Intro to Psych - College Network - CLEP
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Social Psychologist | Interactions between people & their perceptions of these processes
🗑
|
||||
| Developmental Psychologist | Development of human cognitive & social processes throughout their life-span eg(observe children to investigate when first begin to play with others)
🗑
|
||||
| Experimental Psychologist | Physiological/Biological research to understand interaction between behavior & brain processes eg(rats in maze to test hypothesis on how learning occurs)
🗑
|
||||
| Clinical Psychologist | Study “abnormal” human processes & their alleviation thru treatment eg(determine ability person understand court proceedings or determine mental state at time of offense)
🗑
|
||||
| Counseling Psychologist | Study “normal” human interactions & processes to help individuals “grow” eg(work through chronic illness or help shape laws & procedures)
🗑
|
||||
| Industrial/Organizational Psychologist | Study how organizations influence/influenced by social, cognitive & behavioral capabilities & patterns of the people who function as part of the work environment eg(work w/ management & workers to improve efficiency or reduce conflict)
🗑
|
||||
| Educational Psychologist | Improving education/training thru learning & memory applied to daily situations
🗑
|
||||
| Gestalt Movement | Effects of beliefs & ideas on perception
🗑
|
||||
| Behaviorist Movement | Focus on aspects of human functioning directly observable, measurable & publicly verifiable
🗑
|
||||
| Humanist Movement | Focus on individual self & must include personal growth, identity & intention
🗑
|
||||
| Cognitive Movement | Returned to study mental process although more scientifically rigid fashion now
🗑
|
||||
| Psychology | Scientific study of human behavior & mental processes usually through Psychologist (MS or Ph.D)
🗑
|
||||
| Psychiatry | Medical study of mental disorders brought on by Freud now viewed as biological & medically treatable
🗑
|
||||
| Naturalistic Observations | Methods used to unobtrusively study behaviors in natural environment by control/manipulation to determine what actually influences behavior
🗑
|
||||
| False Statement | In order to be classified as a psychologist, an individual must have obtained at least a PhD in psychology
🗑
|
||||
| False Statement | All psychologists are trained in the treatment of psychological disorders.
🗑
|
||||
| False Statement | Psychological studies rarely involve the application of scientific processes
🗑
|
||||
| True Statement | Psychologists rely on systematic observation and/or control of events to discover recurrent patterns of behavior or mental activity
🗑
|
||||
| Responsibility of a psychologist | Observing & describing how infant's behavior changes when mothers leave room
🗑
|
||||
| Responsibility of a psychologist | Seeking to determine emotions kindergartners experience as they begin school for first time
🗑
|
||||
| Responsibility of a psychologist | Seeking to explain cognitive processes people employ when presented with certain logic problems
🗑
|
||||
| Research focuses on way environmental conditions affect people's perception of certain events | Gestalt Movement
🗑
|
||||
| Study seeking to determine whether people experience stagnation in personal growth after age 80 | Humanist Movement
🗑
|
||||
| Aspects of human functioning that are directly observable, measurable and publicly verifiable | Behavioral Movement
🗑
|
||||
| Unobtrusive observation of people in social settings | Naturalistic Observation
🗑
|
||||
| Clinical psychologists study "abnormal" human processes & their alleviation | Counseling psychologists study "normal" human interactions & processes
🗑
|
||||
| Examining interrelationship between childhood sexual abuse, different cognitive interpretations of this abuse and development of hisrionic personality disorder later in life | Personality Psychology
🗑
|
||||
| Cognitive Psychologist | Focus on learning & thinking processes
🗑
|
||||
| Personality Psychologist | Study interrelations of life events, cognitive interpretations, emotions and behavior
🗑
|
||||
| Sigmund Freud | Psychoanalytic theory Neurology
🗑
|
||||
| Descartes | Philospher Bodily functions & mental functions separate but interacting
🗑
|
||||
| Locke | Empiricist
🗑
|
||||
| Mill | Associationism
🗑
|
||||
| Fechner | Mathematical equations
🗑
|
||||
| Helmholtz | Perception of color Role of nervous system in relfex behaviors
🗑
|
||||
| Wundt | "Father of Psychology" Structuralism
🗑
|
||||
| James | Philosopher Functionalist
🗑
|
||||
| Watson | Behaviorism
🗑
|
||||
| Binet | Behaviorism Mental Measurement
🗑
|
||||
| Wertheimer | Gestalt
🗑
|
||||
| Perls | Gestalt to USA
🗑
|
||||
| Empiricism | Locke All knowledge stems from our senses Relationship between events & mental representations
🗑
|
||||
| Associationism | Mill Ideas organized in mind based on initial association through experience of the stimulus
🗑
|
||||
| Structuralism | Wundt Scientific methods study structure of mind Most basic elements of ideas & how combine to form complex notions
🗑
|
||||
| Functionalism | James Processes help man adapt to environment, survive & prosper Consciousness dynamic & flowing ("stream of consciousness") Mental processes could not be broken into separate elements
🗑
|
||||
| Behaviorism | Watson & Binet Human function observable, measureable & publicly verifiable Identify ways people learn thru interactions with environment
🗑
|
||||
| Gestalt | Wertheimer Function of patterns of whole being rather than sum of parts Interactions with environment create structure to encompass experiences
🗑
|
||||
| Psychoanalysis | Freud Unconscious conflicts & their resolutions to explain human behavior Person't "psychic energy" = id, ego, super-ego
🗑
|
||||
| Biopsychosocial Orientation | People & their behavior must be considered in context of biological systems, psychological processes and social influences
🗑
|
||||
| Mental Measurement | Binet Analyzes various aspects of human functioning & measures differences in functioning between individuals
🗑
|
||||
| Basic Research | Geared to gaining knowledge & clarifying concepts with limited emphasis toward applicability
🗑
|
||||
| Applied Research | Involves active study and/or resolution of existing problems
🗑
|
||||
| Case Study | Detailed investigation of single subject/topic from which findings are generalized Often conducted by clinicians
🗑
|
||||
| Useful in gathering information especially where unique/unusual opportunities for research arise by clinicians | Case studies
🗑
|
||||
| Survey | Research where questionnaires are completed by large group of peoples.
🗑
|
||||
| Misinterpretions of questions or intentional responses in cautious/dishonest manner | Problems w/ surveys
🗑
|
||||
| Worthwhile research when subjects representative of population findings will be generalized for | Surveys
🗑
|
||||
| Experiment | Research method where causal relationship is established
🗑
|
||||
| Manipulation of independent variable to see or get response of dependent variable | Experiment
🗑
|
||||
| Descriptive Studies | Simple description of phenomenon/situation
🗑
|
||||
| Documentation on how people are generally | Descriptive study
🗑
|
||||
| Correlation Studies | Show how 2 phenomena/situations correspond to one another but NOT causal
🗑
|
||||
| Study showing how much money people have and how happy they are | Correlation study
🗑
|
||||
| Study where money is given to people or taken away to determine their happiness | Experiment
🗑
|
||||
| Laboratories & Psychology | Used to help control situation so outside influences do not intrude on study
🗑
|
||||
| Controlling situation so extraneous variables do not intrude/influence study | Laboratory
🗑
|
||||
| All knowledge stems from our senses | Empiricism
🗑
|
||||
| Ideas organized in mind based on initial association through experience | Associationism
🗑
|
||||
| Study of the structure of the mind | Structuralism
🗑
|
||||
| Building blocks of ideas and ways ideas combine to form complex notions | Structuralism
🗑
|
||||
| Processes help adaptation to environment, survival and prosperity | Functionalism
🗑
|
||||
| Experience is function of patterns of the whole rather than sum of parts | Gestalt
🗑
|
||||
| Reintegration of three different systems within individual | Gestalt
🗑
|
||||
| Structure created to encompass various experiences | Gestalt
🗑
|
||||
| Unconscious conflicts & their resolutions | Psychoanalysis
🗑
|
||||
| Person's energy derives from instinctive drives | Psychoanalysis
🗑
|
||||
| Considering biological, psychological and social functions | Biopsychocosocial
🗑
|
||||
| Epidemiological Research | Often uses surveys
🗑
|
||||
| Studing various psychological problems humans experience in area of abnormal psychology | Epidemiological research
🗑
|
||||
| Help to identify geographic, social and economic factors associated with particular problems | Epidemiological research
🗑
|
||||
| Prevalence | Percentage of individuals who have certain disorder during certain period of time
🗑
|
||||
| Incidence | Number of new cases in given period
🗑
|
||||
| Changes in numbers of people with a disorder | Incidence
🗑
|
||||
| Percentage of population who will have specific disorder at some time during life | Prevalence
🗑
|
||||
| Inferential Studies | Use statistical techniques: Correlation/Experiment
🗑
|
||||
| Correlation is an | Inferential Study
🗑
|
||||
| Experiments are | Inferential Studies
🗑
|
||||
| Covariation | Which variables appear to go together in Correlational Studies
🗑
|
||||
| Hindsight Bias | Explanation for findings after study has occurred
🗑
|
||||
| a priori | Before event so hypothesis tested by the study
🗑
|
||||
| Experimental Bias | Biased in interpretation of results by personal beliefs, drive to succeed, pressure to publish research and reluctance to reveal negative/inconclusive findings
🗑
|
||||
| Cross-validation | Mulitple research findings compiled by repeating initial method
🗑
|
||||
| Studies critically reviewed by other reasearchers & must meet approval by peers | Cross-validation
🗑
|
||||
| Meta-Analysis | Compiling results of numerous studies on particualr phenomenon & analyzing compiled data
🗑
|
||||
| Potential unknown/unmeasurable influenes on particular study minimized | Meta-Analysis
🗑
|
||||
| Generating explanation of situation/event after it has already occurred | Hindsight Bias
🗑
|
||||
| Empirical Research | Serves to legitimize work in the field
🗑
|
||||
| Study revealing depression associated with lack of assertiveness | Correlation Study
🗑
|
||||
| Study on violent TV shows leading to more aggression: 1 group does not see any violent TV shows and the other only sees violent TV shows and displays more aggression | Experimental Study
🗑
|
||||
| Sample | Subjects chosen from overall population to be used for the research
🗑
|
||||
| Population | Large group from which sample pulled and results of research will be applied
🗑
|
||||
| Representative Sample | Sample whose traits reflect those of the population as a whole on some basis
🗑
|
||||
| Reliability | Consisency with which something is measured
🗑
|
||||
| Validity | Ability to accuratley measure/predict logical correctness of proposition/conclusion
🗑
|
||||
| Frequency Distribution | Table showing number of subjects falling into subdivisions based on a variable of interest
🗑
|
||||
| Histogram | Graph of the Frequency Distribution Table
🗑
|
||||
| Range | Entire set of data from lowest number to highest number
🗑
|
||||
| Outliers | Data results existing far removed from main "cluster" of data observed/recorded that affect the range of data
🗑
|
||||
| Central Tendency | Mean, median, mode
🗑
|
||||
| Mean | Arithmetic average of scores: Add all the values in the data set and divide by the total number of values
🗑
|
||||
| Mode | Most common occurring value throughout data set
🗑
|
||||
| Median | Middle of the data set: Findings from smallest to largest and middle point so 1/2 below that number and 1/2 above that number EG: 1,2,3,4,5,6 (3.5 is the median) 1,2,3,4,5 (3 is the median)
🗑
|
||||
| Correlation Coefficient | Correspondence between scores/ratings of 2 different variables ranging from -1 to +1
🗑
|
||||
| Correlation Coefficient +1 | Both variables correspond perfectly to each other Eg(1 set measured in inches and the other in centimeters, but 1" = 2.5cm)
🗑
|
||||
| Correlation Coefficient -1 | Ratings between both variables are perfect opposites Eg(lines drawn across a piece of paper of different lengths)
🗑
|
||||
| Correlation Coefficient 0 | No relationship or corresondence found Eg(intelligence and number of pickles eaten)
🗑
|
||||
| Statistical Significance | Degree to which research results have NOT occurred by chance typically at 0.05 (stating 99.5 accuracy).
