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Psyc 332 > Textbook Chapter 9 > Flashcards

Textbook Chapter 9 Flashcards

1
Q

what approach is chapter 9 about?

A

the biological approach

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2
Q

people often expect children’s personalities to resemble…

A

their parents

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3
Q

early view of baby’s personalities

A

were thought to be blank slates

limited by diffs in intelligence or physical skills, maybe, but otherwise equally able to develop into any type of person

but this view has changed - no reputable psychologist today would deny that personality is at LEAST PARTLY result of INHERITED BIOLOGICAL INFLUENCES

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4
Q

differences in physical functioning…

A

translated into differences in personality/behaviour

ie. diff brainwave activity, hormone levels, heart-rate responsiveness…

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5
Q

human personality is product of…

A

many years of evolutionary development

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6
Q

move away from blank slate take on personality partly due to…

A

move away from behaviourism

which ignored individual diffs in newborns

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7
Q

3 ways psychologists have used biological concepts to explain personality that will be explored in this chapter

A
  1. Hans Eysenck’s ideas
  2. temperaments
  3. evolutionary personality psychology
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8
Q

what was Eysenck first concerned with?

A

figuring out the underlying structure of personality

he employed factor analysis and found types/supertraits

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8
Q

Eysenck’s three basic personality dimensions

A
  1. extraversion-introversion
  2. neuroticism
  3. psychoticism
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8
Q

basic level of Eysenck’s personality model

A

specific response level

^ consists of specific behaviours

ie. watch a man laughing with his friends on a certain day

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9
Q

second level of Eysenck’s personality model

A

habitual response

^ when specific behaviours repeat themselves frequently

ie. a man laughing with his friends most days of the week

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10
Q

third level of Eysenck’s personality model

A

trait level

^ when habitual responses are very important to the person, and are defining of them

ie. a man that lives for social gatherings - exhibits the TRAIT OF SOCIABILITY

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11
Q

fourth level of Eysenck’s personality model

A

supertrait level

ie. trait like sociability is part of a LARGER DIMENSION of personality - that of EXTRAVERSION

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12
Q

outline of Eysenck’s personality model

A

from top to bottom

  1. supertrait level (ie. extraversion)
  2. trait level (ie. sociability, impulsiveness, activity, liveliness, excitability)
  3. habitual response
  4. specific response
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13
Q

Eysenck’s extraversion/introversion dimension

A

EXTRAVERT: sociable, like parties, many friends, needs to talk to people, doesn’t like reading or studying alone

INTROVERT: quiet, retiring sort of person, introspective, fond of books rather than people reserved and distant except to intimate friends

most people fall in between these two extremes

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14
Q

Eysenck’s neuroticism dimension

A

HIGH scores: tendency to respond emotionally

^ unstable, highly emotional, more easily upset, angered, depressed

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15
Q

Eysenck’s psychoticism dimension

A

HIGH:

^ egocentric, aggressive, impersonal, cold, lacking in empathy, impulsive, lacking concern for others, unconcerned about rights/welfare of others

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16
Q

Eysenck quote on heritability

A

“heritability is not a fixed number. once you realize what’s inherited, there’s a lot you can do about it”

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17
Q

Eysenck’s 3 arguments in his case that individual personality differences are based in biology

A
  1. consistency of extraversion-introversion over time
  2. cross-cultural research
  3. studies indicate genetics play important role in determining person’s placement on each of the 3 personality dimensions
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18
Q

Eysenck’s consistency of extraversion-introversion over time argument

A

study found that Ps extraversion-introversion scores remained consistent of 45 year time span

BUT this finding alone doesn’t establish biology’s role in personality

  1. could be that people remain in similar environments throughout their lives
  2. OR that after this part of personality is cemented, it is hard to change
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19
Q

Eysenck’s cross-cultural research argument

A

find same 3 dimensions of personality in studies from all sorts of countries/cultures

even appear when using different data-gathering methods

level of cross-cultural consistency = unlikely unless biological factors were largely responsible for personality

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20
Q

how much of variance in personality did Eysenck say could be traced back to biological factors?

