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PSYCHOLOGY SEM 1 YR 1 > PYB100 > Flashcards

PYB100 Flashcards

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1
Q

Pathogenic vs Salutogenic

A

Pathogenic: towards ill health
Salutogenic: towards better health

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2
Q

Eustress vs distress

A

Eustress: helpful, productive stress (normal amounts of stress)

Distress: abnormal stress amounts, Acute (short term from minor daily situations) and chronic (long term)

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3
Q

General Adaptation Syndrome

A

Alarm Reaction Stage: Stressor sensed by the cortex sends a signal to hypothalamus to begin the activation of the sympathetic nervous system (adrenaline and cortisol hormone production)

Resistance: The parasympathetic nervous system is activated to lower adrenaline and cortisol production (HOWEVER, if stressors remain the body will continue to produce cortisol until the stress hormone resources gradually deplete)

Exhaustion: The body is exhausted and has no more stress hormone production capacity. Leads to anxiety and depression due to lack of energy to fight

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4
Q

HPA Axis

A

Hypothalamic-Pituitary-Adrenal axis: Stressor detected by cortex, signal is sent to hypothalamus. Hypothalamus prompts pituitary gland to release Adrenocorticotropic hormones. ACT hormones flow into bloodstream and reach adrenal gland. Adrenal gland activates sympathetic nervous system by producing adrenaline and cortisol

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5
Q

Primary appraisal vs Secondary appraisal

A

Primary appraisal: Cognitive identification of the stressor as threatening or not. Social cognitive theory states that individual beliefs determine our behaviour/perception of whether stressor is threatening or not. This influences how we perceive stressors and respond to them, with either demandingness, awfulising, low-frustration tolerance, and depreciation thoughts.

Secondary appraisal: Our reaction to deal with stressor. Either through Confrontive coping (taking risks to deal with it), Planful Problem Solving, Escape-Avoidance, or seeking help

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6
Q

Personality

A

Enduring patterns of thought, behaviour, motivation, feelings through different situations

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7
Q

Psychodynamic theories about personality

A

Focussing on motives, aka motives are the main determinants of our personality

Freud’s theory of personality
Freud’s Drive model
Freud’s Developmental model
Freud’s structural model
Freud’s defence mechanisms

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8
Q

Freud’s theory of personality (topographic model)

A

Conscious: thoughts, motives and feelings we are aware of.

Preconscious: motives, thoughts, memories not currently in our awareness, but accessible if we are prompted to do so (we can pull these into our conscious)

Unconscious: not available to our awareness. Can influence our behaviour without us being aware of it (eg. trauma)

Compromise Formation: There can be conflict between these levels (eg. trauma from your unconscious is grating with your conscious goal of going somewhere). Therefore, compromise can be formed between the two clashing motives

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9
Q

Freud’s drive model

A

Aggressive drive: physical, verbal, passive
Sexual (libido) drive: dopamine pursuing

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10
Q

Freud’s developmental model

A

Oral: sucking, biting for pleasure
Fixation: dependency issues
Anal: Establishment of bladder control
Fixation: Control issues, stubbornness, orderliness
Phallic: Gender identification with parents, establishing conscience
Latency: Sublimation of sexual and aggressive impulses
Genital: Maturing relationships

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11
Q

Freud’s structural model

A

Id: pleasure-seeking (aggressive and sexual drive)
Superego: moral conscience
Ego: balance between the two, compromise

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12
Q

Freud’s defence mechanisms

A

Repression: avoiding association with stressor and placing it in unconscious to maintain security

Regression: reverting to childlike/familiar behaviours to bring back security and comfort

Displacement: Choosing conflict against a less challenging target will alleviate the stressful task of directly dealing with the more intimidating source of stress

Sublimation: channelling negative energy into a productive outcome

Reaction Formation: By expressing the opposite behaviour to their impulses, an individual can reduce stress associated with confronting something and expressing their true feelings against it

Projection: individuals who suspect faults within themselves will blame others for possessing those faults, to avoid tainting their own self-esteem and prevent obtaining awareness of their own faults

Rationalization: By justifying your actions, you can maintain a positive self-image which helps you avoid confrontation and stress generated from your flaws

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13
Q

Assessing unconscious patterns

A

Rorschach Inkblot test: ambiguous inkblot paintings, responses identify motives, feelings of people

Thematic apperception test: creating a storyline based on the ambiguous picture presented, reveals motives, past life experiences of people

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14
Q

Psychodynamic theories: Evaluation

A

Contributions: Unconscious aspect of personality, childhood experiences, conflict and compromise

Limitations: Not enough scientific evidence, too much emphasis on drive model

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15
Q

Cognitive-Social model

A

Central idea: our personality is shaped by experiences but also thoughts during those experiences (environmental-nurture aspect of personality shaping)

Personal value: is it of value to me?
Behaviour expectancy outcome: what outcome will I get?
Self-efficacy expectancy: am I capable of performing this behaviour?
Competency: am I able to perform this?
Self-regulation: either formulate another action plan, or do the same one over and over

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16
Q

Cognitive social theory: evaluation

A

Contributions: thought processes shaping personality
Limitations: overemphasis of conscious (rational) side of personality

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17
Q

Trait theories of personality

A

Eyesenck’s theory
5 factor model
6 factor HEXACO
Dark triad

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18
Q

Eyesenck’s theory

A

Super traits: general displays of personality
Traits: provide more detail about personality
Habits: behaviours from traits continuing over multiple situations
Behaviour: single situation behaviours

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19
Q

5 factor model

A

Openness (curiosity, independence)
Conscientiousness (organised, persistent, dependable)
Agreeableness (kindness, compassion)
Neuroticism (impulsiveness, emotionally variable)
Extroversion (outgoing, sociable)

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20
Q

6 factor HEXACO

A

Honesty/humility
Emotionality
Extraversion
Agreeableness
Conscientiousness
Openness

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21
Q

Dark triad

A

Narcissism: Grandiose, a need for admiration, lack of empathy for others (believe they are superior to others, struggle with emotional connections)

Machiavellianism: Manipulativeness, personal gain, self-interest (using others to achieve their goals, unethical behaviour, no morals)

Psychopathy: Impulsivity, emotionally shallow, lack of empathy for others (difficulty with emotional connections, risky behaviour without feeling guilt)

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22
Q

Trait theories: evaluation

A

Contributions: traits can be measured, assumes individual differences

Limitations: self-reportings, doesn’t explain why traits emerge

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23
Q

Humanistic theories (Roger’s person centred approach)

A

True self: untainted by interpersonal experiences, the core

False self: tainted by interpersonal experiences, how we understand our worth

Ideal self: what we would like to be

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24
Q

Humanistic theories: evaluation

A

Contributions: understands human goals
Limitations: can’t make a testable hypothesis, no scientific research

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25
Q

Nature vs nuture

A

Children have a temperament (inherent personality traits) which develop more through life experiences

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26
Q

Context dependence of personality (interactionism, aggregation)

A

Contexts/situations are important for explaining personality, different situations arise different behaviours, therefore personality is not predictable across all situations

Interactionism: test personality through combining traits and situations together

Aggregation: considering multiple traits to better map out personality

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27
Q

Theory of Unplanned Behaviour

A

Attitude: evaluation of behaviour (good or bad)
Subjective norms: what might people think if I do this behaviour?
Perceived Behavioural Control: How easy it is to perform this behaviour?

