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2021 EXAM REVISION > PSY2015 - LECTURE SERIES > Flashcards

PSY2015 - LECTURE SERIES Flashcards

1
Q

The following statement represents which aspect of ‘must-abatory’ thinking and disturbance? “It’s terrible to be thought of as selfish, as I must not be.”

A

Awfulising

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2
Q

The following statement represents which aspect of ‘must-abatory’ thinking and disturbance? “Things must be easy and comfortable in my life, or else I can’t stand it.”

A

Low frustration tolerance

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3
Q

The ‘lexical hypothesis’ refers to

A

Dictionary approach

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4
Q

The PID-5 is

A

A dimensional questionnaire enabling diagnosis.

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5
Q

Eysneck and measure

A

Combined questionnaires with psychological measures

Eysenck Personality Questionnaire Revised

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6
Q

Costa and McCrae are associated with the Five Factor Model of personality traits. Their particular self-report measure is called the

A

NEO

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7
Q

Individual differences are considered to be ___________________ of biological processes by those who propose biological models.

A

Products

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8
Q

In Gray’s Reinforcement Sensitivity Theory, the BAS is associated with

A

The mesolimbic and dopaminergic pathways

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9
Q

In Gray’s Reinforcement Sensitivity Theory, the BIS is associated with

A

Anxiety

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10
Q

Richard Davidson argues that

A

Psychological intervention results in changes in the brain

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11
Q

Goal directedness was first proposed by

A

Adler

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12
Q

Adler’s theoretical contribution to psychology is most similar to that later proposed by

A

Glasser

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13
Q

Maslow proposed two classes of need. They are

A

Being and defiency needs

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14
Q

According to Maslow, self-actualisation is when the following occur: RUE

A

Experience life vividly, with full concentration, and total absorption.
Use ‘I’ statements
Recognise and value peak experiences in our life

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15
Q

According to Maslow, self-transcendence is when the following may occur:

A

Communion beyond the boundaries of the self with mystical experience

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16
Q

A culture-free test is a test of intelligence that

A

Free of cultural bias

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17
Q

Sub-cultural effects in intelligence refer to

A

Different sub-groups in a community

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18
Q

Carol Dweck, the relatively famous Stanford University psychologist, emphasises that

A

That people either have a fixed or malleable orientation

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19
Q

Eugenics is a

A

Social and political philosophy

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20
Q

Positive eugenics refers to

A

The systemic increasing of reproduction by individuals considered to have desirable traits

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21
Q

Which was NOT claimed by Herrnstein and Murray (1984) in their book The Bell Curve

A

Intelligence was largely determined by environmental effects

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22
Q

What doe Alan and Naneen Kaufman tests of intelligence measure? ASS

A

Achievement, simultaneous processing and sequential processing

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23
Q

What does PASS stand for

A

Planning, Attention, Simultaneous, Successive

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24
Q

Achievement tests are those that measure.

A

Classroom performance

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25
Q

Structured mini-stories are important to gather as evidence for

A

influencing interviewers as to your skills and competencies.

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26
Q

According to McAdams what happens if our identity changes?

A

Our life story changes

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27
Q

According to McAdams, generative integration means

A

Creative involvement in the social world

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28
Q

IDIOGRAPHIC OR NOMOTHETIC: Emphasises the uniqueness of individuals

A

Idiographic

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29
Q

IDIOGRAPHIC OR NOMOTHETIC: Focuses on similarities b/w groups of individuals. Individuals are unique only in the way their traits combine

A

Nomothetic

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30
Q

Does idiographic use qualitative or quanitative methods

A

Qualitative

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31
Q

What is object-relations

A

refers to the rel with significant others, and is focused on the developing child

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32
Q

Ellis (1962) - REBT

A

Rational Emotive Behaviour Therapy

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33
Q

BECK AND FREEMAN (1990)

A

Affect and behaviour are determined by cognitive schemas or structures, developed from prior experience

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34
Q

Young (2008) on schema theraphy

A

Schema therapy incorporates cognitive and behaviour therapy, object relations and gestalt therapy into a unified treatment strategy

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35
Q

Markus (1977) on schema

A

Schema are cognitive generalisations about the self are derived from past experiences

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36
Q

Cattell - trait studies

A
  • Traits are relatively permanent, genetically based (modified by learning/interactions)
  • 16 personality factors/dimentions
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37
Q

Eysenck - 3 factor model

A

Introversion-Extraversion (arousal)
Stability-Neuroticism (emotional stability)
Impulse control - Psychoticism (impulsivity)

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38
Q

Eysenk Personality Framework - TFHS

A

Traits
Facets
Habits
Specific responses

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39
Q

Eysenck Approach

A

Goals: - Identify main personality traits

  • devise means of measuring them
  • use factor analysis to figure out underlying hierarchial structure
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40
Q

McCrae & Costa 5 model

A
  • Neuroticism
  • Extraversion
  • Openness to experience
  • Agreeableness
  • Conscientiousness
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41
Q

How is five factor model measured

A

NEO-PI-R questionnaires 6 facets per trait

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42
Q

Stability of personality traits

A

Personality can change over the course of a persons life

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43
Q

what is PID-5

A

220-item

Provides diagnosis of personality disorders based on maladaptive traits

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44
Q

Five traits of PID-5

A

Negative affect, detachment, psychoticism, antagonism, disinhibition (three facets/each)

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45
Q

Lemon juice experiment measures …

A

Extraversion

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46
Q

Jeffrey Gray - Reinforcement Sensitivity Theory (RST)

A

Theory of anxiety & personality.
Behavioural activation, inhibition
Fight Flight Freezing system

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47
Q

Key ideas of RST

A

Identify the underlying neuropsychological foundations of IDs
Defensive direction - removes me from danger
Defensive distance - perceived distance from threat
Importance of interaction of systems

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48
Q

Richard Davidson and affective neuroscience

A

Neuroplasticity occurs through life
Train mind= change brain
Behavioural intervetions are biological

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49
Q

Affective chronometry

A

time course of a response - perseverative responses

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50
Q

Amygdala role

A

quickly process/express emotions (fight/flight, anger fear)

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51
Q

Prefrontal cortex role

A

planning & decision making

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52
Q

Downstairs brain

A

basic instincts, breathing, fight/flight, big feelings

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53
Q

upstairs brain

A

thinking, planning and considering situations

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54
Q

Right brain

A

emotional, experimental, bodily sensations, gut feelings

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55
Q

left brain

A

logical, linguistic, makes sense of things

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56
Q

Autonomic NS

A

regulates physiological arousal

two branches: sympathetic (activating) and parasympathetic (inhibitory) NS

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57
Q

Heart rate variability

A

more variable, more healthier and flexible

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58
Q

Cascade progression - explain

A
  1. Freeze (attentive)
  2. Flight (sympathetic activation)
  3. Fight (‘’)
  4. Fright (unresponsive immobility)
  5. Flag (para-sympatehtic activiation
  6. Faint
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59
Q

Striving and choice

A 
Emphasis on choices for life. Choose a constructive or a destructive lifestyle, and these
direct our behaviour, thoughts
and feelings.
(Maslow, 1943; Glasser, 1998;
Forsyth 2008)
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60
Q

Therapy

A

life history - early memories of childhood

dream analysis

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61
Q

Glasser - choice theory

A

only person whose behaviour we can control is our own

62
Q

Maslow hierarchy of needs

A

Physiological - safety
Love - defiency need for affection & being need for belonginess
Esteem - defiency need for achievement & being need for respoect and admiration
Self actualisation - being need, self-fulfilment

63
Q

Therapy - Maslow

A

Allow client to unfold, break through defenses, recover and get to know themselves

64
Q

Self-transcendence

A

experience a communion beyond the boundaries of the self through peak experience

65
Q

Self-transcendence

A

service to others

66
Q

Carl Rogers

A

innate drive to self actualise, unconditional positive regard, concept of self is critical
distinction b/w real and ideal selves

67
Q

Therapist perspective for rogers

A
  • Client responsibility

Client encouraged to share views

68
Q

Goals and SMART

A 
Specific
Measurable
Achievable
Realistic 
Timely
69
Q

Carol Dweck - implicit theory of intelligence

A

Fixed vs growth mindset

lay persons approach

70
Q

Intelligence & culture

A

Intelligence cannot be meaningfully understood outside its cultural context

71
Q

Performance orientation

A

look to validate intelligence with performance on test

72
Q

learning orientation

A

tests = opportunity to learn new skills, extend themselves

73
Q

Institualisation

A

need to control the sexual urges of the feeble-minded

74
Q

Hernstein & Murray (1994)

A
  • Intelligence is heritable

- Poverty, unemployment and crime caused by people with low IQ.

75
Q

Two different approaches to measuring individual differences

A

Diagnostic application - measure present performance and recommend protective and enhancing strategies

Predictive application - measure present performance as a predictor of future performance, enhance and improve outcomes for decision

76
Q

Group tests - Yerkes (1917)

A

The Army Alpha Test – general routine testing

The Army Beta Test – non-language test for illiterates and foreign-born recruits

77
Q

Spearman general intelligence

A 
g = general abilities 
s = specific abilities
78
Q

explain ‘g’

A

G is in the normal course of events determined innately

79
Q

What tests measure ‘g’

A

Wechsler Adult Intelligence Scale (WAIS) - WAIS IV (2008)
Wechsler Intelligence Scale for Children (WISC) – WISC V (2014)
Wechsler Preschool and Primary Scale of Intelligence (WPPSI) – WPPSI IV (2012)

80
Q

WAIS - IV

A

look in exam info for image

81
Q

Raymond Cattell on fluid and crystallised intelligence

A

Fluid intelligence - Gf: primary reasoning ability, present from birth
Crystallised intelligence - Gc: knowledge and skills, throughout life

82
Q

Carrol - Hierarchal approach

A

3 levels, 8 broad factors and ‘g’

83
Q

overall

A

Single factor (g) v hierarchical factors

84
Q

reliability

A

consistency of test measure

85
Q

validity

A

test measure what it claims to

86
Q

Within and b/w subject testing in intelligence testing

A

Within-individual differences = more important than between-individual differences

87
Q

what does Gf predict

what does Gs, Gf and Gc predict

A
  • Gf = reading achievement

- Gf, Gs & Gc = writing skills and expression

88
Q

Students w/ learning disabilities

A

Cognitive weakness in working memory, linked to basic reading skills.

89
Q

Explain A.R Luria studies

A

Higher Cortical functions: linked cognitive functions to specific regions of brain

  • Focused and sustained attention (attention-arousal)
  • coding processes: S &S
    • simultaneous processing - coding the relationship b/w components of information
    • successive processing (recipe)
  • Planning
90
Q

Why is Luria studies a challenge to the g theory

A

Brain is made up of interdependent but separate functional systems as g theory: intelligence made up of a number of domains that represent the interaction of the individual’s biological predispositions with the environment and cultural context.Neuropsychological functioning - led to PASS theory

91
Q

The PASS Theory (Luria) - what does PASS stand for

A

Planning
Attention
Simultaneous
Successive

92
Q

Kaufmans Ability Tests

A 
K-ABC II (Assessment Battery for Children)
KBIT 2 (Brief Intelligence Test)
KAIT (Adolescent and Adult Intelligence Test)
93
Q

Kaufman tests

A

Provide diagnostic clarity
Achievement – acquired knowledge, reading, arithmetic
Simultaneous processing – spatial or analog tasks
Sequential processing scale – arranging in order
Diagnosis -> school-based recommendations
Discriminate between cognitive processes and cultural knowledge

94
Q

Triarchic theory

A

Psychometric view
Creative intelligence producing new ideas
Analytic intelligence evaluating those ideas
Practical intelligence putting ideas into practice

95
Q

Garders multiple intelligence (MI) theory criticism

A

NOT psychometrically reliable or valid.

