Chapter 2 Flashcards

Question

Describe the monoamine/catecholamines

Answer 1

1. Dopamine 2. Epinephrine 3. Norepinephrine

Answer 2

→A major neurotransmitter in the monoamine class →used in pleasure and reward pathways → Implicated in the pathophysiology of schizophrenia and disorders of addiction → Five different DA receptor sites have been discovered (D1-D5)

Answer 3

→Stimulates two groups of receptors called alpha-adrenergic and beta- adrenergic receptors → a number of norepinephrine circuits have been identified in the CNS ---->Hindbrain; Alarm responses

Answer 4

→Approximately six major circuits of serotonin spread from the midbrain → Regulates our behavior, moods, and thought processes ---->decrease levels- increase vulnerability - impulsiveness; aggression →Approx. 15 different receptors in the serotonin system ----> SE has slightly different effects depending on the receptors involved

Answer 5

Agonist: ->increase the activity of a neurotransmitter by mimicking its effects Antagonist: -> inhibit or block the production or activity of a neurotransmitter Inverse agonist: ->produce effects opposite to those produced by the neurotransmitter

Answer 6

1. Hindbrain 2. Midbrain 3. Forebrain

Answer 7

→oldest part, life sustaining functions →Medulla: located at base of brainstem; controls heartbeat and breathing → Pons: sits above the medulla and helps coordinate movements; sleep →Cerebellum: coordinates voluntary movements and life-sustaining functions, helps process and store information outside of awareness

Answer 8

→contains reticular activating system; regulates arousal and tension

Answer 9

→ cerebral cortex: four lobes (frontal, occipital, temporal, parietal) →Top of brainstem: thalamus (smell doesn’t pass thru here), hypothalamus, limbic system – (hippocampus, cingulate gyrus, septum, amygdala) → Cerebral cortex contains more than 80% of neurons in the CNS → Divided into two hemispheres; operate independently → Each hemisphere consists of four areas or lobes: 1. Temporal: recognition of various sounds; LTM storage (autobiographical) 2. Parietal: recognition of various sensations of touch 3. Occipital: Integration an recognition of various visual inputs 4. Frontal: Thinking; reasoning; memory (gives us edge over other species)

Answer 10

→ Psychosurgery; Drugs (last resort as irreversible) → psychological therapies on brain circuit -> Impact of placebo on brain function

Answer 11

→ Brief exposure-based therapy can change brain function dramatically → psychotherapy does change your brain and involve new brain pathways → Drugs vs. CBT – CBT → changes in thinking patterns in the cortex → effects on emotional brain ----> Top-down (CBT) and Bottom- up change (drugs) - starts from lower brain areas to high up / more advance brain areas

Answer 12

→Placebo effect- behavioral and emotional changes, maybe due to psychological factors such as expectations →Interactions of Psychological Factors with Brain Structure and Function → Psychosocial factors directly affect levels of neurotransmitters → Psychological factors affect brain function and behavior → Nervous system structure constantly changes as a result of learning experiences

Answer 13

->type of learning where an unconditional stimulus is paired with a neutral stimulus, leading to a conditioned response EX. Pavlov's dogs with food and bell

Answer 14

->a learning process where voluntary behaviors are modified by association with the addition of a reward or aversive stimuli EX. positive punishment, negative reinforcement etc ->if an organism does something that brings about a desired result, the organism is more likely to do it again

Answer 15

→the behavioral (learning) perspective views abnormal behavior as response learned in the same ways other human behavior is learned →classical and operant conditioning

Answer 16

→cognitive psychologists regard the learner as an active interpreter of a situation, with the learner’s past knowledge imposing a perceptual funnel on their new experiences →schemas - cognitive sets ---->new info may fit the schema but if it does not, the learner reorganizes the schema ---->mental structure - way you look at world around you based on your experiences, all incoming info passes thru here EX. boy sees boys have short hair and girl have long, he meets girl with short hair = info clashes with lens so his lens changes a little bit

Answer 17

→ Classical and operant conditioning facilitate learning relationships among events → We make judgments based on this relationship ---->which is why we can combine these together ->Behaviorists model --->observable behavior --->stimulus in the environment →Black Box (can’t be studied) (can’t see what’s happening in your head = shouldn’t be worried about that, brain a black box)→ behavior --->only concerned about things you can observe ->Cognitive model --->internal behavior --->input in the environment →mediational process (mental events) →output (behavior) --->important to understand what’s going on in your head

