psych 4 Flashcards

1
Q

sexual motivation hormones:

A

Organizational effects
- renatal exposure to androgens alters the neural circuits in brain and spinal cord, Adult behaviour of androgenized subject is masculine

Activational effects:
- alteration of adult levels of hormones can alter the intensity of a behavior that is modulated by that hormone
- Pheromones
- Environmental cues

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2
Q

Evolutionary Analysis of Human Sexual Behavior

A
  • Parental investment
  • Patterns of sexual activity
  • Differences in mate preferences
  • jealousy
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3
Q

Affiliation Motives

A
  • Need to associate with others and maintain social bonds.
  • Companionship, friendship, and love
  • Evolutionary bases
    Safety, grooming, survival
  • Rejection, Loss of intimate, Loneliness (anxiety, jealousy, and depression)
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4
Q

Achievement Motives

A

Need for Achievement
- need to do well, to succeed, and to avoid failure

  • Persons who have a high level of need for achievement tend to choose moderately difficult tasks

-Enjoy being challenged

  • Avoid failure
  • Work more persistently
  • Enjoy success
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5
Q

Emotion

A

Emotions have valence:
-positive or negative

Emotions have 3 components:
- Physiological arousal
- Subjective experience
- Behavioural expression

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6
Q

Taxonomy of Emotions
How many basic emotional states?

A

Between 5 and 9 basic states:
The common 5 include
- anger, fear, happiness, sadness, and disgust

Additional emotional states include surprise, contempt, shame, guilt, joy, and trust

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7
Q

Taxonomy of Emotions

Emotional valence may be related to activity in the nervous system

A

Positive: activity of dopamine systems
Negative: activity of norepinephrine systems

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8
Q

Neuropsychology of Emotion

A

Dual processing of emotions:
- Activation of the amygdala produces visceral responses

  • Cortical activation allows for use of memory in understanding emotional stimuli
  • Limbic system
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9
Q

Schachter and Singer

A

cognitive judgements are a critical part of emotional experience:

Subjects are aroused by an injection of adrenaline and then exposed to anger or happiness cues
The emotional cues played a prominent role in emotional experience

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10
Q

Happiness as an Emotion

A
  • characterized by a positive valence
  • related to cultural values (highest in individualistic cultures, lowest in collectivist cultures)
  • Highly correlated with number of uninterrupted years of democracy in a country

NOT RELATED TO:
Gender
Age
Wealth

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11
Q

sex

A

properties of people that determine their classification as male or female

used to classify sex, including chromosomes, gonads, hormones, genitalia, and secondary sex characteristics

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12
Q

Chromosomes

A
  • packages of DNA that carry our genes
  • humans have 23 pairs of chromosomes, with one of each pair provided by each parent
  • The 23rd pair differs across the sexes and is referred to as the sex chromosomes because the pair determines a person’s genetic sex
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13
Q

chromosomes
females

A

Both sex chromosomes are alike and are called X chromosomes because they each look like an X

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14
Q

chromosomes
males

A

Have one x and one y chromosome—the latter looks similar to an upside-down y

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15
Q

growth spurt

A
  • Girls (starts at age 9, peaks at 11½)
  • Boys (starts at age 11½, peaks at 13½)
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16
Q

gonads

A
  • Part of the endocrine system
  • Glands that produce sex hormones
    Generate ova (eggs) in females and sperm in males—the cells used in reproduction
  • female gonads are ovaries
  • male gonads are testicles
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17
Q

Androgynous

A
  • Having attributes that are typically associate with both genders
  • People who are low on both dimensions are referred to as undifferentiated
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18
Q

Variances in Sexual Development?

A

An infant with a VSD might have genitals that are not typical, or their genitals may appear to be female or male when the child’s genes indicate the opposite sex

19
Q

Social Cognitive Accounts

A
  • Experience influences sense of gender
  • Socialization (rewards, punishments, modeling)
20
Q

Social Role Theory

A
  • Division of labour
  • Natural differences become expected/valued differences
21
Q

Gender Stereotypes

A

Overly general beliefs and expectations about what women and men are like

22
Q

Gender Differences in Agression

A
  • Overt aggression (physical/verbal harm)
    Males more than females
  • Relational aggression (harm social standing)
    Females more than males
23
Q

Orientation is influenced by

A

Genetics
Prenatal hormones
Brain structures
Social factors (gender non-conforming behaviour)

24
Q

What Constitutes Sexual Behavior?

A

Infidelity or loss of virginity
Activities involved in reproduction
Arousal and sexual response
Unusually intimate and personal activity as defined by the participants

25
Q

Stages of Our Sexual Response?
William Masters and Virginia Johnson (1966)

A

Four phases: excitement, plateau, orgasm, and resolution.
- Excitement
- Plateau
- Orgasm
- Resolution/Male Refractory - Period

26
Q

Stages of Our Sexual Response?
Helen Singer Kaplan (1974)

A

Added Desire
To Masters and Johnson’s four phases of sexual response

27
Q

Pedophilic Disorder

A
  • liking kids
  • more common in men than women
28
Q

WEIRD STUDY

A

Western, Educated, Industrialized, Rich, and Democratic participants

29
Q

Psychodynamic Views of Personality
Topographical model: argued for 3 levels of consciousness

A
  • Conflict occurs between the different aspects of consciousness
  • Requires compromise formation
  • Id, ego, superego
30
Q

Freud’s Developmental Model
Human behavior is motivated by two drives:

A
  • Aggressive
  • Sexual

Libido refers to pleasure-seeking and sensuality as well as desire for intercourse

31
Q

Freud’s Developmental Model
Libido follows a developmental course during childhood

A
  • Stages of development
  • Fixed progression of change from stage to stage
  • Notion of fixation at a particular libidinal stage
32
Q

Ego Defense Mechanisms

A

unconscious mental processes protecting conscious person from anxiety

  • Repression: anxiety-evoking thoughts are kept unconscious
  • Denial: person refuses to recognize reality
  • Projection: person attributes their own unacceptable impulses to others
  • Reaction Formation: person converts an unacceptable impulse into the opposite impulse
  • Sublimation: person converts an unacceptable impulse into a socially acceptable activity
  • Rationalization: person explains away their actions to reduce anxiety
  • Displacement: diverting emotional feelings from their original source to a substitute target
33
Q

Projective Tests

A

Projective tests assume that persons presented with a vague stimulus will “project” their own impulses and desires into a description of the stimulus

  • Rorschach Inkblots
  • Thematic Apperception Test
34
Q

Evaluation of Freud’s Contributions to Personality Theory

contributions

A
  • Emphasis on unconscious processes
  • Identification of defense mechanisms
  • Importance of childhood experiences in shaping adult personality
35
Q

Evaluation of Freud’s Contributions to Personality Theory
Limitations

A
  • Theories are not solidly based on scientific observation
  • Excessive emphasis on drives such as sex and aggression
36
Q

B.F. Skinner (1904-1990): 
Radical Behaviorism

A
  • scientific analysis of behavior
  • personality -> a collection of behavior patterns
    black box theory
  • explanatory fictions (e.g., freedom, “the self”)
37
Q

Albert Bandura’s 
Social Learning Theory

A

Observational (Vicarious) Learning

  • people learn by merely observing what others do and what happens to them
    two processes:
    • acquisition
    • acceptance/performance
    • consequences are an important influence
38
Q

Albert Ellis: 
Rational Emotive Therapy (RET)

A
  • Assumes all humans have fundamental goals, purposes and values (e.g., stay alive, be satisfied)
  • if people choose to stay alive & try to be happy/satisfied they are acting “rationally”
  • when people think/emote/behave in a way that interferes with these goals, they act “irrationally”
39
Q

Evaluation of Cognitive-Social Personality Theory

contributions & limitations

A

Contributions
- emphasis on the role of thought and memory in personality

Limitations
- Overemphasis of rational side of personality
- Avoidance of explanations of unconscious processes in personality

40
Q

Humanistic Personality Approaches

A
  • reject the behaviorist and psychodynamic notions of personality
  • emphasize the notion that each person has a potential for creative growth
  • The intent is to assist the person in developing to their maximal potential
41
Q

Roger’s Person-Centered Approach

A
  • Rogers believed that humans are good by nature (in contrast to psychodynamic view of human nature)
  • Rogers emphasized the notion of self-concept
    Each person has multiple selves:
    • True-self: the core aspect of being
    • False-self: the self that is created by distortions from interpersonal experiences
      Ideal-self: what the person would like to be
42
Q

Evaluation of Humanistic Personality Theory

Contributions & Limitations

A

Contributions
- Focus on how humans strive to determine the meaning of life

Limitations
- Humanistic approach is not a complete theoretical account of personality
- The approach has not generated a body of testable hypotheses and research

43
Q

Trait Approach

TRAIT: Consistent patterns of thoughts, feelings, or actions that distinguish people.

A

ASSUMPTION 1: traits are stable over time

ASSUMPTION 2: traits are stable across situations
- people differ on continuous variables or dimensions
- traits exist on a continuum
basic differences between people are quantitative
- traits are used to understand and predict behaviour
- emphasizes measurement of traits through tests

44
Q

The Big Five Factors of Personality

A
  • Openness to experience
  • Conscientiousness
  • Extroversion
  • Agreeableness
  • Neuroticism

OCEAN…