Test 1 Flashcards

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1
Q

Abnormal behaviour

A

Abnormality is usually determined by the presence of several characteristics at one time such as:
- Statistical infrequency
- Violation of norms
- Personal suffering
- Disability or dysfunction
- Unexpectedness

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2
Q

statistical infrequency

A
  • Behaviours that occur rarely or infrequently in the general population.
  • Normal behaviour implies that the behaviour does not deviate much from the average.
  • Can be found in an absence or an excess
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3
Q

violation of norms

A

A behaviour that defies or goes against social norms; it either threatens or makes
anxious those observing it; relative to one’s culture/group. (Causes some sort of emotional response, shock, concern, etc.).
- What is the norm in one culture may be abnormal in another.
E.g., Anti-social behaviour of the psychopath violates social norms and is threatening to others.

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4
Q

personal suffering

A

A behaviour that creates personal suffering, distress, or torment in the person.
E.g., Psychopaths are often not distressed by their behaviour (but they cause personal suffering to those around them -> we need to look at both)

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5
Q

disability or dysfunction

A

refers to a breakdown in cognition, emotion, and/or behavior.
E.g., someone experiencing delusions that they’re an omnipotent deity would have a breakdown in cognition because thought processes are not consistent w/ reality

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6
Q

unexpectedness

A

A surprising or out-of-proportion response to environmental stressors can be considered abnormal.
E.g., expect a person to be sad if they lost a loved one to cancer, but someone who’s rich experiencing chronic anxiety over their financials might be considered abnormal

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7
Q

early demonology

A

demonology: the doctrine that an evil being, (devil), may dwell within a person and control their mind and body.
There was a belief that abnormal behaviour was caused by possession and its treatment involved exorcism.

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8
Q

trepanning of skulls

A

Burr holes are a modern technique used to relieve pressure on the brain when fluid builds up -> they used to do this thinking that it would remove demons from peoples’ brain, could see the effect it had to help the person, but had the wrong assumption about the reality behind the procedure.

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9
Q

Hippocrates

A

Father of modern medicine
- Separated medicine from religion, magic, and superstition
- Rejected belief that the gods sent physical diseases and mental disturbances as punishment
- Insisted that illnesses had natural causes thus should be treated like other illnesses

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10
Q

somatogenesis vs psychogenesis

A

Somatogenesis - Mental disorders are caused by abnormal functioning in the soma (physical body); identify disturbances in physical functioning resulting from either illness, genetic inheritance, or brain damage or imbalance.
Psychogenesis - Mental disorders have their origin in psychological malfunctions; Psychogenic theories focus on traumatic or stressful experiences, maladaptive learned associations and cognitions, or distorted perceptions.

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11
Q

early classification of mental disorders

A

Hippocrates classified mental disorders into mania, melancholia, and phrenitis or brain fever. The balances of those fluids led to overall wellbeing & imbalances in the four humours resulted in mental health conditions:
- blood = changeable temperament – too temperamental, we have to get rid of the blood via bloodletting
- black bile = melancholia
- yellow bile = irritability and anxiousness
- phlegm = sluggish and dullness

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12
Q

Philippe Pinel

A

the primary figure in the movement toward humanitarian treatments of the mentally ill.
- believed patients should be treated with dignity (W/ Jean-Baptiste Pussin)
- treated patients as sick rather than as beasts (unchained them from their beds)
- permitted walks around the grounds
- provided counsel and purposeful activity
*If they were rich.

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13
Q

psychopathology stems from “affections moral” or passions

A

passions include:
anger, hate, wounded pride, seeking vengeance, disgust with life, and irresistible tendencies toward suicide

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14
Q

moral treatment

A

became known from sympathetic and attentive treatment principles established by Pinel and Tuke: patients had close contact with attendants; residents lived as normal lives as possible; took responsibility for themselves within the constraints of their disorders.

