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Psychology- test 1
Abnormal psych, chapters 1,2,4,5
| Question | Answer |
|---|---|
| Approaches to defining abnormality | Norm Violation, Statistical Rarity, Personal Discomfort, Maladaptive Behavior |
| Norm violation | violating the rights/wrongs defined by society |
| Statistical rarity | deviating from the average, bell curve |
| Personal discomfort | something causing a person distress or alarm |
| maladaptive behavior | behavior patterns that prevent demands of life from being met |
| harmful dysfunction | includes both a factual and value component, dysfunction and harm |
| medical model | each disorder has its specific set of symptoms and cause |
| criticisms of medical model | -medical way of thinking -not all disorders have biological cause -labeling -gave people an excuse of their behavior since they were "sick" |
| psychological model | disorder is caused by psychological processes and environment interaction |
| psychological perspectives | psychodynamic behavioral cognitive interpersonal sociocultural |
| deinstitutionalization | discharge of thousands of patients from asylums |
| psychogenic theories | theory that psychological disturbance is due primarily to stress -came from study of hypnosis at Nancy School |
| goals of assessment and diagnosis | description prescription |
| criticism of DSM diagnosis | -diagnosis tied to medical model -falsifies reality -gives illusion of explanation -diagnostic labeling |
| axis of DSM | I-clinical syndromes II-personality disorders and mental retardation III-general medical disorders IV-psychosocial and environmental problems V-global assessment of functioning |
| assessment types | interview psychological tests laboratory tests natural setting observations |
| interview | face to face conversation -structured and unstructured weakness: bias of interviewer |
| psychological tests | based on psychometric approach, standard procedures with objective scoring - IQ, projective personality tests, self report inventory (most frequently used), neuropsychological tests strengths: takes into account individual differences |
| laboratory tests | measures the function of nervous system strengths: detects psychogenic disorders, reals things patient may be unaware of, more precise than other measures weakness: interpreting psychological significance |
| natural setting observation | takes into consideration the person and the environment interaction strengths: no self report, assessment of person and situation weaknesses: time and interpretation, presence of observer maybe be reactive |
| projective hypothesis | under conditions of assigning meaning to ambiguous stimuli, persons unconscious motives will manifest |
| psychometric approach | locating underlying characteristics or traits |
| MMPI-2 | minessota multiphasic personality inventory *most widely used self report test -compares subjects answers to diagnostic groups and interprets pattern of responces |
| assumptions of behavioral approach | -views behavior as a result of environment and learning |
| Thorndike | came up with law of effect -the relation between behavior and consequence ex: behaviors leading to good consequences are strengthened |
| Skinner | Operant conditioning |
| Operant conditioning | the increase/decrease of a behavior though its consequences -reinforcement and punishment |
| Pavlov | Classical conditioning (respondent conditioning) -neutral stimulus placed with non neutral stimulus for learning *salvating dogs |
| Watson | "Father of behaviorism" -psychology should focus on observable and measurable behavior -emotions are a conditioned responce (*little albert) |
| Pavlonian/ Respondent conditioning(classical) | matching an ucs with a ucr (the natural behavior) with a cs and a cr (the desired response) |
| positive reinforcement | consequence that strengthens response |
| negative reinforcement | consequence that strengthens the response by taking a stimulus away |
| punishment | suppresses a behavior |
| extinction | elimination of a response through removal of reinforcer |
| generalization | responding the same to similar stimuli |
| shaping | reinforcing every successive approximation of desired responce |
| discrimination | learning to distinguish response between similar stimulus and appropriate stimulus |
| behavioral therapy techniques | systematic desensitization exposure contingency management |
Created by:
barbarad618
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