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HLTHPSYC122 > Terms/definitions > Flashcards

Terms/definitions Flashcards

1
Q

Experimental design

A

High internal validity, low external. I.V. and D.V.

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2
Q

Correlational design

A

High external validity, low internal validity.

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3
Q

Naturalistic observation design

A

Correlation, not causation

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4
Q

Frontal lobe function

A

Decision/abstract thought, planning, last to develop

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5
Q

Limbic system components

A

Hippocampus, amygdala, hypothalamus

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6
Q

Hippocampus

A

Decreases in size with depression

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7
Q

Amygdala

A

More activity in depression (stress response)

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8
Q

Hypothalamus

A

Motivation/behaviour

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9
Q

Neglect

A

Long term disrupts emotional & cognitive development

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10
Q

Stress hormones

A

Adrenaline, cortisol

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11
Q

Feasible/reliable/valid

A

Realistic, consistent across multiple settings, tests what we want

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12
Q

Ethical requirements

A

Informed consent, confidentiality, minimizing harm, deception & debriefing, children cannot provide consent (CCHDC, can’t control herby, different car)

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13
Q

Teratogen

A

Factors that potentially damage fetus

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14
Q

FASD

A

Fetal alcohol spectrum disorder

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15
Q

Facial indications of FASD

A

Small eye to eye distance, smooth phitrum, thin upper lip

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16
Q

Sensation

A

Detection of touch, pain etc

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17
Q

Perception

A

Brains interpretation of a sensation

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18
Q

Transduction

A

Converting physical energy to electrical activity

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19
Q

Absolute threshold

A

Lowest level of stimulus needed for nervous system to detect change 50% of the time

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20
Q

Weber’s law

A

Constant, proportional relationship between original stimulus intensity and smallest observable change

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21
Q

Vestibular sense

A

Inner ear balance and spatial orientation

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22
Q

Prioprioception/kinaesthetic sense

A

Body position relative to body parts

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23
Q

Ambiguous figures

A

Single image has multiple interpretations

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24
Q

Law of proximity

A

We group nearest elements, rows or columns

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25
Q

Law of similarity

A

We group similar elements

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26
Q

Law of continuity

A

Can accept that arrow continues through heart even though its interrupted

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27
Q

Law of closure

A

Filling in the gaps

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28
Q

Law of symmetry

A

Group things as symmetrical pairs

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29
Q

Law of form and ground

A

Interpreting the object, and the background

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30
Q

Monocular vs binocular

A

One vs two visual inputs (eyes)

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31
Q

Gestalt laws

A

Proximity, similarity, continuity, closure, symmetry, form & ground (PSCCSF or Please stop continually correcting stupid fings)

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32
Q

Depth perception cues

A

Interposition, linear perspective, texture gradient, light and shadow, height in plane, relative size (ILTLHR)

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33
Q

Shape constancy

A

Still a rectangle, even though the door is open

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34
Q

Size constancy

A

Ability to perceive size of image

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35
Q

Colour constancy

A

Know that shading/light does not change the colour

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36
Q

Inattentional blindness

A

Failure to perceive due to not paying attention

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37
Q

Change blindness

A

Don’t notice a change when there is momentary interruption to view

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38
Q

Top down processing

A

begin in a general setting with context

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39
Q

Why do we sleep?

A

Synaptic shrinkage (clear the hard drive)

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40
Q

Polysomnogram

A

Sleep EEG, looks at muscle movement, eye movement, oxygen saturation etc

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41
Q

Insomnia

A

Primary is normal
Secondary is due to substances
Trouble sleeping more than 3 days a week, that impacts daily function

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42
Q

insomnia treatment

A

CBT

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43
Q

Excessive daytime sleepiness could be…

A

Sleep apnoea, idopathic hypersomnia, substances, circadian rhythm disorder, sleep deprivation, narcolepsy

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44
Q

Parasomnias

A

Sleep walking/talking/eating etc

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45
Q

Classical conditioning

A

Unrelated stimuli triggers response

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46
Q

Outline classical conditioning

A

Unconditioned stimulus creates a unconditioned response. Neutral stimulus gets paired with unconditioned response, then the conditioned stimulus creates a conditioned response