96
Q

Describe narrative approach to psychology

A

individual’s internalised, evolving and integrative story of self.
Life stories as autobiographical projects Life stories as situated performances

97
Q

McAdams 3 levels of personality
D
C
L

A

Actor: Dispositional traits (tendency towards depression etc.)
Agent: Characteristic adaptions (goals, motives)
Author: Life stories (memories)

98
Q

The meaning of stories - Bruner

A

Empirical - logio-scientific
Narrative - story based, sequential
Story - setting, characters, event, consequence, reaction
- Stories entertain and inform, integrate and heal

99
Q

Therapeutic benefits of writing out trauma

A

Translating personal trauma into words leads to long term health
More reflection, less emotional response

100
Q

Narrative in therapy

A

Improved psychological health Pennebaker (1992)

(1) degree of negative emotion expressed
(2) extent to which traumatic event is reconstructed as a well- formed story, together with acceptance and optimism

101
Q

Michael White - narrative therapy founder

A 
Focussed on identity – stories
people tell about themselves,
how these can support or
hinder our lives, and re-authoring
richer stories of identity
102
Q

Dr Zdenka Bartova - narrative therapy

A

Explored people’s subjective experience of mental illness.
Used Gadamerian hermeneutics – interactions between two parties as opened conversations aimed to a shared understanding, rather than objective truth.

103
Q

Yarning

A

Long story telling in a group circle
Links with culture and community
leads to sense of identity / community

104
Q

Narrative implication for education

A

The storying process is imparts a sense of identity, meaning and purpose to what I am learning

105
Q

Gordon Allport

A

Interested in narrative approach

106
Q

Murray and personality

A

Living beings must be studied as living wholes, because personality is a dynamic, organismic process

107
Q

Mcadams & Narrative

A
  • narratives guide behaviour

- frame not only how we see the past but how we see ourselves in the future.

108
Q

Life story

A

They are parts of personality (along with the layers of

traits, and values/goals).

109
Q

Life story interview structure

A

Life in chapters: child, adolescene, middle age

key scenes/episodes

110
Q

Six principles of stories

A

The self is storied
Stories integrate lives to affirm meaning
Stories are told in social relationships – brave and courageous, caring and concerned, weak and vulnerable
Stories can change over time Stories are cultural texts
Some stories are better than others, e.g. narrative therapy (‘thickening a thin story’ – Michael White)

111
Q

Whats a good story: COC & RGD (McAdams)

A

Coherence, Openness, Credibility

Reconciliation, Generative integration, and Differentiation

112
Q

What did freud found

A

psychobiography

113
Q

STAR format

A

Situation
Task
Action
Result

114
Q

Explain relational perspective

A

Relational psychology is important for understanding of individual differences, and a critical for understanding and planning therapeutic intervention

115
Q

Explain relational perspective (ATT)

A

Attachment
Transactional analysis
Therapeutic alliance and growth

116
Q

Systemic perspective

A 
Understanding individual differences in context, and planning therapeutic intervention
Family systems theory 
Multigenerational families
Neighbourhood and sense of communtiy
sense of communion
117
Q

Bowen - schzo

A

Looked at schizo patients and their families

118
Q

Schizo and their families (Bowen)

A

Symbiotic relationship between mother and child - fusion / closeness and distance cycles

119
Q

Kerr and Bowen

A

Anixety = unresolved emotional attachment

120
Q

Relationships: Link to Individual differences

A

Come from the relationships that the individual has, rather than characteristics of the individual themselves

121
Q

Triangling - exmaple

A
  • A feels uncomfortable with too much closeness with B
  • A withdraws to another activity,
  • B pursues A, leading to A’s further withdrawal
  • B feels neglected, and seeks out an ally (2nd triangle is formed–B&C v A)
  • A feels left out, becomes anxious and moves toward B
122
Q

What is differentiation

A

Differentiation is a state where it is possible to be both confident in self and other. Reduces stress -> triangling

123
Q

What does poorly differentiated families look like

A

Child is constantly reacting to the emotional insecurity of the parents -> parents -> more control -> more emotional insecurity and immature behaviour in the child ; often the child with least emotional separation from the parents
The child becomes the problem
Fusion may be observed, and family members will become an ‘undifferentiated family ego mass’, or become isolated

124
Q

Explain family dysfunction

A

Low level of differentiation leads to a high level of emotional reactivity, illness in a partner

125
Q

Multigenerational transmission

A

When the relationship patterns continue on within the family, from one generation to the next. These may be dysfunctional or functional (awful example of stolen generation).

