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Psychology 1000 (Segret) > Test #3 Study Guide > Flashcards

Test #3 Study Guide Flashcards

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1
Q

Source Misattribution

A 
distortion- memory distortion that occurs when people misremember where he/she encountered the information
ex.
-false fame effect
-sleeper effect
-cryptomnesia
-source memory
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2
Q

Suggestibility

A

distortion- the development of biased memories from misleading information

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3
Q

Memory Bias

A

distortion- the changing of memories over time so that they come consistent with current beliefs/attitudes

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4
Q

Flashbulb Memories

A

vivid episodic memories for circumstances in which people first learned of a surprising, consequential, or emotionally arousing event (ex. 9/11)

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5
Q

False Fame Effect

A

?

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6
Q

Sleeper Effect

A

highly credible sources are initially more influential, but over time the difference diminishes

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7
Q

Cryptomnesia

A

a type of misattribution that occurs when a person thinks he/she has come up with a new idea, yet has only retrieved a stored idea and failed to attribute the idea to it’s proper source

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8
Q

Source Memory

A

person shows memory for an event but cannot remember where he/she encountered the information

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9
Q

Loftus “Lost in the Mall” Experiment

A
  • told college kids three true stories and one false one and 5/24 chose wrong event as false memory
  • ->memories can be distorted/implanted by false info
  • made the false memory seem very memorable
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10
Q

Loftus “Car Crash” Experiment

A

showed subjects video of car crash, asked different questions (hit vs. smashed) and the harsher word (“smashed”) resulted in a faster estimated speed during the collision

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11
Q

What was Segret’s false memory?

A

getting kidnapped by gypsies at age 5

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12
Q

What was Segret’s false memory?

A

getting kidnapped by gypsies at age 5

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13
Q

Eyewitness Testimony: confidence vs. accuracy

A

having more confidence in an event normally means that the memory is false
extreme confidence = less accuracy

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14
Q

Eyewitness Testimony: reasons for errors

A
  • giving eyewitness lots of time for identification (longer = more uncertainty)
  • presenting suspects in a lineup or asking witnesses to pick between options –> not comparing to memory
  • cross-ethnic identification
  • police officers may reinforce decisions
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15
Q

Eyewitness Testimony: How to Improve

A
  • show one suspect at a time
  • ask for quick decision, face recognition should be quick
  • don’t ask leading questions
  • have presenter blind to condition/situation
  • be suspicious of extreme confidence = less accuracy
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16
Q

False Confessions

A

?

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17
Q

False Confessions

A

believing you did something because someone else said you did

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18
Q

What is social psychology?

A

how people think about, influence, and relate to other people

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19
Q

Attribution Theory

A

how and why people explain events as they do

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20
Q

What are types of attribution?

A
  1. Personal/Internal or Dispositional Attribution: refer to things within people, such as abilities, moods, or efforts (ex. hard work)
  2. Situational/External Attributions: refers to outside events, such as luck, accidents, or the actions of other people (ex.. bad calls by refs)
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21
Q

What are types of attribution?

A
  1. Personal/Internal or Dispositional Attribution: refer to things within people, such as abilities, moods, or efforts (ex. hard work)
  2. Situational/External Attributions: refers to outside events, such as luck, accidents, or the actions of other people (ex.. bad calls by refs)
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22
Q

Fundamental Attribution Error

A

occurs when we try to explain someone else’s behavior

-consistent tendency to make us look best (overemphasize personality traits and underestimate the situation)

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23
Q

Self-Serving Bias

A

our failures –> attributed to situational, unstable, or uncontrollable factors in a way that casts us in positive light
our successes –> attributed to personal, permanent factors in a way that gives us credit for doing well

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24
Q

Zimbardo Prison Study

A

groups of people brought in to role play guards and prisoners (no initial difference)
-guards became harsh with prisoners as they filled their role

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25
Q

Power of the Situation

A

?

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26
Q

Conformity

A

altering one’s behaviors/opinions to match those of other people or the match other people’s expectations

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27
Q

Asch Conformity Experiment

A

“visual perception study”

  • everyone sits around table, only one real participant
  • shown a standard line and must pick out one that is most similar –> all subjects choose “1” (when it is actually “2”) and most participants will choose “1” as well to conform to the group consensus
  • bigger group –> more conformity
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28
Q

Conditions that strengthen conformity

A
  • social norms: expected standards of conduct
  • larger group side
  • group unanimity
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29
Q

Conditions that strengthen conformity

A
  • social norms: expected standards of conduct
  • larger group side
  • group unanimity
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30
Q