🗑
|
||||
| Descriptive Statistics | Summarize data by describing general trends/characteristics
🗑
|
||||
| Inferential Statistics | Allow researches to determine how likely results found reflect real-world findings
🗑
|
||||
| T-Test | Inferential Statistics analyzing differences between 2 groups
🗑
|
||||
| ANOVA | Inferential Statistics analyzing differences between multiple groups
🗑
|
||||
| Glial Cells | Special cells that are part of the complex network on the nervous system
🗑
|
||||
| Nervous System | Responsible for internal bodily functions and response to external stimuli
🗑
|
||||
| Central Nervous System | Nerves in brain & spinal cord - Autonomic system
🗑
|
||||
| Peripheral Nervous System | Nerves throughout remainder of body
🗑
|
||||
| Neurons | Basic building blocks - individual nerve cells
🗑
|
||||
| Sensory/Afferent Neurons | Carry information from various sense organs to brain
🗑
|
||||
| Interneurons | Carry information from neuron to neuron
🗑
|
||||
| Motor/Efferent Neurons | Carry information from brain to muscles
🗑
|
||||
| Dendrites | Network of filaments carrying information from other neurons to cell body
🗑
|
||||
| Cell Body | Part of the neuron containing nucleus where dendrites converge
🗑
|
||||
| Axon | Single fiber conduction action potential pathway from cell body
🗑
|
||||
| Neuron Anatomy | Stimulus received via dendrites into cell body out through axon
🗑
|
||||
| Nodes of Ranvier | "Gaps" within myelin sheath that covers the axon
🗑
|
||||
| Myelin | Fatty material sheath protecting axon which helps speed up conduction of action potentials
🗑
|
||||
| Resting Potential | electric charge at rest (-70mlv)
🗑
|
||||
| Refractory Period | Restoration of neuron to resting state
🗑
|
||||
| Synapse | Gap between nerve cells of synaptic vesicles
🗑
|
||||
| Synaptic Vesicles | Structures at nerve cell gap that transmit neurotransmitters
🗑
|
||||
| Neurotransmitter | Chemical released by neurons to deliver information to other neurons
🗑
|
||||
| Excitatory Neurotransmitters | Cause depolarization in recipient cell and increase likelihood of triggering action potential
🗑
|
||||
| Inhibatory Neurotransmitters | Cause hyperpolarization in proceeding cell and suppresses action potential
🗑
|
||||
| Neuron Action Potential | Stimulation exceeds threshold of neuron, Na+ and K+ rush into cell and change to +50mlv initiating response
🗑
|
||||
| Agonists | Drugs produce same effect as neurotransmitters
🗑
|
||||
| Antagonists | Drugs which inhibit effects of neurotransmitter
🗑
|
||||
| Supports ability of humans to think and act | Nervous System
🗑
|
||||
| Patrick's scale consistently yields 4oz error | Patrick's scale is reliable but not valid
🗑
|
||||
| Of the 750 people included in our study, 81% reported a decrease in symptoms following treatment | Descriptive Statistics
🗑
|
||||
| Center of all nervous system activity | Brain
🗑
|
||||
| 3 main sections of brain | Brain Stem, Midbrain and Cerebral Cortex
🗑
|
||||
| Brain Stem | "oldest" part of brain first to develop in course of evolution 2 structures: pons/medulla
🗑
|
||||
| Medulla | Directly connected to spinal cord Monitors reflex functions & control involuntary reflexes Nerve cross over from right to left & vice-versa
🗑
|
||||
| Pons | Relay station Sorts out & redirects individual nerve impulses Influences sleep-wake cycle
🗑
|
||||
| Influences sleep-wake cycle | Pons
🗑
|
||||
| Nerves cross over from body to brain | Medulla
🗑
|
||||
| Contains Medulla & Pons | Brain Stem
🗑
|
||||
| "Oldest" part of brain | Brain Stem
🗑
|
||||
| First to develop in course of evolution | Brain Stem
🗑
|
||||
| Directly connected to spinal cord | Medulla
🗑
|
||||
| Monitors reflex functions | Medulla
🗑
|
||||
| Controls involuntary reflexes | Medulla
🗑
|
||||
| Relay Station of brain | Pons
🗑
|
||||
| Reticular Activating System (RAS) | Nerve fiber bundle reponsible for arousal from sleep Part of Pons
🗑
|
||||
| Bundle of nerve fibers responsible for arousal from sleep | Reticular Activating System
🗑
|
||||
| Filters sensory information in/out of consciousness | Reticular Activating System
🗑
|
||||
| Midbrain | Cerebellum & Limbic System
🗑
|
||||
| Cerebellum | Coordination of movement & muscle development
🗑
|
||||
| Coordination of movement & muscle development | Cerebellum
🗑
|
||||
| Cerebellum & Limbic System | Midbrain
🗑
|
||||
| Limbic System | Septum, Amygdala, Hippocampus Handles basic emotional functioning
🗑
|
||||
| Handles basic emotional functioning | Limbic System
🗑
|
||||
| Septum, Amygdala, Hippocampus | Limbic System
🗑
|
||||
| Septum | Regulates Amygdala
🗑
|
||||
| Amygdala | Produces rage when stimulated
🗑
|
||||
| Septal Rage | When septum damaged - anger, aggression, violence
🗑
|
||||
| Hippocampus | Processes new information into long-term memory
🗑
|
||||
| Processes new memories | Hippocampus
🗑
|
||||
| Amnesia patients | Trauma to Hippocampus
🗑
|
||||
| Thalamus | Integrates & organizes nerve impulses passing between parts of cerebral cortex Focuses especially on impulses from sensory experiences except smell to appropriate region of cortex
🗑
|
||||
| Organizes nerve impulses passing between parts of cerebral cortex | Thalamus
🗑
|
||||
| Directs impulses resulting from sensory experiences except smell to appropriate regions in cortex | Thalamus
🗑
|
||||
| Hypothalamus | Important for primary critical body functions
🗑
|
||||
| Thirst, temperature, hunger | Hypothalamus
🗑
|
||||
| Respiration & heart rate | Medulla
🗑
|
||||
| Eye blinks, breathing, involuntary swallowing | Medulla
🗑
|
||||
| Hormonal regulator | Hypothalamus
🗑
|
||||
| Motivation & influences aggressive and sexual impulses | Hypothalamus
🗑
|
||||
| Medial Forebrain Bundle | Major pleasure center
🗑
|
||||
| Major pleasure center | Medial Forebrain Bundle
🗑
|
||||
| Reward Pathway | Stimulation of neurons perceived as pleasure
🗑
|
||||
| Cerebral Cortex | Center for higher brain function: language, perception, cognition, voluntary motor movements
🗑
|
||||
| Language, perception, cognition | Cerebral Cortex
🗑
|
||||
| Voluntary motor movements | Cerebral Cortex
🗑
|
||||
| Neocortex | Cerebral Cortex
🗑
|
||||
| 80% of brain | Cerebral Cortex
🗑
|
||||
| Hemispheric specialization | Each hemisphere primarily controls different functions of brain
🗑
|
||||
| Left Hemisphere | Controls right side of body Responsible for cognitive functions (language, analytical abilities) and formal, sequential approaches to task
🗑
|
||||
| Language, analytical abilities | Left Hemisphere
🗑
|
||||
| Formal, sequential approaches to tasks | Left Hemisphere
🗑
|
||||
| Right Hemisphere | Controls left half of body Creative functions Visual & spatial orientation Perception of emotions
🗑
|
||||
| Creative functions | Right Hemisphere
🗑
|
||||
| Visual & spatial orientation | Right Hemisphere
🗑
|
||||
| More involved in perception of emotions | Right Hemisphere
🗑
|
||||
| Corpus Callosum | Bundle of nerves connecting both hemispheres
🗑
|
||||
| Stop frequency of epileptic seizures in severe cases | Severing Corpus Callosum
🗑
|
||||
| Frontal Lobes | Language, planning, conceptualization skills & motor functions
🗑
|
||||
| Language, planning, concepualization skills & motor functions | Frontal Lobes
🗑
|
||||
| Parietal Lobes | Sensation of touch
🗑
|
||||
| Occipital Lobes | Visual Information
🗑
|
||||
| Temporal Lobes | Auditory Information
🗑
|
||||
| Plasticity | Ability of brain to compensate for certain injuries/malformations
🗑
|
||||
| Brain most "plastic" | Up to age of 5
🗑
|
||||
| Peripheral Nervous System | Somatic & Autonomic
🗑
|
||||
| Somatic Nervous System | Connects central nervous system to voluntary muscles
🗑
|
||||
| Autonomic Nervous System | Connects central nervous system to involuntary organs/muscles
🗑
|
||||
| Sympathetic Nervous System | Autonomic - Prepares body for energy expenditure
🗑
|
||||
| Parasympathetic Nervous System | Autonomic - Prepares body for restoration of energy
🗑
|
||||
| Energy Expenditure | Sympathetic Nervous System
🗑
|
||||
| Restoration of energy | Parasympathetic Nervous System
🗑
|
||||
| Sympathetic & Parasympathetic Nervous Systems | Autonomic Nervous System - involuntary
🗑
|
||||
| Involuntary Control | Autonomic Nervous System
🗑
|
||||
| Voluntary Control | Somatic Nervous System
🗑
|
||||
| Endocrine System | Glands that influence metabolism, emotional states, sexual development/reproduction, horomones
🗑
|
||||
| Hypothalamus | Command Center for endocrine system
🗑
|
||||
| Pituitary | Controls Hypothalamaus "Master Gland"
🗑
|
||||
| Thyroid/Parathyroid | Control metabolism rates
🗑
|
||||
| Adrenals | Release adrenaline - fight/flight
🗑
|
||||
| Pancreas | Produces insulin to control sugar metabolism
🗑
|
||||
| Testes/Ovaries | Physical development, sexual behavior & reproduction
🗑
|
||||
| Heart & Lungs | Controlled by Autonomic Nervous System
🗑
|
||||
| Sensation | Process of converting physical energy of environment into neural energy processed by nervous systems
🗑
|
||||
| Transduction | Process by which external energy becomes neural impulses
🗑
|
||||
| Information Processing Theory | Information enters body (sensation) and then we interpret this information (perception)
🗑
|
||||
| Perception | Organize/interpret sensory information to understand it cognitively
🗑
|
||||
| 5 basic senses | Vision - most complex Audition Gustation - taste Olfactory Kinesthesia
🗑
|
||||
| Absolute threshold | Point one perceives external stimulus
🗑
|
||||
| Signal detection | No single absolute threshold - different for each person based on experience, expectation, motivation, fatigue level
🗑
|
||||
| Difference threshold | Minimal difference that must exist between 2 stimuli for one to distinguish difference AKA JND - Just Noticebale Difference Weber
🗑
|
||||
| JND - Just Noticeable Difference | Difference Threshold
🗑
|
||||
| Feature detectors | Nerve cells of brain that respond to specific features of a stimulus. Allow brain to assemble perceived image
🗑
|
||||
| Brain assembles perceived image | Feature detectors
🗑
|
||||
| Sensory adaptation | Diminishing sensitivity to unchanging stumulus as nerve cells begin to fire less frequently after constant exposure to the stimulus
🗑
|
||||
| Weber's Law | 2 stimuli must differ by a constant minimum proportion/percentage for person to perceive difference
🗑
|
||||
| Absolute difference between 2 stimuli not as important as percentage of difference | Weber's Law
🗑
|
||||
| Synesthesia | Unusual sensory experience when one confuses senses - taste a sound/see a smell
🗑
|
||||
| Sensory receptors connected to "wrong" nerves | Synesthesia
🗑
|
||||
| Dominance of 1 sense over another to emotional association to particular stimuli | Synesthesia
🗑
|
||||
| Focusing on informative changes in environment without being distracted by uninformative/unchanging elements | Sensory adaptation
🗑
|
||||
| Cornea | Clear outer membrane covering eye Curved allowing light to bend and focus images
🗑
|
||||
| Iris | Ring-shaped muscle opens/closes pupil
🗑
|
||||
| Lens | Behind pupil Changes shapes depending on distance Becomes less malleable with age
🗑
|
||||
| Retina | Photoreceptors of eye where image finally focused
🗑
|
||||
| Fovea | Center point in retina where image focused
🗑
|
||||
| Rods | Slender, elongated, cylinder-shaped photoreceptors sensitive to change in light waves
🗑
|
||||
| Peripheral & night vision | Rods
🗑
|
||||
| Cones | Short fat photoreceptors taper to pointed tip located away from center of retina
🗑
|
||||
| Color perception | Cones
🗑
|
||||
| Young-Helmholtz theory | Retina has 3 types of color receptors: red, green blue
🗑
|
||||
| Hering's Opponent Process theory | 2 additional color processes: red vs green and yellow vs blue
🗑
|
||||
| Negative Afterimage | Staring at color image, see same image in "opposite" colors after shifting eyes away
🗑
|
||||
| Cones function as predicted | Young-Helmholtz theory
🗑
|
||||
| Cells in thalamus seem to work as predicted | Hering's theory
🗑
|
||||
| Photoreceptors | Nerves for visual transferrence: Electrical impulses via optic nerve and thalaums to visual cortex of brain
🗑
|
||||
| Visual cortex | Feature receptors: nerves programmed only to perceive particular shapes, colors, movements, etc.
🗑
|
||||
| Perception of particular shapes, colors, movement, etc | Visual cortex via feature receptors
🗑
|
||||
| Properties of sound | Amplitude, frequency, pruity, timbre
🗑
|
||||
| Amplitude | Height of sound wave (loudness)
🗑
|
||||
| Frequency | Number of times sound wave repeats itself Humans detect range 20-20,000Hz
🗑
|
||||
| Pure Sound | Domination by single-frequency waves
🗑
|
||||
| Timbre | Sharpness of a sound
🗑
|
||||
| Place Theory | Hear different pitches because sound waves trigger different places along cochlear basilar membrane inside ear
🗑
|
||||
| Frequency Theory | Firing rate of nerve cells matches frequency of sound wave triggering impulses to brain at same frequencly as the sound wave
🗑
|
||||
| High pitches perceived | Place Theory
🗑
|
||||
| Low pitches perceived | Frequency Theory
🗑
|
||||
| Conduction Deafness | Problems with sound wave conduction to the cochlea
🗑
|
||||
| Nerve Deafness | Damage to cochlear hair cell receptors or associated nerves
🗑
|
||||
| Skin Sensations | Pressure, warmth, cold, pain
🗑
|
||||
| Pain | Early warning signal indicating something wrong
🗑
|
||||
| Gate Control Theory | Spinal cord contains neurological gate blocking/allowing pain signals to pass on to brain & be perceived
🗑
|
||||
| Kinesthesia | Sense of position & movement of body parts in relation to each other Allows us to perceive where body is positioned in space via receptors through CNS
🗑
|
||||
| Equilibratory sense | Responsible for sense of balance, acceleration, deceleration & direction of gravity
🗑
|
||||
| Dizziness - Motion Sickness | Fluid within 3 semicircular canals & 2 vestibular sacs shifts dramatically causing overstimulation
🗑
|
||||
| Olfactory Organs | Small mucous epithelium areas on nasal septum
🗑
|
||||
| Sense of Smell | Triggered in cerebral cortex & limbic systems via olfactory nerves connected to the olfactory bulb triggering memories of past events
🗑
|
||||
| Phermones | Chemicals produced as method of communication through odor to attract another - related to production of sex hormones
🗑
|
||||
| Gustatory System | Sense of taste through receptors located on surface of tongue, pharynx and larynx projected to thalamus then sensory cortex of brain where becomes correlated with information from olfactory organs
🗑
|
||||
| Taste buds | Contain many gustatory cells which extend hairlike microvilli into surrounding fluid Some can only detect 1 taste, others can detect all 4
🗑
|
||||
| Sense of Taste | Sweet, sour, salty, bitter
🗑
|
||||
| Sweet Taste | Tip of tongue
🗑
|
||||
| Salty Taste | Sides & tip of tongue
🗑
|
||||
| Sour Taste | Sides of tongue
🗑
|
||||
| Bitter Taste | Back of tongue
🗑
|
||||
| Sensory Interaction | Means by which 1 sense influences/interacts with another (smell and taste together)
🗑
|
||||
| Perception | Processing sensation so they can be understood cognitively
🗑
|
||||
| Attention | Selectivity used to process sensations
🗑
|
||||
| Orientation | Position sense organs to maximize ability to process stimuli
🗑
|
||||
| Cupping ear - squinting | Orientation
🗑
|
||||
| Selective Attention | Prioritizing some stimuli over other & ignoring low-priority stimuli
🗑
|
||||
| Watching TV over listening to parents | Selective Attention
🗑
|
||||
| Bottleneck Model | Biological limitations to amount of stimulation we can process
🗑
|
||||
| Capacity Model | Psychological limitations determine amount of stimulation we can process
🗑
|
||||
| Perception Research | Gestalt psychologists
🗑
|
||||
| Figure | Focal point discernible from surroundings
🗑
|
||||
| Ground | Surroundings or background of focal point
🗑
|
||||
| More than 1 perception can be triggered by same stimulus | True Statement
🗑
|
||||
| Visual Grouping | Proximity Similarity Continuity Closure Connectedness
🗑
|
||||
| Proximity | Visually grouping nearby figures together
🗑
|
||||
| Similarity | Visually grouping similar figures together
🗑
|
||||
| Continuity | Perceiving smooth continuous patterns of figures
🗑
|
||||
| Closure | Completing figures with gaps to create a whole object
🗑
|
||||
| Connectedness | Perceiving spots, lines, areas as single unit when figures uniform & linked
🗑
|
||||
| Depth Perception | Ability to see objects in 3-D to estimate distance
🗑
|
||||
| Binocular cues | Requires both eyes to process visual cues: Retinal disparity & Convergence
🗑
|
||||
| Retinal disparity | Binocular cue allowing us to determine distance of object by the differences in images produced by both eyes
🗑
|
||||
| Convergence | Binocular cue which is muscular movement determines extent to which eyes turn inward. Brain determines focal distance by angle of convergence
🗑
|
||||
| Monocular cues | Visual cues processed by each eye separately: Relative size Linear perspective Texture gradient Relative motion Overlap
🗑
|
||||
| Relative size | If 2 objects similar in size, perceive the 1 that casts the smaller image on the retina as farther away
🗑
|
||||
| Linear perspective | Parallel lines appear to converge in distance
🗑
|
||||
| Texture gradient | Closer objects appear to have greater detail
🗑
|
||||
| Perceptual constancy | Ability to see objects as unchanging even if illumination & retinal images change by size, shape & brightness
🗑
|
||||
| Identifying things regardless of distance, illumination or angle viewed | Perceptual constancy
🗑
|
||||
| Color constancy | If we are aware of object's color, we will continue to perceive the object as that color
🗑
|
||||
| Visual acuity | Ability to discriminate between images/objects
🗑
|
||||
| Perceptual set | Occurs when person's belief or expectation influences perception
🗑
|
||||
| Attending to certain elements of stimuli while ignoring others | Perceptual set
🗑
|
||||
| Contrast | Abiity to differentiat something from the other stimuli surrounding it
🗑
|
||||
| The more intense a stimulus | The greater the likelihood it will be selected for further perceptual processing: Motion Repitition
🗑
|
||||
| Illusions | Occur when one's perception of a stimulus differs significantly from actual properties.
