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Psychology Part 2 > Test 2 > Flashcards

Test 2 Flashcards

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1
Q

Motivation

A

A need or desire that energizes and directs behaviour

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2
Q

Instinct

A

A complex behaviour that is rigidtly patterned theoughout a species and is unlearned

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3
Q

Physiological needs

A

A basic bodily requirement

Food, water

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4
Q

Drive-reduction theory

A

The idea that a physiological need creates an aroused state (a drive) that motivates an organism to satisfy the need

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5
Q

Incentives

A

A positive or negative emvironmental stimulus that motivates behaviour

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6
Q

Yerkes-Dodson law

A

The principle that performance increases with arousal only up to a point, beyond which performance decreases

(Moderate best)

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7
Q

Hierachy of needs

A

Maslows pyramid of human needs, beginning at the base with physiological needs that must first be satusfied before people can fulfill their higher-level safety needs and then psychological needs.

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8
Q

Hisrachy of needs steps

A

Self transcendence: need to find meaning

Self actualization: live up to potential

Esteem needs

Belongingness needs

Safety needs: shelter

Psyiological needs: food, water

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9
Q

Glucose

A

The form of sugar that circulates in the blood and provides the major source of energy for body tissues. When low we feel hunger

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10
Q

Set point

A

The point at which the “weight thermostat” may be set. When the body falls below this weight, increased hunger and a lowered metabolic rate may combine to restore lost weight.

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11
Q

Basal metabolic rate

A

The bodys resting rate of energy input

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12
Q

Asexual

A

Having no sexual attraction toward others

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13
Q

Testosterone

A

Most important male sex hormone. Males and females have it, but the additional testosterone in males stimulates fhe growth of the male sex organs during the fetal period and the development of the male sex characteristics during puberty.

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14
Q

Estrogens

A

Sex hormones, such as estradiol, that contribute to female sex characteristics and are secreted in greater amounts by females than by males. Estrogen levels pwak during ovulation.

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15
Q

Sexual response cycle

A

The four stages of sexual responding described by masters and johnson-excitement, plateau, orgasm, resolution

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16
Q

Refractory period

A

In human sexuality, a resting period that occurs after orgasm, during which a person cannot achieve another orgasm.

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17
Q

Sexual dysfunction

A

A problem that consistently impairs sexual arousal or functioning at any point in the sexual cycle

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18
Q

Erectile dysfunction

A

Inability to develop or maintain an erecrion due to insufficient blood flow to the penis

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19
Q

Female orgasmic disorder

A

Distress due to freqeuntly or never experiencing orgasm

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20
Q

Paraphilias

A

Sexual arousal from fantasies, behaviour or urgers involving nonhuman objects, the suffering of self or others, and or nonconsenting persons

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21
Q

Sexual orientation

A

The direction of our sexual attractions, as reflected in our longings and fantasies

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22
Q

AIDS

A

Aquited Immunodeficiency syndrome

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23
Q

Affiliation need

A

The need to build and maintain relationships and to feel part of a group

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24
Q

Self-determination theory

A

The theory we feel motivated to satusfy our needs for xompetence, autonomy, and relatedness

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25
Q

Ostracism

A

Deliberate social exclusion of individuals or group

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26
Q

Narcissism

A

Excessive self-love and self-absorption

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27
Q

Achievement morivation

A

A desire for significant accomplishment, dor mastery of skills or ideas, for control, and for attaining a high standard

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28
Q

GRIT

A

In psychology, a passion and perserverence in the pursuit of ling term goals

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29
Q

Intrinsic motivation

A

A desire to perform a behaviour to receive promised rewards or avoid a threated punishment

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30
Q

Extrinsic motivation

A

The desire to perform a behaviour to receive promised rewards or avoid threated punishments

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31
Q

Emotions

A

A response of the whole organism, involving 1. Physiological arousal 2. Expressive behaviours and most importantly 3. Conscious experience resulting from ones interpretations

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32
Q

James-Lange Theory

A

The theory that our experiences of emotion occurs when we become aware of our physiological responses to an emotion-arousing stimulus

(Emotions arise from the perception of body changes)

  1. recognize a threat
  2. React by feeling fearful
  3. Activates sympathetic nervous system to cause
  4. Fearful behaviour
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33
Q

Cannon-Bard Theory

A

The theory that an emption-arousing stimulus simultaneously triggers 1. Physiolgical responses and 2. The subjectice experience of emotion