Reasons for conforming

A
  1. Normative Influence: occurs when we go along with the crowd to avoid looking foolish
  2. Informative Influence: occurs when we assume that the behavior of the crown represents the correct way to respond
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31
Q

Reasons for conforming

A
  1. Normative Influence: occurs when we go along with the crowd to avoid looking foolish
  2. Informative Influence: occurs when we assume that the behavior of the crown represents the correct way to respond
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32
Q

Compliance

A

agreeing to a request made by others

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33
Q

Foot-In-The-Door effect

A

ask for something small, gradually work up to asking for something large

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34
Q

Door-In-The-Face effect

A

ask for something outrageous, come back with counter request that you actually wanted to begin with (now seems more “reasonable”)

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35
Q

Obedience

A

following orders of an authority figure

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36
Q

Milgram Experiment

A

-interested in knowing why people obey orders, even to harm people
-read words to learner - wrong recitation? = shock with increasing voltage
RESULTS: 65% of subjects gave fatal shocks because experimenter tole them to, subjects said it was traumatic, but know to be more cautious now

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37
Q

When are we less likely to be obedient?

A
  • when learner is in same room
  • when experimenter is out of room = less authority
  • less prestigious setting
  • watch someone else say no
  • teacher gets to choose shock level
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38
Q

When are we less likely to be obedient?

A
  • when learner is in same room
  • when experimenter is out of room = less authority
  • less prestigious setting
  • watch someone else say no
  • teacher gets to choose shock level
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39
Q

Social Loafing

A

people work less hard when in a group than when alone

-can be prevented by monitoring individuals efforts in group

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40
Q

Social Facilitation

A

tendency for people to perform better on simple tasks when in the presence of other

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41
Q

Social Facilitation

A

tendency for people to perform better on simple tasks when in the presence of other

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42
Q

What is Zajoncs Model?

A

presence of others can enhance/impair performance

  1. enhance if dominant response is relatively easy
  2. impair if dominant response is difficult
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43
Q

What is Zajoncs Model?

A

presence of others can enhance/impair performance

  1. enhance if dominant response is relatively easy
  2. impair if dominant response is difficult
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44
Q

Deindividualization

A

removing individual identity, a state of reduced individuality, reduced self-awareness, and reduced attention to personal standards

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45
Q

Risky-Shift Effect

A

decisions made by a group tend to be more risky than ones made by individuals

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46
Q

Group polarization

A
  • group position starts neutral

- initial attitude of one or few members determine if the group position becomes riskier or more cautious

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47
Q

Groupthink

A

an extreme form of group polarization, results when group members are afraid to dissent, concerned about maintaining the group’s cohesiveness

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48
Q

Attitudes

A

people’s evaluations of objects, events, or ideas

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49
Q

Implicit vs. Explicit Attitudes

A

Implicit: attitudes that influence a person’s feelings/behavior at an innocuous level
Explicit: attitudes a person can report

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50
Q

Cognitive Dissonance

A

an uncomfortable mental state due to a contradiction between two attitudes or between an attitude and a behavior (ex. value your health, but still smoke)

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51
Q

How to stop dissonance

A
  • change behavior (ex. quit smoking)
  • change attitude (ex. “smoking’s not so bad for me”)
  • trivialize the discrepancies (ex. “I don’t smoke that much”)
  • rationalize away the conflict (ex. “I won’t get sick”)
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52
Q

Festinger Experiment

A
  • Cognitive Dissonance
  • participants did a boring task, were to tell others how enjoyable it was
  • some paid $20, some paid $1 to lie about enjoyment
  • ->results: $1 group said it was more interesting than $20 group, they changed their attitude
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53
Q

Post-Decisional Dissonance

A

automatic process, focus on positive aspects of chosen option and the negative aspects of the non-chosen option, avoids having regret (ex. new car over old car)

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54
Q

Insufficient Justification

A

way to change attitudes by changing behaviors first, using as few incentives as possible

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55
Q

By-stander Effect

A

failure to offer help by those who observe someone in need

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56
Q

“Good Samaritan” Study

A

-seminary student asked to talk about the “Good Samaritan” story, told they were late, ran, didn’t NOTICE man in need of help on their way, ran by then because they were too focused on their task

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57
Q

“Smoke-Filled Room” Study

A
  • ->Interpreting Event as an Emergency
  • subjects waiting for experiment
  • smoke begins to fill room
  • IV: # of other people waiting in the room
  • ->results: participants who were alone went quickest, when there were other people who didn’t go it took longer
58
Q

Communication Study

A
  • ->Feeling Personal Responsibility
  • subjects in cubicle are in communication with others via intercom
  • one participant has a “seizure”
  • IV: # of people in communication
  • DV: how long it took to go for help
  • ->results: alone = personal responsibility and quickest to go get help
59
Q

Diffusion of Responsibility

A

more people available to help, you are less likely to help

60
Q

What is Segret’s favorite artist?

