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Economics > Psychology Unit 2 > Flashcards

Psychology Unit 2 Flashcards

1
Q

Definitions of Abnormality

A
  • Deviation from social norms
  • Deviation from Ideal Mental Health
  • Failure to function adequately
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2
Q

Deviation from Ideal Mental Health

A
  • Personal Growth
  • Reality Perception
  • Autonomy
  • Integration
  • Self Attitudes
  • Environmental Mastery
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3
Q

Conformity

A

Type of social influence involving a change in belief or behavior in order to fit in with a group.

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4
Q

Asch’s study (Conformity)

A
  • 123 male students were divided into groups of 7
  • There were 18 trials in total and the confederates gave the wrong answer on 12 trials
  • 32% of the participants conformed with the clearly incorrect majority and 25% never conformed

Evaluation:

  • Limited sample lacking population validity (male students)
  • Temporal Validity ( Results differ back then compared to present times)
  • Protection from Harm, Deception
  • Lab experiment, lacks ecological validity
  • Controlled extraneous variables
  • Replicable/ Reliable
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5
Q

Milgrim’s Experiment (Obedience)

A
  • Electric shocks
  • 1000 volunteers became the teacher and a confederate will be the student
  • Increasing the shocks in steps of 15V until they reached 450V (fatal)
  • Predicted that 1 % would go to 450V, however 65% people did
  • Authority Figure ( Made P’s feel monitored so obedience levels were high)
  • Culture ( Different cultures, different obedience levels)
  • Responsibility ( Experimenter assured that they would take the blame if learner is harmed)
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6
Q

Evaluation of Milgrim

A

Weakness:

  • Deception, Lack of Informed Consent, Confidentiality (study was filmed)
  • Lab experiment, replicable, lacks ecological validity
  • Lacks of population validity
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7
Q

Agentic State/ Autonomous State

A 
Agentic State: 
- Being under the control of
someone else and you will
obey their orders even ifthey
cause you distress
Autonomous State -
Being under ones own control
and having the power
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8
Q

Rotter ( Locus Of Control)

A

High External:
- No control over events that occurred (Luck)

High Internal:
- Complete control over things and only you can change them (Independent)

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9
Q

Research on Locus of Control

A

Linz and Semykina:

  • 2600 Russian employees
  • No relationship between earning and LoC for men
  • High internal women were high earners
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10
Q

Who would obey? H or I

A

Most likely to obey:

  • External locus of control
  • Low self esteem
  • Less intelligence
  • Higher need for social approval

Less likely to obey:

  • Internal locus of control
  • Self confidence
  • Leadership quality
  • Social responsibility
  • Independent thinking
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11
Q

Resisting Conformity

A

Role of Allies:
- Asch showed how introducing another person who went against the majority caused conformity rates to drop

Individual Differences:
Griskevicus et al suggests that women conformed more than men due to evolutionary reasons

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12
Q

Conditions for Social Change through Minority

A

ACC
Allies:
- If someone sees another change their mind, cause the snowball effect
- May influence you to change your opinion

Consistency:

  • Minority winning over the majority
  • They need to be consistent and confident in what they are saying

Commitment:

  • Convince people step by step by small actions
  • Stick to their ideas
  • E.g. Nazi party, supported by Milgrim’s experiment
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13
Q

Zimabardo

A

Conformity:

  • Participants were given the roles of being a guard and prisoner
  • Participants were arrested and blindfolded
  • Guards humiliated and harassed the prisoners
  • Study was stopped after 6 days instead of two weeks
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14
Q

Reciprocal Inhibition

A
  • Two things aren’t compatible

- We can’t feel fear and relax at the same time

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15
Q

Systematic Desensitisation

A
  • Designed to reduce distressing levels of anxiety
  • Treats phobias
  • Anxiety Hierarchy
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16
Q

Ellis’s A-B-C (Cognitive, REBT)

A

Activating Event (sight of the large spider)
Belief (e.g. ‘the spider is harmless’ - rational, ‘spider will kill me’ - irrational)
Consequence (rational beliefs lead to healthy emotions, irrational beliefs lead to unhealthy emotions)

17
Q

Beck’s Cognitive Triad (Cognitive, REBT)