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28
Q

Persuasion

A

Elaboration Likelihood Model: Elaboration (how much people think or elaborate on your message)

Central Route: High cognitive energy use, high understanding of message, stronger attitudes generated about topic, high impact on behaviour

Peripheral Route: Low cognitive energy, low understanding of message, weak attitudes and weak behaviours enforced by argument

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29
Q

Cognitive Dissonance Theory

A

Inconsistent thoughts create psychological tension (dissonance), need for consistent cognition achieved by:
Creating new cognitions
Changing the behaviour
Justifying behaviour

Festinger and Carlsmith:
Testing if $20 vs $1 people would feel justified in lying about the task being enjoyable (20$ had sufficient justification for lying and did not face cognitive dissonance)
($1 did not have sufficient justification, they felt guilty (cognitive dissonance) and then began to convince themselves that the test was fun to reduce cognitive dissonance (guilt)

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30
Q

Social cognition: Attribution

A

Personal attribution: attributing behaviour to personal characteristic

Situational attribution: attributing behaviour to external factors

Attribution gives people a comfortable sense of prediction of our surroundings

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31
Q

Fundamental Attribution Error

A
  1. Seeing behaviour
  2. Attributing it to personal characteristics (personal attribution)
  3. Attributing it to external factors (situational attribution)

Tendency to overlook external factors
Considering external factors requires more cognitive effort

32
Q

Social Identity Theory

A

Our sense of self is derived from our group memberships

Ingroup vs outgroup

33
Q

Realistic Conflict Theory

A

Relative deprivation: belief that the ingroup is deprived of resources

Positive Contact: Positive interactions one on one, co-operative activities (Robbers Cave Study), removes influence of group memberships on identity

Intergroup Contact: Interactions between groups, reduces prejudices

34
Q

Social Influence (Conformity, Compliance, Obedience)

A

Conformity: observing others and copying
Compliance: being told what to do and obeying
Obedience: being directed by authority and obeying

35
Q

Classic conformity study

A

Testing to see if people deliberately misjudge the length of the stick to fit in

36
Q

Classic obedience study

A

Testing to see if people would obey authority and administer shocks despite being morally challenged

37
Q

Pavlovian Conditioning (Acquisition)

A

Initially: US produces UR
Then: CS produces CR
Present CS (bell) and then US (food) repeatedly
Dog associates CS with US, then the UR will become associated with CS and transfer over to the CS, transforming into a CR

38
Q

Pavlovian Conditioning (Extinction)

A

Present CS repeatedly without US until CR goes away

39
Q

Fear conditioning (Pavlovian Style)

A

Little Albert
CS (rat)
US (noise)
CR (fear)
UR (fear)

40
Q

Anxiety Disorder (in context of Pavlovian Conditioning)

A

Extinction causes:
Forgetting, unlearning (CS presents absence of US) of fear

Spontaneous Recovery: Unexplained recovery of fear response after successful extinction

Renewal Effect: Fear comes back if CS is presented in context different from extinction context

Reinstatement: Emergence of CR after encounter with US alone after extinction

41
Q

Preventing relapse (return of CR after extinction)

A

Strengthening Extinction learning: make it stronger relative to initial learning

Memory Reconsolidation: make original memory vulnerable for a a bit after retrieval and then use an intervention within that vulnerable period to reduce anxiety

Reducing Renewal with unpaired extinction in a different context:
US (shocks) were not paired with CS, US (shocks) occurred randomly.
Disrupts originally learned CS-US association, shows that CS is no longer associated with US

Standard extinction to reduce spontaneous recovery:
show CS without US repeatedly (0 shocks).
Then, after short time period, re-target the fear memory again by presenting the CS again. Presenting a reminder cue after a short time period will strengthen extinction learning (spontaneous recovery is stronger after long time periods, so targeting extinction memory after short time periods will strengthen extinction learning and reduce spontaneous recovery)

42
Q

Operant Conditoning

A

Rats in a skinner box

Positive Reinforcement: pleasant consequence presented, behaviour increases

Negative Reinforcement: unpleasant consequence withheld, behaviour increases

Positive Punishment: unpleasant consequence presented, behaviour decreases

Negative Punishment: pleasant consequence withheld, behaviour decreases

Partial reinforcement: space out rewarding consequences to produce an increase in behaviour (maximise behaviour)

Shaping behaviour….