A

Turner (the painter)

61
Q

What is Segret’s greatest childhood memory?

A

going to the beach

62
Q

What are the criteria for diagnosing a psychological disorder?

A
  1. Atypical
  2. Disturbing
  3. Maladaptive
63
Q

Atypical

A

rare, deviates from cultural norms for acceptable behavior (ex. Aaron Hernandez- football player who murdered friend, guilty, laughing in court, lack of remorse, no emotion)
–>atypical isn’t enough

64
Q

Disturbing

A

causes discomfort and concern to oneself or to others, impairs a person’s social relationships
–>disturbing is not enough (ex. Miley Cyrus)

65
Q

Maladaptive

A

interferes with daily functioning

66
Q

Maladaptive

A

interferes with daily functioning, self-destructive

67
Q

DSM-5

A

Diagnostic and Statistical Manual - describes observable symptoms of psychological disorders

68
Q

Problems with DSM-5

A
  • doesn’t account for overlap or co-morbitity between disorders
  • categorical diagnosis: either/or, not a continuum
  • diagnosis can be subjective
  • based on symptoms, not underlying causes
  • labels affect perceptions
69
Q

Problems with DSM-5

A
  • doesn’t account for overlap or co-morbidity between disorders
  • categorical diagnosis: either/or, not a continuum
  • diagnosis can be subjective
  • based on symptoms, not underlying causes
  • labels affect perceptions
70
Q

comorbidity

A

?

71
Q

diatheses stress model

A

a diagnostic model that proposes that a disorder may develop when an underlying vulnerability is coupled with a precipitating event

72
Q

Rosenhan Study: Being Sane in Unsane Places

A
  • graduate students didn’t bathe for one week
  • admit themselves to mental institution - diagnosed with schizophrenia
  • normal behavior ignored/interpreted as abnormal
  • released only by promising to take anti-psychotic meds
  • -> avg stay in institution was 19 days
73
Q

Rosenhan Study: Being Sane in Unsane Places

A
  • graduate students didn’t bathe for one week
  • admit themselves to mental institution - diagnosed with schizophrenia
  • normal behavior ignored/interpreted as abnormal
  • released only by promising to take anti-psychotic meds
  • -> avg stay in institution was 19 days
74
Q

Rosenhan Study: Being Sane in Unsane Places

A
  • graduate students didn’t bathe for one week
  • admit themselves to mental institution - diagnosed with schizophrenia
  • normal behavior ignored/interpreted as abnormal
  • released only by promising to take anti-psychotic meds
  • -> avg stay in institution was 19 days
75
Q

What are types of testing for psychological disorders?

A
  1. Rorschach
  2. TAT
  3. Beck Depression Inventory
  4. projective tests
  5. evidence-base tests
76
Q

diatheses stress model

A

disorder resulting from diathesis (underlying vulnerability) and stress (precipitating event)
-possible vulnerabilities: genetics, prenatal problems, childhood events, differences in brain activity/structure

77
Q

What are types of testing for psychological disorders?

A
  1. Rorschach
  2. TAT
  3. Beck Depression Inventory
  4. projective tests
  5. evidence-base tests
78
Q

Rorschach Test

A
  • projective test
  • shows ambiguous stimuli, ask pt what they see
  • problem: it’s useless, no relationship between what they see and a psychological disorder
79
Q

Thematic Apperception Test (TAT)

A
  • ambiguous social situation shown, told to create a story from image
  • problem: it’s useless, no relationship between what they see and a psychological disorder
80
Q

Beck Depression Inventory

A
  • questions about mental state/feelings about self

- good at identifying depression

81
Q

Subjective Assessments

A

Problem: individual clinicians often choose assessment procedures based on their subjective beliefs and training rather than based on scientific studies
*Non-valid assessments: projective tests (have not been shown to be helpful in predicting kinds of treatment that are useful

82
Q

Evidence-Based Assessments

A
  • clinical evaluations supported by research

* valid assessment: Beck

83
Q

Gender Differences

A

Internalizing Disorders: characterized by negative emotions (ex. major depression, panic disorders, anxiety disorders) –> more in women
Externalizing Disorders: characterized by disinhibition (ex. drug/alcohol abuse, conduct disorders, antisocial behavior) –> more in men