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47
Q

Components of acquisition with classical conditioning

A

Timing and repetition

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48
Q

Stimulus generalisation

A

similar conditioned stimuli

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49
Q

Stimulus discrimination

A

Must be a specific conditioned stimulus

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50
Q

Extinction

A

Loss of classical conditioning

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51
Q

Taste/food aversion

A

Tastes bad/gives food poisoning, only need one pairing

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52
Q

Operant conditioning

A

Behavior associated with consequences

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53
Q

Reinforcement

A

Something that makes them more likely to behave that way

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54
Q

Punishment

A

Something the makes them less likely to behave that way

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55
Q

Positive reinforcement/punishment

A

Adding a stimulus/consequence to a behavior

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56
Q

Negative reinforcement/punishment

A

Removing a stimulus/consequence to a behavior

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57
Q

Primary reinforcer

A

Naturally occurring (biological)

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58
Q

Secondary reinforcer

A

Learned, i.e. money

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59
Q

Fixed ratio

A

Reinforcement/punishment occurs after fixed number of responses (mow the lawns 5 times get paid)

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60
Q

Variable ratio

A

Reinforcement/punishment occurs after a variable number of responses (mow the lawns 3-6 times get paid)

61
Q

Fixed interval

A

Reinforcement/punishment occurs after a fixed period of time

62
Q

Variable interval

A

Reinforcement/punishment occurs after a variable period of time

63
Q

Bobo doll experiment

A

Children exposed to aggressive behave aggressively

64
Q

Learned helplessness indicators

A

Motivational, emotional, cognitive deficits

65
Q

Locus of control

A

Internal, power in my hands

External, destiny

66
Q

Self-efficacy

A

Belief that you can perform adequately
High self-efficacy, I can do it
Low self-efficacy, I can not do it

67
Q

Factors influencing self-efficacy

A

Mastery/vicarious experience, persuasion, and emotional arousal

68
Q

Attribution theory

A

Interpreting and explaining causal relationships
Situational/external attribution, he’s been through a lot
Dispositional/internal attribution, he’s lazy

69
Q

Explanatory style

A

Optimistic/pessimistic

70
Q

Attribution errors

A

Fundamental attribution error (FAE), ignoring situational causes
Self-serving bias, not my fault, external cause

71
Q

Perception of pain depends on

A

attention, mood & cognition

72
Q

Chronic pain

A

Pain that lasts >3 months, is difficult to treat & diagnose

73
Q

Gate control theory

A

Blocking pain with proprioceptive sensory stimulus. Ascending messagegs are biological, descending messages are psychological.

74
Q

Main response to pain

75
Q

Cognitive triangle

A

Thoughts/feelings/behaviour

76
Q

Active coping

A

Controlling the pain actively

77
Q

Passive coping

A

Avoiding pain rather than management

78
Q

Jean Piaget’s theory name

A

Cognitive development stage theory. 4 stages

79
Q

Stages of cognitive development stage theory

A
  1. Sensorimotor
  2. Preoperational stage
  3. Concrete operational stage
  4. Formal operational stage
80
Q

Scheme

A

Mental structure made up of organised groups of memories.

81
Q

Assimiltion

A

Reality conforms with someone’s scheme

82
Q

Accommodation

A

Having to alter your scheme to reflect reality

83
Q

Sensorimotor stage

A

2yrs, reflexive schemes

84
Q

Object permanence

A

Knowing something is behind the wall

85
Q

Ability to imitate

A

9 months ish

86
Q

Preoperational stage

A

2-7yrs, symbolic thought (make believe)

87
Q

Egocentrism

A

2-7yrs somewhat self centered views, cannot understand other’s perspectives

88
Q

Concrete operational stage and aspects that have been mastered

A

7-11yrs concrete, logical thinking. Conservation mastered after decentration and reversibility are

89
Q

Conservation

A

Water in two different shaped cups experiment

90
Q

Decentration

A

Consider more than one aspect of a problem at once

91
Q

Reversibility

A

Numbers and objects can return to their original stage

92
Q

Formal operational stage

A

12+yrs, abstract thought

93
Q

How to deter between stage 3&4

A

Third eye test. Where would the best place for a third eye to be?