Immediacy: To effectively shape behaviour, rewards must be administered immediately afterwards

Contingency: To effectively shape behaviour, rewards must be contingent on the target behaviour (occur as a consequence of target behaviour, not just randomly)

Extinction: behaviours that are not reinforced will stop

43
Q

Social Learning Theory

A

Learning: Most behaviours acquired by observation and modelling

Performance: reinforcement will determine your behaviour

Acquisition of aggressive children: performance of aggressive acts in children depended upon consequences (punishment, reinforcement, no consequence)

CONSEQUENCES AFFECT PERFORMANCE BUT NOT LEARNING

44
Q

Piaget’s cognitive theory

A

We have almost pre-determined cognitive stages of our life.
Children actively construct their understanding of the world, they are not just recipients of knowledge.

Adaptation (adjusting of cognitive structures) to learn about our environment:
Assimilation (New info fits into our existing way of thinking about the world)

Accommodation: Changing our ways of thinking to accommodate new info

Sensorimotor Stage
Pre-operational Stage
Concrete Operational Stage
Formal Operational Stage

44
Q

Sensorimotor Stage (Piaget’s cognitive theory)

A

Infants constructing knowledge through co-ordinating sensory info and motor responses

Object Permanence:
4-8 months (out of sight out of mind) (infant would not look for object as they assume it is hidden, it does not exist)

8-12 months (A not B error): infant looks for object in location that it has been repeatedly found, rather than its most recent location

1 yr old: A not B error is overcome
- Irreversible displacement occurs: no understanding that object can be moved and placed back into its original position (they can only focus on immediate observable phenomena rather than understanding transformation of objects and actions)

18 months: object permanence mastered

45
Q

Criticisms of sensorimotor stage (Piaget’s cognitive theory)

A

Object permanence established by 3 months instead of 18 months

Habituation Paradigm

Child becomes habituated to watching car roll down track, behind the screen and out the other side

Possible event: Mouse placed behind the tracks and hidden while car rolls past

Impossible event: Mouse placed on the tracks but secretly removed after screen is in place, so that the car seems to roll through the mouse

Infant was captivated by impossible event as they understood that object permanence would normally prevent the car from rolling through the mouse

46
Q

Pre-operational stage (Piaget’s cognitive theory)

A

2-7 years

Capacity for:

  • Symbolic representations; using something to represent another thing (Language, pretend play)
  • Past and future references
  • Object permanence

Cognitive limitations:

  • Perceptual Salience: focussing on the most obvious feature which overrides logical thinking
  • Conservation (logical thought) difficulties (an object which changes superficially should still obtain its key properties, for example, a tall vs short glass of water still has same amount of water. Child is fixated on perceptually salient larger glass and assumes its bigger)
  • Centration: focus on one aspect of the problem
  • Irreversible thought: struggle to mentally undo an action
  • Static thought: Tend to think about the end state rather than previous state, or transformation of state, cant understand the process of reaching the end state
  • Ego-centrism: can’t understand other people’s perspectives (visually)
  • Difficulty with classification
47
Q

Concrete Operational (Piaget’s cognitive theory)

A

7-11 years

Operational = mental actions

  • Success in object conservation tasks AND shift away from perceptual salience
  • Decentration: success on problem aspects at once
  • Reversibility of thought: mentally reverse processes and recalling previous states
  • Transformational thought: can understand process of change from one state to another
  • Seriation: arranging items along quantifiable dimension (weight and height)
  • Transitivity: understanding relationships between objects in a series (If A is taller than B, and B is taller than C, then A must be taller than C)
  • Less ego-centrism
  • Classification abilities: classifying objects by multiple dimensions
48
Q

Formal Operations (Piaget’s cognitive theory)

A

11yrs old- adult hood

  • Can think about thinking
  • Abstract thinking, creative thinking, hypothetical thinking, plan things, scientific thinking
  • Positive adolescent aspects: Sense of identity forming, complex thinking
  • Negative adolescent aspects: Confusion, idealism, rebellion
49
Q