84
Q

Gender Differences

A

Internalizing Disorders: characterized by negative emotions (ex. major depression, panic disorders, anxiety disorders) –> more in women
Externalizing Disorders: characterized by disinhibition (ex. drug/alcohol abuse, conduct disorders, antisocial behavior) –> more in men

85
Q

Anxiety Disorders

A

excessive anxiety in the absence of true danger

  • 25% lifetime prevalence
  • types: specific phobia, social anxiety disorder, generalized anxiety disorder, panic disorder
  • more common in women
86
Q

Generalized Anxiety Disorder

A

a diffuse state of constant anxiety not associated with any specific object or event

  • 6% of population
  • symptom: hypervigilance- results in distractibility, fatigue, irritability, and sleep problems, as well as headaches, restlessness, lightheadedness, and muscle pain
87
Q

Inhibited Temperament

A

tendency to avoid unfamiliar people and novel objects

-seen in early life/childhood

88
Q

Panic Disorder

A

sudden overwhelming attacks of terror

  • linked with increased suicide risk
  • can be triggered by marijuana use
  • 3% of population
89
Q

Agoraphobia

A

fear of not being able to escape the situation

-ex. fear of leaving home

90
Q

Agoraphobia

A

fear of not being able to escape the situation

-ex. fear of leaving home

91
Q

Specific Phobia

A

fear of a specific object or situation

-12-13% of population

92
Q

Social Anxiety Disorder

A

fear of being negatively evaluated by others

93
Q

Obsessive-Compulsive Disorder

A

caused by obsessions and compulsions

  1. obsessions: recurrent, intrusive, and unwanted thoughts/ideas/mental images
  2. particular acts that the OCD patient feels driven to perform over and over again (ex. repeatedly washing hands)
    - 2% of population
    - negative reinforcement cycle: compulsions take away anxiety –> increase of behavior happening again
94
Q

Obsessive-Compulsive Disorder

A

caused by obsessions and compulsions

  1. obsessions: recurrent, intrusive, and unwanted thoughts/ideas/mental images
  2. particular acts that the OCD patient feels driven to perform over and over again (ex. repeatedly washing hands)
    - 2% of population
    - negative reinforcement cycle: compulsions take away anxiety –> increase of behavior happening again
95
Q

Causes of OCD

A

Learning:
-classical conditioning: anxiety paired to specific event
-operant conditioning: anxiety reduced by engaging in a particular behavior
Biological:
-genetics
-brain structures: caudate, a structure involved in suppressing impulses, is smaller and structural abnormalities
-environmental factors: strep infection

96
Q

Causes of anxiety disorders

A

cognitive: perception/memory of events/objects
situational: learned factors
biological: genetic temperament, brain activity

97
Q

Causes of anxiety disorders

A

cognitive: perception/memory of events/objects
situational: learned factors
biological: genetic temperament, brain activity

98
Q

Cognitive Components of Anxiety Disorders

A

Perception: see neutral/ambiguous situations as threatening
Attention: focus excessive attention on perceived threats
Selective Memory: recall threatening events more easily, exaggerate

99
Q

Situational Components of Anxiety Disorders

A
  • Pavlovian/Observational Learning

- learned fear can generalize to other situations

100
Q

Biological Components of Anxiety Disorders

A
  • genetics
  • inhibited temperamental style
  • brain differences: greater activation of amygdala (fear processing)
101
Q

Major Depression Symptoms

A
  • severe negative moods
  • lack of interest in normally pleasurable activities
  • changes in sleep/appetite
  • difficulty concentrating
  • fatigue, decreased energy
  • thoughts of suicide
102
Q

How is depression linked to brain changes?

A
  • increased blood flow to frontal cortex/amygdala
  • decreased blood flow to areas implicated with attention
  • cortex of right hemisphere is thinner
  • lower activity in left hemisphere
103
Q

What are gender differences with depression?

A

More diagnosed in women:

  • men may not seek help
  • may reflect endocrine physiology, related to reproductive cycle
  • postpartum depression
104
Q

How is depression linked to sleep?

A

Sleep is altered by depression:

  • stage 3 sleep is reduced
  • pts enter REM sleep quickly with increase of REM at beginning of sleep
  • ->Seasonal Affective Disorder: affects seasonal rhythms (treating insomnia can treat depression)
105
Q

Dysthymia

A

form of depression that is not severe enough to be diagnosed as major depression

  • 3% of population
  • lasts long time (avg 5-10 years)
  • ->many classify it as personality disorder b/c of length
106
Q

Bipolar Disorder

A

characterized by alternating periods of depression and mania

  • 4% lifetime prevalence
  • affects men/women equally
  • ->linked to increased creativity
107
Q