🗑
|
||||
| Characteristics of stimulus often not as important as characteristics of receiver | Illusion
🗑
|
||||
| Motivation | Effects perception in that we notice or see what interests us
🗑
|
||||
| Mental set | Predisposed way we perceive somthing usually from past experiences
🗑
|
||||
| ExtraSensoryPerception | Claim one can perceive things imperceptible to others
🗑
|
||||
| Telephathy | ESP - mind-to-mind communication
🗑
|
||||
| Clairvoyance | ESP - perception of remove events in time/space
🗑
|
||||
| Precognition | ESP - perception of future events
🗑
|
||||
| Parapsychology | "Beside Psychology" Individuals who attempt to use scientific methods to study ESP
🗑
|
||||
| Consciousness | Awareness of external environment as well as internal events such as thoughts & feelings.
🗑
|
||||
| Conscious (Controlled) Processing | Process events one at a time giving each our undivided attention
🗑
|
||||
| Unconscious (Automatic) Processing | Process large amount of information simultaneously without awareness
🗑
|
||||
| Driving a car: monitoring speed, placement on road, pressure of foot on pedals, hands on steering wheel | Unconscious/Automatic Processing
🗑
|
||||
| Avoiding hitting cars | Conscious/Controlled Processing
🗑
|
||||
| Selective attention | Ability to focus on only limited aspect of all we are capable of experiencing
🗑
|
||||
| Focusing on one conversation that is no louder than other conversations going on in same area | Cocktail party effect
🗑
|
||||
| Sleep Stages | 4 Stages Stages 2,3,4 repeat every 90 minutes with Stage 4 getting longer each cycle
🗑
|
||||
| Stage 1 Sleep | Appx 2 minutes Sensory images...hallucinations Falling/Floating sensation Jerking Thought processes become illogical
🗑
|
||||
| Stage 2 Sleep | Appx 20 min Relax more deeply EEG - bursts of brain wave activity Awakens easily
🗑
|
||||
| Stage 3 Sleep | Transitional few minuts EEG - beginnings of delta waves
🗑
|
||||
| Stage 4 Sleep | Appx 30 minutes initially Resistant to awakening Walk/Talk in sleep EEG - large slow delta waves
🗑
|
||||
| REM Sleep | After appx 1 hour, deep sleep for 10 min in Stage 4 Important role in learning Most dreams occur
🗑
|
||||
| Most dreaming | REM Cycle
🗑
|
||||
| Dreams | Daily life experiences Most common: falling, being chased/attacked and attempting but failing to do something
🗑
|
||||
| Information Processing Theory | Dreams helpful to process experiences for day & encode disturbing/anxiety-provoking events
🗑
|
||||
| Freud & dreams | Release of taboo feelings blocked by defense mechanisms when awake.
🗑
|
||||
| Activation-Synthesis Theory | Hobson & McArthy Random firing of nerves in brain stem activate parts of cerebral cortex which inteprets based on stored memories attempting to make sense or synthesize pattern of neuron firings
🗑
|
||||
| Hobson & McArthy | Activation-Synthesis Theory
🗑
|
||||
| Dysomnias | Problems related to amount, time, quality of sleep
🗑
|
||||
| Insomnia | Inability to fall asleep or remain asleep
🗑
|
||||
| Parasomnia | Abnormal events occur during sleep
🗑
|
||||
| Narcolepsy | Overwhelming sleepiness & falling into brief REM periods during waking hours
🗑
|
||||
| Sleep Apnea | Intermittent periods of arrested breathing during sleep
🗑
|
||||
| Dream Anxiety Disorder | Frequent & disruptive nightmares
🗑
|
||||
| Night Terrors | Screaming or talking incoherently during Stage 4 in first few hours of sleep. Rarely wakens fully and often does not remember anything upon waking
🗑
|
||||
| Sleep & Age | Sleep less & REM time decreases
🗑
|
||||
| Delirium | Impaired thinking whose source is biological Demonstrate profound difficulty paying attention & focusing
🗑
|
||||
| Profound difficulty paying attention & focusing | Delirium
🗑
|
||||
| Dementia | Pervasive cognitive impairment from compromised nervous system. Attend conversations & focus attention but have troubles with memory
🗑
|
||||
| Able to attend conversation & focus attention but trouble with memory | Dementia
🗑
|
||||
| Amnestic Syndrome | Impairment of memory caused by neurological problems interfering with self-identity
🗑
|
||||
| Hypnosis | Focused attention is relaxed/lessened Inhibition lowered Anxiety reduced Pain perception lowered
🗑
|
||||
| Highly hynotically susceptible people | Those easily engrossed in fantasy & imaginary activities
🗑
|
||||
| Induction | 1st stage of Hynosis Focusing attention on constant or repetitive imagined stimulus becoming relaxed but alert & focused on this one thing
🗑
|
||||
| Suggestion | 2nd stage of hypnosis Whatever is wished to be achieved thru session
🗑
|
||||
| Concerns with hypnosis | Planting false memories: refreshed memories may combine reality with falsehood leading to fabricated memories
🗑
|
||||
| Dissociation | 2 parts of the brain are functioning concurrently but not communicating with each other
🗑
|
||||
| Meditation | Mental exercise to control one's consciousness by focusing on sounds/images and attaining state of relaxation
🗑
|
||||
| Stress Reduction | Responds well to meditation
🗑
|
||||
| Alpha Waves | Begin during the awakened but drowsy state
🗑
|
||||
| Delta Waves | Occur during sleep stages 3 and 4
🗑
|
||||
| Psychoactive Substances | Alter consciousness in some way Classified into 6 categories based on composition, physiological and psychological effects
🗑
|
||||
| CNS depressents | Alcohol, barbiturates, benzodiazepines
🗑
|
||||
| Stimulants | Amphetamines, cocaine, nicotines, caffeine
🗑
|
||||
| Opiates | Heroin, opium, morphine, methadone, codeine, demerol, darvon, percodan
🗑
|
||||
| Hallucinogens | LSD, mushrooms
🗑
|
||||
| Cannabinoids | Marijuana and hashish
🗑
|
||||
| Solvents | Glue and gasoline
🗑
|
||||
| Chemicals | Not part of Psychoactive categories
🗑
|
||||
| Energy, exhileration, talkativeness and mood elevation | Stimulants
🗑
|
||||
| Caffeine, nicotine | Common everyday stimulants
🗑
|
||||
| Mild overdose of stimulants | Perspiration, suspiciousness, insomnia
🗑
|
||||
| Severe overdose of stimulants | Heart attacks, seizures, death
🗑
|
||||
| Weight loss, lifestyle narrowing, depression | Long-term effects of stimulants
🗑
|
||||
| Tolerance | Develops fairly rapidly with stimulants, CNS depressants and cannabinoids
🗑
|
||||
| Anhedonia | Feeling like nothing is enjoyable
🗑
|
||||
| Withdrawl of psychoactive substances | Usually the reverse of their action
🗑
|
||||
| Slow heart rate, relax muscles and promote sleep | CNS depressants
🗑
|
||||
| CNS depressants first effects | Social disinhibition - allowing individuals to temporarily forget worries & enjoy the moment
🗑
|
||||
| Alcohol part of postwork routine around the world | True statement
🗑
|
||||
| Primary effect of CNS depressants | Depress CNS leading to relaxation, slurred speech, impaired motor coordination
🗑
|
||||
| Benzodiazepines | More specific than barbiturates thus safer
🗑
|
||||
| Mild overdose of CNS depressants | Sleepiness, emotional dysregulation, lack of coordination and decreased judgement
🗑
|
||||
| Severe overdose of CNS depressants | Blackouts, unconsciousness, coma leading to death
🗑
|
||||
| Combining barbiturates & alcohol | Very dangerous combination leading to death
🗑
|
||||
| Withdrawl from CNS depressants | Very dangerous - tremors, seizures, death
🗑
|
||||
| Across all substances, worst long-term effects to major organ systems | Alcohol
🗑
|
||||
| Korsokoff's syndrome | Similar to Alzheimer's caused by long-term heavy drinking
🗑
|
||||
| Opiates | Reduce pain & sense of urgency related to biological needs Referred to as narcotics
🗑
|
||||
| Narcotics | Opiates
🗑
|
||||
| Opioids | Synthetic drugs mimic effects of opiates
🗑
|
||||
| Methadone | Opioid
🗑
|
||||
| Overdose of opioids | Bradycardia, hypotension, decreased respirations, low body temperature, decreased relfexes and death
🗑
|
||||
| Endorphins | Body's naturally occuring opioid-like substances
🗑
|
||||
| Hallucinogens | De-automatization, sensory illusions occur and experience synesthesia
🗑
|
||||
| Depersonalization may occur | Hallucinogens
🗑
|
||||
| De-automatization | Increased awareness of cognitive processes
🗑
|
||||
| Overdose of hallucinogens | Unusual & frightening psychological experiences while intoxicated
🗑
|
||||
| Already-occuring psychotic processes accelerated | Hallucinogens
🗑
|
||||
| Cannabinoids | Marijuana & hashish
🗑
|
||||
| Mild euphoria, heightened receptive sense of humor, increased appetite, distorted sense of time, disruptions in logical thinking | Cannabinoids
🗑
|
||||
| Enhanced visual and auditory perception, decreased short-term memory functioning, decreased physical coordination, possible paranoia/panic | Cannabinoids
🗑
|
||||
| Cannabinoid withdrawl | Irritability, insomnia, restlessness, decreased appetite
🗑
|
||||
| Long-term effects marijuana use | Primarily related to practice of smoking
🗑
|
||||
| Solvents | Glue, amyl nitrate, kerosene, paint thinner
🗑
|
||||
| Inhaled and most often 1st used product by adolescents | Solvents
🗑
|
||||
| Damage to heart, kidney, liver, brain | Toxic solvents (poisons)
🗑
|
||||
| Solvent negative effects | Headaches, spasms, irregular heartbeat, occasional death
🗑
|
||||
| Effectiveness and potency of drug | Related to speed of route of ingestion
🗑
|
||||
| Quicker route of absorption | More addictive the drug
🗑
|
||||
| Shortened half-life | More addictive the substance
🗑
|
||||
| Requiring more substance to produce similar effect | Tolerance
🗑
|
||||
| Body rebounding in opposite direction when not taking substance | Withdrawl
🗑
|
||||
| Learning behavior | Essential to survival(innate sense)& adaptation to environment
🗑
|
||||
| Learning | Durable change in behavior resulting from association and encoding into memory relationships between experiences
🗑
|
||||
| Habituation | Simplest form of learning Repeated exposure, association or connection of sequential events
🗑
|
||||
| Maturation | Knowledge gained when biologically ready
🗑
|
||||
| Required state for learning to occur | Maturation
🗑
|
||||
| Ability to learn | Determined by age-related mental & physical skills (Maturation)
🗑
|
||||
| Classical Conditioning | Neutral stimulus paired with one that elicits automatic/unconditioned response - Pavlov's expereiment)
🗑
|
||||
| First discovered set of laws governing learning | Classic conditioning
🗑
|
||||
| Pavlov | Physiologist Conditioned response experiments - association
🗑
|
||||
| Unconditioned response | Unconditionally activated innate response to stimulus (US) (dog's saliva production to presence of food)
🗑
|
||||
| Unconditioned stimulus | Stimulus that always triggers natural biological process (UR) (food)
🗑
|
||||
| Conditioned response | Learned response exhibited in response to conditioned stimuls (CS)(dog's saliva procudtion in response to bell, tone, light, empty food bowl)
🗑
|
||||
| Conditioned stimulus | Neutral stimuls paired with unconditioned stimulus so will eventually com to produce the same response (bell, tone, light, empty foot bowl)
🗑
|
||||
| Skinner | Operant conditioning
🗑
|
||||
| Operant conditioning | Skinner Passive learning Associating behaviors with consquences either punishment or reward
🗑
|
||||
| Reinforcer | Change in environment following behavior & increased likelihood behavior will be repeated - good or bad
🗑
|
||||
| Primary reinforcer | Naturally enjoyable - food
🗑
|
||||
| Secondary reinforcer | Ojbect/event becomes associated with primary reinforcer - money to buy food
🗑
|
||||
| Positive reinforcement | Reward used to increase likelihood individual will repeat behavior
🗑
|
||||
| Negative reinforcement | Removal of adverse stimulus increases likelihood individual will repeat behavior
🗑
|
||||
| Punishment | Application of aversive stimulus decreased likelihood individual will repeat a behavior
🗑
|
||||
| Shaping | Process of gradually guiding natural behavior toward another behavior through reinforcement
🗑
|
||||
| Successive approximation | Process of reinforcement for engaging in behaviors increasingly similar to desired behavior
🗑
|
||||
| Acquisition | Initial learning in response to reinforcement through consistency, immediacy & repetition of the reinforcement
🗑
|
||||
| Chaining | Process which several related responses learned through operant conditiong
🗑
|
||||
| Learning everything one can about the ball, stance, bat, light, wind to become the best baseball batter | Chaining
🗑
|
||||
| Generalization | Expanding stiumuls-resonse pattern to include stimuli that are similar to initial stimulus
🗑
|
||||
| Being able to act in certain way with new situation because it resembles something else | Generalization
🗑
|
||||
| Discrimination | Process for distinguishing between slightly similar stimuli and responding to one but not another
🗑
|
||||
| Extinction | Gradual breaking of the stimulus-response pattern due to lack of reinforcement (ignoring behavior will lead person to stop)
🗑
|
||||
| Continuous reinforcement | Reinforcement every time desired behavior is performed
🗑
|
||||
| Intermittent reinforcement | Reinforcement not given every time desired behavior performed Longer to shape behavior but more resistant to extinction
🗑
|
||||
| To decrease/resist extinction | Intermittent reinforcement
🗑
|
||||
| Ratio schedules | Schedule of reinforcement based on number of times certain behavior performed
🗑
|
||||
| Fixed Ratio schedule | Reinforcement provided after specific number of responses Fastest initial response process
🗑
|
||||
| Fixed Interval schedule | Reinforcement provided after specific period of time
🗑
|
||||
| Fixed schedule | Reinforcement provided after particular set number of desired behavior or particular set amount of time performed
🗑
|
||||
| Interval schedule | Reinforcement applied after certain amount of time
🗑
|
||||
| Variable schedule | Reinforcement provided after differing amounts of time or numbers of behaviors
🗑
|
||||
| Constant & regular responses thru unpredictability | Variable schedule
🗑
|
||||
| Variable Interval schedule | Reinforcement provided after varying time periods
🗑
|
||||
| Variable Ratio schedule | Reinforcement provided after fluctuating number of responses
🗑
|
||||
| Instinct drift | Reversion to biologically predisposed patterns after learning patterns not naturally adopted
🗑
|
||||
| Natural instinct response limits capacity for operant conditioning | Instinct drift
🗑
|
||||
| Kohler | Psychologist studied insight
🗑
|
||||
| Insight | Gaining sudden understanding of relationship between various parts of a problem/situation
🗑
|
||||
| Recognition of relationship between various parts of a problem/situation to solve it | Insight
🗑
|
||||
| Kohler's Experiment | Monkey, banana, box, stick
🗑
|
||||
| Monkey moves box under banana, stands on box and swings with stick to knock banana down | Kohler's Insight
🗑
|
||||
| Bandura | Modeling Bobo Doll experiment
🗑
|
||||
| Modeling | Learning by observing & imitating another's behavior (reinforcement/punishment guide outcome)
🗑
|
||||
| Effective observation learning | Attention (noticing modeled behavior & resultant consequences) Retention (conscious reflection/rehearsal of modeled behavior) Reproduction (successful enactment) Motivation(expectation of positive consequences)