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34
Q

Two factor theory

A

The Schachler-Singee theory that to experience emotion one must 1. Be physically aroused and 2. Cognitively label the arousal

Emotion is the interaction of physiological arousal and the cofnitive label that we apply to explain arousal

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35
Q

Polygraph

A

A machine used in attempts to detect lies, measures emption-linked changes in perspiration, heart rate and breathing (are arousal detectors)
-falsely accuse 1/3 of time

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36
Q

Physically abused children are more likely to perceive

A

Anger

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37
Q

Introvert are better at

Extraverts are better at

A

Reading others emotions

Easier to read

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38
Q

Facial feedback effect

A

The tendency of facial muscle states to trigger corresponding feelings, such as fear, anger, or happiness

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39
Q

Behaviour feedback effect

A

The tendency of behaviour to influence our own and others thoughts, feelings and actions

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40
Q

Catharsis

A

The idea of releasing aggressive energy (through action or fantasy) relieves aggressive urges.
-Better ways to deal with anger: wait, find healthy distraction or support, distance yourself

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41
Q

Feel-good, do-good phenomenon

A

Peoples tendency to be helpful when in a good mood.

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42
Q

Positive psychology

A

Scientific study of human flourishing, with the goals of discovering and promoting strengths and virtues that help indoviduals and communities to thrive

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43
Q

Subjective well-being

A

Sled perceived happinesss or satisfaction with life. Used along with measures of onjective well-being to evaluate peoples quality of life.

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44
Q

Adaption level phenomenon

A

Our tendency to form judgements (of sounds, of lights or income), relative to a neutral level defined by out prior experience

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45
Q

Relative deprivation

A

The perception that we are worse off delative to those with whok we compare ourselves

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46
Q

Stress

A

The process by which we perceive and respons to certain events, called stressors, that we appraise as threatening or challening

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47
Q

3 types of stressors

A

Catastrophes, significant life changes, daily hassels and social stress

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48
Q

Approach and avoidance motives

A

The drive to move toward (approach) or away from (avoid) a stimulus

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49
Q

General adaption syndrome (GAS)

A

Selye’s concept of the body’s adaptive response to stress in 3 phases: alarm, resistance, exhaustion

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50
Q

Tend-one-befriend respponse

A

Under stress, people (especially women) often provide support to others (tend) and bond with and seek support from others

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51
Q

Health psychology

A

A subfield of psychology that provides psychologys contribution to behavioural medicine

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52
Q

Psychoneuroimmunology

A

Studies the interconnections among psychological processes, nervous system and immune system.

  • CNS and immune system are directly linked via the sympathetic nervous system
  • surface of lymphocytes contain receptor sites for neurotransmitters and hormones like catecholamines and cortisol
  • lymphocytes produce neurotransmitters and hormones

-stress can quicken disease and make you vulnerable to colds

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53
Q

Coronary heart disease

A

Clogging of the vessels that nourish the heart muscle, a leading cause of death in developed countries

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54
Q

Type A

A

Competitive, hardworking, driven, impatient, verbally aggressive and anger prone people

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55
Q

Type B

A

Easy going, relaxed people

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56
Q

David Wechsler and the Wechsler intelligence scales

A
  • Developed for adults: dissatisfaction with standard-Binet Intelligence scales led to the development of the Wechsler Adult Intelligence Scale (WAIS). Its several components include a verbal score and a performance score
  • Developed for Children: Wechsler intelligence scale for children (WISC) and the Wechselr preschool and primary scale of intelligence (WPPSI)
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57
Q

Examples of wechsler test components

A
  1. Verbal comprehenion
  2. Block design
  3. Matching related object
  4. Working memory of numbers
  5. Perceptual speed items
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58
Q

What makes a good test

A

Standardization: administer test to large sample under uniform conditions for the purpose of establishing norms

Reliability: ability of a test to produce consistent results when administered on repeated occasions under similar conditions

Validity: ability of a test to measure what it is intended to measure

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59
Q

Heritability and environmental contributions to intelligence

A

Heritability:

  • differences among individuals
  • 50% heritable estimate in geneal pop

Enbironment:
-degree to which variation is due to environment

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60
Q

Identical twins and inteligence

A

Any differences between them is attributed to envrionmental factors rather than hereditary differences

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61
Q

Adoptive children and intelligence

A

Any dissimilarities between them are largely attributed to heredity differences

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62
Q

Imporvement in average ____ scores has occurred in several cultures and countries during the past feew generations

A

IQ

Attributed to environment

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63
Q

Sterotype threat

A

Occurs when members of a group are aware of negatice stereotype about them.