A

2/3rds

biology probably sets limits on HOW MUCH WE CAN CHANGE an introverted friend into a highly sociable person

or LIKELIHOOD of shaping an impulsive, outgoing child into a calm, easygoing adult

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21
Q

Eysenck’s physiological explanation for diff between extraverts and introverts

A

they have diff levels of CEREBRAL CORTEX AROUSAL when in non-stimulating environments

EXTRAVERTS have lower level of cortical arousal than introverts

^ as a result, they SEEK OUT HIGLY AROUSING SOCIAL BEHAVIOUR because their cortical arousal is well below desired levels

INTROVERTS instead operate at cortical arousal level NEAR or ABOVE the optimal amount

^ select solitude/non-stimulating environments to keep their already high arousal from becoming too aversive

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22
Q

has research discovered the base-rate cortical arousal referenced by Eysenck?

A

no

introverts and extraverts DO DIFFER in how certain parts of their brains respond to emotional stimuli

BUT show NO DIFF in brain-wave activity when at rest or asleep

HOWEVER there is evidence that introverts are MORE SENSITIVE to STIMULATION than extraverts

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23
Q

differences in sensitivity to stimulation between…

A

introverts and extraverts

introverts are MORE QUICKLY and STRONGLY AROUSED when encountering loud music/active social encounter

introverts are more RESPONSIVE than extraverts when exposed to CHEMICAL STIMULANTS (caffeine, nicotine)

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24
Q

now, rather than describing introverts and extraverts in terms of differences in cortical activity…

A

describe them as different in their SENSITIVITY TO STIMULATION

but effect of this is the same as what Eysenck proposed:

“because of physiological differences, introverts are more quickly overwhelmed by the stimulation of a crowded social gathering, whereas extraverts are likely to find the same gathering rather pleasant. extraverts are quickly bored by slow-moving movie plots and soft music, but introverts often find these subtle sources of stimulation engaging”

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25
Q

reinforcement and biological-based differences between introverts and extraverts

A

reinforcement sensitivity theory

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26
Q

reinforcement sensitivity theory

A

each human brain has a BEHAVIOURAL APPROACH SYSTEM (BAS) and a BEHAVIOURAL INHIBITION SYSTEM (BIS)

individuals DIFFER IN STRENGTHS of these two systems

highly active BAS = intensely motivated to seek out/achieve pleasurable goals

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27
Q

highly active BAS

A

part of reinforcement sensitivity theory

high BAS = VERY MOTIVATED to seek out and achieve pleasurable goals

  1. get more pleasure out of rewards
  2. get more ENJOYMENT out of EVEN ANTICIPATING that rewards are coming
  3. experience MORE ANGER/FRUSTRATION when they FALL SHORT of reaching anticipated sources of pleasure
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28
Q

people with highly active BIS tend to be…

A

more APPREHENSIVE than others

approach new situations WARILY

on CONSTANT LOOKOUT for danger

QUICK TO RETREAT when they sense problems

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29
Q

anxiety and highly active BIS

A

more likely to experience anxiety than low BIS people

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30
Q

Hans Eysenck birth-death years

A

1916-1997

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31
Q

Eysenck background

A

born in Germany into a family of celebrities

father: actor and singer - idol in Europe

mother: silent film star

parents planned glamorous career in entertainment field for Hans, starred ina film when he was 8

but then his parents divorced

most of his early years were spent with his Gma in Berlin

pursued physics and astronomy

then moved to England

career at uni of London

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32
Q

Eysenck background psychology-related

A

uni of London

pursued biology controversies

paper challenging effectiveness of psychotherapy

especially critical of psychoanalysis

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33
Q

Eysenck - “controversialist in the intellectual world”

A

he was very combative

against psychotherapy and psychoanalysis

pro biology differences

pro cigarettes

he liked this - “I have usually been against the establishment and in favour of the revels”

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34
Q

most researchers see connection between BAS and _______ and BIS and ______

A

BAS and extraversion

BIS and neuroticism

means that people with highly active BAS are similar to those scoring high in extraversion

and people with highly active BIS are similar to those scoring high in neuroticism

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35
Q

implication of BAS: extraverts aren’t necessarily attracted to…

A

ALL social situations

but ONLY to those that are likely to be enjoyable

^ one study found that extraverts actually preferred nonsocial situations (going for a solo walk) more than introverts if they thought the experience would be pleasant

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36
Q

is it likely that some people are born to be sociable while others are born to be shy?