126
Q

Genogram

A

The genogram is used to map behavioural similarities and differences, emotional cutoff and fusion.
Family tree diagram

127
Q

Magnavita - personality - structural integration

A

Personality made up of a constantly interactive fluid process
It is biopsychosocial in a relational field

128
Q

Domains of structural integration: Intrapsychic

A

Biological

129
Q

Domains of structural integration: Interpersonal

A

Dyadic

130
Q

Domains of structural integration: Relational

A

Triadic

131
Q

Freud and psychodynamics

A
  • Importance of interaction
  • Relational context and the dyad as unit of interest,
    rather than the person
  • Clinical practice and research
  • Interviewing and research
132
Q

What is Standard error of the mean (SEM)?

A

A low standard error shows that sample means are closely distributed around the population mean—your sample is representative of your population.

133
Q

Explain neuroticism

A

emotional stability - anxious vs calm

134
Q

Explain extraversion

A

sociability, energetic, assertive (outgoing vs shy)

135
Q

openness to experience

A

curious, consider new ideas (creative vs conventional)

136
Q

agreeableness

A

helpful, trusting (gentle vs harsh)

137
Q

conscientiousness

A

organised (disciplined vs disorganised)

138
Q

Freud and dynamic theory

A

Material that became conscious occurred through the preconscious, which acted both as a gate to consciousness, and as a barrier to the unconscious

139
Q

Dynamic components of freud psychodynamic theory

A

Energy for psychological work
Source or need (“I am hungry”)
Aim to gratify the need (“I need to eat”) An impetus (“I am going to eat right now”)
Object through which the drive achieves the aim (“the sandwich”)

140
Q

Libido

A

A life force that includes sexual love, but may be generalised to friendship, and the love we have for our children and parents
Libido is cathected (channelled) onto an object

141
Q

Freuds structural theory

A

Id (child-like), Ego (pragmatic) and Superego (moralistic)

- Interaction between these three components creates intra-psychic conflict or psychodynamics

142
Q

Ego defense mechanisms

A

Neurotic anxiety caused by id and superego = defense mechanisms: Protect the individual against anxiety, and their failure may result in symptom neurosis

143
Q

Describe ego psychology

A

Anna Freud & Erik Erikson:
concentrates on the ego and its functions. Ego defenses, and higher order motives and goals are considered to drive human behaviour

144
Q

Post-Freudians focus

A

Post-Freudians focus more on relational, social, and cultural aspects of individual differences, and on ego, rather than id

145
Q

Bowlby & Attachment

A

Focus on primary caregiver and child in establishing the first dyadic relationship, determines how later attachments are made.

146
Q

Bowlbys 3 characteristics that define attachment

A
  • it is dependable and secure
  • a safe haven
  • the mother is proximal.
147
Q

How Bowlby borrowed from Freud

A

Dynamic unconscious process

148
Q

How Bowlby differed from Freud

A

actual relationship experiences and their effect on subsequent development

149
Q

Donald Winnicot

A

Studying the child meant focusing on the dyadic relationship, hence interpersonal focus

Mother and child live an experience together
Mother’s breast is the first object not of self, and assists differentiation

150
Q

Albert Ellis and Cognitive therapy (ABCD and E model)

A

Activating event – describe the situation that activated the unpleasant feeling
Belief system – thoughts that go through your mind that are unhelpful
Consequences – emotions, body sensations
Disputation of erroneous beliefs - evidence for and against
Exercise - exercise the new beliefs

151
Q

CBT Approach

A

Learning to recognise and monitor negative thoughts (maladaptive cognitions)

152
Q

Young (2008)

A

Schema therapy helps clients to stop using maladaptive coping styles, heal early schemas, and learn how to replace self-defeating schema

2021 EXAM REVISION (6 decks)

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