A

Themselves - ‘I am helpless and inadequate’
World - ‘The world is full of obstacles’
Future - ‘There’s no future for me’

18
Q

CBT

A
  • Changes both the faulty thinking and maladaptive behaviour
  • Helps people became better adjusted and less anxious about life

Empirical Disputing:
- Challenged to provide proof that their belief is accurate

Pragmatic Disputing:
- Challenged to explain how having a particular irrational belief is likely to help them

19
Q

Defence Mechanisms

A
  • Denial (Completely reject the thought or feeling)
  • Displacement (Redirect your feelings to another target)
  • Sublimation (Redirect the feeling into socially productive activity)
  • Regression (Revert to an old, usually immature behaviour)
20
Q

Awareness of the mind

A
  • Conscious
  • Preconscious
  • Unconscious
21
Q

Personality Factors

A
  • ID (Pleasure, Born)
  • Ego (Reality, Age 1)
  • Superego (Ideal Behaviour, Age 5)
22
Q

Psychosexual Stages

A
  • Oral
  • Anal (Leads to OCD; Potty Training)
  • Phallic
  • Latency
23
Q

Superego and ID

A

ID:
- Result in childlike behaviour that is pleasure seeking and irrational

Superego:
- Result in having excessive guilt, being good

24
Q

Strength of Freud’s theory

A
  • Influential because it led to the importance of early childhood and later behaviour
  • Influenced further research into the dynamics of the human mind
25
Q

Weakness of Freud’s Theory

A
  • Theory such as ID, Ego and Superego, cannot be scientifically tested. Therefore, his theories cannot be proven or disproved
26
Q

S.A.M (Acute response to stress)

A
  • Higher brain centers detects the stressor and triggers the Hypothalamus, which then activates the SNS, stimulating the Adrenal Medulla.
  • This produces two hormones, adrenaline and noradrenaline (Fight or Flight)
  • Increases heart rate and blood pressure; dilates pupils
27
Q

H.P.A (Chronic response to stress)

A
  • Higher brain centers detects the stressor and triggers the Hypothalamus, which releases the hormone CRF.
  • Activates the Pituitary Gland in the brain, releasing ACTH which activates the Adrenal Cortex - releases corticosteroids (cortisols)
28
Q

Keicolt - Glaser et al (medical student study)

A

Stress Related Illness and the Immune System

  • 75 first year medical student, volunteer sample, repeated measures design, natural experiment
  • Month before their exams (low stress period), First day of their exams (high stress period)
  • High white blood cells, strong immune system
  • High stress period (white blood cells were low), Low stress period (white blood cells were high)
29
Q

Strengths of Keicolt - Glaser

A
  • Natural experiment, high ecological validity, situation was real and was not manipulated by the experimenter
  • Low demand characteristics
  • No ethical issues, no variables were manipulated, just measured
30
Q

Weakness of Keicolt - Glaser

A
  • First year medical students, cannot be generalised (lacks temporal and population validity)
  • Volunteers, biased
  • Impossible to replicate; not reliable
  • Correlations cannot prove the cause and effect
31
Q

Diathesis - Stress

A

Stress may not have a direct impact on illness but may trigger an illness such as depression

32
Q

SRRS

A

Holmes and Rahe

  • 43 life events which all have a score
  • If above 150, 30% increase of a stress related illness
  • If above 300, 50% increase
33
Q

Evaluation of the SRRS

A
  • Individual Differences are not taken into account
  • Some events may not be stressful
  • Scale is vague, doesn’t state whether events are positive or negative
  • Lacks temporal validity
  • Andocentric, focuses on male
  • Eurocentric, specific to Western cultures
34
Q

Rahe et al (SRRS)

A

Naval Study

  • Relationship between stressful life events and increased rick of illness
  • Opportunity sample of 2664 American naval about to go away for 6 months, questionnaire
  • They had to note down any life events in the past 6 months and were given illness scores
  • Weak, positive correlation between LCU and illness scores
  • No relationship
35
Q

Evaluation of Rahe et al

A
  • Opportunity Sample
  • Lacks population validity, cannot generalise
  • Individual Differences
  • Questionnaire, socially desirable responses
  • Weak correlation

Economics (4 decks)

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