A

no

more likely that we’re born with BROAD DISPOSITIONS towards certain TYPES OF BEHAVIOURS - aka temperaments

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37
Q

temperaments

A

general patterns of behaviour and mood

can be expressed in many ways

depending on one’s experiences, develop into diff personality traits

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38
Q

how general dispositions (temperaments) develop into stable personality traits depends on…

A

complex interplay of one’s GENETIC PREDISPOSITIONS and the ENVIRONMENT that a person grows up in

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39
Q

researchers often disagree on the ________ of basic temperaments

A

number

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40
Q

three temperament dimension moel

A
  1. emotionality
  2. activity
  3. sociability
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41
Q

three temperament model: emotionality

A

INTENSITY of emotional REACTIONSS

HIGH: easily upset, reactive temper

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42
Q

three temperament model: activity

A

general level of ENERGY

HIGH: move around a lot, prefer active hames, fidget and squirm, always on the go

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43
Q

three temperament model: sociability

A

general tendency to AFFILIATE and INTERACT with others

HIGH: seek out others, lots of friends, enjoy social gatherings

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44
Q

where do temperaments come from?

A

largely inherited

we can identify temperamental diffs in babies

not all babies are born alike - some are more active, more emotional…

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45
Q

gender diffs in temperament

A

GIRLS: more likely to exhibit EFFORTFUL CONTROL temperament

^ ability to FOCUS ATTENTION and EXERCISE CONTROL over impulsive urges

BOYS: more likely to have a SURGENCY temperament

^ high levels of ACTIVITY and SOCIABILITY

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46
Q

surgency temperament

A

more common in boys

high levels of activity and sociability

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47
Q

age at which gender diffs in temperament can be seen

A

about 3 months of age

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48
Q

can we look at temperament levels in PRESCHOOL kids and determine what kind of adult personalities they’ll have?

A

yes, to a certain degree

longitudinal study: 91% of kids born in New Zealand town - tested for temperament at age 3

identified 3 temperament types in these kids

  1. WELL ADJUSTED (self control, confidence, capable of approaching new people and situations easily)
  2. UNDER-CONTROLLED (impulsive, restless, easily distracted)
  3. INHIBITED (fearful, reluctant to get involved in social activities, uneasy with strangers)

then looked at them as adults - and the patterns held

49
Q

NZ longitudinal study - under-controlled 3 year olds were later more likely to…

A

ELEMENTARY SCHOOL/ADOLESCENCE: have problems with fighting, lying, disobeying at both school and home

ADULTHOOD: by 32, were TWICE as likely to have problem with EXCESSIVE GAMBLING as those who were originally classified as well-adjusted

50
Q

NZ longitudinal study: inhibited children later showed…

A

more signs of WORRYING and FUSSING when growing up

as adults, were LESS SOCIAL and more likely to experience DEPRESSION

51
Q

complexity of environment in which general temperaments develop into personality traits

A

child’s general level of emotionality or activity points personality development in a certain direction

but that development is ALSO influenced by child’s EXPERIENCES

ie. highly emotional child has better chance of becoming aggressive adult than does a child low in emotionality

BUT if they have parents who encourage problem solving skills instead of anger expression, they may turn into a cooperative, non-aggressive adult

52
Q

less direct connection between biology and personality characteristics

A

general behavioural dispositions also affect the development of personality traits because the child’s TEMPERAMENT INFLUENCES the TYPE OF ENVIRONMENT they live in

how others react to us (or if they want to be a part of our environment at all) is partly determined by our temperament

ie. sociable children seek social interactions

ie. parents react differently to constantly crying baby versus a chill one - different parent-child relationships are possible

53
Q

temperaments also generate expectations…

A

expectations IN OTHER PEOPLE that affect the ways they treat children

ie. preschool teachers in one study expected diff personalities in their classes based on observations of their general activity levels

these expectations lead to them treating different children differently

54
Q

recap of relationship between temperament and environment

A

adult personalities are shaped by both

  1. temperament influences the environment people grow up in
  2. the environment influences the way temperament develops

two children born with identical temperaments can grow up to be very different people

55
Q

one trait that is remarkably stable across time

A

inhibition versus un-inhibition

56
Q

10% of white american children fall into which category?