Bipolar Disorder

A

characterized by alternating periods of depression and mania

  • 4% lifetime prevalence
  • affects men/women equally
  • ->linked to increased creativity
108
Q

Schizophrenia

A

characterized by a split between thought and emotion

  • psychosis: split from reality
  • NOT split personality
109
Q

Symptoms of Schizophrenia

A

Positive Symptoms: abnormal behaviors that are gained (ex. hallucinations, delusions, excited motor behavior)

Negative Symptoms: result of lost functions (ex. slow thought/speech, emotional/social withdrawal, blunted (no) affect or emotional expression)

110
Q

Symptoms of Schizophrenia

A

Positive Symptoms: abnormal behaviors that are gained (ex. hallucinations, delusions, excited motor behavior)
Negative Symptoms: result of lost functions (ex. slow thought/speech, emotional/social withdrawal, blunted (no) affect or emotional expression)

111
Q

Biological Causes of Schizophrenia

A
  • Genetics
  • Neurochemistry: abnormality in neurotransmitters increase dopamine
  • Brain Differences: enlarged ventricles in brain, hypofrontality, decreased gray matter)
112
Q

transience

A

forgetting- reduced memory over time

113
Q

blocking

A

forgetting- inability to remember needed information

114
Q

absentmindedness

A

forgetting- reduced memory due to failing to pay attention

115
Q

persistence

A

undesirable- the resurgence of unwanted or disturbing memories that we would like to forget

116
Q

proactive interference

A

old information inhibits the ability to remember new information

117
Q

retroactive interference

A

new information inhibits the ability to remember old information

118
Q

amnesia

A

a deficit in long term memory, resulting from disease, brain injury, or psychological trauma, in which the individual loses the ability to retrieve vast quantities of information from long-term memory

119
Q

retrograde vs. anterograde amnesia

A

retrograde- loss of old memories

anterograde- loss of ability to form new memories

120
Q

source amnesia

A

a form of misattribution that occurs when a person has a memory for an event but cannot remember where he/she encountered the information

121
Q

confabulation

A

the unintended false recollection of episodic memories, recall mistaken facts

122
Q

justifying effort

A

resolving of dissonance by inflating the importance of the group/their commitment to it (ex. hazing)

123
Q

dissonance

A

lack of agreement

124
Q

altruism

A

providing help when it is needed, without any apparent reward for doing so

125
Q

Kitty Genovese case

A

young woman savagely attacked for half an hour, none of the 38 witnesses called police or tried to help

126
Q

etiology

A

factors that contribute to the development of a disorder

127
Q

Minnesota Multiphasic Personality Inventory

A

questionnaire for psychological assessment developed in the 1930s

128
Q

Dissociative Disorders

A

disruptions of identity, memory, or conscious awareness

129
Q

Dissociative Amnesia

A

a person forgets that an event happened or loses awareness of a substantial block of time

130
Q

Dissociative Identity Disorder

A
  • ->formally called multiple personality disorder

- occurence of two or more distinct identities in the same individual

131
Q

loosening of associations

A

a speech pattern among some people with schizophrenia in which their thoughts are disorganized/meaningless

132
Q

Antisocial Personality Disorder

A

a personality disorder that is marked by a lack of empathy/remorse

133
Q

Attention Deficit Hyperactivity Disorder

A

a pattern of hyperactive, inattentive, an impulsive behavior that causes social or academic impairment

134
Q

Autistic Disorder

A

characterized by unresponsiveness, impaired language, social, and cognitive development; and restricted and repetitive behavior

135
Q

Elimination Disorders

A

the repeated passing of feces or urination in inappropriate places by children who should be continent

136
Q

Learning Disorders

A

marked by substantially low performance in reading, math, or writing with regard to what is expected for age

137
Q

Mental Retardation

A

characterized by below-average intellectual functioning (IQ lower than 70) and limited adaptive functioning that begins before age 18

138
Q

Selective Mutism

A

failure to speak in certain social situations, despite ability to speak in others

139
Q

Tourette’s Disorder

A

recurrent motor and vocal tics that cause marked distress or impairment and are not related to a general medical condition

140
Q

dialectical behavior therapy

A

a form of therapy used to treat borderline personality disorder, cognitive + behavioral treatments

  1. target pts most extreme and dysfunctional behaviors
    - ->replace these with positive ones
  2. aid pt to explore past traumatic experiences which may be the root of emotional problems
  3. help pt develop self-respect/independent problem-solving
141
Q

applied behavioral analysis

A

an intensive treatment for autism, based on operant conditioning (behaviors that are reinforced should increase, those that are not reinforced should diminish)

Psychology 1000 (Segret) (7 decks)

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