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Intro to Psych > Unit 3 > Flashcards

Unit 3 Flashcards

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1
Q

how does the mind work?

A

mid is actively constructing experience (perception, consciousness, memory, and thinking)

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2
Q

how is the mind shaped

A
  • shaped by development
  • influenced by social factors
  • disturbed by psychological disorders
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3
Q

Language

A
  • strong dependent on development
  • complex system of communication
  • representation and organization of information
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4
Q

power of language

A
  • flexible and powerful tool for complex thought (abstract concepts, time, hypothetical situations)
  • multiple levels of structure
  • allows transmission of culture and ideas
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5
Q

examples of animal communication

A
  • Honeybee “waggle dance”: indicates direction + distance to food source; stereotyped set of movements, relatively inflexible, not technically a language
  • Vervet money alarm: different alarm calls for different situations (eagle alarm call: look up, hide in bushes; leopard call: climb trees; snake alarm call: stand up, look at ground); very specific communication + largely innate
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6
Q

teaching language to animals

A
  • limited vocabulary acquired over long periods of training whereas children’s vocab grow at an amazing rate
  • use signs meaningfully but don’t develop human syntax, language as means to a reward, rather than communicating for its own sake
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7
Q

properties of language

A
  • arbitrary symbolic representation (arbitrary relation b/w symbol and referent)
  • structured at multiple levels
  • produces novel utterances (that no one has ever said before)
  • dynamic, constantly changing
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8
Q

structure of language

A
  • only certain patterns have meaning but can build completely novel utterances
  • recursive power of language (limitless combinations)
  • levels of structure: letter -> word -> sentences
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9
Q

how is language dynamic?

A
  • new works emerge on regular basis (ex: e-reader, microbrew)
  • meanings can change over time (ex: in 1950s, computer was person that did all computations but now is a device); (ex: previously blockbuster was a bomb with enough ammo to level a city)
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10
Q

what are the different components of language?

A
  • phonemes: single speech sounds
  • morphemes: smallest meaningful unit of language
  • syntax: organization into sentences
  • semantics: meaning of sentences
  • discourse: paragraphs, conversations, etc.
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11
Q

phonemes

A
  • single speech sounds (produced by tongue, lips, vocal cords)
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12
Q

morphemes

A
  • smallest meaningful unit of language (words, prefixes, suffices, plural “s”, past “-ed”)
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13
Q

syntax

A
  • organization into sentences
  • can be ambiguous
  • “garden-path” sentences: sentences that mislead or trick their reader into interpreting the sentence incorrectly (ex: the horse raced by the barn fell)
  • different languages have different syntax (in english, it is subject-verb-object)
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14
Q

semantics

A
  • meaning of sentences
  • different syntax can produce the same meaning
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15
Q

syntax vs semantics

A
  • Syntax is the structure of language, such as word order and sentence composition
  • Semantics is the meaning of words
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16
Q

discourse

A
  • paragraphs, conversations, etc.
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17
Q

universal grammar

A
  • Noam Chomsky proposed that there was an innate set of rules that guide language learning; predisposition to language
  • examples: creole languages and sign language
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18
Q

creoles languages

A
  • cultures in which multiple languages intermix (ex: plantations in the Caribbean)
  • informal pidgin w/o constant syntax
  • regularized from pidgin to creole by children (impose syntax structure)
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19
Q

pidgin

A
  • a language that has developed from a mixture of two languages
  • starts out as pidgin and becomes a creole language as it is passed down through generations
  • children of pidgin speakers regularize language into creole
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20
Q

sign language

A
  • same properties as spoken language (arbitrarily symbolic, structured at many levels, dynamic)
  • emergence independent of spoken language (develops from home sign when dead intermingle (like when creole people interact)), has complex syntactic structure
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21
Q

what happens when people don’t have early exposure (deprivation)?

