactions

129
Q

cognitive reactions

A

mental assessments than can include apprasials of what is happening, expectations about the situation and general thoughts about the experience

130
Q

physiological reactions

A

changes in your body

131
Q

behavorial reactions

A

body language or facial expressions

132
Q

universal emotions

A
  1. happiness
  2. sadness
  3. fear
  4. disgust
  5. anger
  6. surprise
133
Q

james lange theory of emotion

A

two researchers
theory of emotions is due to the perception of your physiologic responses

event –> physiologic response –> interpretation of –> emotion

emotions follow directly from bodily responses - the person does not actively “intepret” their bodily responses in order to figure out their emotions

e.g. sad because you cry

134
Q

cannon - bard theory

A

event –> physiological response + emotion

a person can experience physiological arousal without feeling any particular emotion

physiological response system was just too slow to produce emotions that often seemed to happen almost instantly

they believe that the physiological responses and the experience of emotion happen simultaneously

135
Q

schacter - singer theory of emotion

A

physiological and cognitive responses may simultaneously form the experience of emotion

136
Q

lazurus theory of emotion

A

experience of emotion depends on how the experience is cognitively apprasied

event –> apprasial (label) –> emotion + physiological response

137
Q

damage to basal ganglia

A

problems with recognizing angry facial expressions

138
Q

amygdala

A

most associated with recognition of facial expressions associated with fear

139
Q

insula

A

associated with disgust. the anterior insula receives signals from olfaction and gustation

140
Q

stressor

A

threatening/challenging event

141
Q

stress

A

process by we appraise the enviromental threat

142
Q

stress reaction

A

subsequent physical and emotional response

143
Q

richard lazarus

A

determined that stress arises less from the actual events and more from our assessment of the event (our apprasial)

primary apprasial - inital evaluation that focuses on the threat in the present situation - irrelevant, benign/positive, stressful

if it is stressful, we move forward with the secondary apprasial
-involves the individual’s ability to cope with the situation (harm, threat [future damage?], challenge - how can the situation be overcome)

144
Q

4 categories of stressors

A
  1. signficant life changes
  2. catastrophic life changes
  3. daily hassles
  4. ambient stressors
145
Q

significant life changes

A

significant personal life change

holmes and rane stress scale (43 different major life stressors)

146
Q

catastrophic events

A

unpredictable, large scale events

war, natural disasters (e.g. hurricane katrina)

147
Q

daily hassles

A 
e.g. tire blown
minor events of our daily lives
racism
add up and take a huge toll
most significant form
148
Q

ambient stressors

A 
global stressors
e.g. pollution, smog, wildfires (LA)
hard to control
happening in background
can negatively impact us without being consciously aware of their existence
149
Q

Walter Cannon

A

homeostasis (maintenance)

homeostatic response to animals to threats or danger (stressors)

150
Q

Fight or Flight Response to Stress

A

fight or run (SNS)
transition our body to get out of danger mode
increased heart rate
increased respiratory rate (more O2 in blood to tissues to expel more CO2)
increased peripheral vascoconstriction
push more blood to core/cruvial areas
turn off figestion, immune function, and ovulation

151
Q

endocrine response to stress

A

chemical messages
adrenal glands
- medulla - catecholamine hormones (adrenaline and noradrenaline)
increased heart rate and increased blood pressure - supporting SNS
cortex –> glucocorticoid - cortisol

152
Q

Tend and Befriend in Stress

A

(women > men)
huddle together to form support systems
oxytocin - pair bonding (integrated with estrogen)

153
Q

Hans Seyle - General Adaptation Syndrome (GAS)

A
  1. Alarm Phase
    - stress reaction kicks in
    - heart racing and resource mobilizing
    - fight or flight
  2. Resistance Phase
    - actual gihting or fleeing or huddling together
    - stress hormones increase
  3. Exhaustion
    - stress resources depleted leads you here
    - tissue and muscles become damaged
    - dampened immunity can make us more susceptible to illness
    - overexposure to stress
154
Q

heart and vascular disease

A

increased blood pressure (blood vessel distension) leads to hypertension which can lead to vascular disease

vascular disease is an inflammation and plaque buildup

plaque is super attracted to fat and cholesterol, which sticks to these spots and nnarrows the blood vessels

155
Q

worst place for vascular disease

A

coronary arteries
aka. arteries that feed our actual heart tissue
CORONARY ARTERY DISEASE
- heart tissue not nourished, it starts to die which is what we call a heart attack, entire body is in trouble

156
Q

Metabolism in Stress

A
  • extra nutrients are stored for later use
  • cortisol and glucagon increase due to stress response
  • extra glucose can exacerbate conditons such as diabetes
  • extra blood sugar can lead to cardiovascular disease
157
Q

reproductive abilities in stress

A 
impeded by stress
GIRLS
- huge energy expense
- shut down
- no baby making
chronic issues: pregnancy hormones can become chronically inhibited which can effect growth of eggs

BOYS

  • decreased testosterone (doesn’t result in infertility)
  • erectile dysfunction
  • impotency
  • less blood to penis
158
Q

immune response to stress

A 
ADAPTIVE
white blood cells and antibodies
INNATE
basic - generic
inflammation turned on too much

CHRONIC: immune systemm suppressed - more susceptible to illness (40% slower healing rate)

159
Q

location of most glucocorticoid receptors

A

hippocampus (learning and memory)

frontal cortex (impulse control, judgement, planning, reasoning)

cortisol - atrophy of these areas due to over abundance of stress

160
Q

Depression in stress

A 
anhedonia - failure to feel pressure
stop responding to serotonin : anterior cingulate
"learned helplessness"
perceived more stressors
earn that you have no control
decreased coping mechanisms
161
Q

Anger in Stress

A

increased vulnerability to heart disease
type A: easily angered - prone to hostility and anger
type B : more easy going

162
Q

Anxiety in Stress

A

amygdala (fears and phobias)

“flight”

163
Q

Addiction in Stress

A 
alcohol abuse (men > women)
tobacco
compound relationship between stress and addiction - impairment to frontal cortex
- impaired judgement 
decreased coping mechanism
164
Q

unavoidable stressors need to be managed. how?

