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Intro to Psych > Final > Flashcards

Final Flashcards

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1
Q

Piaget’s Theory of Development

A

children reason differently than adults, by looking at kids errors in cognition
Four primary stages(discrete, innate capacity)
Sensorimotor: birth-2 y/o, experience the world through sense and action, exploration, putting things in their mouth, no object permanence, no mental representations
Preoperational: 2-6/7 y/o, use intuative v logical reasoning, can’t perform mental operations(conservation- volume is constant in two different containers)
Concrete operational stage: 6/7-11 y/o, understand conservation and other concrete transformations, math problems and reversal, cannot understand abstracts like hypotheticals or what-ifs
Formal operational stage: 12-adulthood, abstractions, think more like scientists, think hypothetically about consequences, can understand other people’s perspectives about themselves, moral reasoning

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2
Q

Vygotsky’s Theory of Development

A

(interactive over time)
How cognitive capacity increases because of interactions with social environment, not just innate capacity
Scaffolding: we get mentoring, language and cognitive support from others
Zone of proximal development: what a child is capable of with a mentor

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3
Q

Attachment Theory

A

Secure, avoidant, anxious
caused by a) temperament of baby
b) parenting style (sensitive responding=> secure)
prolonged deprivation to safe nurturing caretaking can lead to anxious attachment

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4
Q

Parenting Styles

A

Authoritarian: rigid expectations, because i said so, obedience
Permissive: submit to kids’ desires, no limits
Authoritative: enforce rules but explain why, listen and respect the child’s wishes

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5
Q

When attachment is deprived from children…

A

can lead to difficulty forming attachments, increase anxiety and depression, lowered intelligence, increased aggression

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6
Q

Erikson’s Theory of Development

A

Psychosocial development, framed in terms of a conflict dealt with during each stage
Infant: trust/mistrust
Toddler:autonomy/shame and doubt
preschooler: initiative/guilt

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7
Q

Elements of Language

A

Phenomes, Morphemes

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8
Q

Elements of Language

A

Phonemes, Morphemes, syntax, semantics

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9
Q

Phonemes

A

units of language i.e. letters

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10
Q

Morpheme

A

smallest meaningful unit of language i.e. root, suffix, prefix

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11
Q

Syntax

A

grammar, rules of language

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12
Q

Semantics

A

study of meanings that underlie words

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13
Q

Discourse

A

systematic ways by which people engage in coversation

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14
Q

Criteria of Language

A
  1. uses symbols to represent objects
  2. is meaningful/can be understood
  3. generative: letters can be combined
  4. has rules
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15
Q

How is language acquired?

A

receptive: associate sounds to facial movements
productive: babbling in all languages
babbling: sounds like parent’s language
one year old: one word stage

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16
Q

Parts of the brain and language

A

Broca’s area: controls speech muscles
Weirnike’s area: interprets auditory code from angular gyrus
visual cortex: receives written words as visual stimulation

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17
Q

Examples of language influencing cognition

A

Bilingual people’s current language can affect personality
easier to remember colors that have names
bilingual people’s ability to surpress a language to learn another can help with other forms of executive control

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18
Q

Motivation

A

need or desire that energizes behavior and focuses it towards a goal

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19
Q

Types of motivation

A

dispositional: internal
situational: external
subconscious: without knowing, but easily accessed
unconscious: without conscious awareness

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20
Q

Instinct Theory

A

instincts are rooted in genes and the body

theory that most behavior is driven by physiological and psychological needs

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21
Q

Hedonic principle

A

approach pleasure, avoid pain

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22
Q

Drive Reduction Theory

A

drive: aroused/tense state caused by physical need like hunger or thirst
humans are motivated to reduce drive
=> homeostasis(regulatory drives)
non-regulatory drives: sex, belonging

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23
Q

Optimum Arousal Theory

A

humans aim to seek optimum levels of arousal

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24
Q

Motivating forces: liking vs wanting

A

liking: feeling of pleasure derived from reward, endorphins
wanting: desire to acheive a goal for a reward, dopamine, anticipation

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25
Motivating forces: liking vs wanting
liking: feeling of pleasure derived from reward, endorphins wanting: desire to achieve a goal for a reward, dopamine, anticipation
26
Maslow's Hierarchy of Needs
physiological, safety, love and belonging, esteem, self-actualization
27
Emotion
full body/mind/behavior response to a situation
28
James-Lange Theory
emotion comes from awareness of physiological responses | body before thoughts
29
Cannon-Bard Theory
bodily response happens at the same time as emotional response
30
Schachter-Singer Theory
two-factor theory, no emotion until we have a label, label completes theory, cognitive evaluation creates emotional experience
31
Attribution
how people explain causes of behavior and events
32
spillover effect
when we don't have an explanation for arousal, we are influenced by emotions around us, studied with epinephrine and a happy or angry confederate, felt emotion of confederate when not told what the injection was
33
Sympathetic nervous system responses
fight or flight
34
Sympathetic nervous system responses
fight or flight, pupils dilate, sweat, inhibit digestion
35
Parasympathetic nervous system responses
rest and digest, enhanced immune system, decreased heart rate
36
6 universal emotions
happiness, disgust, surprise, sadness, anger, fear | quicker to recognize negative emotions
37
Psychodynamic theory
mental and physical symptoms can be caused by psychological factors, we have unconscious processes in our brains, during therapy use free association to unlock unconscious, interpret pauses, slips, dreams
38
Ego
mediates id and superego, creates personality
39
Id
unconscious energy, desires(that aren’t socially appropriate), appetite, hedonism
40
Superego
society’s moral principles, internalized ideals
41
Personality
an individual's patterns of thoughts, feelings, and behaviors that persist over time
42
Trait theory of personality
Humans are collections of traits, can be used to predict behavior, Traits make you act a certain way, carry over time
43
Projective tests of personality
Rorschach inkblot(only used for therapy), Thematic Aperception Test(can predict some motivations)
44
Big Five
best, OCEAN: openness, conscientiousness, extroversion, agreeableness, neuroticisim
45
MMPI
500+ true/false questions, resistant to social desirability bias, assesses personality and psychopathology
46
Myers-Briggs
used by businesses, poor predictive validity, varies day to day
47
individualism
value independence, western, unique identity, promote personal ideals, credit is given to self, blame is on situations
48
collectivism
interdependence, group and societal goals and duties, blend in with group identity, achievement attributed to mutual support, blame for failures is placed on self
49
social learning theory
learn gender roles by imitation, gender typical behavior is rewarded, atypical is punished
50
gender schemas
children identify frameworks, aware of them before they are internalized
51
gender typing
process through which children fit behavior into gender roles
52
dispositional attributions
belief concerning why people behave in a certain way, based on personal traits
53
situational attributions
belief concerning why people behave in a certain way, based on context
54
fundamental attribution error
More likely to make dispositional attributions for other people, situational for our own actions, reduces if we are close to the person, increases if we consider the behavior socially unacceptable
55
ABC's of attitudes
affect, behavior, cognition
56
two ways to persuade someone
central route: statistics and facts | peripheral route: appeal to subconscious, people who buy this are attractive and happy
57
foot in the door phenomenon
more likely to agree to large request after agreeing to a small one
58
Stanford prison experiment
randomly assigned guards start acting aggressive and demeaning randomly assigned prisoners, example of role playing
59
When do attitudes affect actions?
external influences are minimal, attitude is stable, attitude is specific to behavior, attitude is easily recalled
60
Cognitive Dissonance Study
study of a cult; apocalypse came and went, and fringe members went on with their lives; but, intense members changed some of their beliefs because the conflict these beliefs created led to mental discomfort, so they discounted evidence and found new evidence to support their claims, or reduced the importance of cognitions(ie smokers and carpe diem philosophies)
61
conformity
Adjusting our behavior to fit in with a group standard, supported by mirror neurons, can be evolutionary beneficial(such as when running from a predator you cannot see) or maladaptive(bullying)
62
when are people more likely to conform?
Not committed to one set of beliefs or behavior Group is medium sized and unanimous Anonymity Admiration or attraction to group Group makes us feel incompetent or like we’re being watched Culture encourages respect for norms
63
Asch conformity study
One participant, multiple confederates(6 or 7, medium sized group) Confederates give wrong answer to questions, participant likely to conform to the wrong answer
64
obedience
responding to the commands of an authority figure
65
Milgram's study
