Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Intro to Psych > Unit 6,7, 8 > Flashcards

Unit 6,7, 8 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What is emotion?

A
  • feeling that differs from an individual’s typical state
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

3 central features

A
  • change in physiological arousal
  • affective component (change in mood)
  • motivation to behave or act (expressive behavior)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Walter Cannon (neurobiological)

A

stress as a stimulus (stressor)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Types of stressors

A
  • Catastrophic events
  • chronic conditions
  • natural disasters
  • also described: “fight or flight” response
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Hans Selye (behavioral; neurobiological)

A

stress as a response (strain)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

General Adaptation Syndrome (CAS)

A
  • Alarm (prepare to fight stressor)
  • Resistance (period body actively fights stressor)
  • Exhaustion (body no longer able to fight stressor)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Lazarus (cognitive)

A

the difference between the perceived demands of stimulation and the perceived resources available

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Primary Appraisal

A

1) Benign positive
2) Irrelevant
3) stressful
- potentially harmful
-potentially threatening
-potentially challenging

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Secondary Appraisal

A
  • How do I deal with this?
  • what are your resources?
  • How many resources be implemented?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Reappraisal

A
  • New information acquired
  • What happens when we receive new information?
  • Decrease stress
  • Have no effect on stress
  • Increase stress
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Other factors to consider

A
  • Hassles (low intensity)
  • Uplifts (regularly, decrease stress)
  • Examples of Hassles:
  • Health
    -yardwork
    -homework
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Type A behavior Pattern

A
  • Excessive competitive drive
  • High aggression
  • Intense sense of time urgency
  • Friedman and Rosenman (1974)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Type A behavior: Common Factors

A
  • a long list of things to do
  • never enough time to complete everything on the list
  • easily frustrated when events prevent them from making progress
  • tend to get a little satisfaction when a task is completed
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Type A and Coronary Disease

A
  • related to disease
  • reactions to stress:
  • high blood pressure
  • High heart rate
  • Hostility and anger may b most important risk factors
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

PTSD

A
  • Traumatic events
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

PTSD: Symptoms

A
  • Flashbacks, nightmares
  • Lack of feeling, decreased responsiveness
  • changes in personal relationships
  • Impotence (sexual disfunction)
  • Exaggerated aggression
  • Sleeping difficulties
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Learned helplessness

A
  • not be able to predict
  • not be able to control
  • responding doesn’t result in good outcomes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Coping Mechanisms

A

1) Problem focused
2) Emotion focused
3) Avoidance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Problem Focused

A
  • try to handle the stressor itself
  • predictability and control
    -ex: study groups, SAA’s
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Emotion Focused

A
  • attempts to alter thoughts about the situation
  • reduce the unpleasant emotional consequences of stress
  • Ex: “ thoughts and prayers” and “ we send our best wishes”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Avoidance

A
  • Behavioral avoidance (removing ourselves)
  • Cognitive avoidance (not thinking about the situation)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

The Buffering Hypothesis

A
  • Support protects us against the adverse effects of stress
  • If experiences stress, it should help
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Direct Effects Hypothesis

A
  • Support is beneficial to health regardless of how much stress people experience
    -Assumption: effects social support are similar under high and low stressors
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

3 Theories of Emotion

A
  • James-Lange Theory
  • Cannon-Bard Theory
  • Schachter-signer two factor theory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

James-Lange Theory

A

1) Stimulus
2) response
3) Emotion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Cannon-Bard Theory

A

1) Stimulus
2) physiological response and emotion occur at the same time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Schachter-signer two factor theory

A

1) Stimulus
2) Physiological response (arousal)
3) Attribute
4) Emotion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Consciousness

A
  • Awareness or perception of ourselves and our environment
  • Understanding and realizing
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Beta Waves

A
  • occurs when a person is alert and attentive
  • Desynchronous
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Alpha Waves

A
  • More prevalent when the eyes are closed
  • More prevalent when we are relaxed
  • Synchronous
31
Q

Slow-Wave Sleep

A

AKA non-REM sleep

32
Q

SWS: Stage 1

A
  • Transition between wakefulness and sleep
  • EEG: Theta Waves
33
Q

SWS: Stage 2

A
  • Sleeping soundly
  • EEG: Sleep spindles and K complexes (keep us alseep)
34
Q

SWS: Stage 3

A
  • EEG: Delta waves (large and slow waves
  • Delta waves present 20% to 50% of the time
35
Q

SWS: Stage 4

A
  • EEG: Delta waves are present more than 50%
36
Q

REM Sleep

A
  • Rapid Eye Movement
  • EEG: Beta and theta activity
  • Heartrate and blood pressure increase in REM sleep
  • Major muscle inhabited
37
Q

Dreaming: REM vs. SWS

A
  • Frequency: dream more likely in REM sleep
    -Details: REM dreams are detailed, bizarre, and more likely to be remembered
38
Q

Why do we dream?