A
  1. exercise
  2. meditation
  3. religion/faith
  4. cognitive flexibility
165
Q

self-concept

A

how someont thinks about, perceives or even evaluates themselves

self aware = self concept

166
Q

exisental self

A

most basic part of self concept
sense of being separate and distinct from others
self is constant
consistent

167
Q

categorial self

A

CONCRETE - age, gender, size, skills

MORE DEVELOPED - traits, comparison, careers

168
Q

Carl Rodgers

A

humanistic view of self concept

  1. self image - view we have of ourselves
  2. self esteem - self worth/value
  3. ideal self - what we wish to be
169
Q

self - esteem

A

regard/respect that a person has one’s self

170
Q

self-efficacy

A

belief in one’s capability to succeed in a certain situation

171
Q

strong self-efficacy

A 
- tasks to be mastered
Recovery
Interest
Strong
Enjoy

stronger sense of commitment
able to recover from disappointments

172
Q

weak self-efficacy

A

Fail
Avoid
Lose
Lack

avoid challenging task
focus on personal feelings and negative outcomes

173
Q

four major sources of self efficacy

A
  1. MASTERY OF EXPERIENCE
    performing a task successfully will strengthen our sense of self-efficacy
  2. SOCIAL MODELING
    seeing people similar to ourselves
    successfully completing tasks, raises our beliefs
  3. SOCAL PERSUASIAN
    getting verbal encouragement from others helps people overcome self doubt
  4. PSYCHOLOGICAL RESPONSES
    learning how to minimize stress and elevate mood when facing difficult or challenging tasks
174
Q

low self-esteem + high self-efficacy

A

PERFECTIONISTS

- over critical and negative about themselves. quite capable in certain areas

175
Q

locus of control

A

extent to which people perceive they have control over events in their lives

176
Q

internal locus of control

A

person believes he or she can influence events and their outcomes
- attribute results to their own traits
control own destiny - tend to be happier

177
Q

external locus of control

A

blames outside forces on everything. attribute events to environmental traits it causes

178
Q

sigmund freud - psychosexual theory of development

A

describe how personality develops during childhoof - early childhood was most important age/period for personality development

  • most personality is developed by the age of 5.

5 stages - completion = healthy personality

fixation : not solving problems in one stage, but moving to the next without fixing the problem

179
Q

erikson -psychosocial theory of development

A

personality development occured over a lifespan
each stage of development was focused on overcoming a conflict

8 stages - outcome dependent on how people handle the stages

180
Q

lev vykotsky sociocultural cognitive theory

A

children learn actively and through hands on experiences - active process

parents, caregivers, peers, cultural beliefs, attitudes, and language are all responsble for the deelopment of higher order learning 0 child internalizes the information they get from interaction with others .

stresses the importance of social interaction in development of cognition

theory incomplete because of theorist passing

181
Q

lawerence kohlberg - moral development theory

A

right vs. wrong
believes in moral reasoning depends on the level of cognitive development

3 levels of moral development further divided into 2 stages

182
Q

George Herbert Mead - The I and The Me

A
  1. Preparatory Stage
    - interact throught imitation
  2. Play Stage
    - importance of social relationships
    - pretend play
  3. Game Stage
    - start to understand attitudes, behavior, beliefs of “generalized other”/society
    - multiple roles
    - significant other

generalized other –> I (response to social self) –> me (social self)

generalized other –> me (social self)

our actual self is the balance between I and me

183
Q

Cooley - Looking Glass Self

A

our view of ourselves from how we are perceived from others

  1. how do I appear to others
  2. what must others think of me
  3. revise how we think about ourselves
184
Q

oral stage of psychosexual development

A

age : 0-1 years old
libido : mouth
development : baby has to learn to ween off in order to advance to next stage
adult fixation : dependency/aggression (conflict) - smoking, biting nails, over-eating

185
Q

anal stage of psychosexual development

A

age : 1-3 years old
libido : anus
development : toilet training - controlling self
adult fixation : orderliness/messiness

186
Q

phallic stage of psychosexual development

A

age : 3-6 years old
libido : genital
development : oedipus/electra complex - looks up to same sex parent
adult fixation : sexual dysfunction

187
Q

latent stage of psychosexual development

A

age : 6-12 years old
libido : n/a
development : exploration. social communication. skills (entering school). concerned with peers
adult fixation : n/a

188
Q

genital stage of psychosexual development

A

age : 12 and up
libido : genital
development : strong sexual interests. sexual maturity of opp sex
adult fixation : mentally healthy

189
Q

erikson’s psychsocial stages of development

A
  1. crisis vs. mistrust (1 yr)
  2. autonomy vs. shame/doubt (2 yr)
  3. initative vs. guilt (3-5 yr)
  4. industry vs. inferiority (6-12 yr)
  5. identity vs. role confustion (12-18 yr)
  6. intimacy vs. isolation (18-40 yr)
  7. generativity vs. stagnation (40-65 yr)
  8. integrity vs. despair (65 - older)

MCAT PREP (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions