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UBC PSYC 300A: Abnormal Psychology > Module 1 & 2; Ch. 1, 2, 3) > Flashcards

Module 1 & 2; Ch. 1, 2, 3) Flashcards

(83 cards)

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1
Q

What is “Abnormal”?

A

1) Subjective Distress
2) Maladaptiveness
3) Statistical Deviancy
4) Violation of Social Norms
5) Social Discomfort
6) Irrationality/ Unpredictability
7) Dangerousness to one’s self or others

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2
Q

Family Aggregation

A

whether a disorder runs in a family or not

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3
Q

What is the accepted standard for defining mental disorders in North America?

A

American Psychiatric Association’s DSM-5 (Diagnostic and Statistical Manual of Mental Disorders

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4
Q

What is the accepted standard for defining mental disorders globally?

A

World Health Organization’s ICD-10 (International Classification of Diseases)

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5
Q

Stigma

A

Social Disgrace

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6
Q

What is the problem of diagnostic “Labeling”

A

a person’s self-concept may become directly affected by the diagnostic label of their disorder and persist even after a full recovery

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7
Q

____________ perpetuates Stigma

A

Negative Stereotyping

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8
Q

Epidemiology

A

The Study of the distribution of diseases, disorders, or health-related behaviour in a given population

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9
Q

Prevalence

A

the number of active cases in a given population during a given period of time

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10
Q

Point Prevalence

A

Estimated active actual cases of a disorder in a given population at a particular given point in time

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11
Q

1-year Prevalence

A

A calculation of everyone who experienced a disorder over a 1 year period

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12
Q

Lifetime Prevalence

A

an estimate of everyone who has experienced a given disorder over their lifetime for any period of time

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13
Q

Incidence

A

New cases of a disorder that occur over a given period of time (usually 1 year)

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14
Q

Comorbidity

A

the presence of two or more disorders in the same person

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15
Q

The more severe the disorder, the _________ the chance that there will be one or more comorbid disorders

A

greater

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16
Q

Etiology

A

cause

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17
Q

Acute vs. Chronic

A

Short term vs. Long Term

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18
Q

What is a Case Study?

What are two issues with this approach?

A

The study of one individual in detail over time

1) Bias of observer
2) low generalizability

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19
Q

What are issues with self-reported data?

A

subjects may willfully or unknowingly alter their actual experience in their reporting, data can’t fully be trusted

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20
Q

Recording the number of times a person smiles
Measuring the conductivity of skin
Using Transcranial Magnetic Stimulation to stimulate different brain areas
ARE ALL EXAMPLES OF ___________

A

Direct Observation

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21
Q

Sampling

A

collecting data from a small group that is representative of a larger group of interest

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22
Q

External Validity

A

the extent to which findings can be generalized outside the study to the greater population

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23
Q

Internal Validity

A

the extent to which a study is methodically sound, free of confounds or other sources of error