A
  • Psychodynamic perspective: manifest content (storyline in a dream), latent content (underlining meaning of dream), not much evidence
  • Cognitive Perspective: much more evidence, sleep important for memory formation, REM
39
Q

Sleep Deprivation

A
  • Decrements in performance? No- something that is exciting –> more performance, Yes- boring and something not new
40
Q

Insomnia

A
  • Inability to get enough sleep
  • Anxiety, depression, cognitive issues
41
Q

Sleep Apnea

A
  • The person will be asleep and then stop breathing
  • Receptors in mandulla will control oxygen
  • Occurs very early or chronic condition
42
Q

SWS Disorders

A
  • Somnambulism (Sleepwalking)
  • Nocturnal Enuresis (Bed wetting)
  • Pavor nocturnos (night terrors)
  • Occurs in stage 3 or 4
43
Q

REM Behavior Disorder

A
  • Occurs in REM Sleep
  • person acts out their dreams
44
Q

Lucid Dreaming

A
  • Occurs in REM Sleep
  • wakefulness invades REM sleep
45
Q

Narcolepsy

A
  • Opposite of lucid dreaming
  • Person is wide awake and then transition into REM sleep
  • Sleep attack: REM sleep for 2-5 mins
  • Cataplexy: loss of muscle tone
  • Treatments: use medications as ADHD or caffeine use
46
Q

Developmental Process

A
  • Biological: slow or rapid (puberty)
  • Cognitive: mental change
  • Socio-emotional: motivation, physiological, changes at different rates for all
47
Q

Nature/ Nurture

A
  • Biological change
  • maturation/ experience
48
Q

Continuity/ Discontinuity

A
  • Does change come gradually or in stages?
  • Continuity- gradually
  • Discontinuity- in stages (caterpillar to a butterfly)
49
Q

Prenatal Development

A
  • Conception (sperm-egg)
    1) Germinal Period
    2) Embryonic Period
    3) Fetal Period
50
Q

Germinal Period

A
  • Rapid cell growth
  • Zygote (cells are the same)
51
Q

Embryonic Period

A
  • Cells specialize
  • Embryo
  • weeks 3-8
  • Body parts start to form
52
Q

Fetal Period

A
  • Fetus
  • Organs grow and life can be sustained outside of the mother
53
Q

Teratogen

A
  • chemicals that cause birth defects
54
Q

Thalidomide

A
  • Given to moms who had morning sickness
  • interfere with the embryonic period
  • stops growth around weeks 2-8
55
Q

Fetal Alcohol Syndrome

A
  • Low birth weight
  • Face and heart abnormalities
  • developmental/ learning liabilities
  • Behavioral dysfunction
  • Occurs in the embryonic period (first/third trimester)
  • Synaptogenesis: neurons connects to other neurons (3rd trimester)
56
Q

Child: physical development: Reflexes

A
  • Rooting reflex: Rub newborns cheek and mouth will open and start to suck
  • Babinski Reflex: rub newborn’s bottom of feet, the newborn will spread its toes and toes will go in the direction of the stimulus
57
Q

Child: Motor Development

A
  • Estimated time only
  • Your milage may vary
58
Q

Child: Sensation and perception

A
  • Children are born near-sighted
  • Vision 20/600
  • Sees best at 9-12 inches
59
Q

Child: Cognitive Development

A

1) Sensorimotor Stage
2) Preoperational Stage

60
Q

Sensorimotor Stage

A
  • Require information through touch and senses (birth- 2 years)
  • Object performance: realization that something is there even though you can’t see or touch (hide and seek)
61
Q

Preoperational Stage

A
  • Mental observations/representations that are reversible
  • Conversation is not displayed by children in the preoperational stage
  • Quantity is the source even though the stage changes (slices of pizza)
  • Egocentrism: children in the preoperational stage are egocentric
62
Q

Concrete Operational Stage

A
  • Understanding of mental operations
  • Increasingly logical thought (e.g., conversation)
  • Less egocentric
  • BUT: inability to reason abstractly or hypothetically
63
Q

Formal Operational Stage

A
  • hypothetico-deductive reasoning
  • Algebra
64
Q

Attachment

A
  • a close emotional bond between two individuals (e.g., child and caregiver)
  • Freud- oral satisfaction (the act of feeding and drinking)
  • Cloth and wire monkies
65
Q

Imprinting

A
  • Conrad Lorenz (Canada)
  • Goslings
  • Became attached to who we spend the first few days with
  • Critical Period: amount of time that is necessary for imprinting to occur
66
Q

Baumrind’s Parenting Styles

A
  • Demands and responsiveness (warm and accepting)
    1) Authoritative
    2) Authoritarian
    3) Permissive
    4) Neglectful
67
Q

Authoritative

A
  • Warm and responsive
  • high expectations
  • clear rules
  • supportive (parents are the soft landing)
68
Q

Authoritarian

A
  • Unresponsive
  • Strict rules
  • high expectations
69
Q

Permissive

A
  • warm and responsive
  • few or no rules
70
Q

Neglectful

A
  • cold and unresponsive
  • few and no rules
71
Q

Social Development

A

Changing nature of relationships with others over the life span

72
Q

Erik Erikson (1902-1994)

A
  • divided life span into eight “psychosocial” stages, each associated with a different crisis to resolve
73
Q

Erikson: Stage 5

A
  • Identity vs. confusion
  • Identity: a sense of who you are and where you are going
  • Confusion: a lack of stable identity or even a negative identity

Intro to Psych (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions