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Psy100 > Unit 4: Memory, Stress/Health, and social psych > Flashcards

Unit 4: Memory, Stress/Health, and social psych Flashcards

1
Q

the process by which we perceive and respond to certain events, called stressors, that we appraise as threatening or challenging

A

Stress

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2
Q

psychologically overwhelming event that causes long-lasting impact

A

trauma

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3
Q

4 D’s of psychopathology

A

Dysfunction
Danger
Distress
Deviance

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4
Q

After a stressor, what is the process of figuring out:
“Is this a challenge or a threat”

A

Primary appraisal

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5
Q

After a primary appraisal, what is the process of evaluation options and effectiveness when dealing with a threat?

A

Secondary appraisal

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6
Q

What type of appraisal happens after determining a threat?

A

Secondary appraisal

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7
Q

large-scale disasters
- accumulative stress declines over time

A

catastrophe

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8
Q

adolescents and young adults struggle with this the most

A

significant life changes

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9
Q

persistent stress

significantly worse for people experience discrimination

A

daily hassles

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10
Q

What are the three types of stressors?

A
  1. Catastrophes
  2. Significant life changes
  3. Daily hassles
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11
Q

describes the process your body goes through when you are exposed to any kind of stress, positive or negative.

were really good with short terms stress, but NOT with long-term stress

A

General Adaptation Syndrome

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12
Q

Phase 1: alarm reaction (mobilize resources, increased SNS activity, stress hormone release)

Phase 2: resistance (cope with stressor)

Phase 3: exhaustion (reserves depleted)

A

General Adaptation Syndrome

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13
Q

The stress hormone

A

cortisol

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14
Q

What is the purpose of stress releasing cortisol, epinephrine, and norepinephrine

A

gets the body ready for fight or flight

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15
Q

The process of releasing, and thereby providing relief from, strong or repressed emotions.

A

catharsis

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16
Q

studying how people react in different social situations, and how people interact with, think about, and influence others.

A

social psychology

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17
Q

trying to figure out why people do the things they do using dispositional or situational attributions

A

attribution theory

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18
Q

overvaluing the dispositional attribution and undervaluing the situational attribution

A

fundamental attribution error

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19
Q

person did the thing because of the way they are

A

dispositional attribution

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20
Q

person did the thing because of the situation that they are in

A

situational attribution

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21
Q

happens when attitudes/beliefs and behavior does not align

A

cognitive dissonance

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22
Q

participants was tasked with shocking another person for an incorrect answer with increased voltage until a “lethal” shock was initiated. An “authoritative figure” pushed the participants to continue despite inner conflict.

A

Milgram’s obedience study

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23
Q

one person was put with a group that consistently gave wrong answers to see if the participant would conform with the group or independently answer with the correct answer.

A

Asch’s conformity Study

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24
Q

what does asch’s conformity study teach us?

A

normative social influence
informational social influence

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25
Q

we are influenced by our need to gain approval and avoid disapproval (be part of what is “normal”)

A

normative social influence

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26
Q

where a person conforms to gain knowledge, or because they believe that someone else is ‘right’.

A

informative social influence

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27
Q

A teacher split her class into blue eyes and brown eyes in order to explain racism.

A

Jane Elliot’s blue-eyed, brown-eyed experiment

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28
Q

What does Jane Elliot’s blue-eyed, brown-eyed experiment teach us?

A

social construct of race
impact of discrimination
social identity theory

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29
Q

a large part of our self-concept is based on our membership in certain social groups (and our perceptions of people who aren’t in those groups).

A

Social Identity theory

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30
Q

What does the Milgram’s Obedience theory teach us?

A

cognitive dissonance due to Cognitive distress

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31
Q
  • are made to feel incompentent or insecure
  • are in a group of atleast 3
  • are in a group where everyone agrees
  • admires the group’s status/ attractiveness
  • have not made a prior commitment to any response
  • know that other’s can see our response
  • are from a culture that highly values social standards
A

reason people are More likely to conform

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32
Q

an unjustifiable and usually negative attitude toward a group and its members

A

prejudice

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33
Q

overt blatant discrimination

A

macroaggressions

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34
Q

subtle discrimination, often not done with the express purpose of discrimination

A

microaggressions

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35
Q

generalized beliefs about a group of people

A

stereotype

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36
Q

acting in a negative and unjustifiable ways toward members of the group

A

discrimination

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37
Q

prejudice that we know about and recognize

A

explicit prejudice

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38
Q

prejudice that we are not always consciously aware of but that still impact our behavior

A

Implicit prejudice

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39
Q

what three factors compose prejudice?