Ex: women perform poorly in math, especialy advanced math

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64
Q

Sterotype lift

A

Occurs when awareness of a positive expectation improves task performance
-asians are good at advanced math

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65
Q

Average IQ scores of children from different racial and ethnic froups do differ however;

A
  1. These are explained in part by differences in social-class backgrounds
  2. Group differences in IQ scores refer to statistical averages rather than to any individual’s score
  3. Differences only in the environments in which the children live
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66
Q

Minority groups may before poorly on tests not because of lower IQ, but because

A

Of unfamiliarity with the white, middle-class culture

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67
Q

Characteristics of language

A

3 basic universal components:

  • phonemes (sounds)
  • morphemes (ask,ed)
  • syntax
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68
Q

Generativity

A

Language is creative, or generative; it can generate an infinite number of new and sifferent phrases and sentences

69
Q

Imitation theory

A

Repeatinf and memorizing language from our parents (models). Greater exposure to language might speed up the language acquisition

70
Q

Innateness theory

A

Every child is born with a predisposition to learn any language
-infants can distinguish among the speech sounds of all the world languages.

71
Q

Universal grammar

A

A basic understanding of the common principles of language organization

72
Q

Distributional properties

A

Certain sounds are more likely to appear together than are others

73
Q

The stages of language development

A
  • babbling: at about 5 months: add consonants to the bowels and string the sounds-ba-ba-ba-ba,de-de-de-de
  • one wors stage: around 12 months
  • two word stage: around 2 years
  • language spurt: around 21/2 were vocabulary and grammar grow
74
Q

On average, american children say their first word around what age

A

13 months

75
Q

Infants produce simple sentences at what age

A

24 months

76
Q

Comprehension vocabulary

A

The words that are understood by an infant or child

77
Q

Production vocabulary

A

The words that an infant or child understands and can speak

78
Q

Infants acquire comphrension of words more than twice as fast as they learn to ____

A

Speak new words

79
Q

Early word recognition

A

Is rapid!!!

  • infants know more words than theh can produce; they understand more words than realized by caregivers
  • proved by eye tracking research

15 months: recognized the word only when they had heard the whole word

24 months: recognized the word after hearing only the first part of the word, even with incorrect prounciation

80
Q

Sensitive period and example

A

A span of an organisms life when it can gain a new skill relatively easily

  • after this becomes more difficult
  • evident across different species
  • applies to langauge

Genie rasied alone and in silence till 13 could not be taught to speak in sentences. Could do some words only

81
Q

Why is a second language so hard to learn

A
  • senstivie periods for a second language
  • brain matured
  • memory and mental capacities
  • lack of envrionment to speak the second langauge
  • languages are so different (alphabetic vs. Morphological)
82
Q

Early bilinguals

Late bilinguals

A

Learning two langauges at one time in early age (before age of 12)

Learning two labguages sequentially, usually the second language after adolescence

83
Q

People with 2+ native langauges have what type of brain?

A

Common brain area for langauges whereas others who learned secnd language have two seperate language areas

84
Q

Damage to which brain areas can cause language issues?

A

Brocas aphasia: long pauses and few words

wernickes areas (fluent aphasia): quick speaking but no sense

85
Q

Social Psychology

A

Branch of psychology that studies how thoughts, feelings and behaviours are influenced by the presence of other people and by the social and physical envrionment

86
Q

Social influence

A

Focuses on how our behaviour is affected by other people and by situational factors

87
Q

Social cognition

A

The mental processes people use to make sense of their social environments

88
Q

Conformity

A

Adjusting opinions, judgement, or behaviour so that it matches that of othwr people or the norms of a social group or situation

89
Q

Normative social influence

A

Subjects desired to be liked and accepted by the group

90
Q

Informational social influence

A

Sunjects reported having doubted their own perceptual abilities, which led to their conformance

91
Q

Solomon Asch’s experiment

A
  • all but on in the group was confederate
  • seating was arranged
  • asked to rate which line matched a standard line
  • confederates were instructed to pick the wrong line 12 of 18 times

Results:

  • 76% of participants conformed to at least one wrong choice
  • subjects gave wrong answer (conformed) 37% of the critical trials
  • 2/3 of trials, participants stuck to their guns
92
Q

Factors that promote conformity

A
  • facing unanimous group of at least 4-5
  • must give repsonse in front of the group
  • have already expressed commutment to a different idea or opinion
  • find the task difficult
  • doubt your abilities or knowledge
  • strongly attracted to the group and want to be a member
93
Q

What culture is conformity more popular in

A

Collectivistic Cultures

94
Q

Individualistic culture

A

Tend to emphasize independence and conformity carries negative association

95
Q

Collectivistic culture

A
  • publicialy challenging the judgements of others, particularly the judgement of members of one’s in group, would be considered rude
  • conformity doesnt not carry negative connotation
96
Q

Milgram experiment predictions

A
  • all people predicted that subjects (teachers) would refuse to obey at some point
  • predicted that most subjects would refuse at 150 volts when learners first protested
  • predicted that only a few rare individuals would go as far as the 300 volt level
  • no one would go to 450 volts
97
Q

Milgram experiment results

A
  • 2/3 fully compliant and went to 450V
  • not one person stopped before 300V
  • no gender difference
  • has been replicated
98
Q

When the teachers in the milgram experiment were allowed to act as their own authority what happened

A

95% never went above 150V

99
Q

When were people more likely to defy an authority

A

When they saw others do it

100
Q

Bystander effect

A

A phenomenon in which the greater the number of people present, the less likely each individual is to help someone in distress

101
Q

Diffusion of responsibility

A

A phenomenon in which the presence of other people makes it less likely that any indovidual will help someone on distress

102
Q

Two reasons for bystander effect

A

Diffusion of responsibilty

Motivation to behave in a socially acceptable way (normative social influence) and to appear correct (informational social influence)

103
Q

Emotion

A

Complex psychological state that involves subjective experience, a physiological response, and a behavioral or expressive response

104
Q

Early view vs current view of emotion

A

Emotions are disruptive forces that interfere with rational behaviour

  • Emotions move us to act, set goals and make rational decisions
  • people who have lost the capacity to feel emotion because of damage to the brain tend to make horrible decisions
105
Q

Who wrote the book expression of emotion in man and animals and described that emotioks reflect evolutionary adaptations to the problems of survival and reproduction

A

Charles darwin

106
Q

Evidence supporting James-Lange theory of emotion

A
  • PET scan brain patterns
  • people more sensitive to their own body signals were more likely to experience anxiety and negative emotions
  • expressing a soecific emotion, especially facially, causes us to subjectively experience that emotion (FACIAL FEEDBACK HYPOTHESIS)
107
Q

Facial feedback hypothesis example

A

Smiling makes yoy feel happy (pen between teeth=found article funnier)

Frowning makes you feel sad (pencil held in lip=found article duller)

108
Q

Critiques of James-Lange theory

A
  • body reactions are similar for many emotions, yet our subjective experience of various emotions is very different
  • our emotional reaction to a stimulus is often faster than our physiological reaction
  • artifically inducing physiologcal changes does not necessarily produce a related emotional experience
109
Q

Modern two factor theory experiment (Dutton and Aron)

A
  • scary bridge vs. Safe bridge
  • attractive female approaches man and interviews him and gave him her number abd offered to explain results on a later date
  • misattributed bodily arousal as attraction to the interviewer not the scary bridhe
110
Q

Are facial expressions universal?

A
  • Ekman and collegues

- found similarity across industrialized countries and tested remote nations as well and found very similar reactions

111
Q

6 common expressions

A 
Anger
Disgust
Fear
Happiness
Sadness 
Surprise
112
Q

Physical signs of pride by all nations

A

Smile
Raised arms
Expanded chest
Arms extending away

113
Q

People watched highly stressful films and were onserved alone or with an older experimenter sitting beside… what happened

A

Alone: american and Japanese made simialr expressions

With older person: japanese tend to conceal their expression either by muting it or attempting to cover it with a hand

114
Q

Ritualized display

A

Existence of cultural rules lead people to express distinctive facial expressions

Voluntarily, not reflexive

115
Q

Paul Ekman’s micro expressions

A
  • deception associated with a variety of nonverbal cues
  • fleeting facial expressions, vocal, cues and nervous body movements
  • micro expressions last 1/25 of a second
116
Q

Emotiona are associated with distinct patterns of responses by the

A

Sympathetic nervous system and the brain

117
Q

Fear and anger in a heat chart

A

Fear: decrease skin temp (cold feet)

Anger: increase in skin temp (hot under the collar)

118
Q

Polygraph tests

A

-dont detect lies, detects physiological changes associated eith emotions based on the assumption that lying is accompanied by anxiety, fear and stress

Issues:

  • no pattern for lying
  • some can lie withiut anxiety
  • innocent people may be anxious
  • interpretations can be subjective
119
Q

Amygdala in rats and humans

A

Activates when seeing threatening or fearful faces or when hearinf sounds related to fear

Rats:when damaged cannot be clasically confirioned to acquire a fear response

Humans:when damaged have “psychic blindness” which is an inability to recognize fear in facial expressions and voice

120
Q

Activating amygdala pathway

A

Two pathways:

  • indirect is the cortex
  • direct is bypassing cortex to amygdala first
121
Q

What happened what a teacher was given a random list of students who were supposedly gifted?

A

Those students scored higher at end of the year

122
Q

Kanzi the ape

A

Memorized huge amount of words associated with buttons but could not make sentences (no syntax)

123
Q

Abu Ghraib prision

A

Abused prisions suspected of being terrorists (not confirmed) and were tortured to get info

  • stripped
  • assulted
  • same song over and over with loud speaker
  • no food or water
124
Q

Soloman Asches experiment showed what type of social influence

A

Both

Normative and informational

125
Q

Standford Prision experiment (Philip Zimbardo)

A
  • 24 people, 12 guards, 12 prisoners
  • guards awkward at first but got into role and acted cruel
  • prisoners protest to challenge authority and so guards had to change
  • guards increased harassment and the wardens didnt stop them so they kept going
  • put prisoners in solitary confinement, stripped them and verbally abused them
  • only lasted 6 days as prisoners broke and left
126
Q

What was avergae time people stayed in the hotel focus group fire experiment

A

13 minutes!!!!!

  • waited for someone else to move first
  • if alone, left imemdiately
127
Q

Monkey fairness experiment

A

2 monkeys in clear cages beside eachother. Both perform a task to get a prize. One given grapes, one given rocks. Rocks gets jealous and throws rock and reaches for grapes

Monkeys can us erstand fairness and frustration

128
Q

People with botox often feel less…

A

Happy… facial feedback hypothesis

129
Q

Intellectual disability

A

A condition in which individuals have an IQ of 70 or lower
-difficulties functioning in conceptual skills such as language and the ability to hnderstand time, social skills and practical skills such as taking care of personal hygiene and health

130
Q

Intellectual giftedness

A

A condition in which individuals have an IQ of 130 or higher

  • possess exceptional abilities in areas related to intelligence, language and mathematics
  • high functioning
131
Q

Stress

A

Negative emotional state occuring in reaponse to events that are perceived ad taxing or exceeding a persons resources or ability to cope

132
Q

Cognitive appraisal model of stress

A

Developed by richard Lazarus
-model of stress that emphasizes the role of an individuals evalutation (appraisal) of events and situations, and the resources that he or she has available to deal with the event or situation

133
Q

According to Richard Lazarus, events are not _____ in and of themselves

A

Stressful

  • stress is determined by your subjective response to external events or circumstances
  • if you believe you have the resource necessary to meet a challenge, youll experience little or no stress
134
Q

If our coping efforts are successful, stress will _____

If unsuccessful, stress will ____

A

Decrease

Increase

135
Q

Health Psychology

A

Branch of Psychology that studies how biological, behavioural and social factors influence health, illness, medical treatment, and health-related behavious

136
Q

Biopsychosocial model

A

Beleif that physical health and illness are determined by a complex interaction of biological, psychological, abd social factors

137
Q

Stressors

A

Events or situations that are perceived as harmful, threatening, or challenging

138
Q

Early stress researchers

A

Holmes and Rahe

  • belieived any change that required you to adjust your behaviour and lifestyle would cause stress
  • developed the SRRS
139
Q

SRRS

A

Social readjustment rating scale

140
Q

On the SRRS scale waht are the highest and lowest life events

A

Highest life change=death of spouse

Lowest life change=minor violation of law

141
Q

Traumatic events

A

Events or situations that are negative, severe, and far beyond our normal expectations for everyday life or life events

142
Q

PTSD

A

Posttraumatic stress disorder

When traumas are intense or repeated, some psychologically vulnerable people may develop it

