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Psych > Quiz 3 > Flashcards

Quiz 3 Flashcards

1
Q

Developmental Psychology

A

Study of psychology/behavior across lifetime

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2
Q

Post Hoc Fallacy

A

An argument that draws the conclusion that one event is directly caused by another event without evidence to prove this
ex: self-esteem in childhood and adult career success

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3
Q

Bidirectional influences

A

those that flow two ways or both ways. ex: child’s behavior affects parent’s parenting style

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4
Q

Time itself

A

Appropriate time frame to study

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5
Q

Cross- sectional design

A

Samples different age groups at a single point in time

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6
Q

Cohort effects

A

life experiences may differ based on when you grew up

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7
Q

Longitudinal designs

A

Track development of the same group of participants over a period of time

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8
Q

Attrition bias

A

When participants do not complete the study

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9
Q

Sequential

A

Examines changes within individuals over time

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10
Q

Nature via nature

A

Children with certain genes seek out certain
environments
Ex: anxious children

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11
Q

Gene-environment interaction

A

The effects of genes depend on the environment in
which they are expressed.
Environment increases or decreases the effect of genes

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12
Q

Prenatal development order

A

Zygote, Germinal, Embryonic, Fetal

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13
Q

Zygote

A

Formed after sperm cell fertilizes egg

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14
Q

Germinal

A

First two weeks of pregnancy ;Blastocyst

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15
Q

Embryonic

A

2nd through 8th week of pregnancy ;Embryo

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16
Q

Fetal

A

Fetus

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17
Q

Early Brain Development

A

Begins- 18 day after fertilization
Until- 6 months neurons created rapidly
Around 4th month- neurons organize

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18
Q

Environmental factors

A

Teratogens, smoking, drugs

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19
Q

Genetic disorder

A

Inherited disorder or random error in cell division

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20
Q

Premature birth

A

born prior to 36 weeks, causes delay in cognitive and physical development

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21
Q

Domain-general

A

Cognitive skills develop together in tandem

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22
Q

Domain-specific

A

Cognitive skills develop independently at different rates
ex: language

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23
Q

Piaget’s Theory

A

Children are NOT miniature adults nor passive observers
Stage theory
Domain-general
Equilibration

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24
Q

Assimilation

A

Fitting knowledge into existing schemas
ex: zebra= horse with stripes

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25
Q

Accommodation

A

Modify knowledge
ex: zebra does not = horse

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26
Q

Sensorimotor

A

birth to 2 yrs; physical interaction; major milestone= mental representation

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27
Q

Preoperational stage

A

2-7 yrs, symbolic behavior, ex: banana phone

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28
Q

Concrete operational

A

7-11; can perform mental operation

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29
Q

Formal operations

A

11-adult; hypothetical reasoning

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30
Q

Vygotsky’s Theory

A

“what a child can do today with help, they can do tm by themselves.
Social and cultural influences

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31
Q

General cognitive accounts

A

Focus on general cognitive abilities and acquired (rather
than innate) knowledge

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32
Q

Sociocultural accounts

A

Emphasize social context and interaction

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33
Q

Modular accounts

A

Emphasize social context and interaction

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34
Q

Temperament

A

a child’s emotional and behavioral style of responding to the world Appears early, largely genetic

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35
Q

Stranger anxiety

A

tarts and increases beginning ~8-9 months; peaks
and then decreases ~12-15 months
 Same across cultures

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36
Q

Contact Comfort

A

Nourishment=bond

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37
Q

Emotion

A

Mental stages with evaluating our experiences

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38
Q

Discrete Emotions Theory

A

Each basic emotion serves adaptive function- prepare us for action

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39
Q

Cultural difference in expression

A

culture affects only display, not experience of emotion

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40
Q

James- Lange theory

A

Interpret bodily reaction->emotion
I am afraid because I am shaking.