A
  • Genie: severly abuse and neglected until age of 13 (only knew of couple of words when rescued from parents, acquired vocab but never developed syntax)
  • Chelsea: deaf but not treated until age of 32 (grew up in loving household, but diagnosed so late) never developed normal syntax
  • Isabelle: hidden in attic by mother, discovered when she was 6; socially isolated but within a year, she was communicating at a normal 7 year old level
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22
Q

sensitive period

A
  • limited time for fluent language acquisition
  • specific inputs is necessary during this period
  • increased difficulty of acquisition after this time
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23
Q

second language acquisition

A
  • fluency correlations with age of first exposure (sensitive periods in 2nd learning language)
  • Johnson & Newport (1989): grammar judgements of immigrants coming to the US (fluency correlates with age of exposure, first exposure before age of 7 leads to highest fluency)
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24
Q

linguistic determinism

A
  • grasp of concepts is limited by available language
  • reality and thought is constructed by culture (many cultures don’t distinguish colors in the same way, Inuit have so many words for snow)
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25
Q

telegraphic speech

A
  • utterances made by children 18 to 24 months, children begin to put words together and vocab starts to grow quickly (ex: sentences containing 2 words, missing grammer/words)
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26
Q

dyslexia

A

some learners struggle to figure out which symbols are letters, which letters are clumped into words and which words go together to make meaningful sentences

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27
Q

development milestones

A
  • at birth: primitive reflexes, basic sensory processing
  • 2-4 months: early movement + development, social smiling + babbling
  • 9-10 months: crawling and visual cliff
  • newborns have basic reflexes, sensory processing
  • in few months, improvements in physical, social, and cognitive skills
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28
Q

zygote

A

sperm cell penetrate coating of egg (female) and fuse into cell (zygote)

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29
Q

embryo

A
  • about 14 days later, zygote develops into an embryo
  • development of organs + internal systems
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30
Q

fetus

A
  • embryo develops into fetus at about 9 weeks
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31
Q

primitive reflexes in newborns

A
  • these are adaptive value in infants for survival
  • grasping reflex: grasp anything placed in hand, carry over from primate ancestors
  • rooting reflex: turning toward stimulus on cheek, part of feeding behavior
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32
Q

sensory processing in newborns (3)

A
  • preferentially track face configuration
  • produce basic facial expressions
  • recognize mother’s voice (tested this using high amplitude sucking test)
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33
Q

social development in faces (0-6 months)

A
  • 1-3 months: social smiling
  • 2-6 months: eye contact deficits predict autism spectrum disorder (ASD)
  • 6 months: recognizing familiar faces, improved visual acuity
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34
Q

locomotion

A
  • 9-10 months
  • vision and locomotion develops in tandem
  • glass “visual cliff”: depth perception is innate, and it keeps babies safe from dangerous, height-related obstacles, fear of heights is later learned in infancy (avoidance depends on experience)
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35
Q

Jean Piaget

A
  • development of logical thinking
  • what children’s errors reveal about they think
  • how new concepts are learned: accommodation vs assimilation
  • Piaget’s four stage model for cognitive development: sensorimotor, preoperational concrete operational, formal operational
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36
Q

accommodation vs assimilation

A
  • assimilation: incorporating new schemas into existing model (of how world words)
  • accommodation: creating new schema or drastically altering an existing one to deal with new information
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37
Q

Sensorimotor stage

A
  • ages 0 to 2 years old
  • thoughts and actions are nearly identical
  • experience world by looking, touching, mouthing, grasping
  • development of object concept: common sense belief about objects
  • object permanence at around 8 months old: realization that objects even when they are out of sight are still there
  • basic reflexes refined into complex actions
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38
Q

preoperational stage

A
  • ages 2 to 7
  • emergence of symbolic thought: representing objects through images and words (learning how to use language)
  • egocentrism: inability to take perspective of another
  • theory of mind (develops around the age of 4): beliefs about others’ beliefs, impaired by autism spectrum disorder
  • lack of conservation
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39
Q