🗑
|
||||
| Bobo Doll Experiment | Bandura Video of adults hitting and kicking doll elicites same action by kids watching video
🗑
|
||||
| Reproduction | Requires behavior to be within skill/range of learner
🗑
|
||||
| Auditory memory | Sensory memory allowing "echoes" of sounds
🗑
|
||||
| Echoic memory | Auditory memory
🗑
|
||||
| Recalling question when not actually having paid attention to it | Auditory or Echoic memory
🗑
|
||||
| Automatic processing | Occurs with little or no effort - automatically without awareness or paying special attention
🗑
|
||||
| Ability to recreate day's events | Automatic processing
🗑
|
||||
| Context effect | Recalling information best in environment learned
🗑
|
||||
| Taking test is same classroom as studied | Context effect
🗑
|
||||
| Declarative memory | Allows us to remember facts or events Long-term Semantic & Episodic
🗑
|
||||
| Semantic memory | Declarative memory involving remembering bits of information
🗑
|
||||
| Knowing how many states in US | Semantic memory
🗑
|
||||
| Episodic memory | Declarative memory involving remembering personally experienced events
🗑
|
||||
| Effortful Processing | Rentention of information requiring effort & attention - Rehearsal
🗑
|
||||
| Rehearsal | Conscious repition of information in order to memorize it
🗑
|
||||
| Conscious repition of information | Rehearsal - Effortful processing
🗑
|
||||
| Encoding | Process of putting information into memory
🗑
|
||||
| Explicit memory | Conscious memory of facts & experiences
🗑
|
||||
| Flashbulb memory | Clear though not always accurate memory of significant event
🗑
|
||||
| Remembering details of Kennedy's assassination, but not the day before or after | Flashbulb memory
🗑
|
||||
| Iconic memory | Visual memory See traces of images
🗑
|
||||
| Visual memory | Sensory memory allowing us to see traces of images AKA Iconic memory
🗑
|
||||
| Remembering swinging light | Visual/Iconic memory
🗑
|
||||
| Imagery | Use of mental pictures for encoding & retrieval of memory Retrieval cue
🗑
|
||||
| Implicit memory | Retrieval of information without conscious awareness
🗑
|
||||
| Information Processing | Modern View of sensing, perceiving, learning, thinking & remembering Automatic & Efforfull
🗑
|
||||
| Long-Term memory | Limitless amount of information stored for life time if occured after certain level of maturation
🗑
|
||||
| Procedural memory | Remembering how to do something. Long-Term memory
🗑
|
||||
| Memory | Storage & access of mental representation of knowledge via hippocampus
🗑
|
||||
| Misinformation effect | Incorporation of inaccurate information regarding event from others into own recollection
🗑
|
||||
| Mnemonic devices | Aids/tricks to help remember more than would otherwise: Methods of loci (association w/ familiar locations) Acronyms (abbreviations - SOB, NKA, etc) Rhymes("Thirty days hath Sept...)
🗑
|
||||
| Priming | Type of implicit (w/o conscious awareness) memory activating related associations Retrieval cue
🗑
|
||||
| Proactive interference | Previously learned information interferes with recall of newly learned information
🗑
|
||||
| Recall | Retrieval of previously learned information not currently in conscious awareness
🗑
|
||||
| Recognition | Ability to identify/recognize previously learned information
🗑
|
||||
| Multiple choice tests | Recognition
🗑
|
||||
| Repression | Alteration or loss of painful/anxiety-provoking memories
🗑
|
||||
| Retrieval | Extracting iinformation from memory for use
🗑
|
||||
| Retrieval cues | Provide reminder for information not otherwise accessable from memory: Priming & Imagery
🗑
|
||||
| Retroactive interference | Newly learned information interferes with recall of old information
🗑
|
||||
| Sensory memory | Initial record lasting only very brief period of time - usually visual/auditory
🗑
|
||||
| Serial position effect | Ability to recall first or last piece of a group of information rather than the middle
🗑
|
||||
| Remembering "ABCD" and "WXYZ" only | Serial position effect
🗑
|
||||
| Short-term memory | Information activley attented to which lasts 15-30 seconds - Working memory - Intentional memory
🗑
|
||||
| Recalling a phone number just obtained | Short-term memory Working memory Intentional memory
🗑
|
||||
| Spacing effect | Learning over time enabling better long-term retention than cramming
🗑
|
||||
| Learning over time for better retention | Spacing effect
🗑
|
||||
| State dependence | Ability to recall information when in same internal state as learned it
🗑
|
||||
| Being in same internal state when recalling information as learned it | State dependence
🗑
|
||||
| Storage | Relatively passive process keeping information in memory for periods of time
🗑
|
||||
| Working memory | Another name for short-term memory 15-30 seconds Intentional memory
🗑
|
||||
| Reconstruction | Remember certain details then add further information based on what believed to have happened from subtle suggestions
🗑
|
||||
| Event remembered with confidence but incorrectly | Reconstruction
🗑
|
||||
| Accomodation | Process of expanding one's schemas to accomodate new information when no longer adequate to represent them
🗑
|
||||
| Assimilation | Process of taking new experience & incorporating it into existing category, concept idea
🗑
|
||||
| Cognition | Ways in which aquire, retain, interpret, use knowledge
🗑
|
||||
| Psychological processes & social/external influences on knowledge | Cognition
🗑
|
||||
| Concrete operations stage | 7 - 11 y/o Begin to think logically about concrete evets, grasp concrete analogies and perform arithmetic operations
🗑
|
||||
| Stage child begins to understand conservation | Concrete operations stage
🗑
|
||||
| Conservation | Idea that given quantity remains same despite shape changes
🗑
|
||||
| Formal operations stage | 12 - adulthood Characterized by ability to reason abstractly
🗑
|
||||
| Scientific reasoning & deducing consequences - Potential present for mature moral reasoning | Formal operations stage
🗑
|
||||
| Preoperational stage | 2 - 6 y/o Words & images represent things Ability to pretend Egocentric
🗑
|
||||
| Stage lack logical reasoning but pretend & egocentric | Preoperational stage
🗑
|
||||
| Schemas | Concepts that consolidate past experiences & offer model for understanding future experiences
🗑
|
||||
| Allows children to adapt to environmental demands as new experiences are assimilated or accomodated | Schemas
🗑
|
||||
| Sensorimotor stage | 1 - 2 y/o Undertand world through looking & touching
🗑
|
||||
| Object performance, separation anxiety, stranger anxiety | Sensorimotor stage
🗑
|
||||
| Egocentric | Cannot perceive things from another's viewpoint
🗑
|
||||
| The fewer instincts animal has, the more it relies on learning to survive | Connection between instinctual behavior & learning
🗑
|
||||
| Learning multiplaction tables by rehearsing them outloud | Effortful processing
🗑
|
||||
| Assimilation | Associating new concept with previous knowledge
🗑
|
||||
| Accomodation | Altering previous knowledge in light of new concepts
🗑
|
||||
| Perceptions of the world that develop out of and are organized around individual's experiences | Schemas
🗑
|
||||
| Intellectual development according to Piaget | Occurs because humans wish to make sense of the world around them
🗑
|
||||
| Achievement tests | Designed to determine what has already been learned
🗑
|
||||
| Aptitude tests | Predict ability to learn new skills
🗑
|
||||
| SAT | Best known aptitude test
🗑
|
||||
| Requirements of tests | Standardized Reliable Valid
🗑
|
||||
| Factor approach | Contends different cognitive abilities are distinct but correlated
🗑
|
||||
| "g" factor | General intelligence Underlying specific intelligences/abilities that may vary Basis of the idear of IQ
🗑
|
||||
| Infants level of response to stimuli | Indicator of "g" factor
🗑
|
||||
| Intelligence | Ability to learn information & solve problems
🗑
|
||||
| What affects intelligence | Nature, genetics (60%) and environment
🗑
|
||||
| IQ | Intelligence quotient - number to describe level
🗑
|
||||
| 95% of population IQ levels | 70 - 130
🗑
|
||||
| Mental retardation | Impaired intellectual functioning combined with impaired social functioning affecting about 3% of population
🗑
|
||||
| 4 levels of mental retardation | Mild Moderate Severe Profound
🗑
|
||||
| Mild retardation | Can, with help, achieve up to about 6th grade level of functioning as well as vocational skills sufficient to work regularly
🗑
|
||||
| Moderate retardation | Can develop skills up to 2nd grade and may learn to perform unskilled labor with supervision
🗑
|
||||
| Severe retardation | May learn to talk, count, read few key words and develop basic hygiene/self-care skills
🗑
|
||||
| Profound retardation | Most devastating form Require close supervision and highly structured environments
🗑
|
||||
| Reification | Abstract concept is eventually viewed as reality itself
🗑
|
||||
| Spearman | "g" factor leading to IQ
🗑
|
||||
| Gardner | Frames of mind: Linguistics Logical - Math Spatial Musical Bodily kinesthetic Interpersonal Intrapersonal
🗑
|
||||
| Sternberg | Triarchic model: Analytic Creative Practical
🗑
|
||||
| Imagination | Ability to perceive things in new ways
🗑
|
||||
| Expertise | Well developed knowledge base
🗑
|
||||
| Intrinsic motivation | Ability to be motivated & satisfied by task itself rather than relying on external factors
🗑
|
||||
| Venturesome personality | Tolerance for ambiguous situations & ability to persevere in new experiences & overcome obstacles
🗑
|
||||
| "g" factor suggests | General intelligence provides base for different types of intelligence
🗑
|
||||
| IQ scores vary across racial groups due to | Cultural differences in way tasks are learned
🗑
|
||||
| Ginny excels at reading, writing, literacy Marie excels at math, statistics, numerical analysis Which has higher IQ | Impossible to determine as every person has strengths/weaknesses not reflective of overall IQ
🗑
|
||||
| Weschler Adult Intellegence Scale mostly used | Clinical settings
🗑
|
||||
| Babbling | Impromput vocalization of a variety of sounds about 4 months of age
🗑
|
||||
| Grammer | Set of rules that enable us to communicate thru language
🗑
|
||||
| Language | Primary vehicle thru which humans express thoughts
🗑
|
||||
| Linguistic relativity hypothesis | Whorf Language determines thought
🗑
|
||||
| If language has no words for something | Won't be considered per Whorf
🗑
|
||||
| If language has several distinct words for somthing | Small variation of thing most likely to be perceived/considered per Whorf
🗑
|
||||
| Morphemes | Smallest elements of language that have meaining
🗑
|
||||
| One-word stage | Starts around age 1 with child starting to use 1-syllable words that carry meaning
🗑
|
||||
| Phonemes | Group of elementary sounds
🗑
|
||||
| Two-word stage | Starts around age 2 with child using 2-word statements made up mostly of nouns & verbs
🗑
|
||||
| Parts of language | Phonemes Morphemes Grammer
🗑
|
||||
| Child's statements mostly made of nouns & verbs | Two-word stage
🗑
|
||||
| Child's use of one-syllable words that carry meaning | One-word stage
🗑
|
||||
| Basis for much of internal thought | Language
🗑
|
||||
| Skinner | Language learned thru association, imitation, reinforcement
🗑
|
||||
| Praising child for corretly idetifying object | Skinner
🗑
|
||||
| Chomsky | Language creative & conceptual - acquisition thru innate tendency
🗑
|
||||
| Surface structure (syntax/grammer and deep structure | Chomsky
🗑
|
||||
| Ability to understand phrases/sentences not previously learned | Chomsky
🗑
|
||||
| Eskimos have many words for snow (perceived subtle differences) | Whorf - Linguistic relativity hypothesis
🗑
|
||||
| Language determines | Thought
🗑
|
||||
| Algorithm | Methodical logical procedure for problem solving which is slower than heuristics but less prone to error
🗑
|
||||
| Slower problem solving technique which is less prone to error | Algorithm
🗑
|
||||
| Availability heuristic | Shortcut based upon most available memories
🗑
|
||||
| Choosing to drive rather than fly due to fear of dying in plane crash | Availability heuristic
🗑
|
||||
| Confirmation bias | Bias when searching for information to confirm or support preconceived ideas
🗑
|
||||
| Asking leading questions to solve/discover truth of situation | Confirmation bias
🗑
|
||||
| Fixation | Cannot think of situation in new way because cannot escape current conception of the sitution
🗑
|
||||
| Framing | Way topic presented which can affect judgement or decision-making process
🗑
|
||||
| Cell phone ad showing boss being able to be away from the office | Framing
🗑
|
||||
| Functional fixedness | Perception of the functions of an object are fixed and allow no other creative uses of the object
🗑
|
||||
| Heuristics | Shortcuts to problem solving - rules of thumb
🗑
|
||||
| Expression "i before e except after c" | Heuristic
🗑
|
||||
| Insight | Sudden development of solution though most likely worked through step-by-step or trial & error until reached and "noted"
🗑
|
||||
| Mental set | Solution worked in past is repeatedly attempted despite fact no longer works
🗑
|
||||
| Metacognition | Thinking about thinking in order to improve cognitive ability
🗑
|
||||
| Prototypes | Idealized versions of concepts
🗑
|
||||
| Bird may be "seen" as any flying bird as opposed to an Emu/Ostrich | Prototypes
🗑
|
||||
| Representativeness heuristic | Shortcut relied upon from impression of an ambiguous piece of information and how closely fits familiar defined structure
🗑
|
||||
| Trial and error learning | Trying out solutions that come to mind or suggested until find what works
🗑
|
||||
| Using a magnet to hold a note to metal filing cabinet | Example of functional fixedness
🗑
|
||||
| Achievement motivation | Drives person's intensity, persistence and effort to obtain goal
🗑
|
||||
| Anorexia nervosa | Strong illusory belief one is fat resulting in self-starvation
🗑
|
||||
| Arousal phase | 2nd component sexual response cycle
🗑
|
||||
| Breathing, blood pressure, pulse rates increase along with genital engorgement | Arousal phase
🗑
|
||||
| Bulimia nervosa | Compulsive overeatiing followed by self-induced purging
🗑
|
||||
| Desire phase | 1st component sexual response cycle
🗑
|
||||
| Increased blood flow & lubrication to genital area | Desire phase
🗑
|
||||
| Double-depletion hypothesis | Biological causes of thirst caused from combination of intracellular/extracullar processes/exchange
🗑
|
||||
| Drive | Energy/tension developing from specific need
🗑
|
||||
| Extrinsic motivation | Seeking achievement to receive reinforcement from others or to avoid punishment
🗑
|
||||
| Extrinsic or Intrinsic motivated people achieve less | Extrinsic
🗑
|
||||
| Homeostasis | Process of maintaining constant/balanced state despinte changes in environment
🗑
|
||||
| Hunger & thirst | Strong motivators of homeostasis
🗑
|
||||
| Intimacy | Close interpersonal relationship with open communication
🗑
|
||||
| Intrinsic motivation | Internal desire for achievement for own sake to personal goa.