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15
Q

Dorothea Dix

A

Boston schoolteacher shocked by deplorable conditions, became interested in the conditions of patients in mental hospitals and she campaigned to improve the lives of people with mental illness

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16
Q

Emil Kraepelin

A

created a classification system to establish the biological nature of mental illnesses. Proposed two major groups of severe mental diseases:
- Dementia praecox (early term for schizophrenia)
- Manic-depressive psychosis (now called bipolar disorder)
*Importantly, Kraepelin’s early classification scheme became the basis for the present diagnostic categories

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17
Q

general paresis and neurosyphilis

A

general paresis: steady physical & mental deterioration, delusions of grandeur & progressive paralysis w/ no recovery
neurosyphilis: brain effect that can develop within 10 years of being infected w/ syphillis (found that patients w/ psychiatric manifestations were being misdiagnosed. Patients were experiencing what outwardly looked like mental illness, but found they actually had neurosyphilis. Led to discoveries for somatogenisis -> things in our bodies that are affecting what’s happening in our brains
*Led to the germ theory of disease established by Louis Pasteur

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18
Q

The Montreal experiments

A

originally to find a cure for schizophrenia.
- conducted illegal human experimentation to determine whether drugs & psychological techniques could be used for the purposes of mind control

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19
Q

psychosurgery

A

the selective surgical removal or destruction of nerve pathways for the purposes of influencing behavior; also called lobotomies - man named Walter Freeman traveled across the country visiting mental institutions, performing lobotomies & spreading his views/methods to institution staff

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20
Q

The Duplessis Orphans

A

orphanages became psychiatric hospitals.
- children were falsely diagnosed w/ mental illnesses & “mental deficiencies”
- many of these children endured abuse & “treatments” reserved for psychiatric patients
- they were then kicked out on the street & they were homeless & scarred

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21
Q

Deinstitutionalization

A

the replacement of long-stay psychiatric hospitals w/ smaller, less isolated community-based alternatives for the care of mentally ill people
- between 1960 and 1976, the capacity of Canadian mental hospitals went from about 50000 beds to 15000
- throughout this time care of people w/ mental illnesses was shifted from hospitals to the community
- many ppl who were deinstitutionalized lead lives of poverty & homelessness

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22
Q

Transinstitutionalization

A

def: the moving of mental health clients from one institution to being dependent on another type of institution
- there are many more mentally ill people in jails & prisons rather than in hospitals
- in 2004-2005 there were 300% more patients w/ serious mental illnesses incarcerated in jails & prisons than in hospitals
- in Canadian prisons, rates of mental illness detected at intake have doubled between 1997 and 2008

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23
Q

mental health literacy

A

created to refer to the accurate knowledge that a person develops about mental illness & its causes & treatment

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24
Q

stereotypes - cognitive

A
  • fixed overgeneralized and oversimplified beliefs about a person or a group of people based on assumptions about the group
  • how we categorize and label people
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25
Q

prejudice - affective

A
  • negative and unjust feelings & attitudes toward individuals/groups based on reinforced misinformation about a social group
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26
Q

discrimination - behaviour

A
  • negative and unjust treatment of individuals based on our stereotypes and prejudices
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27
Q

scapegoat theory

A

the tendency to blame someone else for one’s own problems, a process that often results in feelings of prejudice towards the person or group that one is blaming

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28
Q

the impact of stigma

A
  • increased isolation and loneliness
  • fear and rejection
  • loss of self-esteem
  • difficulty making friends
  • denial of adequate housing, loans, jobs
  • creates an unwillingness to seek help
  • self-stigma
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29
Q

how many canadians experience serious mental health problems each year?

A

1 in 5 or 20%

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30
Q

what are the gender stats of mental health?

A
  • higher rates of mood, anxiety, and eating disorders among women
  • higher rates of substance abuse among men
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31
Q

what are the age stats of mental health?

A

Nearly 70% of young people w/ a mood or anxiety disorder report onset before age 15

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32
Q

Romanow Report (2002)

A

47 recommendations including:
- include some homecare services for case management and intervention services
- develop a national drug agency
- provide an emergency drug program to help those w/ severe mental illnesses
- establish a program to support informal caregivers who assist the mentally ill in critical times

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33
Q

Kirby Report (2006)

A

2 key recommendations:
- creation of the Canadian mental health commission (Also promote reform w/ mental health institutions & educate adults about mental health conditions)
- creation of the 10-year Mental Health Transition Fund (offer support to the provinces/territories to support mental health conditions – we’re still working on getting this in place today)

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34
Q

National Mental Health Strategy w/ 6 strategic directions:

A
  1. Promote mental health across the lifespan in homes, schools, & workplaces, & prevent mental illness & suicide wherever possible.
  2. Foster recovery/well-being for ppl of all ages living w/ mental health problems & illnesses, & uphold their rights.
  3. Provide access to the right combination of services, treatments & supports, when & where ppl need them.
  4. Reduce disparities in risk factors & access to mental health services, & strengthen the response to the needs of diverse communities & Northerners.
  5. Work w/ First Nations, Inuit, and Métis to address their mental health needs, acknowledging their distinct circumstances, rights & cultures.
  6. Mobilize leadership, improve knowledge, and foster collaboration at all levels.
35
Q

what is a paradigm?

A

a set of basic assumptions, a general perspective, that defines how to:
- conceptualize & study a subject
- gather & interpret relevant data
- think about a particular subject
*Guides the definition, examination, and treatment of mental disorders.

36
Q

the biological paradigm

A

a continuation of the somatogenic hypothesis. This perspective holds that mental disorders are caused by aberrant biological processes (medical model or disease model).

37
Q

an influence of the biological paradigm: Hall’s (1900) use of gynaecological procedures to treat “insanity” in women

A

Hall maintained that “insanity exists when the Ego is dominated and controlled by the influence from a diseased periphery nerve tract or center…the removal of a small part of the physical disease might result in the restoration of the balance of power to such an organism and diminish if not remove the abnormal psychic phenomena”.

38
Q

behaviour genetics

A

the study of individual differences in behaviour that are attributable in part to differences in genetic makeup

39
Q

genotype vs phenotype

A

genotype: the total genetic makeup of an individual, consisting of inherited genes - observable genetic constitution;
- fixed at birth (but develops as grow)
phenotype: the totality of an individual’s observable, behavioural characteristics such as level of anxiety
- changes over time (product of an interaction between the genotype and the environment)

40
Q

the family method

A

can be used to study a genetic predisposition among members of a family b/c the average # of genes shared by 2 blood relatives is known

41
Q

the twin method

A

both monozygotic (MZ) & dizygotic (DZ) twins are compared.
- when twins are similar diagnostically, they are said to be concordant. To the extend that a predisposition for a mental disorder can be inherited, concordance for the disorder should be greater in identical (MZ) pairs than in (DZ) pairs. If this is the case, then it is said to be heritable.

42
Q

the adoptees method

A

study children w/ abnormal disorders who were adopted and reared apart from their parents (this has the benefit of eliminating the effects of being raised by disordered parents).

43
Q

molecular genetics

A

tries to specify the particular gene(s) involved & the precise functions of these genes

44
Q

genetic polymorphism

A

the variability that occurs among members of the species. Involves differences in the DNA sequence that can manifest in very different forms among members in the same habitat

45
Q

Linkage analysis

A

method in molecular genetics used to study ppl. - Study families in which a disorder is heavily concentrated, use blood samples to study the inheritance pattern of characteristics whose genetics are fully understood referred to as genetic markers.
– if the occurrrence of a form of psychopathology among relatives goes along w/ the occurrence of another characteristics whose genetics are known -> the gene predisposing ppl to the psychopathology is on the same chromosome and in a similar location as the gene controlling the other characteristic (i.e., linked).

46
Q

gene-environmental interactions

A

notion that a disorder or related symptoms are the joint product of a genetic vulnerability & specific environmental experiences/conditions

47
Q

temperament styles (corresponding to 3 types of young children)

A

(1) the difficult child; (2) the easy child; (3) the hard-to-warm-up child
*linked to personality traits & tendencies that help understand abnormal behaviour

48
Q

Robins, John, Caspi, Moffitt, and Stouthamer-Lober (1996) study of adolescent boys and the three types found:

A

(1) the resilient type - cope well w/ adversity *adaptive & high-functioning;
(2) the overcontrolling type - overly inhibited & prone to distress *shyness, loneliness moderate self-esteem w/ school;
(3) the undercontrolling type - impulsive & can seem out of control at times, also prone to acting out & aggression *delinquency, externalizing problems, low lvls of IQ & school performance

49
Q

parts of the neuron

A

1) the cell body
2) several dendrites (short/thick extensions)
3) one or more axons w/ diff lengths
4) terminal buttons on the many end branches of the axon

50
Q

neuron functioning

A

when a neuron is stimulated at its cell body or through its dendrites, a nerve impulse, (change in the electric potential of the cell), travels down the axon to the terminal endings. Between the terminal endings of the sending axon & the cell membrane of the receiving neuron, there is a small gap, called the synapse.