Vygotsky and Social Constructivism

A
  • Development seen from a didactic perspective (dependent upon interpersonal interaction)
  • Considers socio-cultural context (our learning is dependent upon the society/community we live in)
50
Q

Erikson’s theory

A
  • Focusses on Psycho-social development
  • Development continues through your whole life, not just adolescence
  • Each age level determines a developmental stage you go through
  • 0-18 months: basic trust/mistrust
  • 1-2 years: autonomy/doubt (developing a sense of personal control)
  • 3-6 years: initiative/guilt (directing social situations)
  • 7-11 years: industry/inferiority (working with others)
  • teenage years: identity/identity confusion
  • 20s and 30s: isolation/intimacy
  • 40s and 60s: generativity/stagnation
  • 60s+: integrity/despair
51
Q

Bowlby’s Attachment Theory

A

Serves two functions:

  • Survival Function: taught life skills, fed/protected
  • Nurturance/security: comfort from caregiver, distress when they are gone

We take our experiences with our primary caregiver throughout our life (feelings about ourself, belief and expectations for relationships)

Early attachment predicts our social behaviours (social competence, self-control, connectedness)

52
Q

Criticisms to attachment model

A

Attachment tests happened in labs and did not reflect real world environments

Only tested one caregiver, different attachment styles may occur for different caregivers

Based on western culture where it is fine to leave kid alone

53
Q

Baumrind’s Theory of Parenting Styles

A
  • Authoritative: High control, High communication, High maturity demands, High nurturance
  • Self-reliance, self-regulation, self-esteem, maturity, academic achievement, social skills, psychological adjustment
  • Authoritarian: High control, Low communication, High maturity demands, Low nurturance
  • Poor sense of self-worth, low levels of autonomy, poor sociability, heightened use of aggression, hostile world view
  • Permissive: Low control, Mixed communication, Low maturity demands, High nurturance
  • Impulsiveness and risk-taking, disobedience, poor social adjustment, dependence on others
  • Uninvolved: Low control, Low communication, Low maturity demands, Low nurturance
  • Poor psychological adjustment, poor sociability, disorganised and disoriented behaviour
54
Q

Criticisms to Baumrind’s Theory

A

Societal changes may disrupt its stability
Different children demands
Different environments
Cultural insensitivity

55
Q

Development in non-familiar relationships

A
  • Contributes to moral development (peers will hold each other accountable unlike parents)
  • Practising relationships
  • Social competence

A child’s behaviour falls in the middle of what parents and peers tell them to do

Peer status:
- Popular, Rejected, Neglected, Controversial, Average status

56
Q

Social cognition in development

A

Social Cognition: reliant on perspective-taking, which is the
capacity to take the viewpoint of another person
in terms of cognitions and emotions

Theory of Mind: Associating thoughts, beliefs and ideas to people and then using these to predict their behaviours

Social Understanding: Ability to understand others’ minds and emotions, and to
appreciate the links between others’ beliefs and actions
Theory of mind is a form of social understanding

57
Q

Rosenhan’s experiment (social context of psychopathology)

A

Being sane in insane places
Labelling theory: diagnosis of abnormality are labels for deviant people

58
Q

Cultural context of psychopathology

A

Cultural relativity: abnormal behaviour can be influenced by cultural differences
important to consider cultural impacts on diagnosis

59
Q

Theoretical context of Psychopathology

A

Describing mental disorder (diagnosis) versus explaining it (formulation)
Diagnosis is not influenced by therapy field, but formulation/treatment is

60
Q

Psychodynamic perspective of psychopathology

A

Internal conflicts within you, so you engage in defence mechanisms to manage these

61
Q

Cognitive-behavioural perspective of Psychopathology

A

Cognitive: Many psychological disorders reflect dysfunctional beliefs and cognitions

Behavioural: Many psychological disorders arise from conditioned emotional responses (classical conditioning, operant conditioning)

Understanding how thoughts influence feelings about events (behaviour) can help individuals manage their emotional response (behaviour)

62
Q

Biological perspective of psychopatholog

A

Problems with the brain

63
Q

System’s perspective/family system’s model in Psychopathology

A

how you were raised, how your family stuffed you up

64
Q

Evolutionary perspective of Psychopathology

A

more likely to have genetic pre-disposition to certain behaviour to stimuli for survival

Epigenetics: stressful environment can change someone’s genetics and this can be passed on to their kids

65
Q

Diathesis-stress model

A

Genetic pre-disposition to mental disorder. Only activates when trigger by a stressor

66
Q

Making Diagnosis

A

Categorical: Yes or No
Dimensional: Scale of 1-10

DSM
ICD

67
Q

ADHD

A
  • several symptoms present in two or more environments
  • Clear evidence of symptoms impacting the quality of social, school or work functioning
  • These symptoms are not better explained by other disorders
68
Q

Schizophrenia

A

Acute/positive symptoms
- Delusions
- Hallucinations
- Disorganised thought/speech/behaviour

Chronic/negative symptoms
- Emotional blunting
- Apathy
- Social withdrawal
- Lack of spontaneous movement

Hallucinations
- Auditory
- Visual
- Somatic (body sensations)
- Tactile (touch)
- Olfactory (smell)
- Gustatory (taste distortions)

Delusions
- Persecutory delusions (someone/me is being hurt)
- Grandiosity (I am amazing)
- Delusions of control (I can control external forces)
- Delusions of reference (this event applies specifically to me)
- Somatic delusions (something is wrong with my body)
- Thought broadcasting (people can hear my thoughts)
- Thought insertion (Someone is putting thoughts into my mind)
- Thought withdrawal (someone is taking thoughts out of my mind)

69
Q

Thought disorder

A

Positive Symptoms
- Poverty of content (lots of words said, but not much info conveyed)
- Flight of ideas (rapid ideas, can interrupt them)
- Word salad (incoherent words)
- Tangentiality (answers questions by going off track)
- Circumstantiality (delay in reaching end goal)

Negative Symptoms
- Blunted effect (less emotion expression)
- Alogia (decreased quantity of speech)
- Avolition (less motivated)
- Catatonia (abnormal movement or behaviour AKA catalepsy (complete stillness) or negativism (uncooperative behaviour))

70
Q

Major depressive disorder

A

Symptoms are 2 weeks in persistent fashion
Five symptoms needed:
One being:

  • Persistent sad mood
  • Anhedonia (lost of interest in things)

Remainder from:
- increase/decrease in weight
- increase/decrease in sleep
- agitation
- fatigue
- worthlessness
- difficulty concentrating
- death/suicidal thoughts

71
Q

Beck’s cognitive triad

A

World (seeing the world with hostility - feelings of hopelessness)

Self (negative view of self - feelings of worthlessness)

Future (negative view of future - feelings of despair)

72
Q

Learned helplessness model

A

Electrocuting dogs until they give up

73
Q

PTSD

A

Criteria A: Person must have been exposed or related to an incident

Criteria B: Traumatic event revisited consistently

Criteria C: Avoidance of trauma-related stimuli

Criteria D: Negative alterations to cognitions and mood

Criteria E: Alterations in arousal and reactivity

74
Q

Emotional processing theory

A

Reduce strength of fear memory by reducing strength of emotion tied to it

Removing old meaning and replacing with new meaning

Removing emotional influences on meaning

75
Q

Borderline Personality Disorder

A

Instability in relationships, and impulsivity

  • Fear of abandonment
  • Unstable self-image
  • Consistent sadness/worthlessness
  • Self injury
76
Q

Eating Disorders

A

Anorexia Nervosa

Bulimia Nervosa

PSYCHOLOGY SEM 1 YR 1 (2 decks)

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