A

inhibited

57
Q

inhibited children

A

controlled and gentle

“monitored, restrained, almost soft”

cling to their parents when entering a new room/meeting new kids

slow to explore new toys

may go several minutes without saying a word

10% of american caucasian children

58
Q

uninhibited children

A

25% of children

jump right in to play with a new toy

talk a lot

even if they don’t know the other children who are present

59
Q

difference behind inhibited and uninhibited children

A

on the surface, seems like a difference in LEVELS OF ANXIETY

but inhibited children aren’t simply more afraid of everything… they’re vulnerable to a SPECIFIC FORM OF ANXIETY

^ anxiety to novelty

60
Q

specific form of anxiety that inhibited children have

A

anxiety to novelty

as kids: cautious about/fearful of new people/situations

as adults: withdraw socially/wait for others to speak first

61
Q

signs that point to inherited nature of diffs between inhibited and uninhibited people

A

show number of physical diffs almost from MOMENT OF BIRTH

differ in:
a) BODY BUILD
b) ALLERGY SUSCEPTIBILITY
c) EYE COLOUR (inhibited children = more likely to have blue eyes)

62
Q

inhibited children are more likely to show what during first few months of life?

A

irritability

sleep disturbances

chronic constipation

respond to unfamiliar stimuli with increased heart rate and pupil dilation

63
Q

neuro-imaging diffs between inhibited and uninhibited people

A
  1. their brains react differently to EVENTS and IMAGES
  2. react to NOISES with different brain stem responses
  3. have abnormally high AMYGDALA response
  4. increased STRIATUM activity when presented with NOVEL/UNCERTAIN stimuli
64
Q

children who showed inhibited behaviours at 21 months of age also…

A

showed inhibited behaviours at age 5.5

stable!

65
Q

inhibited children are much more likely than uninhibited children to become ___ teens

A

shy

socially-anxious

^ inhibited children were SEVEN TIMES more likely to suffer from social anxiety disorder in adolescence than children not identified as inhibited

66
Q

study measuring if inhibited children become inhibited adults

A

study measured inhibition in children between ages 8-12

then tested the SAME people 10 years later

correlation of 0.57 (impressively high) between the 2 measures

67
Q

study found that being an inhibited child was a risk factor for…

A

adult anxiety disorders

especially social phobia

68
Q

are inhibited kids sentenced to become shy adults?

A

no

parents can become SENSITIVE to child’s discomfort in unfamiliar settings and can TEACH child how to deal with new situations/people

many business leaders, community workers, entertainers have learned to overcome their shyness and lead very social lives

69
Q

does connection between inhibited children and later social problems apply to all cultures?

A

remains open question

one study found that Chinese toddlers identified as inhibited at age 2 actually had better social relationships at age 7 than the average child

70
Q

uninhibited children are susceptible to what problems?

A

disruptive behaviour disorders

ie. aggressiveness, attention problems

71
Q

our experiences of anxiety generally involve…

A

some sort of negative evaluation

or rejection by other people

but why?

72
Q

why is negative evaluation from others a source of anxiety?

A

is this learned/conditioned?

is there a psychoanalytic basis?

or is this an inherited tendency that allowed our species to survive? > evolutionary approach

73
Q

evolutionary personality theory

A

use process of natural selection to explain universal human characteristics

many characteristics we call “human nature” make sense if we understand the EVOLUTIONARY FUNCTION they SERVE

74
Q

evolutionary theory: psychological mechanisms

A

characteristically human functions that allow us to deal effectively with common human problems/needs

through natural selection, mechanisms that increased the chances of human survival and reproduction have been retained

those that failed to do so have not been retained

75
Q

examples of psychological mechanisms

A
  1. innate fear of strangers
  2. anger
  3. group and attachment formation
  4. compassion
76
Q

how can anxiety be explained by evolutionary theory?

A

it isn’t beneficial - it’s an unpleasant emotional state, something people want to avoid

almost always problematic - interferes with ability to learn new tasks, remember info, perform sexually…

answer this question by looking at WHAT CAUSES ANXIETY

77
Q

what causes anxiety?