51
Q

norepinephrine (a neurotransmitter of the peripheral sympathetic nervous system)

A

involved in producing states of high arousal & involved in anxiety disorders

52
Q

serotonin, dopamine & GABA (neurotransmitters in the brain)

A

serotonin involved in depression;
dopamine involved in schizophrenia;
GABA inhibits some nerve impulses & implicated in anxiety disorders

53
Q

Reductionism

A

the view that whatever is being studied can & should be reduced to its most basic elements or constituents

54
Q

cognitive-behavioural paradigm

A

emphasizes the interaction between thoughts, emotions, & behaviors, & suggests that thoughts & beliefs about ourselves, others, & the world can influence our emotions & behaviors

55
Q

behaviourism (three types of learning associated)

A

an approach that focuses on observable behaviour rather than on consciousness
- views abnormal behaviour as responses learned in the same ways other behaviour is learned
1) Classical conditioning
2) Operant conditioning
3) Modeling

56
Q

acquisition, extinction, & spontaneous recovery

A

acquisition - the initial learning of the stimulus-response relationship;
extinction - reduction of a CR after repeated presentations of the conditioned stimulus alone;
spontaneous recovery - re-emergence of a CR some time after extinction has occurred

57
Q

counterconditioning

A

conditioning someone to change their response from fear to excitement or excitement to fear
- E.g., fear of public speaking -> associating public speaking w/ positive experiences or rewards to alleviate the fear response

58
Q

systematic desensitization

A

progressing through a list of feared situations
- E.g., phobia of snakes -> pic of snake; sm. snake in a nearby room; snake in full view; touching the snake, etc. *At each step in the progression, desensitized to the phobia through exposure to the stimulus while in state of relaxation

59
Q

aversive conditioning

A

the process by which a noxious/unpleasant stimulus is paired w/ an undesired behavior
- E.g., treatment of substance abuse

60
Q

Beck’s cognitive therapy

A

developed for depression based on the idea that a depressed mood is caused by distortions in the way ppl perceive life experiences -> tries to help clients change their opinions of themselves (alter their negative schemas) & the way they interpret life events.

61
Q

Albert Ellis: Rational-Emotive Therapy

A

sustained emotional reactions are caused by internal sentences that ppl repeat to themselves.
- self-statements reflect unspoken assumptions—irrational beliefs—about what is necessary to lead a meaningful life. -> Goal: point out irrational assumptions, model use of alternative assumptions, use cognitive restructuring

62
Q

cognitive restructuring

A

term for changing a pattern of thought that’s presumed to be causing a disturbed emotion or behaviour

63
Q

criticisms & contributions of cognitive behavioural therapies:

A

Criticisms:
- just b/c principles of learning can change a behaviour doesn’t mean it was learned the same way
- how does observation lead to learning?
- unclear differences between behaviour & cognitive influences

Contributions:
- evidence that it helps improve symptoms of depression/anxiety & can help ppl w/ eating disorders, autism, & schizophrenia
- can be more effective long-term than antidepressants

64
Q

psychoanalytic paradigm (id, superego, ego)

A

Id - basic instinctual drives
- eating, sleeping, sex, & comfort
- present at birth, largely unconscious
- pleasure principle
Superego - operates as the conscience
- develops throughout childhood
- develops as we observe & internalize the behaviours of others in our culture
Ego - satisfies the id while complying w/ constraints on behaviour
- develops due to learning
- rational, problem-solving force
- works consciously & unconsciously
- the mediator between the id & the superego

65
Q

anxiety & the psychoanalytic paradigm

A

Objective anxiety - when life’s in jeopardy, feel objective (realistic) anxiety—the ego’s reaction to danger in the external world (when the ego fears losing control -> anxiety);
Neurotic anxiety - a feeling of fear that isn’t connected to reality or to any real threat;
Moral anxiety - arises when impulses of the superego punish someone for not meeting expectations–satisfying the perfection principle. (E.g., for doctors, who do you give treatment to?).

66
Q

defense mechanisms

A

unconscious strategies used to protect the ego from anxiety
- E.g., repression, denial, projection, displacement, reaction formation, regression, rationalization, sublimation

67
Q

psychoanalytic therapy (free association & dream analysis)

A

insight therapy to remove earlier repression & help client face childhood conflict, gain insight into it, & resolve it in the light of adult reality.
Free association: Resistances - blocks to free association where the client may suddenly become silent or change the topic -> used as places to dig into
Dream analysis: aims to uncover & interpret the content of dreams (the manifest content), i.e. the hidden & unconscious symbolic meaning & motivations (latent content) of the dreams

68
Q

some key components of psychoanalytic therapy (transference, countertransference, interpretation):

A

Transference: client redirects their feelings about a person onto the therapist
Countertransference: when a therapist has an initial internal reaction to their client based on their own psychological needs
Interpretation: therapist connects conscious (or preconscious) feelings, thoughts, & behaviors to the unconscious materials that gave rise to them