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41
Q

Cannon-Bard Theory

A

Emotion-provoking event leads simultaneously to both emotional and bodily reaction

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42
Q

Two-factor theory

A

All emotions trigger undifferentiated arousal

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43
Q

Mere exposure effect

A

Liking through repeated exposure

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44
Q

Facial feedback hypothesis

A

“turn that frown upside down”

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45
Q

Polygraph

A

“Pinocchio response”; blood pressure, respiration, highly inaccurate

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46
Q

Guilty Knowledge test

A

relies on recognition, high false-negative

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47
Q

Affective forecasting

A

predicting our future emotional states

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48
Q

Durability bias

A

our moods will last longer than they actually do.;
If X happens I will be sad forever

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49
Q

Hedonic treadmill

A

an individual’s level of happiness, after rising or falling in response to positive or negative life events

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50
Q

Positive illusions

A

Tendency to see ourselves more positively than others do

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51
Q

Drive Reduction Theory

A

Homeostasis (hunger, thirst, cue to action)

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52
Q

Maslow’s Hierarchy of Needs

A

Primary (biological)
versus secondary
(psychological needs)

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53
Q

Yerkes-Dodson Law

A

Mood and performance are worst at both high and low levels of arousal

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54
Q

Emblem

A

a bodily movement that substitutes for a spoken word or phrase and that can be readily comprehended by most individuals in a culture

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55
Q

Defensive pessimism

A

anticipating
failure and then compensating for the expectation by
overpreparing for negative outcomes

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56
Q

Stressors as stimuli

A

Identifying situations that cause stress, weddings

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57
Q

Stress as a response

A

Psychological and physical reactions to stress; heart rate

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58
Q

Primary appraisals

A

concerned with the evaluation of how (potentially) harmful a particular situation is
 Ex. Breast cancer gene testing

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59
Q

Secondary appraisals

A

concerned with the evaluation of whether the individual possesses the resources to successfully face the demands of the situation
 Ex. Consider health insurance, social support, mental
health status

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60
Q

Problem focused coping

A

What is the cause of the problem and what can I do to
solve it?

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61
Q

Emotion focused coping

A

How can I change my thinking to feel better about the
situation?

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62
Q

Social Readjustment Rating Scale
(SRRS)

A

Checklist of stressful events (pre-tested)
◦ But, fails to consider other crucial factors

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63
Q

Hassles scale

A

more hassles= more negative outcome

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64
Q

Alarm

A

1st stage, fight or flight. release of adrenaline

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65
Q

Resistance

A

2nd stage; thinking rationally

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66
Q

Exhaustion

A

3rd stage; can result in psy and physical consequences

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67
Q

Biopsychosocial perspective

A

illnesses are a blend of the physical and psychological.
Consequences of Stress:
Stress-Related Illnesses

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68
Q

Personal inertia

A

Reluctance to change current behaviors

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69
Q

Unrealistic optimism

A

Misestimating risk

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70
Q

Feeling powerless to change

A

May feel we lack resources

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71
Q

Alternative medicine

A

used in place of
conventional medicine

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72
Q

Complementary medicine

A

used together
with conventional medicine

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73
Q

Epigenetics

A

the study of how your behaviors and environment can cause changes that affect the way your genes work

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74
Q

Secondary sex characteristics

A

physical feature related to the sex of an organism

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75
Q

Primary sex characteristics

A

testes in males, ovaries in females) are directly involved in reproduction of the species

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76
Q

Embryo stage

A

testes in males, ovaries in females) are directly involved in reproduction of the species

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77
Q

Root reflex

A

n innate response of the head due to the stimulation of the face, mouth, or cheek by touching/stroking

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78
Q

sucking reflex

A

happens when the roof of a baby’s mouth is touched.

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79
Q

orienting reflex

A

a behavioral response to an altered, novel, or sudden stimulus, such as turning one’s head toward an unexpected noise.

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80
Q

Scaffolding

A

how an adult, or more knowledgeable peer, might assist a child to learn something within their zone of proximal development

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81
Q

Theory of mind

A

the ability to attribute mental states — beliefs, intents, desires, emotions, and knowledge — to ourselves and others.

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82
Q

object permanence

A

you know an object or person still exists even when they are hidden and you can’t see or hear them.

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83
Q

mental operations

A

the ability to accurately imagine the consequences of something happening without it actually needing to happen.