Answer 18

→ Martin Seligman - worked with dogs and rats, lots of stress and believed he was unable to remove that stressor → Encountering conditions over which we have no control → Giving up attempting to cope → Leads to depression → Genetics play a role

Answer 19

→ Positive psychology: instilling positive attitudes and happiness - better psychological functioning →Genetics play a role

Answer 20

->organisms can learn simply by watching others in their environment (modelling or observational learning), and our interactions with other people around us ->Albert Bandura - many times we learn by making connections/seeing other peoples behavior and their consequences. Steps in this process: 1. Attention - not paying attention = not interested so not observing someone else’s behavior 2. Retention - able to retain that info or will forget about it 3. Reproduction - are you able to reproduce that behavior 4. Motivation - are you motivated to show that behavior/learning to people

Answer 21

->the recognition that biology and genetics influence what we learn and how readily we do so (certain associations to be learned more readily than others) ---> Learning behaviors that protect us

Answer 22

->blind sight ->implicit memory ->Implicit cognition/implicit cognitive processes ---> Stroop task

Answer 23

->unconscious vision ->cortically blind people (sight info sent has lesion) can respond to the environment at unconscious level EX. walking thru a hallway cluttered with stuff just as if he could see

Answer 24

->uses past experiences to remember things without thinking about them EX. procedural memory - don’t have to automatically remember how to drive our car like unlock the door, put key in ignition, put on seatbelt etc

Answer 25

->unobservable, unconscious processes ->stroop task

Answer 26

→methods to study implicit cognition →read the word “BLUE” but its printed in red color →the interference between different info (what word says and the color of the words) → causes a problem →2 theories: 1. Speed of Processing Theory: the interference occurs because words are read faster then colors are named 2. Selective Attention Theory: the interference occurs because naming colors requires more attention then reading words

Answer 27

->cognitive restructuring --->Cognitive-Behavioral Therapy (CBT) (Beck) --->Rational Emotive Behavioral Therapy (Ellis) ->Self-instructional training (Meichenbaum) – focuses on modifying what clients say to themselves about the consequences of their behavior EX. don’t know the first couple answers on a test say “I studying a lot, I am going to do great on this test” --->replace negative self talk with positive and it impacts you behavior

Answer 28

->Tendency to behave in a certain way elicited by an external event and a feeling state, accompanied by a characteristic physiological response ->Usually short-lived, temporary states lasting several minutes to several hours → *Mood - a more persistent period of affect or emotionality → *Affect - usually refers to the momentary emotional tone that accompanies what we say or do

Answer 29

Involves subjective feelings that have an evaluative aspect (+ or - → known as valence)

Answer 30

Activation of the autonomic nervous system

Answer 31

→ Emotions are expressed through body language and facial expressions →see figure 2.15 on phone

Answer 32

->Emotion disruption (dysregulation) interferes with behavior possibly resulting in psychological disorders EX. panic attack; Bipolar Disorder

Answer 33

-> Cultural expectations of men’s and women’s roles -> Gender differences exist in rates of mood disorders --->Two-thirds with major depression are women ------>Rumination --------->something bad happens = keep replaying/thinking about it (more so women) --------->men tend to distract themselves instead ex watch tv ------> Males more likely to get involved in other activities; self-medicate (drugs and alcohol) ->Women respond better to treatments: emotional processing (as have better recall of emotional events) ---> Eating disorders more prevalent in women ------> Pressure on women to be thin ->men less likely to discuss fears ->women more likely to seek treatment

Answer 34

→ Life expectancy and richness of life are related → Social phobia and depressive disorder related to (low) interpersonal contacts ->low contacts = more likely to develop some disorders → Psychological disorders may look different from one culture to another

Answer 35

-> Psychological disorders carry societal stigma ->disorder = label

Answer 36

Experiences at different periods of development influence vulnerability to: → Stress → Other psychological problems → Erikson’s psychosocial theory -> The Principle of Equifinality ---> “Different paths can result from the interaction of psychological and biological factors during various stages of development.” ---> This reminds us that we must consider the various paths to a particular outcome, not just the result (shouldn't be focused on one path)

Chapter 2 Flashcards

An integrative approach to psychopathology (60 cards)