A

primary thing: SOCIAL EXCLUSION

all humans have strong need for group belonging and relationships

so when we experience exclusion or rejection from social groups, we suffer GREAT DISTRESS

info that even HINTS that SOMEDAY we MAY be REJECTED by others is often enough to bring on anxiety

78
Q

social exclusion explanation of anxiety fits nicely…

A

with evolutionary personality theory

primitive people lived tgt in small groups - more likely to survive and reproduce in such circumstances

isolated people = more susceptible to injury, illness, lack of shelter, limited resources = less able to mate and raise offspring

SO, anything that MOTIVATES people to avoid behaviours that might lead to their exclusion from the group would help the species survive

ANXIETY SERVES THIS PURPOSE

79
Q

evolutionary explanation: the types of behaviour that lead to social exclusion are typically those that…

A

impair the survival of the species

ie. adultery, aggression, taking valuable resources from others

80
Q

not all children approach learning…

A

the same way

they’re born with different temperaments

ie. diffs in eagerness to learn, in ability to focus

ie. inhibited versus uninhibited children

81
Q

3 basic temperament patterns among elementary school kids

A
  1. easy child
  2. difficult child
  3. slow-to-warm-up child
82
Q

easy child

A

eagerly approaches new situations

is adaptive

generally positive in mood

83
Q

difficult child

A

difficulty adapting to new environments

often in a negative mood

84
Q

slow-to-warm-up child

A

similar to inhibited children

tend to withdraw from unfamiliar situations

slow to adapt to new academic tasks and new activities

85
Q

6 year study of elementary school kids found that __% of them could be placed into…

A

33%

one of the three categories (easy, difficult, slow to warm up)

86
Q

elementary school kids 3 categories type percentages

A

easy: 40%

difficult: 10%

slow-to-warm-up: 15%

87
Q

temperament diffs affect how children do in school

A

easy children get better grades and better teacher evaluations

difficult and slow to warm up children perform more poorly

differences are found on standardized achievement tests

88
Q

is temperament related to intelligence?

A

no

89
Q

how does temperament affect a child’s academic performance?

A
  1. some temperaments = more compatible with requirements of typical classroom

^ ie. attentive, adaptable and persistent will do better than short on attention, easily distracted and slow to adapt

  1. student’s behaviour evokes responses from teacher - means that opportunities for learning/achievement vary based on child temperament

^ attentive and eager student will be rewarding for teacher to work with, while easily distracted and withdrawn student will be frustrating and demanding

  1. teachers sometimes misinterpret temperamental diffs in their students - colours their responses to students and skews subsequent achievement

^ slow to warm up kids may be seen as unmotivated or unintelligent

^ highly active students may be seen as troublemakers

90
Q

because inhibited children are less likely to get help when they need it…

A

generally receive less attention from their teachers

unintentionally, teachers pay more attention to and work more closely to some kids than others

91
Q

case study: elementary school student who approached schoolwork with high-intensity, high-persistence style

A

long attention span

preferred to spend extensive amount of time on one task before moving onto the next

BUT the teacher’s schedule rarely allowed for this

boy got upset when his studies were interrupted

teacher interpreted these reactions as indicating an UNDERLYING PERSONALITY DISORDER

but problem was resolved when parent transferred boy to a diff school with diff teaching style

92
Q

matching temperament and teaching - what question should we be asking?

A

“what kind of ENVIRONMENT and PROCEDURES are most conducive to learning for THIS student, given his or her temperament?”

^ reflects the thinking behind what some researchers call the “goodness of fit” model

93
Q

goodness of fit model

A

according to this model, how well a child does in school is partly a function of HOW WELL the learning environment MATCHES the child’s “capabilities, characteristics and styles of behaving”

optimal amount of learning can occur IF lessons/assignments are PRESENTED in way that matches child’s learning style

94
Q

teachers find fewer adjustment problems when…

A

they ADAPT their teaching style in consideration of the child’s temperament

95
Q

teachers who match style with temperament not only increase the child’s chances of academic success…

A

they also contribute to the child’s feelings of SELF WROTH

children who do poorly at school tend to BLAME THEMSELVES

^ these feelings are often reinforced by parents/teachers who accuse child of not trying/believe the child can’t do it

resulting DOWNWARD SPIRAL of SELF ESTEEM adds to children’s academic difficulties

96
Q

when people engage in reflective thought, they tend to…

A

look off to one side

some people consistently look RIGHT, while others look LEFT

direction in which people look when contemplating may be general indicator of brain activity patterns psychologists associate with emotion

97
Q

physiological measures used to measure aspects of personality

A

physiological indicators of arousal

a) heart rate

b) respiration

c) galvanic skin response

hormones, neurotransmitters, immune systems, respiration, automatic muscle reflexes, enzymes in the blood

neuroimaging techniques

a) fMRI

b) PET

98
Q

electroencephalograph (EEG)

A

measures ELECTRICAL ACTIVITY in diff parts of human brain

small electrodes = attached to head using hair clips or elastics

useful for several reasons

  1. procedure is EASY, NOT HARMFUL/uncomfortable
  2. allows recording of brain activity in VERY QUICK INTERVALS
99
Q

quickness of EEG measurements

A

some EEG instruments can measure brain activity within MILLISECONDS

^ this sensitivity = particularly important when looking at emotions, which often CHANGE VERY RAPIDLY

100
Q

how are EEG data described?

A

in terms of CYCLES PER SECOND, or waves

ALPHA WAVES: particularly useful for research on personality and emotion

101
Q

EEG data: the lower the alpha wave activity…

A

the MORE ACTIVATION in that region of the brain

102
Q

alpha wave levels where in the cerebral hemisphere are particularly useful in understanding individual differences in emotion?

A

in the ANTERIOR/FRONT of the cerebral hemisphere

this region has considerable connections with parts of brain that REGULATE EMOTIONS

103
Q

cerebral asymmetry

A

anterior region of a person’s RIGHT cerebral hemisphere often shows DIFF ACTIVITY LEVEL than the anterior region of the LEFT side

diff patterns of cerebral asymmetry = linked to DIFFS in the EMOTIONAL EXPERIENCE

104
Q

higher activation in the left versus left hemisphere…

A

LEFT = associated with POSITIVE moods

RIGHT = associated with NEGATIVE moods

105
Q

watching emotion-arousing films EEG study

A

showed Ps emotional clips and measured brain activity using EEG

when experiencing HAPPINESS (as determined by facial expressions) activity in LEFT hemisphere increased

when experiencing DISGUST, there was more activity in the RIGHT hemisphere

106
Q

infants show higher left hemisphere activity when…

A

smiling

when their mothers reached down to pick them up

when they heard laughter

when they tasted something sweet

(because these toddlers were under one years old, researchers argued the association between cerebral asymmetry and emotion is something we’re born with)

107
Q

most people typically have higher activation…

A

in one hemisphere than the other

EVEN in a relatively nonemotional RESTING state

but, WHICH HEMISPHERE displays the higher activity level is NOT THE SAME for everyone

108
Q

cerebral asymmetry and individual differences

A

when RESTING

some people have higher activity in the LEFT hemisphere and others have more RIGHT hemisphere activity

differences in cerebral asymmetry tend to be FAIRLY STABLE over time

109
Q

because left and right hemispheric activity is associated with positive and negative moods, can we use EEG data to predict differences in emotion?

A

yes

people with higher level of LEFT hemisphere activity were MORE RESPONSIVE to POSITIVE MOOD FILMS

whereas people with higher RIGHT hemisphere activity REACTED MORE to the films that produced NEGATIVE MOODS

110
Q

cerebral asymmetry and mood in infants

A

10 month old babies were identified as having either higher left or right hemisphere activity when resting

babies were then divided into those who CRIED and those who DIDN’T CRY when separated from their moms

CRIERS tended to have HIGHER RIGHT HEMISPHERE ACTIVITY, whereas non-criers were those with higher left hemisphere activity

111
Q

initial explanations of the findings of cerebral asymmetry

A

initially, researchers explained results in terms of THRESHOLDS for POSITIVE and NEGATIVE MOOD

speculated that those higher in RIGHT hemisphere activity REQUIRE LESS NEGATIVE EVENT to experience FEAR/SADNESS