🗑
|
||||
| Lazy, unreliable and motived by money/reward employees as seen by | X managers
🗑
|
||||
| Motivated workers for reasons other than reward/money as seen by | Y managers
🗑
|
||||
| Maslow's hierarchy | Pyramid theory prioritizing needs over behavior
🗑
|
||||
| Biological/Psychological Needs | Basic life needs in Maslow's theory
🗑
|
||||
| Safety | Security & stability in Maslow's theory
🗑
|
||||
| Belongingness | Fulfilling need for affiliate with others in Maslow's theory
🗑
|
||||
| Esteem | Competence, independence, success leading to respect from others in Maslow's theory
🗑
|
||||
| Self-actualization | Abstract & different needs to fulfil life goals & potential in Maslow's theory
🗑
|
||||
| Increase hunger | Lateral hypothalamus stimulation
🗑
|
||||
| Depress hunger | Ventromedial hypothalamus stimulation
🗑
|
||||
| Specific hunger | Biological need for component: low sodium, increased desire for salty foods
🗑
|
||||
| Motivation | Driving force influencing behavior & focusing it toward an end
🗑
|
||||
| Need | Lack of a biological necessity
🗑
|
||||
| Orgasm | 3rd component of sexual response cycle
🗑
|
||||
| Muscle spasms with dominating sense of pleasure | Orgasm
🗑
|
||||
| Resolution | Final component of sexual response cycle
🗑
|
||||
| Body returns to normal | Resolution
🗑
|
||||
| Sensate focus | Technique to overcome sexual dysfunction based on performance/fear/pain related to sex
🗑
|
||||
| Set point | Fixed weight level due to competition of the lateral & ventromedial hypothalamus
🗑
|
||||
| Sexual dysfunction | Difficulty in one phase of sexual response cycle
🗑
|
||||
| Primary motives | Biological
🗑
|
||||
| Acquired motives | Learned thru experience
🗑
|
||||
| Melzack | Pain Gate Theory
🗑
|
||||
| Henry Murray | Human motivation in 3 criteria: Attention Consequences Dissatisfaction
🗑
|
||||
| Thermatic Apperception Test | Murray Responding to pictures w/o clear directions/significance (ink blots?)
🗑
|
||||
| Instinct | Innate fixed pattern of behavior
🗑
|
||||
| Newborn's rooting | Instinct
🗑
|
||||
| Cannon-Bard theory | Body's response begins as we experience emotion and one does not cause the other
🗑
|
||||
| Catharsis | Emotional release or venting of anger
🗑
|
||||
| James-Lange theory | Emotion felt after notice body's response
🗑
|
||||
| Feeling glad/happy after smiling and sad after frowning | James-Lange theory
🗑
|
||||
| Polygraph | Machine measuring respiration, pulse and breathing while being asked questions to determine honesty
🗑
|
||||
| Schachter's two-factor theory | Emotions composed of physical arousal and cognitive label
🗑
|
||||
| Components of emotions | Physiological arousal Behavior Conscious experience
🗑
|
||||
| Basic emotions | Fear, anger, sadness, joy
🗑
|
||||
| Complex emotions | Guilt, shame, love
🗑
|
||||
| Fear | Elicited by specific stimulus judged potentially harmful
🗑
|
||||
| Anxiety | Occurs dispite absense of any real danger
🗑
|
||||
| People experience physiological & emotional reactions to stimuli simultaneously | Cannon-Bard theory
🗑
|
||||
| Behavior genetics | Study of how behavioral differences between people relate to biological differences
🗑
|
||||
| Cognitive development | Changes in mental ability: learning, language, memory, thinking, reasoning
🗑
|
||||
| Relates to motor & emotional development | Cognitive development
🗑
|
||||
| Concordance | Similarity with regard to given trait
🗑
|
||||
| Twin Studies | To determine concordance between monozygotic and dizygotic twins raised apart from birth
🗑
|
||||
| Conventional level | Kohlberg: Rightness of behavior determined by reaction to approval/disapproval of others
🗑
|
||||
| Cross-sectional Studies | Measures difference in people at 1 age or at 1 point in time
🗑
|
||||
| Studying groups of 1st graders | Cross-sectional Studies
🗑
|
||||
| Developmental psychology | Focuses on both the common & unique ways people grow & develop during course of lifetime
🗑
|
||||
| Longitudinal Studies | Measures characterics of individuals over time to see how they grow/change
🗑
|
||||
| Physical development | Changes in body, motor abilities & sensory capacity over time
🗑
|
||||
| Major influence on developing personality & intelligence | Physical development
🗑
|
||||
| Postconventional level | Kohlberg: decisions justified by internalized standard & the common good
🗑
|
||||
| Preconventional level | Kohlberg: Rightness of behavior determined on its rewards/punishment by society
🗑
|
||||
| Psychosocial stages | Erickson: 8 stages of development progregessing through each crisis, resolution allowing one to move to next stage and develop new virtue
🗑
|
||||
| Social-emotional development | Changes in person's style of responding, feeling and relating to others
🗑
|
||||
| How one gets along with others and feels | Social-emotional development
🗑
|
||||
| Gender Studies | As people age, differences decrease and found to vary among different cultures
🗑
|
||||
| Erikson | 8 stages of Virtue
🗑
|
||||
| Kohlberg | Moral Reasoning: Preconventional, Conventional & Postconventional
🗑
|
||||
| Gilligan | Morality of Caring: Men use reason, rules & obligations Women use preserving integrity of relationships (substandard)
🗑
|
||||
| Locke | Tablua rasa "blank slate" Strong belief in nurturing shaping development
🗑
|
||||
| Nature | Heredity
🗑
|
||||
| Nurture | Environment
🗑
|
||||
| Study focusing on changes across different dimensions | Development psychology
🗑
|
||||
| Studies used to compare development of an individual with peers | Longitudinal or Cross-sectional
🗑
|
||||
| Gender identity influenced by | Psychological and social characteristics
🗑
|
||||
| Eight stages of development proposed by Erik Erikson; each stage involves a specific crisis, and resolution of this crisis will allow an individual to successfully move on to the next stage and develop a new “virtue.” | Psychosocial Studies - Erickson
🗑
|
||||
| Trust vs mistrust | Resolution: sense of safety Lack of Resolution: insecurity, anxiety
🗑
|
||||
| Autonomy vs self-doubt | Resolution: Self-efficacy Lack of Resolution: sense of helplessness, lack of control
🗑
|
||||
| Intitiative vs guilt | Resolution: self-confidence Lack of Resolution: lack of self-confidence
🗑
|
||||
| Competency vs inferiority | Resolution: adequate social/intellectual skills Lack of Resolution: feelings of failure, inadequacy
🗑
|
||||
| Identity vs role confusion | Resolution: self-comfort Lack of Resolution: uncomfortable with self
🗑
|
||||
| Intimacy vs isolation | Resolution: closeness & committment to another Lack of Resolution: feeling of aloneness, separation
🗑
|
||||
| Generativity vs stagnation | Resolution: ability focus beyond self Lack of Resolution: self-indulgence, lack of foresight
🗑
|
||||
| Integrity vs despair | Resolution: satisfaction with life Lack of Resolution: futility, despair, disappointment
🗑
|
||||
| Infants | Trust vs mistrust Safety
🗑
|
||||
| Toddlers | Autonomy vs self-double Self-efficacy (capabilities)
🗑
|
||||
| Preschoolers | Initiative vs guilt Self-confidence
🗑
|
||||
| School-age | Competence vs inferiority Adequate social/intellectual skills
🗑
|
||||
| Adolescents | Identity vs role confusion Self-comfort
🗑
|
||||
| Early adult | Intimacy vs isolation Closeness & commitment to another
🗑
|
||||
| Middle adult | Generativity vs stagnation Ability to focus beyond self
🗑
|
||||
| Late adult | Integrity vs despair Satisfaction with life
🗑
|
||||
| Alleles | Pairs of genes inherited (1 ea) from parents
🗑
|
||||
| AFP test | Blood sample from mother during 16-17wk of pregnancy indicated possible birth defects
🗑
|
||||
| Alzheimer's | Progressive & irreversible brain disorder
🗑
|
||||
| Amniocentesis | Test done 16-18wk of pregnancy to determine presence certain birth defects
🗑
|
||||
| Recommended testing mothers over 35 | Amniocentesis
🗑
|
||||
| Attachment | Special bond between infant and caretakers thru body contact, familiarity, temperment & parenting
🗑
|
||||
| Imprinting | Attachment
🗑
|
||||
| Ainsworth | 3 stages of attachment: 1) responds socially, but may not distinguish between people 2) recognizes caretaker and responds differently to familiar people 3)_about 6 mo, develops attachment
🗑
|
||||
| Authoritarian parenting | Dictated rules, expectation of compliance w/o explanation or reasoning or open discussion
🗑
|
||||
| Authoritative parenting | Imposed rules explained and open to discussion
🗑
|
||||
| Best perceived parenting style | Authoritative
🗑
|
||||
| Chromosomes | Structures in cells containing DNA & protein
🗑
|
||||
| Building blocks | Chromosomes
🗑
|
||||
| Crystallized intelligence | Accumulated knowledge which continues to increase throughout life cycle
🗑
|
||||
| Embryonic Stage | 3-9th week Various body parts form & organs begin to function
🗑
|
||||
| Fetal Alcohol Syndrome | Involves mental retardation caused by heavy drinking during pregnancy (teratogen effect)
🗑
|
||||
| Fetal Stage | Prenatal development from 9th wk to birth with rapid growth
🗑
|
||||
| Fetus can survive | Fetal Stage - 7th month
🗑
|
||||
| Fetoscopy | Use of camera into uterus to visualize fetus or obtain fetal blood sample
🗑
|
||||
| Fluid intelligence | Ability to reason abstractly & speedily which decreased with age
🗑
|
||||
| Intelligence which decreases with age | Fluid intelligence
🗑
|
||||
| Down's Syndrome | Extra 21st chromosome abnormality
🗑
|
||||
| Generativity | Process of being individually productive while simultaneously being supportive of others
🗑
|
||||
| Genes | Segment of DNA that function as hereditary units carrying code providing instruction to manufacture proteins
🗑
|
||||
| Genetic Counselors | Specialists giving advice to couples regarding particular hereditary disorders/traits
🗑
|
||||
| Genotypes | Genetic patterns of alleles that cannot be seen but can be modified through external exposure
🗑
|
||||
| Germinal Stage | Prenatal develope from conception through 2nd week
🗑
|
||||
| Stage where zygot adheres to uterine wall & becomes an embryo | Germinal Stage
🗑
|
||||
| Heterozygous | Alleles that are different
🗑
|
||||
| Homozygous | Alleles that are identical
🗑
|
||||
| Identity | Perception of self as an individual
🗑
|
||||
| Menarche | Initial menstrual period
🗑
|
||||
| Object performance | Awareness objects exist even when out of view Piaget's sensorimotor stage
🗑
|
||||
| Permissive Parenting | Parents acquiesce to child's demands, make few requirements and rarely if ever use punishment
🗑
|
||||
| Phenotypes | Observatlbe traits of a person...hair/eye color
🗑
|
||||
| Rejecting-neglecting Parenting | Not being involved in child's life, expecting little and devoting little of own time/effort ir rearing child
🗑
|
||||
| Teratogens | Chemicals, viruses, etc that cause physical defects in developing embryo
🗑
|
||||
| Most common Teratogen | Alcohol
🗑
|
||||
| Ultrasound | Sonogram of fetus to look for possible birth defects
🗑
|
||||
| Umbilical cord assessment | Umbilical cord blood studied for liver function & other fetal bodily functions not measurable any other way
🗑
|
||||
| Kubler-Ross | 5 Stages of Death & Dying: Denial Anger Bargaining Depression Acceptance
🗑
|
||||
| Aging myths | More vulnerable to illness Not as intellient Eventually beome senile Death preoccupies thoughts
🗑
|
||||
| Piaget | Cognitive development stages: Sensorimotor - Learn sensory & motor contact Preoperational - Logical reasoning concrete Postoperational - Abstract reasoning
🗑
|
||||
| Infant development | Based on biological maturation: lift head while prone - 2mo roll over - 3 to 4 mo sit up w/o support - 5 to 6 mo Pulls self up to stand - 7 to 9 mo Crawls - 7 to 12 mo
🗑
|
||||
| Language & motor abilities develop rapidly | Toddler
🗑
|
||||
| Start becoming independent | Toddler
🗑
|
||||
| Begin showing interest in other children | Toddler
🗑
|
||||
| Need to communicate increases | Early Childhood
🗑
|
||||
| Storm & Stress | Adolescence turmoil due to lack of security achieving approval of peers & sense of parental alienation
🗑
|
||||
| Hall | Storm & Stress
🗑
|
||||
| Develop concrete reasoning as well as hypothetical reasoning | Adolescence
🗑
|
||||
| Predict consequences | Adolescence
🗑
|
||||
| Moral reasoning more mature | Adolescence
🗑
|
||||
| Child explains behavior is bad only when punished | Kohlberg's Preconventional Stage
🗑
|
||||
| Erikson's first stage of development | Trust vs mistrust
🗑
|
||||
| Identical twins separataed at birth excel at mathemtacial skills & perform far above average levels on standardized tests | Mathematical reasoning ability may have strong genetic component
🗑
|
||||
| Research project comparing sensory capacity of 250 kindegarteners | Cross-sectional study physical development
🗑
|
||||
| 80 year old generally pleased with his life but disappointed with strained relationship with son | Erickson's Integrity vs despair
🗑
|
||||
| Period from 3rd wk to 9th wk after conception | Embryonic Stage
🗑
|
||||
| Period from conception through 2nd wk | Germinal Stage
🗑
|
||||
| Period from 9th wk after conception to birth | Fetal Stage
🗑
|
||||
| Genetic patterns that cannot be seen | Genotypes
🗑
|
||||
| Anal stage | Freud’s second stage of psychosexual maturation, which involves the task of becoming toilet trained during years two and three.