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84
Q

egocentric reasoning

A

the inability to differentiate between self and other

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85
Q

Proxemics

A

the study of how people unconsciously structure the space around them
ex: women like more space then men

86
Q

Social comparison theory Festinger

A

We evaluate our abilities and beliefs by
comparing them with those of others
* E.g., siblings

87
Q

Upward social comparison

A

Superior others ex: athletes

88
Q

Downward social comparison

A

Inferior others ex: exam grade

89
Q

Attribution

A

cause for behavior

90
Q

Internal

A

Dispositional attributions

91
Q

External

A

Situational attributions

92
Q

Fundamental Attribution Error
(FAE)

A

attribute our own behavior to contextual factors (self-serving bias) ex: everyone is dumb but ME

93
Q

Conformity social influence

A

Peer/group influence, no pressure to change behavior

94
Q

Obedience social influence

A

leader/authority influence, change behavior due to pressure

95
Q

Milgram study

A

63% of participants gave xxx shock

96
Q

Higher Psychological distance b/w teacher &
experimenter

A

Less obedience

97
Q

Psychological distance between teacher and
learner

A

More obedience

98
Q

Higher moral stage

A

less obedience

99
Q

Greater authoritarianism

A

greater obedience

100
Q

Pluralistic ignorance

A

If nobody else is reacting, it must not be an issue

101
Q

Bystander effect

A

See someone in need of help but think others will do it

102
Q

Diffusion of responsibility

A

Recognize emergency, but feel someone else will take care
of it

103
Q

Enlightenment effect

A

Exposure to research can change real-world behavior

104
Q

Social loafing

A

People’s tendency to slack off in groups

105
Q

Prosocial

A

Helping others

106
Q

Altruism

A

Helping if for an unselfish reason

107
Q

Belief

A

Conclusion regarding factual evidence
* E.g., death penalty effectively deters people from committing
murder versus does not

108
Q

Attitude

A

Belief with an emotional component
* E.g., death penalty is morally wrong and thus should not be legal
(versus should be)

109
Q

Cognitive dissonance

A

An unpleasant state of tension
resulting from holding two
conflicting thoughts or beliefs.
Ex) Helping someone in need

110
Q

Threat to self-concept

A

Only certain conflicts between attitudes cause cognitive
dissonance.
* Inconsistency challenges self-concept

111
Q

Self-perception theory

A

We acquire our attitudes by observing our behavior

112
Q

Impression management theory

A

We don’t really change our attitudes in cognitive dissonance
studies. We only tell experimenters that we have.
* We do so because we don’t want to appear inconsistent

113
Q

Central route

A

Focuses on informational content of the message ex; what a person says

114
Q

Peripheral route

A

focuses on its surface aspects of the message or source ex: what the person looks like

115
Q

Foot in the door

A

Start with a small request and move on to a larger one

116
Q

Door in face

A

Start big then backs off

117
Q

Low ball technique

A

Start with a low price, then “add-on” all desirable options

118
Q

Stereotypes

A

Assumptions about a person

119
Q

Prejudice

A

Holding negative views toward some group, negative attitudes

120
Q

In-group bias

A

Favor people inside our group over people outside

121
Q

Out-group homogeneity

A

Tendency to view all people outside our group as highly similar ex: all other football fans are dumb cus the gators are the best

122
Q

Discrimination

A

Negative behaviors

123
Q

Explicit prejudice

A

Unfounded neg beliefs that we’re aware of

124
Q

Implicit prejudice

A

Unfounded neg beliefs that we’re less aware of

125
Q

Personality

A

Predispositions to think/behave certain ways
Traits
◦ Dimensions of personality
◦ Ex: agreeableness, extraversion

126
Q

Nomothetic

A

Broad study of personality across all
people

127
Q

Idiographic

A

Studying a specific individual’s personality

128
Q

Causes of personality

A

Genetic factors, shared environmental, nonshared environmental factors

129
Q

Psychic determinism

A

Cause & effect: nothing is spontaneous/random

130
Q

Symbolic meaning

A

Derive deeper meaning from “surface level” actions

131
Q

Unconscious motivation

A

Inaccessible, unconscious drives and motivations

132
Q

Id

A

basic instincts

133
Q

Ego

A

Principal decision maker

134
Q

Superego

A

Sense of morality

135
Q

Repression

A

motivated forgetting of threatening memories

136
Q

Denial

A

refusal to acknowledge some threatening current state

137
Q

Projection

A

attribution of own negative qualities to others

138
Q

Rationalization -

A

explaining away unreasonable thoughts or feelings

139
Q

Regression –

A

returning to a younger and safer time

140
Q

Reaction-formation –

A

reversing an experience (attraction into hate)

141
Q

Displacement

A

directing a desire from one target to another

142
Q

sublimation –

A

turning something unacceptable into a goal

143
Q

Neo-Freudians

A

Less emphasis on sexuality, more on social drives

144
Q

Conditions of worth

A

We accept ourselves only if we act in certain ways
* Come from others first; then we internalize them

145
Q

Factor analysis

A

Identify primary traits

146
Q

Five traits Ocean

A

O- Openness to Experience
◦

147
Q

Five traits C

A

Conscientiousness
◦

148
Q

Five traits E

A

Extraversion
◦

149
Q

Five traits A

A

Agreeableness
◦

150
Q

Five traits N

A

Neuroticism

151
Q

Empirical approach

A

Interest is whether the items distinguished between
groups, not why or how
◦ Low face validity

152
Q

Rational/theoretical approach

A

Begin with clear-cut conceptualization of a trait, then
write items to assess

153
Q

Projective hypothesis

A

When interpreting ambiguous stimuli, people will project
aspects of their personality onto them

154
Q

Rorschach Inkblot Test

A

People say what each inkblot means to them

155
Q

Mental Illness

A

Malfunctioning in brain, Genetic predisposition, Experience/learning

156
Q

Malfunctioning in brain

A

Schizophrenia and low frontal-lobe activity

157
Q

Genetic Predisposition

A

Neuroticism

158
Q

Experience/ learning

A

Phobias and classical/operant conditioning

159
Q

Middles ages illness

A

Demonic model and excorcism as treatment

160
Q

Renaissance (14th 17th)

A

Medical model appears such as bloodletting and scaring patients, Asylums

161
Q

Moral treatment

A

Philippe Pinel and Dorothea Dix would push for treatment with kindness but it was still not effective

162
Q

In 1950’s chlorpromazine became available

A

Modestly effective for schizophrenia, hugely influential

163
Q

Deinstitutionalization

A

of hospitalized psychiatric patients plummets

164
Q

DSM-5

A

> 300 diagnoses
* “Think organic” – rule out medical
* Biopsychosocial model
* Cultural differences
* Ex: tribal scars

165
Q

Criticisms of DSM-5

A

Some diagnoses questionable
* E.g., Mathematics Disorder?
 High comorbidity between diagnoses
* E.g., depression & anxiety
 Uses a categorical model
* As opposed to dimensional
 Medicalizes what is and is not normal

166
Q

Anxiety Disorders

A

Anxiety can be adaptive
 Problematic when it spirals out of control

167
Q

Panic Disorders

A

Repeated, unexpected panic attacks
 Persistent concerns about future attacks, or changes
in behavior to avoid them.

168
Q

Phobias

A

Intense fear out of proportion to actual threat
 Most common anxiety disorder (11%)
 Comes in different forms

169
Q

Posttraumatic Stress Disorder (PTSD)

A

Emotional disturbance after experiencing
severely stressful event
* Ex) Combat veterans

170
Q

Obessive-Compulsive Disorder

A

Obsessions - persistent urges, thoughts, or impulses
Compulsions - repetitive behaviors performed to
reduce stress

171
Q

Roots of Anxiety disorder

A

Learning models, anxious people think of the world differently, genetically influenced through level of neuroticism

172
Q

Mood Disorders

A

Difficulties center around a bleak mood/outlook or the polar
opposite

173
Q

Major Depressive Disorder (MDD)

A

Average episode lasts 6 months to 1 year; often recurring
 Can cause extreme functional impairment
 Causes?
* Biopsychosocial

174
Q

Interpersonal model

A

Depressed people seek excessive reassurance, other people
dislike that

175
Q

Behavioral model

A

Depression caused by lack of positive reinforcers in
environment
* Eventually give up and stop seeking opportunities for
positive reinforcement

176
Q

Beck’s cognitive model

A

Cognitive triad: Negative views of the self, the world, and
the future

177
Q

Learned helplessness

A

Perception we can’t do anything to change our circumstances

178
Q

Bipolar disorder

A

Depressive and manic episodes
 Manic: Elevated mood, lowered need for sleep, high energy,
talkativeness, inflated self-esteem
 Heavily genetically influenced (60-85%), but can also be
caused by stressful life events