A

negative emotions
stereotypes
discrimination

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40
Q

persistence of learning over time through the encoding, storage, and retrieval of information

A

memory

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41
Q

retrieving information that isn’t currently in your conscious awareness (life fill-in-the-blank)

A

recall

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42
Q

identifying items previously learned (like multiple choice questions)

A

recognition

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43
Q

learning something more easily the second time (like hearing about something you remember learning in PSY100)

A

relearning

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44
Q

convert into a coded form

A

encoding

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45
Q

refers to ability to retain information in the brain (in memory)

A

storage

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46
Q

things that jog our memory

retrospective memories
prospective memories
associations

A

retrieval cues

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47
Q

the process of recovering or locating information stored in memory

A

retrieval

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48
Q

super brief

basically just long enough for use to process that information in the moment (and decide whether we should attend to it)

A

sensory memory

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49
Q

originally just thought of as a storage space

memories lasting minutes to a few days
without distraction, we can store about:

7 digits
6 letters
5 words

A

short-term memory

50
Q

active manipulation of short-term memories

relies heavily on executive function

A

working memory

51
Q

theoretically limitless capacity

relatively permanent (but not accurate)
not just stored in one place of the brain

A

long-term memory

52
Q

small individual pieces of a set of information are bound together to create a meaningful whole later in memory

A

chunking

53
Q

the study and development of systems for improving and assisting the memory

A

mnemonics

54
Q
  1. unfreezing
  2. changing
  3. refreezing

process of change entails creating the perception that a change is needed, then moving toward the new, desired level of behavior, and solidifying that new behavior as the norm.

A

three-step model

55
Q

“snapshots” of significantly emotional events

A

flashbulb memory

56
Q

associations being activated without our awareness

A

priming

57
Q

psychological tendency to remember the first and last items in a list better than those in the middle

primacy- remembering the first thing
recency- remembering the last

A

serial position effect

58
Q

not encoding the information

A

encoding failure

59
Q

inability to retrieve information

A

retrieval failure

60
Q

inability to retrieve old memories

A

retrograde amnesia

61
Q

inability to form new memories

A

anterograde amnesia

62
Q

physical fading in the memory trace in the brain

A

storage decay

63
Q

the order in which you learn things can influence what you remember

A

interference

64
Q

defense mechanism that “ensures that what is unacceptable to the conscious mind, and would if recalled arouse anxiety, is prevented from entering it

A

repression

65
Q

refers to our belief that the world is fair, and consequently, that the moral standings of our actions will determine our outcomes

A

just world phemonenon

66
Q

tendency to favor and support individuals who belong to group we identify with

A

in-group bias

67
Q

any behavior or act aimed at harming a person or animal or damaging physical property

A

aggression

68
Q

frustration creates anger, anger creates aggression

A

frustration-aggression principle

69
Q

behavior that intends to help or benefit someone

A

prosocial behavior

70
Q

tendency to dislike or belittle members of groups that we don’t identify with

A

outgroup bias

71
Q

the more familiar with something you are the more you like it

A

mere exposure effect

72
Q

eight types of love are based on three scales:
1. passion
2. commitment
3. intimacy

A

sternberg’s triangulate theory of love

73
Q

Intimacy + commitment

A

companionate love

74
Q

unselfish regard for the welfare of others

A

altruism

75
Q

social psychological theory that states that individuals are less likely to offer help to a victim in presence of other people

A

bystander effect

76
Q

social behavior is an exchange process, we aim to maximize benefit and minimize costs.

A

social exchange theory

77
Q

the expectation that we should return help to those who have helped us

A

reciprocity norm

78
Q

we should help those who need our help even if the costs outweigh the benefits

A

social-responsibility norm

79
Q

beliefs that confirm themselves by influencing the other country to react in ways that seem to justify those beliefs

A

self-fulfilling prophecy

80
Q

shared goals that can only be achieved through cooperation

A

superordinate goals

81
Q

What is GRIT?

A

Graduated and Reciprocated Initiatives in Tension-Reduction

one side recognizes mutual interests to reduce tensions
small conciliatory acts
opens door for decreased tension

82
Q
  • memory of facts and experiences that you consciously know
  • encoded through conscious effortful processing

-with conscious recall

A

declarative memory
(explicit memory)

83
Q

retention of skills, association
encoded without our awareness

without conscious recall

A

nondeclarative memory
(implicit memory)

84
Q

what are three effortful processing strategies?

A

chunking
mnemonics
hierarchies

it’s much easier for us to remember something with meaning

85
Q

what are two types of declarative memories?

A

semantic
episodic

86
Q

declarative memories that are facts and general knowledge

facts and general knowledge

A

semantic

87
Q

declarative memories that are experiences

personally experienced events (family holiday)

A

episodic

88
Q

when memories move to the cortex for storage

A

memory consolidation

89
Q

memories are changed when we retrieve them

A

reconsolidation

90
Q

condition that:
crazy superior autobiographical (episodic) memory
approx 60 confirmed cases worldwide
NOT memory savants
negative impacts on quality of life

A

Hyperthymesia

91
Q

How does the amygdala impact memory processing?

A

amygdala tells memory-forming parts of the brain to boost activity

92
Q

What impacts memory processing?

A

significant emotion

93
Q

how do flashbulb memories impact memory processing?

A

vivid
we are confident in them
BUT inconsistent–rehearsal

94
Q

How does priming happen in research?

A

Researcher can prompt with dialect that invokes a certain emotion.

95
Q

Principle that states specific cues hep us recall
context-dependent memory
state-dependent memory

A

encoding-specificity principle

96
Q

getting misleading information

A

misinformation effect

97
Q

incorrectly remembering the source of a memory

A

source amnesia/source misattribution

98
Q

what are three measures of retention?

A

recall
recognition
relearning

99
Q

How did Atkinson & Shiffrin’s Model change our thinking about memory?

A

showed the process of sensory memory > short-term memory > long term memory

100
Q

How does working memory better our understanding of the three step model?

A

working memory is information that is being used rather than information being held

101
Q

What are three effortful processing strategies?

A

Chunking
mnemonics
hierarchies

102
Q

what is the capacity of long-term memory?

A

limitless

103
Q

where are our long-term memories stored?

A

everywhere in the brain

104
Q

How does forgetting happen?

A

encoding failure
storage decay
retrieval failure
interference

105
Q

can we trust eyewitness testimony?

A

no because memories are unreliable

106
Q

What is the difference between stress and trauma?

A

Dysfunction
Danger
Distress
Deviance

107
Q

How does our appraisal of an event affect our stress reaction

A

as a threat > may lead to harm, 2nd appraisal needed

as a challenge > focused and potential growth

108
Q

Is catharsis effective for anger reduction?

A

No, frustration is a primer, not an activator- so it’s not offsetting anything.

109
Q

What is the danger of the fundamental attribution error?

A

powerful people have said things morally wrong but have had a huge following.

reverse attribution error can happen

110
Q

In what contexts are we more likely to help someone in need?

A

person appears to need and deserve help
person is in some way similar to us
person is a woman
we have just observed someone else being helpful
we are not in a hurry
we are in a small town/rural area
we are feeling guilty
we are focused on others and not preoccupied
we are in a good mood

111
Q

How do we resolve cognitive dissonance?

A

change one of the sides

attitudes/beliefs vs behavior

112
Q

each side equally demonize the other

A

mirror image perceptions

113
Q

What three factors compose prejudice?

A

negative emotion
stereotypes
discrimination

114
Q

How do ingroup/outgroup bias and the just-world phenomenon cause prejudice?

A

Laws impact how accepting people are

115
Q

What four things make us more likely to be attracted to someone?

A

Proximity
Attractiveness
similarity
people who like us

116
Q

describe the parts of sternberg’s triangular theory of love?

A

Intimacy
commitment
passion

117
Q

What things have been shown to be important to long lasting relationships

A

equity
self-disclosure
positive support (5/1 interaction)
commitment

118
Q

In what contexts are we more likely to help someone in need?

A

person appears to need/deserve help
person is similar to us
is a woman
we observe someone else being helpful

119
Q

How can we better promote peace?

A

happiness > helpfulness
positive contact increases empathy and liking
superordinate goals
open communication

120
Q

What factors contribute to aggression?

A

Biological factors
psychological factors
social-cultural influences

learned behaviors
conditioning

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