🗑
|
||||
| Compulsion, stubborness, controlling, perfectionist | Anal Stage particularly harsh or demanding
🗑
|
||||
| Sloppiness, rebelliousness, disorganized | Anal Stage problems
🗑
|
||||
| Archetypes | Spiritual symbols that appear in many different cultures.
🗑
|
||||
| Jong's collective conscious symbols | Archetypes
🗑
|
||||
| Behaviorism | Branch of psychology founded on the notion that observable behavior is the only appropriate focus of psychology.
🗑
|
||||
| Behavior entirely conditioned thru environment | Behaviorism
🗑
|
||||
| Compensation | Ego defense mechanism that involves developing alternative behaviors and traits to make up for weaknesses.
🗑
|
||||
| Anxiety | State of tension that motivates humans
🗑
|
||||
| Denial | Ego defense mechanism that involves involuntary “blinding” of self to reality.
🗑
|
||||
| Displacement | Ego defense mechanism that involves shifting negative feelings to “safer” targets.
🗑
|
||||
| Ego (I) | The Freudian component of personality that attempts to meet one’s needs in a more realistic manner so that pleasure is maximized while punishment and harm to others are minimized.
🗑
|
||||
| In contact w/ external world & functions under reality principle | Ego
🗑
|
||||
| Electra complex | The phenomenon in human development that occurs anywhere from ages three to five when girls develop a bond with their father and develop a fear of or rivalry with their mother.
🗑
|
||||
| Phenomenon of girls in Phallic Stage | Electra complex
🗑
|
||||
| Fixation | The failure to resolve a certain psychosexual stage.
🗑
|
||||
| Becoming stuck due to stage being blocked causing inability to progress thru maturity | Fixation
🗑
|
||||
| Genital Stage | Freud’s final stage of psychosexual maturation, during which children begin to form adult sexual desires and interests, and the adult sexual identity begins to develop.
🗑
|
||||
| Humanistic theories | Theories of personality that focus on the subjective experiences of individuals striving for meaning and growth.
🗑
|
||||
| Id (it) | The Freudian component of personality that strives to gain immediate gratification without concern for its cost or effect upon others.
🗑
|
||||
| Instinctual urges, cravings & needs operating under pleasure principle | id
🗑
|
||||
| Identification | Ego defense mechanism that involves reducing moral anxiety by aligning self with a valued person, goal, or cause.
🗑
|
||||
| Introjection | Ego defense mechanism that involves reducing anxiety by adopting values and standards of important others.
🗑
|
||||
| Latent stage | Freud’s fourth stage of psychosexual maturation, during which children’s cognitive abilities and ego develop and their sexual development is largely “on hold.”
🗑
|
||||
| Learned helplessness | Silyman Passive resignation, or a feeling of helplessness, hopelessness, and depression that is sometimes experienced by people who face repeated traumatic events that they have no control over.
🗑
|
||||
| Learning theories | Theories of personality that focus on learned patterns of behavior and cognitive interpretation of events.
🗑
|
||||
| Locus of control | Rotter The place where people perceive to have the greatest influence over their behavior.
🗑
|
||||
| Moral anxiety | Discomfort caused by superego punishment for violating personal morality or being imperfect.
🗑
|
||||
| Neurotic anxiety | Unrealistic fear that one’s instincts will rule one’s behavior, thereby causing one to act in contrast to the demands of society, which will result in punishment.
🗑
|
||||
| Object relations theory | A model that explores the relationship between people or things (objects) and the individual’s perceptions of these objects, based on the underlying concept that two people may see the same object but experience two extremely different reactions.
🗑
|
||||
| Oedipus complex | The phenomenon in human development that occurs anywhere from ages three to five when boys develop a bond with their mother and develop a fear of or rivalry with their father.
🗑
|
||||
| Phenomenon of boys in Phallic Stage | Oedipus complex
🗑
|
||||
| Oral stage | Freud’s first stage of psychosexual maturation, during which children are focused on oral activities such as sucking nipples, fingers, and nearly anything else they can get into their mouths.
🗑
|
||||
| Eating disorders, smoking, drinking, excessive talking | Becoming stuck in the oral stage
🗑
|
||||
| Personality | Patterns of human behavior, cognition, and affect as they occur in everyday life across situations and over time.
🗑
|
||||
| Phallic stage | Freud’s third stage of psychosexual maturation, during which children become aware of their genitals and begin to experience pleasure through fondling or rubbing them.
🗑
|
||||
| Stage where super-ego develops | Phallic stage
🗑
|
||||
| Pleasure principle | The principle stating that people seek immediate pleasure to avoid pain and to reduce tension.
🗑
|
||||
| Projection | Ego defense mechanism that involves involuntary attribution of one’s own unacceptable feelings to others.
🗑
|
||||
| Psychodynamic theories | Theories of personality that focus largely on unconscious conflicts and defenses.
🗑
|
||||
| Psychosexual stages | Freud’s five stages of maturation: oral, anal, phallic, latent, and genital.
🗑
|
||||
| Link between mental activity & instinct to seek pleasure | Psychosexual stages
🗑
|
||||
| Rationalization | Ego defense mechanism that involves reducing the effects of unacceptable outcomes by discounting their importance.
🗑
|
||||
| Reaction formation | The process of substituting a particular reaction with its opposite reaction to avoid guilt, punishment, or another negative experience.
🗑
|
||||
| Realistic anxiety | Fear of danger from the external world that is proportionate to actual threat.
🗑
|
||||
| Reality principle | The principle stating that the human ego attempts to meet the demands of the id while simultaneously considering the mandates of society.
🗑
|
||||
| Learning to delay gratification while seeking long-term pleasure | Reality principle
🗑
|
||||
| Regression | Ego defense mechanism that involves reverting to an earlier developmental behavior to decrease anxiety.
🗑
|
||||
| Repression | A kind of motivated forgetting, in which a person does not remember something because of the emotional pain or anxiety it causes.
🗑
|
||||
| Self-actualization | The resolution of personal conflicts and achievement of emotional growth.
🗑
|
||||
| Sublimation | The process of shifting the energy of one’s libido from primarily self-serving pursuits to those centered on service and advancement of society.
🗑
|
||||
| Superego (over I) | The Freudian component of personality that considers the internalized beliefs and censures created by societal norms that strive to limit the ungoverned pursuit of gratification.
🗑
|
||||
| Part of brain concerning conscience, values & ideals | Superego
🗑
|
||||
| Traits | A person’s consistent behaviors and attitudes that last over time and across situations.
🗑
|
||||
| Major focus of psychological research | Traits
🗑
|
||||
| Typology | The process of defining categories of personality based on common traits rather than the personality traits of an individual.
🗑
|
||||
| Adler | Sibling rivalry
🗑
|
||||
| Adler | People strive for superiority to overcome inferiority complex
🗑
|
||||
| Adler | Personality sum of person's interests, goals & desires
🗑
|
||||
| Jung | Collective unconscious
🗑
|
||||
| Jung | Spirituality containing archetypes
🗑
|
||||
| Horney | Individuals need for love & security
🗑
|
||||
| Horney | Childhood experiences solidify personality before adulthood
🗑
|
||||
| Horney | Styles of interacting with others: Moving toward Moving away Moving against
🗑
|
||||
| Erikson | 8 stages encompassing life span
🗑
|
||||
| Erikson & Infancy | Establishing basic trust
🗑
|
||||
| Erikson & Adolescence | Time for establishing identity
🗑
|
||||
| Erikson & Adulthood | Intimacy, generativity & integrity
🗑
|
||||
| Rotter | Locus of control
🗑
|
||||
| Internal locus | Rotter Take credit for own success & blame other for failure
🗑
|
||||
| External locus | Controlled by world: chance, fortune, fate
🗑
|
||||
| Rotter: better coping skills and greater sense of control | Internal locus
🗑
|
||||
| Seligman | Learned helplessness
🗑
|
||||
| Rogers | Self concept center of personality: Genuiniess Acceptance Empathy
🗑
|
||||
| Genuisness | Rogers Parents honest & open with children
🗑
|
||||
| Acceptance | Rogers Parents exrpessed caring even with rule breaking
🗑
|
||||
| Empathy | Rogers Parents view/understand thru child's view
🗑
|
||||
| Behavioral assessment | An assessment process that aims to interpret a person’s responses and characteristics in a natural environment.
🗑
|
||||
| Observing person having problems at work while at the job | Behavioral assessment
🗑
|
||||
| Clinical assessment | A process that requires a client to respond (in person rather than on paper) to ambiguous questions, situations, or tasks so that the person conducting the assessment can interpret the responses.
🗑
|
||||
| Five-factor model "Big 5" | A model that views human personality in terms of five general traits: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism.
🗑
|
||||
| OCEAN | Acronym for the five-factor model
🗑
|
||||
| Idiographic approaches | Approaches to studying personality that consider individuals as a whole and in the context of their situational surroundings.
🗑
|
||||
| Nomothetic approaches | Approaches to studying personality that look at specific elements of personality (e.g., warmth or agreeableness) across groups of individuals, typically ignoring the context within which these elements or traits are enacted.
🗑
|
||||
| Self-efficacy | The belief that one is able to perform the required behaviors to produce a desired outcome.
🗑
|
||||
| The higher opinion person has of this, the more they will persist in producing desired outcome | Self-efficacy
🗑
|
||||
| Self-serving bias | The tendency to think of oneself favorably.
🗑
|
||||
| 90% people think they are above average in dealing/getting along with others | Self-serving bias
🗑
|
||||
| Objective tests | Reliable & valid Taker can be "normed"
🗑
|
||||
| MMPI2 | Most widely used Objective test
🗑
|
||||
| Myers-Briggs | Business & career counseling still use though not reliable/valid in empirical sense
🗑
|
||||
| NEO | Widely used in clinical, counselling & educational settings of the Big 5
🗑
|
||||
| 16PF | Test used prior to NEO which was used to predict likely fitness into profession/occupation
🗑
|
||||
| Projective tests | Allows one to "project" unconscious needs/wants onto ambiguous stimuli
🗑
|
||||
| TAT | Looks into why, what occured with why person drew certain picture
🗑
|
||||
| Sentence completion | Helps discover potential themes that characterize a person
🗑
|
||||
| According to Freud, attempts to meet a person's need for gratification while simultanesously considering dictates of society | Ego & Reality
🗑
|
||||
| Decreasing anxiety by making one less vulnerable according to Horney | Moving away
🗑
|
||||
| Abnormality | That which inhibits the adaptation of an individual to the demands of his or her environment.
🗑
|
||||
| Depression leads to changes in work habits, sleeping & eating | Abnormality
🗑
|
||||
| Abnormal psychology | The scientific study of those aspects of human emotional, cognitive, and behavioral functioning that cause distress and maladaptivity.
🗑
|
||||
| Biopsychosocial framework | A framework that considers each of the subsystems of human functioning—physical, psychological, and social—rather than concentrating on only one aspect, thus allowing for multiple treatment pathways for healing or improvement.
🗑
|
||||
| Study that does not specify a particular direction of causation between elements | Biopsychosocial framework
🗑
|
||||
| Etiology | The cause of a disorder.
🗑
|
||||
| Maladaptivity | The inability to respond effectively to one’s environment.
🗑
|
||||
| Distress & suffering as elements of abnormality | Either cause disturbance to individual or individuals behavior disturbs those around them
🗑
|
||||
| GAF | Global Assessment of Functioning with 50/100 indicating presence of serious difficulties
🗑
|
||||
| Biological Model | Abnormality result of physical causes while focusing on brain function
🗑
|
||||
| Psychodynamic Model | Abnormality influenced by inner conflict between competing needs
🗑
|
||||
| Learning Model | Abnormality result of reinforecement in behavior considered abnormal to avoid "punishment" from environment
🗑
|
||||
| Humanistic Model | Abnormality result of programming to move toward self-actualization (resolution).
🗑
|
||||
| Mismatch of behavior imposed by society and who individual actually is | Humanistic Model
🗑
|
||||
| Existential Model | Abnormality result of unresolved conflicts or inability to accept certain aspects of reality
🗑
|
||||
| Interpersonal Model | Abnormality result of interaction between individual & S.O.