conservation

A
  • objects stay the same when superficial aspects change
  • Piaget’s water task: show 2 cups filled with same water, put one class in narrow cup and ask which one has more water, will be the taller/narrow cup even thought is the same
  • the kids are relying more on heuristic
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40
Q

concrete operational

A
  • increase in symbolic thought
  • mental operations: transitivity: if A>B and B>C, then A>C and transforming mathematical functions: if 4+8=12 then 12-4=8
  • understanding conservation
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41
Q

formal operational

A
  • ages 12+
  • abstract thinking: using symbols and imagined realities to reason systematically, representing possibilities
  • logical, scientific reasoning
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42
Q

criticism of piaget

A
  • overemphasis on formal logic
  • Piaget’s theory has been influential but are criticism of his work
  • development is more continuous
  • children may develop abilities earlier, are able to test using looking time paradigms (preferential looking + habituation)
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43
Q

looking time paradigms

A
  • preferential looking: infants/people look longer at interesting things; staring more at thing indicates ability to distinguish the 2 options
  • habituation: familiar expected things are less interesting
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44
Q

looking time: the object concept

A
  • object concept at 3-4 months, not 8 months
  • carrot behind block: show both going behind screen but 2nd one is unexpected because don’t see carrot in gap when it went across
  • understand that 2 objects cannot occupy the same place at the same time
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45
Q

looking time: intentions

A
  • see block jump for familiarization, see same intention of block going to ball but different action since no jump, see same action of jump but different intention as there is no block to jump over
  • understand first jump is because of the block
  • stare at the third one more so understand the intention behind the action of the jump since there is no block in the third one
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46
Q

role of social life in cognitive development

A
  • family, community, and society
  • children don’t learn in isolation
  • teach children what they need to know
  • Leo Vygotsky: social construction of thought (cognitive development occurs as a result of social interactions)
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47
Q

development: environmental and social factors (2 each)

A
  • environmental factors: prenatal exposure (teratogens), enriched vs impoverished environments
  • social factors: parent-infant interactions, attachment
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48
Q

prenatal exposure to teratogens

A
  • embryonic stage is 14 days to 9 weeks when organs and internal systems develop
  • substances that interfere with development of embryo or fetus are teratogens
  • many teratogens disrupt normal brain development
  • ex: thalidomide marked as treatment for morning sickness in late 1950s left many children without arms/legs
  • fetal alcohol syndrome: one of the most common toxins to developing brains; results in impulsive behavior, poor memory, attention deficits
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49
Q

post natal environment

A
  • “rich rat, poor rat”: rats raised in different environments (1 small one, 1 big one with toys and everything)
  • environment linked to neural outcomes: heavier brain, more complex dendrites, more synapses
  • impoverished: basic cage w/ m toys alone
  • enriched cage: 10-12 rates in large cage, w/ toys
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50
Q

should we enrich a child’s environemnt

A
  • Mozart Effect and Baby Einstein claimed to increase intelligence but there is no evidence for this kind of “enrichment”: they can do more harm than good
  • normal environment provided by loving parents is enriched
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51
Q

parent-child/baby intereaction

A
  • across many cultures, caregivers interact with infants in similar ways
  • exaggerated facial features (ex: eyebrow flash”, raising eyebrows)
  • children directed speech (baby talk): higher pitch than normal voice, infants attend preferentially
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52
Q

attachment

A
  • social-emotional bond b/w child and care-giver
  • forms of attachment are observed across many species
  • imprinting in geese/ducks: first moving thing seen in during/critical period (usually the mother), can be human, model train, etc
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53
Q

what drives attachment? (2)

A
  • “cupboard theory”: attachment to mother driven by biological needs (food)
  • attachment theory: comfort, safety, security
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54
Q

testing the origins of attachment

A
  • Harlow: surrogate mother experiments
  • Rhesus monkeys separated from mothers at birth
  • raised with two artificial “mothers”: wire (food but no comfort), cloth (comfort but no food)
  • comfort not good determined monkey’s preference; wire mother only for good and cloth mother for security
  • in novel or scary situation, monkeys ran back to surrogate
  • terror striken if the surrogate is removed
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55
Q

separation anxiety

A
  • used to formally study attached
  • distressed when separated from caregiver
  • emerges around 8-12 months
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56
Q