69
Q

criticisms & contributions of psychoanalytic therapy:

A

Criticisms:
- theories based on anecdotes during therapy sessions are not grounded in objectivity (not scientific)
- Freud’s observations, recollections could be unreliable
Contributions:
- childhood experiences help shape adult personality
- there are unconscious influences on behaviour
- ppl use defense mechanisms to control anxiety & stress

70
Q

Humanistic paradigm

A

optimistic view of human nature
- place greater emphasis on ppl’s freedom of choice
- free will as person’s most important characteristic
- exercising freedom of choice takes courage, can generate pain & suffering
- seldom focuses on the cause of problems
All ppl are striving to reach self-actualization. Anxiety occurs when there is discrepancy between one’s self-perceptions & one’s ideal self

71
Q

Client-centered therapy (Carl Rogers) + unconditional positive regard, empathy

A
  • ppl can be understood only from their own perceptions & feelings (phenomenological world).
  • healthy ppl are aware of their behaviour, are innately good & effective, & are purposive & goal-directed.
  • create conditions that will facilitate independent decision-making by the client.
    (There are different lvls of empathy: Advanced empathy – seeing where you are & seeing a bit beyond where you are: talking about what happens next & what you can do).
72
Q

criticisms & contributinos of client-centered therapy:

A

Criticisms:
- therapists inferences of client’s phenomenology (world) may not be valid
- assumption not demonstrated: ppl are innately good (how can everyone be innately good if there is so much evil out there?)
- self-awareness does not necessarily lead to change
Contributions:
- Rogers insisted that therapy outcomes be empirically evaluated
- led to positive psychology

73
Q

Adverse Childhood Experiences (ACEs)

A

Looks at negative, stressful, traumatizing events that occur before the age of 18 & confer health risk across the lifespan.
- exposure to toxic stress during childhood can lead to negative health outcomes in adulthood
-> much more at risk for adverse results in adulthood if you have experienced 4+ of these traumas

74
Q

Parenting styles

A

Authoritative - warm, sensitive to child’s needs, nurturing; makes reasonable demands & encourages appropriate autonomy. Discipline is used w/ reason & warmth.
Authoritarian - cold, rejecting; makes coercive demands; critical of child. Children respond to harshness of their parents w/ externalizing or internalizing problems.
Permissive - warm, accepting, but overindulgent & inattentive; associated w/ internalizing/externalizing symptoms including disobedience, impulsivity, & overdependence on adults.
Uninvolved - emotionally detached & depressed; little time or energy for child rearing

75
Q

integrative paradigms (diathesis-stress paradigm & biopsychosocial paradigm):

A

diathesis-stress: focuses on the interaction between predisposition toward disease (diathesis) & environmental, or life, disturbances (stress)
- possessing the diathesis for a disorder increases risk but doesn’t guarantee it’ll develop
Biopsychosocial: explanations for the causes of disorders typically involve complex interactions among many biological, psychological, & socio-environmental & sociocultural factors

76
Q

risk & protective factors

A

Risk Factors: factors that interact to put ppl at greater risk of—or make them more vulnerable to—developing disorders
Protective Factors: factors that if present, can help protect ppl from developing disorders
Resilience: the ability to bounce back in the face of adversity

77
Q

Reliability

A

does the measurement tool you’re using measure smtg consistently? (& does it do it in a variety of different ways).
- E.g., if 2 diff therapists are meeting w/ the same person, are they going to come to the same conclusion
- consistency among scores, among raters, & over time

78
Q

parallel or alternate forms (forms reliability)

A
  • addresses error w/ the particular items used in the test
  • compares 2 equal forms of a test that measure the same attribute (E.g., 2 versions of your Intro to Psych midterm - items are different but difficulty is the same)
79
Q

Internal Consistency

A

do the items on the test only represent one domain/construct/idea?
(do they relate to one another?). We can look at a few things:
- average inter-item correlation
- average item-total correlations
- split half reliability
- cronbach’s alpha

80
Q

Validity

A

make sure what we’re measuring is actually measuring what it’s intended to measure, doesn’t matter how consistent it is
- appropriate
- meaningful
- useful

81
Q

Content validity

A

evaluates how well an instrument (like a test) covers all relevant parts of the construct it aims to measure -> High content validity indicates that the test fully covers the topic for the target audience

82
Q

Criterion validity

A

evaluates how accurately a test measures the outcome it was designed to measure
- E.g., the results of an IQ test can be used to predict future educational achievement

83
Q

Concurrent validity

A