🗑
|
||||
| Community Model | Abnormality influenced by aspects of socity like discrimination, poverty, lack of social support
🗑
|
||||
| DSM | Diagnostic & Statistical Manual of Mental Disorders (5 sections)
🗑
|
||||
| Axis I | Disorders grouped by symptoms
🗑
|
||||
| Axis II | Disorders categorized
🗑
|
||||
| Axis III | Physical/Medical contributing factors
🗑
|
||||
| Axis IV | Environmental contributing stressors
🗑
|
||||
| Axis V | Overall quality of social & occupational functioning
🗑
|
||||
| Psychodynamic's abnormal behavior | Individual's attempts to meet needs and avoid punishment
🗑
|
||||
| Psychopathological models with greatest impact | Biological, psychodynamic & learning
🗑
|
||||
| DSM does NOT | Provide concrete definitions of what constitutes abnormality
🗑
|
||||
| How are Axis I and III disorders related | Axis III disorders contribute to presence of Axis I disororders
🗑
|
||||
| Acute schizophrenia | A form of schizophrenia characterized by positive symptoms, motor manifestations, relatively minor thought disturbances, and a positive response to neuroleptic medication.
🗑
|
||||
| Agoraphobia | A fear of being in any situation that might provoke a panic attack or from which escape might be difficult if a panic attack occurred.
🗑
|
||||
| Person avoids leaving home due to fear of getting a panic attack & not being able to escape | Agoraphobia
🗑
|
||||
| Amnesia | A loss of memory for events, which may even involve loss of memory of one’s identity.
🗑
|
||||
| Antisocial personality disorder | A personality disorder manifested by a pattern of irresponsible and harmful behavior as indicated by academic failure, poor job performance, illegal activities, recklessness, and impulsive behavior.
🗑
|
||||
| One personality disorder receiving lots of study | Antisocial personality disorder
🗑
|
||||
| Anxiety disorders | Psychological disorders that involve excessive fear, worry, and physiological reactivity.
🗑
|
||||
| Sympathetic Nervous System activated despite absence of real danger | Anxiety disorders
🗑
|
||||
| 3 basic anxiety disorders | GAD Panic disorders Phobias
🗑
|
||||
| Avoidant personality disorder | A personality disorder in which affected individuals desire close relationships with others but avoid them out of fear of rejection.
🗑
|
||||
| Biofeedback | The process of monitoring physical states such as blood pressure or muscle tension with a machine and providing people with immediate feedback so that they may control muscle tension.
🗑
|
||||
| Bipolar disorder | A mood disorder characterized by extreme or rapid fluctuations between depression and mania.
🗑
|
||||
| Borderline personality disorder | Unstable mood, self-image, unstable intense inerpersonal relationhips Display extremes of overidealization & devaluation Marked shift to extreme mood, anxiety or impulsiveness
🗑
|
||||
| One personality disorder receiving lots of study | Borderline personality disorder
🗑
|
||||
| Chronic schizophrenia | A form of schizophrenia characterized by negative symptoms, conspicuous thought disturbances, evidence of cerebral atrophy, and generally poor response to neuroleptics.
🗑
|
||||
| Conversion disorder | Another name for psychogenic pain disorder.
🗑
|
||||
| Hysteria | Conversion / Psychogenic pain disorder
🗑
|
||||
| Delusional disorder | A psychological disorder that involves the presence of a persistent delusion or misbelief about an aspect of one’s existence or reality.
🗑
|
||||
| Delusions | Bizarre and often unsettling beliefs that are implausible.
🗑
|
||||
| Dependent personality disorder | A personality disorder in which affected individuals desire close relationships with others but tend to use those relationships for consistent reassurance and to avoid the risk of attempting things on their own.
🗑
|
||||
| Dissociative disorders | Psychological disorders that involve disruptions in memory, consciousness, or identity.
🗑
|
||||
| Amnesia / Fugue State | Dissociative disorders
🗑
|
||||
| Dissociative identity disorder | A dissociative disorder characterized by the coexistence of two or more identities within the same person; formerly called multiple personality disorder.
🗑
|
||||
| Dysthymia | A low-level chronic depression greater than two years in duration.
🗑
|
||||
| Factitious disorder | A disorder that involves the intentional production of symptoms or complaints with the intended purpose of assuming a patient role.
🗑
|
||||
| Fugue State | Rare state in which an individual takes a new identity without realizing he or she is amnestic.
🗑
|
||||
| General adapation syndrome | A model that examines the ways in which an animal’s natural, physical response to a stressor can become problematic under the influence of prolonged stress.
🗑
|
||||
| Generalized anxiety disorder (GAD) | Involves excessive anxiety and worry about a number of events for a period of at least six months, resulting in symptoms including restlessness, fatigue, difficulty concentrating, irritability, muscle tension, or sleep disturbance.
🗑
|
||||
| Seyle | General adaption syndrome
🗑
|
||||
| Hallucinations | Sensations and perceptions with no realistic cause.
🗑
|
||||
| Health psychology | Branch of psychology concerned with the relationship between physical disease and psychological stress.
🗑
|
||||
| Lack of social support leads to coronary heart disease | Health psychology
🗑
|
||||
| Histrionic personality disorder | A personality disorder characterized by excessive attention seeking and often sexually seductive behavior.
🗑
|
||||
| Hypochondriasis | A somatoform disorder that involves a preoccupation with having serious illnesses, despite the lack of medical evidence.
🗑
|
||||
| Hypomania | A “mild” form of mania that does not cause marked impairment in social or occupational functioning.
🗑
|
||||
| Bipolar II disorder | Hypomania
🗑
|
||||
| Major depression | A mood disorder characterized by long-lasting emotions of sadness, irritability, emptiness, apathy, self-hate, and guilt that affect an individual’s entire body.
🗑
|
||||
| Appr 15% population will suffer of this during their lifetime | Major depression
🗑
|
||||
| "Whole body" disorder | Major depression
🗑
|
||||
| Hopelessness | Increased susceptibility to pathogens, increased cancer & death and impaired immuno competence
🗑
|
||||
| Malingering | Intentional production of symptoms, or lying about symptoms, in order to receive an environmental reinforcer.
🗑
|
||||
| Manic episode | Period of elevated or irritable mood lasting at least 1 week as well as excessive involvement in activities despite potentially neagive consequences
🗑
|
||||
| Mood disorders | Psychological disorders that are characterized by episodes of depression or mania.
🗑
|
||||
| Narcisistic personality disorder | A personality disorder in which affected individuals expect exemptions from typical social or work rules and regulations and often manipulate and take advantage of others.
🗑
|
||||
| Negative symptoms | Symptoms of schizophrenia that are marked by a lack of significant activity; examples include anhedonia, apathy, flat affect, and social isolation.
🗑
|
||||
| Obsessive-compulsive disorder (OCD) | Person experiences obsessions, or recurrent and intrusive thoughts or images that he or she cannot control, and attempts to eliminate the anxiety associated with them by carrying out repetitive, intentional behaviors called compulsions.
🗑
|
||||
| Obsessive-compulsive personality disorder | A personality disorder in which affected individuals are perfectionists.
🗑
|
||||
| Panic attack | An anxiety disorder in which brief episodes of intense fear are accompanied by multiple physical symptoms that occur repeatedly and unexpectedly in the absence of any external threat.
🗑
|
||||
| Panic disorder | A specific instance of unexpected, intense fear or anxiety, including shortness of breath, increased heart rate, dizziness, perspiration, choking sensations, trembling, or other bodily sensations, as well as a fear of dying or “going crazy.”
🗑
|
||||
| Peaks in 10 - 15 minutes | Panic disorder
🗑
|
||||
| Paranoid personality disorder | A personality disorder characterized by consistent and stable patterns of suspicion of others, despite an apparent lack of psychotic paranoid processes.
🗑
|
||||
| More characteristic of some Axis I disorders | Paranoid personality disorder
🗑
|
||||
| Personality disorders | Disorders characterized by stable, deviant, inflexible patterns of social behavior and intrapsychic experiences.
🗑
|
||||
| Become stable over time & situations | Personality disorders
🗑
|
||||
| Positive symptoms | Symptoms of schizophrenia that involve increased activity; examples include hallucinations, delusions, excitement, and disorganized speech.
🗑
|
||||
| Post-traumatic stress disorder (PTSD) | Develops after exposure to a life-threatening trauma or some other trauma-inducing experience; the affected individual reexperiences the trauma through flashbacks or dreams and experiences intense distress when exposed to similar situations.
🗑
|
||||
| Psychogenic pain disorder | A somatoform disorder marked by a loss of physical functioning without an identifiable physical cause.
🗑
|
||||
| Psychosomatic illness | A largely discarded term for illnesses or physical conditions that have psychological factors as part of their cause.
🗑
|
||||
| Schizoid personality disorder | A personality disorder characterized by distant interpersonal behavior and an apparent lack of interest in relationships with others.
🗑
|
||||
| Schizophrenia | Severe psychological disorder characterized by symptoms such as hallucinations, delusions, bizarre behavior, and deterioration in one’s general level of functioning.
🗑
|
||||
| Social phobia | A fear of being painfully embarrassed in a social setting.
🗑
|
||||
| Somatoform disorder | A disorder in which a person experiences pain or other physical symptoms as a result of a psychological cause.
🗑
|
||||
| Schizotypal personality disorder | A personality disorder characterized by magical beliefs; affected individuals often appear odd to others.
🗑
|
||||
| Specific phobia | A fear of being painfully embarrassed in a social setting.
🗑
|
||||
| Type A Individuals | Highly strung individuals who focus on deadlines, competition, and achievement.
🗑
|
||||
| Type B Individuals | Individuals who are more relaxed and tranquil.
🗑
|
||||
| Paranoid | Delusions or hallucinations predominate
🗑
|
||||
| Disorganized | Speech & behavior problems predominate
🗑
|
||||
| Catatonic | Extreme negativism, mutism, peculiarities of voluntary movement or sterotyped movements predominate
🗑
|
||||
| Undifferentiated | No single clinical presentation predominates
🗑
|
||||
| Residual | Prominent psychotic symptoms no longer predominate
🗑
|
||||
| Assessment | The process of investigating aspects of an individual’s situation systematically to generate hypotheses regarding the problems involved, their causes and effects, and potential solutions.
🗑
|
||||
| Diagnosis | The process of using the information collected during an initial assessment and determining how the patient’s problems fit into a general classification scheme.
🗑
|
||||
| Global therapies | Approaches to treatment that view any single problem in the context of a larger system, whether the system is the client’s personality, interpersonal relations, or society.
🗑
|
||||
| Mental status examination | A brief interview screening a patient’s degree of orientation to place, person, and the time and purpose of meeting.
🗑
|
||||
| Specific therapies | Approaches to treatment in which a particular problem or symptom is chosen as the focus, and specific techniques are employed to alleviate the problem.
🗑
|
||||
| Structured interviews | Interviews that ensure that certain pieces of information are gained from each patient by using a process in which the same questions are asked in the same manner and same order to each patient.
🗑
|
||||
| Unstructured interviews | Interviews that involve learning through discussing an individual’s history, as well as his or her social, educational, medical, and psychological status.
🗑
|
||||
| Focus more generally on understanding & adjusting the larger picture | Global therapies
🗑
|
||||
| Using the DSM or the ICD for coding | Diagnosis
🗑
|
||||
| Attention & concentration, memory and thought processes | Mental status examination
🗑
|
||||
| Specific problem result of some fundamental problem in the system | Specific therapies
🗑
|
||||
| Cenceptualization of problems then looking for means of addressing them | Unstructured interviews
🗑
|
||||
| Treatments can include | Psychotherapy, Rx, education, methods like biofeedback
🗑
|
||||
| Objective tests | Standardized & uniform with well-delineated scoring rating personality or psychological problems
🗑
|
||||
| Projective tests | Having pt explain, describe or respond to presented stimuli
🗑
|
||||
| Behavioral observation | By clinician in office, or in environment with S.O.'s and daily logs
🗑
|
||||
| Anticonvulsants | A group of medications that have historically been used to treat seizure disorders but are now also used to treat bipolar disorders.
🗑
|
||||
| Mood Stabilizers | Another term for anticonvulsants
🗑
|
||||
| Depakote, Lamictal, Neurontin | Anticonvulsants/Mood Stabilizers - bipolar
🗑
|
||||
| Antidepressants | Medications used to treat depression; the three primary categories of these drugs are tricyclics, MAO inhibitors, and selective serotonin reuptake inhibitors (SSRIs).
🗑
|
||||
| Antipsychotic meds working in 2-4 weeks | Antidepressants
🗑
|
||||
| Antipsychotic meds also helpfull with anxiety & panic disorders | Antidepressants
🗑
|
||||
| Prozac, Zoloft, Paxil | SSRI - antidepressants
🗑
|
||||
| Cognitive therapy | A method that focuses on changing a person’s thoughts to reduce his or her problematic symptoms of depression or anxiety.
🗑
|
||||
| Time limited & concrete goal oriented therapy | Cognitive
🗑
|
||||
| Automatic thoughts | Beck - Cognitive therapy
identifying beliefs & emotions resulting for reflex thoughts occuring throughout day
🗑
|
||||
| Couples therapy | A type of group therapy in which the client is a couple, and the primary goal is to help the couple learn how to solve their problems together.
🗑
|
||||
| Group therapy | Helps work on relationships with others, develop social skills, helping others & seeing how own behavior affects others
🗑
|
||||
| Electroconvulsive therapy (ECT) | A treatment for severe depression administered by passing a strong current of electricity through one hemisphere of the brain which is 80-90% effetive w/ repeated sessions
🗑
|
||||
| Memory loss | Common with ECT
🗑
|
||||
| Empathy | The ability to see the world through another person’s eyes.
🗑
|
||||
| Humanistic tools for psychotherapy | Empathy, Genuiness, Warmth
🗑
|
||||
| Family therapy | A kind of group therapy that attempts to change the system of interactions between family members.
🗑
|
||||
| Patient's behavior result of being forced upon or as a scapegoat of more powerful family member revealed | Family therapy
🗑
|
||||
| Flooding | A therapeutic procedure that continually exposes an individual to his or her most feared object or situation until the fear is resolved by learning fear is bearable and does not predict traumatic event
🗑
|
||||
| Operant condition therapies | Flooding, Modeling and Systemic desensitization
🗑
|
||||
| Free association | A Freudian technique of probing the unconscious in which individuals are instructed to say whatever comes to mind without censoring their thoughts.
🗑
|
||||
| Individuals not only censor throughts from others, but also from self-recognition | Free association
🗑
|
||||
| Genuineness | The ability to openly express oneself and share oneself with another person.