Ainsworth’s strange situation test (what to look at in test)

A
  • different children show different degree of separation anxiety
  • quantify by reaction to “strange situation”
  • differences in behavior: exploration in presence of attachment figure, response to stranger in caregiver’s presence, response to caregiver’s departure/return
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57
Q

secure attachment

A
  • responsive and caring attachment figure (65% of children)
  • exploration: confident enough to explore and play alone if caregiver is present
  • response to stranger: friendly to stranger
  • caregiver departure: distressed when attachment figure leaves
  • caregiver return: comforted y caregiver’s return
  • shows that the caregiver is responsive and caring, sensitive to child’s needs
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58
Q

insecure attachment - avoident

A
  • rejected or unavailable (20% of children)
  • exploration: explore either ways
  • response to stranger: may prefer to play w/ stranger
  • caregiver’s departure: not upset when caregiver leaves
  • caregiver’s return: avoids contact upon caregiver’s return
  • associated with rejecting or unavailable caregiver
59
Q

insecure attachment - ambivalent

A
  • inconsistently available caregiver
  • exploration: not confident to explore environment
  • response to stranger: suspicious of the stranger
  • caregiver’s departure: extremely upset at departure
  • caregiver’s return: show both comfort seeking and resisting behavior upon caregiver’s return
  • reflects inconsistent availability of caregiver
60
Q

Israeli kibbutzim

A
  • agricultural communes
  • children raised communally by special caregiver
  • 2-3 hours a day with parent, sleep separately
  • smaller # of secure attachment (40%)
61
Q

what about dads?

A
  • children also form attachment with father: similar behavior with Dad in “strange situation”
  • attachments different with mother and father: mother=comfort and security while dad=fun and play
  • parental playing styles
62
Q

Implications of attachment style for later in life

A
  • attachment style predicts later behavior
  • secure attachment associated with better outcomes: better socioemotional functioning, outgoing, popular, more friends, better adjustment to school
  • influences your own relationships and parenting
63
Q

Harlow’s “motherless mothers’

A
  • negligent or abusive as parents but if infants persisted in seeking out attachment, parents would eventually become more responsive
64
Q

how does daycare attached attachment?

A
  • several studies with different results, no easy answer
  • depends on quality of day care and attachment style of parent
65
Q

first impressions

A
  • importance oof good impression
  • appearance and body language matter
  • we are practiced at quick judgements about others
  • thin slices of behavior: 30 seconds of video is enough to infer intelligence, sexual orientation, relationship status of a pair
66
Q

are non verbal cues important?

A
  • meaning of conscious gestures varies
  • unconscious body language is nearly universal (ex: eye contact), similar meanings across different cultures
  • face to face: need more space to avoid eye contact
  • unconscious rule of arranging ourselves: culture affects nonverbal rules, minimize eye contact with strangers (elevator arrangement)
67
Q

attribution

A
  • how we explain other people’s behavior, motives, and personalities
68
Q

personal attribution vs situational attribution

A
  • personal attribution: internal characteristics
  • situational attribution: based on external events
  • how is behavior influenced by the type of person you are vs situation you are in
69
Q

attribution biases

A
  • fundamental attribution error: others behavior is overly attributed to internal traits rather than situation (ex. someone came late because they are lazy and disorganized, not because of traffic)
  • actor/observer discrepancy: personal attributions for others, situational for ourselves
70
Q

attitudes

A
  • feeling, opinions, and beliefs are redispose us to respond in a particular way to objects, people, and events
  • based on prior experiences
71
Q

explicit attitudes

A
  • can be directly stated or expressed (ex: sexism)
  • conscious (goals and beliefs), identifiable (introspectively), consciously changeable (conscious reflection)
72
Q

implicit attitudes

A
  • influence behavior unconsciously and unintentionally
  • automatic, unidentifiable, not consciously changeable
  • be able to explain IAT
73
Q

measuring implicit attitudes

A
  • Implicit Associations Test (IAT) tests association strength between concepts
  • indirectly measures based on reaction time, psychology response
  • had to do with the career and women naming thing in class
74
Q

Implicit biases

A
  • implicit biases predict behavior (ex: trustworthiness ratings of other race faces)
  • implicit biases are malleable: reduced by exposure to counter-stereotypes
  • Pro black: positive examples of blacks, negative explains of whites (ex: Charles Manson)
  • bias is reduced in Pro-Black case but further research has shown that the method is only short term, results last only around 24 hours
75
Q

group versus individual

A
  • implicit bias activated by thinking about group membership
  • implicit race stereotypes activated by age group, not by individual preferences
76
Q

in group/out group bias (+ examples)

A
  • sensitivity to group membership
  • Outgroup homogeneity: is the tendency for people to view ingroup members as more diverse than outgroup members
  • minimal group paradigm
  • Brown eyes vs blue eyes: 3rd grade teacher developed exercise; blue eyes told they were superior to brown eye student -> led to dramatic changes in behavior and performance, switched it the second day
  • Stanford prison experiment: loss identity in roles
77
Q

in group favoritism

A
  • positive, sharing with in group over out-group
  • more likely to help in group member
  • ex: fan of same vs rival soccer team: confederate, working with experimenter, got electric shock; other person could take part of it; received electric shock more likely for fellow fan
78
Q

overcoming in group bias

A
  • strong competition between two summer camps
  • increased hostility and physical confrontations
  • cooperation to achieve common goals to overcome in group bias
79
Q

altruism: biological perspective

A
  • kin selection: fitness from helping relatives; group squirrels alarm calls; doesn’t explain altruism to strangers
  • reciprocal altruism: more common in animals that live in social groups; “tit for tat” behavior, separable from kin selection
80
Q

psychology of altruism

A
  • cues of being watched increase cooperation: more payment in shared coffee fund
  • empathy and perspective taking: ability to share other’s feelings, implicated by altruistic behavior, sensitivity to social exclusion and rejection
81
Q

social rejection and exclusion

A
  • association with low self-esteem and depression, increased bullying by others
  • sometimes externalized as aggression: linked to narcissism
  • ex: “cyberball studies”: in triangle, throwing ball; over time, stop throwing ball in your direction
82
Q

pain of rejection

A
  • social rejection activates same brain areas as physical pain when recalling instances of rejection like break-ups
83
Q

obedience

A
  • following orders given by authority
84
Q

compliance + how is it enhanced (2)

A
  • agreeing with other’s request, tendency to agree with other’s request
  • enhanced by specific strategies: foot in the door effect (agreeing to small request make you ore likely to comply with later larger request) and door in the face effect (rejecting large request makes you more likely to comply with following smaller request)
85
Q

conformity

A
  • changing out behavior to fit the group norms
  • how we change our beliefs + behavior to meet others’ expectations
86
Q

conformity influences (2)

A
  • informational influence: they know something i don’t
  • normative influence: i don’t want to look bad
87
Q

Milgram’s obedience experiments

A
  • will people act against their standards in the lab?
  • participant “teacher” selects shock for learner
  • full compliance with experimenter: 65%, can be reduced by changing situation; despite obvious signs of stress + discomfort
  • reduced power of figure of authority by proximity to experimenter and proximity to confederate/”learner”
88
Q

situational forces importance

A
  • participants in the Milgram experiment had pressure to choose between personal moral standard and experimenter’s demands
  • situation exerts influence over actions, can lead to high level of compliance
89
Q

measuring conformity in the lab

A
  • Sherif with the Autokinetic effect: subjects rated motion detection and amount for small dot but dot never moves, optical illusion of autokinetic effect
  • internalization of group beliefs (ambiguous information): high individual variation in perceived, estimates converge when tested in the group, when go back to do it alone, usually stick with the group estimate
  • informational influence: what is there is objective right answer, would results change; real believe change in amount of motion the dot actually had
90
Q

conformity & object perception

A
  • this has to do more with normative influence, don’t want to seem abnormal to everyone
  • Asch (1966): unambiguous situation: comparing 3 lines to reference, other subjects are confederates to research, are posing as other subjects
  • changing response w/o changing, change in people
91
Q

what induces conformity (2)

A

size of group: group doesn’t have to be large to influence behavior, maximum conformity with 4-5 group members
- task importance: eye witness identification tests; high importance task to be used by police, $20 reward for high accuracy, low importance: preliminary study
- more likely to conform in high importance tasks

92
Q

groupthink

A
  • desire for group harmony
  • desire for group harmony overrides realistic appraisal of alternatives
93
Q

causes of conformity

A
  • social conformity: Asch conformity experiment (3 lines)
  • social roles: Stanford prison experiment
  • cognitive dissonance: the state of having inconsistent thoughts, beliefs, or attitudes, especially as relating to behavioral decisions and attitude change (ex: wanting to be healthy but don’t exercise or have a good diet)
94
Q

social roles (+ example experiment)

A
  • we conform to expected behavior for given role (ex: socio-cognitive theory of hypnosis: sees people in hypnotic states as performing the social role of a hypnotized person
  • Stanford Prison experiment: role appropriate attitudes, despite random assignment to group; after 6 days had to stop it, identify can become lost in social role
95
Q

Festinger

A
  • proposed that people have need to preserve stable and positive self-concept, related to cognitive dissonance
  • evidence against positive self-image produces discomfort or dissonance and change or justify behavior to reduce dissonance
96
Q

cognitive dissonance in the lab

A
  • Zimbardo’s fried grasshoppers: experimenter either nice of unpleasant, which group rates grasshoppers more enjoyable”
  • group asked by unpleasant experimented rated taste as better, reducing cognitive dissonance
97
Q

cognitive dissonance & comformity

A
  • in many cases, conformity is good
  • social norms produce reliability + predictability (ex: stopping at red light, elevator spacing)
  • not going with group provides dissonance: we often conform to avoid dissonance
98
Q

cons of group behavior

A
  • group members also show anti-normative behavior
  • deindividuation: state of reduced autonomy, self-awareness, self-resistant occurring when in a group; factors include anonymity and diffusion of responsibility (bystanders expect other bystanders to take responsibility so no one does)
  • bystander intervention effect people are less likely to help someone in need if more people are around (diffusion of responsibly), fear of social blunder, harm vs benefits of helping
99
Q

psycopathology

A
  • sickness or disorder of the mind
  • what defines mental illness? Need rigorous criteria that can be applied systematically, must be the same for everyone
100
Q

what defines mental illness? (3)

A
  1. mental illness is infrequent (ex: statistically rare) but mental illness are not always rare and infrequent is not always bad
  2. mental illness are deviant: violates social norms but whose norms? (in some cultures, cannibalism is considered a form of respect for the dead)
  3. mental illness is maladaptive: harmful or causes suffering (ex: not able to work or live a fulfilling life)
    - each of these have their limitations, need them simultaneously
    - different disorders fit different criteria to varying extents: all of these criteria need to be applied to define mental illness, can’t just rely on one of them
101
Q

clinical psychology

A
  • assessment, treatment, and understand of psychopathology
  • etiology: causes and development
  • diagnosis: identifying and distinguishing diseases
  • treatment
  • prognosis
102
Q

what is used to classify psychological disorders?

A
  • Diagnostic and Statistical Manual of Mental Disorders (DSM): produced by American Psychology and the goal was to create standard, reliable criteria for diagnosis
  • introduced in 2013 and has had controversial changes
  • expansions of disorders such as to include hoarding
  • ASD where it combined 4 previously distinct disorders including autism and Asperger’s
103
Q

why is DSM important?

A
  • forensic psychology: competence in stand trial, insanity defense
  • access to school services: why changes in ASD classification got some people made as may leave out high-functioning Asperger’s patients
  • reimbursement for managed care
104
Q

pros and cons of DSM

A
  • Pros: helps accurate and consistent diagnosis, diagnosis determines therapy
  • cons: questions about reliability across clinicians, unrealistic pigeonholes for disorders, comorbidity: certain disorders tend to co-occur, categories come at price (can’t capture differences in severity of disorder, being labeled can influence perception by self, clinics, caretakers, etc.)
105
Q

Schizophrenia

A
  • one of the most serious psychological disorders (rare incidence, only affected 1% of population)
  • “split mind”: disordered thought process and disintegration of thought
  • social isolation
  • inappropriate emotions + actions
  • has positive and negative symptoms
106
Q

Positive symptoms of schizophrenia

A
  • delusions: false beliefs, often of persecution or grandeur
  • hallucinations: sensory experiences w/o stimulation
  • thought disorder: difficulty organizing thoughts
107
Q

negative symptoms of schizophrenia

A
  • social withdrawal isolation
  • flat affect: appearing to lack emotion
  • loss of motivation: inability to plan, lack of interest in daily activities
108
Q

causes of schizophrenia

A
  • interaction of biology and environment, strong genetic predisposition
  • psychological/social stress triggers onset: dysfunctional family, socioeconomic stressors
109
Q

anxiety disorders

A
  • relatively common, around 25% of Americans have it
  • different disorders: generalized anxiety disorder, social anxiety disorder, phobia
110
Q

phobia

A
  • fear of dangerous things is adaptive
  • phobia is persistent and irrational fear beyond reality of threat
  • interferes with daily life: social withdrawal, (ex: driving instead of flying)
111
Q

causes of phobia

A
  • strong Environemtal component
  • classical conditioning (ex: if you have a panic attack in a certain place — like an elevator — you may begin to associate elevators with panic and begin avoiding or fearing all elevator rides. Experiencing a negative stimulus can affect your response)
  • observational learning:
112
Q

Obsessive compulsive disorder (OCD)

A
  • obsessions: recurrent, intrusive, unwanted thoughts (ex: contamination, loss of control, harming others)
  • compulsions: acts that patient feels driven to perform again and again (Ex: cleaning, checking, counting)
113
Q

causes of anxiety disorders

A
  • genetic predisposition (OCD runes in the family)
  • simple learning (classical conditioning), temporary relief from performing compulsions; caudate nucleus in striatum
114
Q

trepanation

A
  • poking a whole through the skull
  • did this 7,000 - 10,000 years ago
  • used to treat mental illness
  • edges are smooth so know that they survived the operation
115
Q

confinment

A
  • 1400s - 1700s: confinement of mentally ill
  • no treatment, often kept in terrible conditions
  • pathology: symptoms due to underlying cause
116
Q

Psychodynamic therapy

A
  • based on Freud’s idea of psychoanalysis: symptoms reflect repression of childhood trauma
  • free association: patient speaks about whatever comes to mind; goal: insight into unconscious processes
117
Q

humanistic therapy

A
  • aims to boost self-fulfillment, self actualization -> helping improve self-awareness and self-acceptance (ex: client-centered therapy)
  • reflective listening: therapist echoes, restates, and clarifies patient’s thinking
118
Q

Cognitive behavioral therapy (CBT)

A
  • combines cognitive and behavioral approaches: distorted thought patterns lead to maladaptive behaviors and emotions (ex: repeated exposure to anxiety producer), behavior is learned and can be unlearned
  • effective for wide variety of disorders: most effective for anxiety, ED, depression
119
Q

problems with psychotherapy

A
  • requires patient’s cooperation (must be willing to work at insights or changing thought processes)
  • difficult with psychosis: hallucinations, delusions (not in touch with reality)
120
Q

Life magazine: “Bedlam 1946”

A
  • life magazine expose on overcrowding and abuse at safe/state hospitals
121
Q

biological approach: lobotomy

A
  • disrupting connections from frontal lobes, popularized by Dr. Walter Freman
  • reduced symptoms but often at a great cost (loss of motivation, higher cognitive functions lost)
  • not used anymore
122
Q

biological approach: electro conclusive therapy (ECT)

A
  • developed in the 1930s: for very severely depressed patients
  • remains credible medical treatment
  • last resort for severe depression untreatable by meds or therapy
  • mechanisms are still unclear
123
Q

biological approach: medications

A
  • 1950s: development of antipsychotic medications
  • sharp decline in psychosurgery, ETC
  • led to deinstitutionalization (asylums emptied out by the 1970s)
124
Q

where did the institutionalized go?

A
  • movement from large institutions to adult homes
  • but lack of resources and trained staff, limited integration into society
  • lack of coordination in care + treatment
125
Q

Treatment of Schizophrenia

A
  • strong biological component: changes in brain structure + function
  • medical intervention: antipsychotic medicines to alleviate abnormal behavior; effects dopamine + serotonin signaling
  • continued relief of symptoms relies on psychological treatments: they must stay on meds + relies on social support
126
Q

treatment of anxiety disorders

A
  • abnormal behaviors acquired via conditioning: just like normal behavior, these abnormal behaviors can be unlearned
  • CBT approaches appear to work best: exposure therapy -> relies on extinction of abnormal response; behavioral therapy
127
Q

exposure therapy

A
  • phobia: expose patient to feared object or event in neutral setting so fear is unlearned
  • OCD: exposure + response prevention, don’t act on compulsion
128
Q

why does therapy matter?

A
  • wrong therapy can hinder successful treatment
  • alternative therapies: practices not accepted by experts, can be matter of life or death (ex: gay conversion therapy can lead to depression/anxiety/suicide)
129
Q

addicition

A

behavioral disorder where use of substance continues despite negative consequences and desire to quit

130
Q

post traumatic stress disorder (PTSD)

A

disorder that involves frequent nightmares, intrusive thoughts, and flashbacks related to earlier trauma

131
Q

persistent depressive disorder

A

form of depression that is not sever enough to be diagnosed as major depressive disorder but lasts longer than

132
Q

major depressive disorder

A

disorder characterized by severe negative moods or lack of interest in normally pleasurable activities

133
Q

generalized anxiety disorder (GAD)

A

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

134
Q

dissociative disorders

A

disorders that involve disruptions of identity, of memory, or of conscious awareness

135
Q

bulimia nervosa

A

an eating disorder characterized by alternation of dieting, binge eating, and purging (self induced vomiting)

136
Q

borderline personality disorder (BPD)

A

personality disorder characterized by disturbances in identify, in affect, and in impulsive control

137
Q

binge eating disorder

A

an eating disorder characterized by binge eating that causes significant distress

138
Q

autism spectrum disorder

A

a developmental disorder characterized by impaired communication, restricted interests, and deficits in social interaction

139
Q

attention-deficit/hyperactivity disorder (ADHD)

A

a disorder characterized by restlessness, inattentiveness, and impulsivity

140
Q

anxiety disorders

A

psychological disorders characterized by excessive fear and anxiety in the absence of true danger

141
Q

antisocial personality disorder

A

a personality disorder in which people engage in socially undesirable behavior, are hedonistic and impulsive, and lack empathy

142
Q

anorexia nervosa

A

an eating disorder characterized by excessive fear of becoming fat and therefore restricting energy intake to obtain a significantly low body weight

143
Q

agoraphobia

A

anxiety disorder marked by fear of being situations in which escape may be difficult or impossible

Intro to Psych (3 decks)

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