post WWII Authority figure tells participant to give shocks to confederate if they get answers wrong How high of a voltage will they go? ⅔ of participants gave extreme levels of shocks, majority of people gave the deadly shock
66
Social facilitation
Performance intensified when you are observed by others Experts perform better e.g. marathon runners in a race People doing simple tasks perform better e.g. writing an essay in a cafe Non expert doing a complicated tasks performs worse e.g. yerkes dodson curve
67
deindividuation
Mob mentality Loss of self-awareness, less self restraint Ex: riots
68
groupthink
Individuals are reticent to suggest opposing views in pursuit of social harmony Prevents critical or realistic assessment of options Ex: Bay of Pigs Update: More likely due to lack of diversity of ideas than discounting of contradictory perspectives
69
diffusion of responsibility
Less likely to do something when they are in a crowd e.g. group project Social loafing- don’t take responsibility, show less effort when not held individually accountable Don’t care what people think if contribution isn’t rewarded or punished Collectivist cultures: less social loafing
70
group polarization
Ideologies become more extreme Ex political polarization More connection within group than between groups Causes ideology of group becomes more extreme
71
disorder
disturbance in psychological biological or developmental processes underlying mental functioning, must be dysfunctional and maladaptive, and must cause distress to the individual not a disease because we don't know what causes it
72
medical model of mental illness vs psycho social approach
Biological influences: mutations, hereditary, impairments in development, useful when thinking about treatment plans Psychological influences: framing, context, trauma Social-cultural influences: community of childhood, definitions of normality, stigma, support systems predict recovery
73
DSM
Diagnostic and Statistical Manual of Mental Disorders, contains clear definitions we can more easily identify count and treat cases(important for insurance purposes)
74
gender dysphoria
anxiety and distress associated with incongruence between identity and sex
75
psychosis
mental split between reality and rationality
76
GAD
``` emotional-cognitive symptoms: worrying, free floating anxiety, interference with concentration physical symptoms: shaking, sweating, fidgeting, disturbance of sleep often comorbid(goes along with other disorders) ```
77
panic disorder
repeated and unexpected panic attacks, along with fear of the next attack agoraphobia, need to escape, chest pains, physical sensations
78
phobias
uncontrollable, irrational/out of proportion, intense desire to avoid an object or situation, interferes with adaptive living
79
MDD
depressed mood most of the day and/or markedly diminished interest in activities, along with insomnia, change in appetite, sense of worthlessness, fatigue, suicidal thoughts, must have 5+ symptoms, episodic
80
dysthymia
chronic depressed mood that is accompanied with a couple of other symptoms, must last at least two years, persistent
81
factors that increase obedience
When orders came from: someone with legitimate authority, someone from prestigious institution(experiment happened at Yale), someone standing close by When the person is in the other room(if we can humanize the target, less likely to give shock) Action appeals to higher level of meaning- they did it because they thought the experiment was really important
82
social psychologists v. personality psychologists
social psychologists look at how people respond within small groups, and personality psychologists look at people as individuals and their own specific traits
83
social cognitive perspective on depression
low self esteem, learned helplessness, rumination, creates a cycle of stressful experiences, and depressed thoughts that lead to cognitive behavioral changes and more stressful experiences, negative explanatory style
84
Client centered therapy
centered around feedback loop between beliefs and cognition Talk therapy Non-directive, genuine relationship between client and therapist, non-judgmental
85
psychotherapy v biomedical therapy
Psychotherapy: interactive experience with therapist to change behavior Biomedical: use of medications to reduce symptoms Eclectic approach: combination of the two
86
behavioral therapy
Pattern of behavior more than patterns of thinking Assumed that maladaptive behaviors are acquired through learning Goal is to replace maladaptive coping mechanisms with adaptive ones
87
classical conditioning in therapy
Exposure therapy: systematic desensitization, reducing conditioned response through repeated exposure Aversive conditioning: forming new association, addiction disorders, combine alcohol with nausea causing medication, create new association
88
operant conditioning in therapy
behavior modification through reward motivation, such as with a child with autism, to get more desired behavior
89
cognitive therapy
Focused on beliefs and how they contribute to maladaptive thinking Assumption: behavior is controlled by habitual ways of thinking Goal: give strategies to replace maladaptive thought patterns with adaptive ways of thinking about self

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