🗑
|
||||
| High-potency benzodiazepines | The most common drugs used to treat anxiety; these medications act as minor tranquilizers.
🗑
|
||||
| Meds which take effect quickly, easily become dependnt too and have severe withdrawl symptomes | High-potency benzodiazepines
🗑
|
||||
| Alprazolam, Clonazepam, Lorazepam | High-potency benzodiazepines
🗑
|
||||
| Lithium | A form of salt that is considered to be the primary treatment for bipolar disorder which is 80% effective when taken
🗑
|
||||
| Needs to be monitored closely for CNS or CV dysfunction | Lithium
🗑
|
||||
| Lobotomy | A brain operation formerly used to treat severe chronic schizophrenia.
🗑
|
||||
| Therapy done as OP in doctor's offices into 1950's | Lobotomy
🗑
|
||||
| Problems are learned | Behavioral & Cognitive view
🗑
|
||||
| Problems result of "stunted growth" in spirit or personality | Humanistic view
🗑
|
||||
| Problems caused by unconscious factors | Psychoanalytic & Psychodynamic view
🗑
|
||||
| Effective therapy for phobias | Systemic desensitization
🗑
|
||||
| Modeling | A procedure used to treat phobias in which an individual watches a model expose himself or herself to the feared stimulus; gradually, the individual becomes involved with the model and interacts with the feared object.
🗑
|
||||
| Neuroleptics | A class of drugs with powerful tranquilizing effects that are often used to treat psychotic disorders.
🗑
|
||||
| Dopamine affected | Neuroleptics
🗑
|
||||
| Thorazine, Haldol, Zyprexa, Seroqual | Neuroleptics
🗑
|
||||
| Antipsychotic drug effective as long as taking | Neuroleptics
🗑
|
||||
| Lethargy, Tremors, Fogginess, Blunted affect, Numbness | Neuroleptics
🗑
|
||||
| Psychodynamic therapies | Therapies that focus largely on the social relations the patient has: those in the past with parents and others, those in the present with significant others, and the relationship that develops between the patient and the therapist.
🗑
|
||||
| Therapy focusing on therapist focussing on changing how client relates with others through relationship with client | Psychodynamic therapy
🗑
|
||||
| Rational-emotive therapy | Ellis A cognitive approach to therapy in which the therapist approaches the client in a directive manner to identify irrational beliefs, refute them, and give responsibility to the patient to extinguish those beliefs.
🗑
|
||||
| Systemic desensitization | Method of treatment that pairs deep muscle relaxation with increasingly frightening situations; through an examination of his or her fear hierarchy, the client is eventually relieved of his or her fear of a certain stimulus.
🗑
|
||||
| Transference | The unconscious act of transferring the feelings one has for an important person in one’s life to someone else.
🗑
|
||||
| Allowing client to transfer conflicts/unresolved issued to therapist | Transference
🗑
|
||||
| Warmth | The ability to be emotionally close to another person and offer him or her hope and caring.
🗑
|
||||
| Early anti-psychotic meds | Parkinson-like symptoms & tardive dyskinesia
🗑
|
||||
| Ellis | Rational-emotive therapy
🗑
|
||||
| Most common treatment for schizophrenia and other psychotic disorders | Neuroleptics
🗑
|
||||
| Part of an unstructured interview | Mental status examination
🗑
|
||||
| Finding out patient's dates of institutionalization, family hx of mental hisoty is | Structured interview
🗑
|
||||
| Aggression | Physical or verbal behavior performed to injure or destroy another person, animal, or object.
🗑
|
||||
| Influenced by genetics, neural system and biochemicals | Aggression
🗑
|
||||
| Altruism | Caring for others without intent of self-gain.
🗑
|
||||
| Attitudes | Convictions and opinions that affect our response to things, people, situations, and events.
🗑
|
||||
| Influence behavior when outside influences minimized | Attitudes
🗑
|
||||
| Attribution theory | A theory proposing that people explain the behavior of one another by examining a person’s dispositions (internal causes) and situations (external causes).
🗑
|
||||
| Disposition | Internal cause
🗑
|
||||
| Situation | External cause
🗑
|
||||
| Bystander effect | A term used to describe the fact that people are much less likely to help someone in trouble if there are other bystanders who also do not help
🗑
|
||||
| Cognitive dissonance theory | A theory suggesting that if our thoughts and actions are at odds with one another, the discomfort of this discrepancy will influence us to change our attitudes or thoughts to align them with the behavior that we have exhibited.
🗑
|
||||
| Conformity | An individual’s adjustment of behavior in order to align with the norms of a group.
🗑
|
||||
| Deindividuation | The phenomenon in which a person acts without restraint or self-consciousness when he or she feels anonymous within a group setting
🗑
|
||||
| Law abiding behavioral changes during riots and times of war | Deindividuation
🗑
|
||||
| Fundamental attribution error | The error that occurs when we analyze someone’s behavior and underestimate the influence of external factors (situations) and overestimate the influence of internal factors (dispositions)when making judgments
🗑
|
||||
| Groupthink | The thinking that transpires when a group desire for harmony in a decision-making group overrides a focus on considering all options and arriving at a balanced decision.
🗑
|
||||
| Steps to avoid groupthink | Minority opinion consistent, unwavering & more successful. Bringing in outside impartial experts. Splitting into subgroups to discuss issues & come to conclusions. Leaders avoid taking stance early in discussions.
🗑
|
||||
| 5 stages group development | 1) Forming 2) Storming - intragoup conflict for control 3) Norming - cohesiveness & close relationships with common expectations 4) Performing - fully functioning 5) Adjourning - preparing to disband as objectives met
🗑
|
||||
| Norms | The standards of appropriate and inappropriate behaviors within a group.
🗑
|
||||
| Obedience | The act of following the direction of authority.
🗑
|
||||
| Reference groups | Groups that allow people to define themselves as members and consequently feel that the group is significant
🗑
|
||||
| Role expectation | The perception that others hold about how one should behave in a situation.
🗑
|
||||
| Role perception | An individual’s belief of how he or she is supposed to act in a certain situation.
🗑
|
||||
| Scripts | Guides for socially appropriate behavior that people develop based on societal norms
🗑
|
||||
| Social exchange theory | A theory proposing that if an individual perceives that the rewards for helping will outweigh the costs, then that person will become willing to help
🗑
|
||||
| Social loafing | A term used to describe how people will do less work as the size of the group performing a task increases
🗑
|
||||
| Social psychology | Branch of psychology that involves the study of social relations between people, whether in dyads (two-person groups) or larger group
🗑
|
||||
| Social thinking, influence & relations | Social psychology
🗑
|
||||
| Superordinate goal | A goal that is important to two groups and requires them to work together
🗑
|
||||
| Affiliation | The tendency to seek out other humans which helps decrease anxiety of being alone
🗑
|
||||
| Attraction | The simple concept that people are drawn to each other by proximity, physical attracton, reciprocity, similarity
🗑
|
||||
| Bicultural identity | An identity linked to both a subculture and the larger culture
🗑
|
||||
| Collectivism | The definition of one’s identity based on a group’s identity, which awards priority to group goals - Interdepedency (Eastern culture)
🗑
|
||||
| Compassionate love | The rich connection that develops in a love relationship over time
🗑
|
||||
| Culture | A group of ideas, behaviors, attitudes, and traditions shared by a large group of people and passed on from one generation to the next
🗑
|
||||
| Ethnicity | A part of an individual’s social identity that is made up of shared ancestral and cultural heritages
🗑
|
||||
| Self-awareness forced from being different from surroundings | Ethnicity
🗑
|
||||
| Friendship | A relationship that builds upon liking with the added component of a mutual perception of similarity
🗑
|
||||
| Gender | The set of characteristics by which individuals are identified as either male or female
🗑
|
||||
| Gender identity | A person’s sense of which gender he or she belongs to, which sometimes does not correspond to the person’s observable biological characteristics
🗑
|
||||
| Gender roles | The expected behaviors of males and female
🗑
|
||||
| Over lifespan, women become more dominate and men become less so | Gender roles
🗑
|
||||
| Individualism | The definition of one’s identity based on personal attributes, which awards priority to personal goals - Independence (Western culture)
🗑
|
||||
| Liking | The phenomenon in which two or more individuals have positive attitudes toward each other
🗑
|
||||
| Passionate love | A deep, intense, aroused state of love, usually present in the beginning of a love relationship
🗑
|
||||
| Prejudice | Unjustifiable and often negative attitudes toward different racial, cultural, or gender groups that lead people to discriminate against others
🗑
|
||||
| Scapegoating | Focusing blame or hostility on one person leading to prejudice
🗑
|
||||
| Most affected measure of central tendency by outliers | Mean
🗑
|
||||
| Focus of psychological science in attempt to relate overt responses to observable enviornmental stinuli | Behavioral approach
🗑
|
||||
| "Response latency is number of seconds that elapse between stimulus & response" is an example of | Operational definition
🗑
|
||||
| Releast of neurotransmitter information into synaptic cleft caused by | Action potential
🗑
|
||||
| Neuron is polarized when in a | Resting state
🗑
|
||||
| Sendory deprivation in adults cause | Hallucinations and impaired effiency in all areas of intellectual functioning
🗑
|
||||
| Rods more dense in | Periphery of retina
🗑
|
||||
| Brain waves in REM sleep | Rapid low amplitude waves
🗑
|
||||
| Cencking coin return ever vending machine passed is behavior being maintained via | Variable ratio schedule
🗑
|
||||
| Teacher tells student to sit in class and over next several days student stands more & more thus being told repeatedly to sit is an example of | Reinforcement
🗑
|
||||
| Recall performace on typical forgetting curve | Ebbinghaus Decreases rapidly at first then levels off
🗑
|
||||
| How is information processed | Sensory, Perception, Learning, Thinking, Short-term memory then Long-term memory
🗑
|
||||
| In an inverted U shaped functional model, which levels will lead to poorest performance | Low & high levels
🗑
|
||||
| Longitudinal research is perferred since subjects | Utilized as own experimental controls
🗑
|
||||
| When someone accepts another's values & imitates their behavior | Identifying
🗑
|
||||
| Angered, firt impulse is to strike at person but insteads yells & kicks door | Displacement
🗑
|
||||
| Projective tests | Psychoanalysis
🗑
|
||||
| Pessimistic & moody person classified by Eysenck | Unstable & introverted
🗑
|
||||
| Eysenck's personality dimension | NEP: Neurotic/Unstable vs Stable Extroverted vs Introverted Psychotic vs Normal
🗑
|
||||
| Key distinction between personality trait & attitude | Durability
🗑
|
||||
| Obsession | Unwanted thought
🗑
|
||||
| Similarity, proximity and familiarity | Attraction
🗑
|
||||
| Diffusion of responsibility | Bystander effect
🗑
|
||||
| Levels of compassion per Sternberg | Intimacy, passion, commitment
🗑
|
||||
| Job satisfaction has inverse relationship with | Turnover
🗑
|
||||
| Focusing on individual's ability or personality characteristics | Dispositional
🗑
|
||||
| Best diagnostic tool used when studying focal brain activity | PET
🗑
|
||||
| Temperment | Chess & Thomas: easy, difficult, slow to warm up
🗑
|
||||
| Mouse not given reward while learning until "final" day then presented and mouse "catches" up to another which has been rewarded each trial | Latent learning
🗑
|
||||
| Humanistic approach emphasizes | Free will
🗑
|
||||
| Learning association "dog" with certain four-legged furry animals, child will frequently misidentify other 4 legged animals | Negative transfer
🗑
|
||||
| Hostility | Most closely correlated with heart disease
🗑
|
||||
| Personality disorders characterized by | Problematic social relationships & inflexible and maladaptive responses to stress
🗑
|
||||
| Attempts to correct irrational beliefs that lead to psychological distress | Cognitive therapy
🗑
|
||||
| Case Studies | Detailed investigation of single subject/topic from which findings generalized
🗑
|
||||
| Correlation Studies | Show how 2 pheonomena/situations correspond to onte another
🗑
|
||||
| Study that does NOT prove causation | Correlation
🗑
|
||||
| Cross Validation | Checking data against other' findings to reduce possible bias
🗑
|
||||
| Meta Analysis | Complining results of numerous studies on particular phenomena & analyze data
🗑
|
||||
| Perceptual Constancy | Seeing object as unchanging even with light/retinal sensation changes
🗑
|
||||
| Contract Perception | Ability to differentiate something from surrounding stimuli
🗑
|
||||
| Assimilation | Taking "new experience" and incorporating into existing concept/idea
🗑
|
||||
| Accomodation | Expanding on'e schemas (concepts from past experience) when no longer adequate
🗑
|
||||
| "q" factor | General intelligence exists in people and may vary across individuals of same level.
🗑
|
||||
| Cannon-Bard Theory | Physiological & emotional reactions to stimuli occur simultaneousl
🗑
|
||||
| James-Lang Theory | Experience emotions after physiological change noted
🗑
|
||||
| Emotions | Physical arousal & cognitive label
🗑
|
||||
| Components of emotions | Physiological, behavior, conscious experience
🗑
|
||||
| More children view TV violence, more display aggressive behavior | Positive Correlation
🗑
|
||||
| Withdrawl from can be fatal if not monitored | Acohol
🗑
|
||||
| Child avoids homeworks & parent reminds them until done then stops | Negative Reinforcement
🗑
|
||||
| Aptitute Test | Predict ability to learn new skill/material
🗑
|
||||
| Period in cycle men cannot have orgasm | Refractory
🗑
|
||||
| Returning wallet found with money also | SuperEgo
🗑
|
||||
| Pt interacts with staff like does with mother | Transference
🗑
|
||||
| Depressed patient can see significant results from meds | 3-6 wks
🗑
|
||||
| Industrial Psychologist studying group decision making i boardroom | Applied Research
🗑
|
||||
| To a dog, a bone is | Primary Enforcer
🗑
|
||||
| Series of dates to remember on immediate recall | Serial position effect
🗑
|
||||
| Making judgements by how well match to familiar situations | Representative heurestic
🗑
|
||||
| Kohlber's stage one's decisions justified by internal standards | Postconventional
🗑
|
||||
| Germinal stage starts from | Single cell
🗑
|
||||
| According to Erikson, main adolescent psychosocial task | Forming identity
🗑
|
||||
| Freud's stage where ego & cognitive abilities form | Latent
🗑
|
||||
| Longitudinal studing degree of extraversion in people from several countries | Trait Theory
🗑
|
||||
| Negative symptom of schitzophrenia | Social isolation
🗑
|
||||
| Example of dissociative disorder | Amnesia
🗑
|
||||
| ECT effective for | Depression
🗑
|
||||
| Group of prejudiced students discuss racial issues | Become more prejudiced
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
flanurse
Popular Psychology sets