10%

143
Q

High and low levels of cumulative adversity were associated with

A

Poor health outcomes

144
Q

Experiencing some stress was healthier than experiencing

A

No stress at all

145
Q

People who have had to cope with a moderate level of adversity devleop

A

Resilience

146
Q

Daily hassels

A

Everyday minor events that annoy and upset people and might be an important form of stress

Ex: concern over weight, concern over health of family memebr, not enough money, too much to do, traffic

147
Q

Number of daily hassels experiences is a better predictir of___________

A

Physical illness and symptoms than is the number of major life events experiences

148
Q

Women are more likely to report daily stressors that are associated with____ while men____

A

Friends and family

School or work

149
Q

Acculturative daily hassels for children examples

A
  • it bothers me when people force me to be like everyone else
  • i dont feel at home here
  • im not shy, i just dont speak english well
150
Q

Acculturative stress

A

Results from the pressure of adapting to a new culture

151
Q

Two questions people face when wntering a new culture

A
  1. Should i seek positive relations with the sominant society?
  2. Is my original cultural identity of value to me, should i try and maintain it?
152
Q

Four possible patterns of acculturation and its stress leves

A

Integration=low stress
Assimilation=medium stress
Separation=high stress
Marginalization=greatest stress

153
Q

Stress affects phsycial health through its effect on _____

A

The endocrine system, the immune system and the chromosomes

154
Q

Acute stress enocrine pathway

A

Hypothalamus
Sympathetic nervous system
Addenal medulla

Secretions of catecholamines

  • increase respiration
  • increase heart rate
  • increase blood pressure
  • increase blood flow to muscles
  • digestion inhibited
  • pupils dialate
155
Q

Prolonged stress endocrine pathway

A

Hypothalamus
Pituitary
ACTH release
Adrenal cortex

Secretion of Corticosteroids

  • increase release of stored energy
  • reduce inflamation
  • reduce immune system response
156
Q

Endocrine response

A

Theeat perceived (amygdala), hypothalamus and lower brain structures activate sympathetic nervous system

Sympathetic nervous system stimulates adrenal medulla to secrete hormones called catecholamines

157
Q

Catecholamines

A

Secreted by adrenal medulla
Cause rapid physiological arousal
Include adrenaline and noradrenaline
Trugger rapid and intense bodily changes associated with flight or fight response

Last 20-60 minutes

158
Q

Extreme exposure on rats by Hans Selye

A
  • adrenal galnfs become enlarged
  • stomach ulcers and loss of weight
  • thymus and lymph glands and immune system components shrank
159
Q

Whort term stress reduces_______ and enhances _______; long term stress______

A

Inflammation

Muscles

Weakens immune system

160
Q

Corticosteroids

A

Hormones released by the adrenal cortex

-play a ley tole in the bodys long term stressors

161
Q

General adaptation syndrome

A

Hans Selye’s term for the 3-stage progression of physical changes that occyr when an organism is exposed to intense and prolonged stress

Alarm
Resistence
Exhaustion

162
Q

Devastating effecrs of prolonged stress develop in 3 progressive stages:

A

Alarm

  • intense arousal
  • mobilization of physical resources (catecholamines)
  • arousal remains above normal

Resistance
-body actively tries to resist or adjust to the continuing stress

Exhaustion:

  • physcial exhaustion and physical disorders
  • alarm symptoms reappear and are irreversible
  • energy reserves depleted and adaptation begins to break down, leading to death
163
Q

Telomeres

A

Repeated, duplicate DNA sequences that are found at the very tips of chromosomes

  • protect genetic data from being broken or scrambled dueing division
  • with each division, telomeres get shorter
  • shorter telomeres linked to age and mortality
  • elevated levels of stress hormones cortisol and catecholines linked to shorter telomeres
164
Q

Immune system

A

Produced specialized white blood cells that protect body from viruses, bacteria and tumor cells

165
Q

Lymphocytes

A

Specialized white blood cells that fight bacteria, buruses and other foreign invaders

166
Q

Highly stressful events and common stresses are associated with

A

Reduced immune system functioning

  • end of relationship
  • caring for sick family member
  • marital arguments
  • exam pressure
167
Q

Who demonstrated that peoppe experiencing high stress levels are more susceptible to the cold virus?

A

Cohen

Subjects experiencing chronic stressors are more likely to devleop a cold after exposure (corticosteroid secretions)

168
Q

Short term stress may enhance the

A

Immune system

Psychology Part 2 (3 decks)

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