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24
Q

A comparison group is also know as a _________

A

Control Group

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25
Criterion Group
People exhibiting the disorder we wish to study
26
When there are no manipulated variables and two groups are compared to each other on a number of different measures
Correlational Research Design
27
The strength of a correlation is measured by_________ on a scale of ______________
the Correlation Coefficient (r), 1-0
28
Statistical Significance
p < .05, or the probability that the correlation occurred by chance is less than 5 out of 100
29
if one wants to compare the results of two studies with very different sample sizes and thus correlation coefficients, ______________ can be used
Effect Size
30
Meta-Analysis
Statistical summarization of effect sizes across a number of studies
31
Retrospective Research
looking back in time to find a correlation between past behaviours or experiences with current behaviours or disorders
32
Prospective Research
Longitudinal Design: following a population over time, collecting data at regular intervals to identify important differentiating factors
33
The design type that uses independent and dependent variables
Experimental Research Design
34
To strengthen the efficacy of an experiment, the researcher can employ:
1) random assignment 2) double-blind study 3) placebo treatment condition
35
ABAB Design is an example of
Single-Case research design
36
Analogue Studies
generalizing animal studies to human cognition/behavior
37
Somatogenic
A biological basis for a disorder, something physically wrong disturbs thought/ behavior
38
Psychogenic
illness due to psychological malfunction e.g.
39
5 Major Paradigms
1) Psychoanalytic 2) Humanistic/Existential 3) Biological 4) Cognitive 5) Behavioral/ Learning
40
Psychoanalytic Theory: ID
Basic Pleasure Principle, primary process thinking
41
Psychoanalytic Theory: EGO
Deals with reality to appease the ID and Superego, Reality Principle, secondary process thinking
42
Psychoanalytic Theory: SUPER EGO
conscience, right/wrong, taboos, moral values
43
Psychoanalytic Theory: REPRESSION
memory is buried in the unconscious
44
Psychoanalytic Theory: DENIAL
actively push into the subconscious
45
Psychoanalytic Theory: PROJECTION
perceive one's own problem/behaviour in another person
46
Psychoanalytic Theory: DISPLACEMENT
redirect urge (violent/sexual) to another target
47
Psychoanalytic Theory: RATIONALIZATION
create reason for feeling or behavior
48
Psychoanalytic Theory: REACTION FORMATION
express an opposite reaction to a stimulus
49
Psychoanalytic Theory: REGRESSION
revert to an earlier state/ way of being
50
Psychoanalytic Theory: SUBLIMATION
redirect energy e.g. a creative pursuit
51
Biological Paradigm: Name the big 5
``` Openness Conscientiousness Extroversion Aggreeableness Neuroticism ``` OCEAN Temperament
52
Biological Paradigm: gamma-Aminobutyric acid (GABA)
INHIBITORY, settle down, opposite of Glutamate in CNS
53
Biological Paradigm: Norepinephrine (NE)
EXCITATORY, arousal, readiness, wakefulness
54
Biological Paradigm: Epinepherine/Adrenaline (Epi)
EXCITATORY, fight or flight responses
55
Biological Paradigm: Dopamine (DA)
EXCITATORY/INHIBITORY, motivation, inhibits unnecessary motor function (-DA = Parkinsons), (+DA from alcohol/ drugs leads to inability to focus, confusion) (+DA implicated in schizophrenia)
56
Biological Paradigm: Glutamate (Glu)
EXCITATORY, learning, memory, opposite of GABA in CNS
57
Biological Paradigm: Seratonin (5-HT)
INHIBITORY, mood stability, impulse control, immune system, perception of pain, emotions
58
Behavioural Paradigm: Classical Conditioning
association of two unrelated elements due to repetition
59
Behavioural Paradigm: Operant Conditioning
behavior followed by pleasant/unpleasant stimuli increases/decreases behavior
60
Behavioural Paradigm: Negative Reinforcement
unpleasant stimulus is taken away increasing behavior
61
Behavioural Paradigm: Positive Reinforcement
pleasant stimulus is added increasing behavior
62
Behavioural Paradigm: Positive Punishment
unpleasant stimulus added decreasing behavior
63
Behavioural Paradigm: Negative Punishment
pleasant stimulus taken away decreasing behavior
64
Behavioural Paradigm: Mowrer's Two-Factor Theory
combined the learning principles of classical and operant conditioning. ... Mowrer proposed that the avoidance of (or escape from) unpleasant stimuli resulted in the removal of unpleasant emotions. Thus, avoidance becomes a reward and reinforces (increases) the behavior of avoidance.
65
Cognitive Paradigm: Schema
Organized network of accumulated knowledge that guides interpretation of events
66
Concordance Rate
in twin studies, the percentage of twins sharing the disorder or trait
67
Behavioural Paradigm: Observational Learning
learning through observation alone without any reinforcement or unconditioned stimulus
68
Cognitive Paradigm: Disordered schemas imposed through:
``` Perception Interpretation Judgement Memory Reasoning ```
69
Cogntive Paradigm: Implicit Memory
a person's behavior reveals they have learned a word or activity even if they cannot consciously remember it e.g. dialling your old phone number even if you can't write it down
70
Variable Marker
if you change X, this leads to a change in Y
71
Necessary Cause
a condition is necessary for a disorder eg. Syphilis is necessary for general paresis
72
Sufficient Cause
condition that guarantees a disorder, but isn't the only cause e.g. hopelessness and depression
73
Contributory Cause
a condition that increases probability of disorder e.g. parental rejection and difficulty with relationships
74
Interactive Diathesis-Stress Model
someone with no diathesis will never develop a disorder no matter how much stress they undergo, while someone with high diathesis and medium stress will still be fairly likely to develop a disorder. Curved lines
75
Additive Diathesis-Stress Model
Likelihood of developing a disorder can be modelled as the sum Diathesis and Stress. Even if someone has no stress, but high diathesis, they are likely to develop a disorder. Someone with High stress and no diathesis ban still develop the disorder. Stacked lines
76
Pedigree Method
Looking at family history to see if genetic similarity leads to increased incidence of a disorder
77
Genotype-Environmental Correlation: Evocative Effect
A genetic ability or temperament evokes a reaction from those around them e.g. a happy smiley baby gets more positive attention from parents
78
Genotype-Environmental Correlation: Active Effect
A genetic temperament or ability causes a child to seek out situations or people that further foster that ability e.g. an extroverted child seeks out people which increase their social skills
79
Genotype-Environmental Correlation: Passive Effect
results simply from the child's similar genotype to the parents e.g. high IQ parents create an intellectually stimulating environment for their high IQ baby
80
Linkage Analysis
looking for links within family pedigrees for two or more genetic markers that strongly correlate e.g. eye color and schizophrenia
81
Adoption Method
Compares adopted-away children of parents with a disorder and those without to tease away the social and biological etiologies
82
Association Studies
Two large groups, one with a disorder, one without. If another trait like eye color has higher frequency in disorder group, researches can infer that the genes responsible for the disorder may also be on that same chromosome
83
Hypothalamic-Pituitary-Adrenal Axis (HPA Axis)
Hypothalamus releases a corticotropin-releasing hormone CRH >>> which signals to the Pituarary Gland which releases Adrenocorticotropic hormone ACTH >>> Which signals to the Adrenal Gland to produce epinephrine and cortisol, which mobile body to deal with stress >>> Cortisol provides negative feedback to Hypothalamus and Pituitary Gland to stop releasing CRH and ACTH

UBC PSYC 300A: Abnormal Psychology (2 decks)

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