94
Q

Phenomenism

A

Little grasp of cause and effect… “How? It jut does”

95
Q

Contagion

A

Illness occurs when a person is near the object “don’t go near a cold”

96
Q

Contamination

A

Learning illness can have multiple symptoms. Recognise germs/behaviour can cause illness

97
Q

Internalisation

A

Illness is within the body, differentiate body parts etc

98
Q

Physiologic explanations

A

Illness defined in terms of bodily malfunction

99
Q

Psychophysiologic explanation

A

Mind and body can interact in illness

100
Q

Vygotsky’s theory name

A

Sociocultural theory

101
Q

Vygotsky’s theory outline

A

Scoiocultural theory. Children are a product of their social/cultural environments

102
Q

Social constructivism

A

Learning is an active creation of knowledge from personal experience

103
Q

Zone of proximal development

A

comparison between independent performance and guided/assisted performance

104
Q

Scaffolding

A

Adjusting guidance/assistance to match level of child’s competence

105
Q

Signs of psychosocial stress

A

Unexplained medical symptoms
Poor adherence to treatment
School refusal
Risky behavior

106
Q

Approaches to increasing adherence to treatment

A

Educational approaches
Modeling
Incentives
Family support & problem solving

107
Q

Define opiates

A

Supress sensation and stimulus response

108
Q

Define depressants

A

Lower mood, slow bodily function

109
Q

Define stimulants

A

Increase arousal and physical activity

110
Q

Define psychedelics

A

Alter perception

111
Q

Examples of opiates

A

Codeine, morphine, fentanyl, heroine

112
Q

Examples of depressants

A

Alcohol, barbiturates/sedatives, benzodiazepines/tranquilizers, valium, rohypnol, GHB

113
Q

Examples of stimulants

A

amphetamine, cocaine, caffeine, meth, nicotine

114
Q

Examples of psychedelics

A

LSD, cannabis, MDMA, ketamine, shrooms

115
Q

Most effective operant condition form

A

Variable ratio

116
Q

Five stages of sleep

A

1-4 nonrem, 5 rem

117
Q

Alpha and beta waves

A

prior to stage 1, high frequency low amplitude waves

118
Q

Alpha waves

A

Starting to get sleepy, high Hz low A

119
Q

Beta waves

A

Awake and alert high Hz low A

120
Q

Stage 1 of sleep

A

Non REM, Slow theta waves

121
Q

Stage 2 of sleep

A

Non REM, bigger theta waves, alpha waves disappear

122
Q

Stage 3 of sleep

A

Non REM, delta waves slow EEG readings, everything relaxes

123
Q

Stage 4 of sleep

A

Non REM, Delta sleep, more delta waves

124
Q

Stage 5 of sleep

A

REM, beta waves, high Hz low A, dreaming

125
Q

Theta waves

A

Stages 1 and 2, lower Hz, increasing A

126
Q

Beta waves

A

High Hz low A, first wake stage, and in stage 5 sleep

127
Q

Alpha waves

A

Just prior to stage 1, gone in stage 2

128
Q

Delta waves

A

Body is relaxing

129
Q

Most of sleep is in

130
Q

The law of effect

A

Actions with good outcomes are more likely to be repeated

131
Q

Split brain patients observe which abnormality in daily function

A

Speech to object pairing. I.e. a patient picks up a key yet refers to it as a cup.

132
Q

Main distinctions of Nervous System

A

CNS&PNS
PNS –> somatic and autonomic
Autonomic –> sympathetic and parasympathetic

133
Q

Main distinctions of Nervous System

A

CNS & PNS
PNS –> somatic and autonomic
Autonomic –> sympathetic and parasympathetic

134
Q

Function of amygdala

A

Motivation, emotion and fear

135
Q

Hormones of limbic system

A

Cortisol, epinephrine and nor-epinephrine, adrenaline

136
Q

Neurotransmitters of limbic system

A

Acetylcholine, GABA, glutamate, seratonin

137
Q

Physiological dependance

A

Body dependence

138
Q

Psychological dependence

A

Emotional dependence

139
Q

Pain relief for babies

A

Sugar solution, breast milk, holing/comforting

140
Q

Major groupings of sleep disorders

A

Insomnias, parasomnias, excessive daytime sleepiness

141
Q

Narcolepsy

A

Sleep attacks

142
Q

Little Albert experiment outcome

A

Stimulus generalization

143
Q

Biological messages are ____ whereas psychological messages are

A

Ascending, descending

144
Q

Pain withdrawal is an example of

A

Negative reinforcement

145
Q

Pain reaction is linked to what conditioning type

146
Q

Psychoactive drugs impact

A

Alters mood, behavior, awareness etc

147
Q

Observer bias

A

being aware of a subject’s disease status may introduce a bias in how the outcome is assessed

148
Q

Vygotsky’s children observational learning process

A

internalization

HLTHPSYC122 (2 decks)

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