^ minor disappointment/rude remark might be enough to push them over the threshold into a negative emotional state

whereas people with higher LEFT hemisphere activity may require a LESS POSITIVE event before they experience HAPPINESS

^ enjoyable convo or good song might be enough to trigger pleasant emotions

112
Q

but subsequent research findings have caused psychologists to RETHINK relationship between cerebral asymmetry and emotions

A

instead of looking at positive/negative emotions, now psychologists describe the diffs in terms of APPROACH and WITHDRAWAL TENDENCIES

find LEFT hemisphere activity is related to MOVEMENT TOWARDS the source of the emotion

RIGHT hemisphere activity is related to MOVEMENT AWAY

113
Q

according to new explanation, higher right hemisphere activity is associated with…

A

sadness because depression is essentially an effort to WITHDRAW from whatever is causing the emotion

114
Q

(new explanation) higher left hemisphere activity is associated with…

A

joy because happiness DRAWS US TOWARDS the source
of the emotion

115
Q

anger: support for new explanation of cerebral asymmetry

A

(recall: new explanation looks at diffs in approach and withdrawal tendencies)

ANGER is associated with HIGHER LEFT hemisphere activity

although anger is a NEGATIVE emotion like depression, ANGRY PEOPLE TEND TO APPROACH or even attack the source of their distress

116
Q

do differences in hemispheric activity level play a role in the development of emotional disorders?

A

some findings suggest that they may

depressed participants show more right-side activation than non-depressed ones

117
Q

study examining EEG patterns in people who currently weren’t depressed but who had suffered from previous bouts of depression

A

these individuals had LESS LEFT HEMISPHERE ACTIVITY in the ANTERIOR REGION of the brain when resting

compared to group of Ps who had never suffered from depression

these previously depressed individuals may have had a PHYSIOLOGICALLY BASED VULNERABILITY to experience bouts of depression

118
Q

if cerebral asymmetry is a marker for greater vulnerability to emotional disorders, can we use EEG patterns to predict who is likely to suffer from these disorders in the future?

A

yes

study measured cerebral symmetry in group of students with no history of emotional problems

students were then interviewed every 4 months for the next 3 years to determine if they’d suffered from a significant depression episode

those with higher right-side activation = more likely to experience a depressive episode during this time

119
Q

cerebral asymmetry has been used in mood swing sufferers to predict…

A

who develops bipolar disorder

120
Q

right-handed people who typically glance left when engaged in reflective thought…

A

are likely to show higher level of right hemisphere activation when resting

those who glance to the right are likely to be higher in left-hemisphere activity

so, which way you look during a reflective moment may be a telltale sign of your proclivity to experience certain emotions over others

121
Q

strengths of the biological approach

A
  1. provides BRIDGE between study of PERSONALITY and discipline of BIOLOGY

^ psychologists ignored biology for far too long

  1. identified some realistic PARAMETERS for psychologists interested in BEHAVIOUR CHANGE

^ ie. optimal classroom conditions, parenting principles

  1. most of its advocates are ACADEMIC PSYCHOLOGISTS with strong interest in TESTING ideas through RESEARCH

^ lots of empirical support has been generated

^ open to modifying their theories after research finding results

122
Q

criticisms of the biological approach

A
  1. sometimes face limits on ABILITY to TEST their ideas

^ esp evolutionary psychologists - often left to argue from weak position of analogy and deduction

^ and we can think of an adaptive function for nearly every human attribute - can’t be truly tested/verified

  1. critics challenge evolutionary theory’s assumption that EVERY characteristic must serve a SURVIVAL FUNCTION

^ totally possible that a characteristic evolved that had NO IMPACT on survival, or that even HURT likelihood of survival

  1. criticism centered at theory and research on TEMPERAMENT

^ lack of an agreed upon model

^ one model identifies 3 temperaments, and others highlight 7, 5, 9 dimensions

^ also use diff names ie. is an “inhibited” child the same as a “slow-to-warm-up” child?

  1. offers FEW suggestions for personality change - NO schools of PSYCHOTHERAPY based on this perspective

Psyc 332 (19 decks)

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