179
Q

Suicide

A

Risk factors - previous suicide attempts and feelings
of hopelessness

180
Q

Borderline Personality Disorder

A

Instability in mood, identity, and impulse control;
self-destructive tendencies, relationship extremes

181
Q

Psychopathic personality

A

Superficial charm, dishonesty, manipulativeness, self-
centeredness, & risk taking, not a formal psychological disorder

182
Q

Dissociative Disorder

A

Disruptions in consciousness,
memory, identity, or perception

183
Q

Schizophrenia

A

Loss of contact with reality
 Disturbances in attention, thinking, language, emotion, and
relationships

184
Q

Autism Spectrum Disorder

A

Severe deficits in language, social bonding, and
imagination; often accompanied by low IQ

185
Q

ADHD

A

Symptoms: inattention, impulsivity, and hyperactivity

186
Q

Psychotherapy

A

Psychological intervention
* Many varieties of
psychotherapy

187
Q

Effective Therapists

A

Warm, direct
* Establish positive working
relationship
* Tend not to contradict clients
* Focus sessions on important
topics
* Match treatment to client’s
needs

188
Q

Insight Therapies

A

Aim to expand client’s awareness
or insight

189
Q

Psychoanalysis

A

Developed by Freud, goal to make the unconscious conscious

190
Q

Psychodynamic Therapies

A

Emphasize childhood experience
* Cause of psychological distress
Analyze:
* Avoided thoughts and feelings
* Wishes and fantasies
* Past events
* Therapeutic relationship
* Insight = cure
* Often insight into unconscious

191
Q

Free association

A

Say whatever comes to mind and it will reveal something about you

192
Q

Psychoanalysis steps

A
  1. Free association
  2. Interpretation
  3. Dream analysis
  4. Resistance
  5. Transference
  6. Working through
193
Q

Psychodynamic
Therapies
Evaluated

A

Difficult to prove that it is wrong

194
Q

Humanistic Therapies

A

Emphasize:
* Achieving potential
* Innately positive human nature
* Taking responsibility

195
Q

Person- Centered therapy

A

Developed by Carl Rogers
* Nondirective
* Therapist must:
* Be authentic and genuine
* Express unconditional positive
regard
* Show empathic understanding

196
Q

Gestalt Therapy

A

Integrate facets of clients’
identity and personality into a
more unified self
* Emphasizes awareness,
acceptance, and expression of
emotion
* Ex: two-chair technique (have a convo with yourself to better understand yourself)

197
Q

Humanistic Therapies evaluated

A

Pro: Focus on the therapeutic relationship
COn: Core concepts difficult to measure

198
Q

Group Therapies

A

Major benefits:
* Efficient
* Social support
* Still as effective as individual
treatments
size 3-20

199
Q

Self-help groups

A

group of peers with similar problems
* Often no professional involved
* Alcoholics Anonymous (AA) is a popular example
Not more or less effective

200
Q

Family Therapies

A

Emphasize family interactions,
roles, and dynamics

201
Q

Strategic family interventions

A

Designed to improve communication

202
Q

Structural family therapy

A

Therapist immerses in the family to
observe/suggest changes

203
Q

Behavioral therapists

A

Use basic behavioral techniques
* Classical/operant conditioning,
* observational learning
usually used for phobias

204
Q

Classical conditioning therapies

A

Exposure therapies (systematic
desensitization, flooding

205
Q

Operant conditioning therapies

A

In order to shape your behavior in a positive way you get a reward for doing something well or what they wanted

206
Q

Cognitive-Behavioral Therapies

A

to help change irrational or
distorted thinking

207
Q

Rational Emotive Behavior Therapy

A

Emphasizes changing both
thoughts and actions

208
Q

Beck’s cognitive therapy

A

Developed to treat depression (which is influenced by distorted thinking)
* Examples of distorted thinking:
* Self-blame
* Selective thinking; focus on negative events
* Overgeneralization
* Arbitrary inference; jumping to conclusions
* Personalization; takes blame for things they didn’t cause

209
Q

CBT Evaluated scientifically

A

More effective than no or placebo treatment and insurance companies like this the most

210
Q

Psychopharmacotherapy

A

Often don’t know EXACTLY how they work

211
Q

Psychosurgery

A

Brain surgery to treat psychological
disorders used as a last resort

Psych (3 decks)

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