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PSYCH 1000 > PSYCH FINAL EXAM STUDY GUIDE > Flashcards

PSYCH FINAL EXAM STUDY GUIDE Flashcards

(60 cards)

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1
Q

approaches to development: piaget v vygotsky

A

piaget: cognition develops through schematic stages
vygotsky: cognition develops while interacting with the environment

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2
Q

prenatal period: environmental influences

A

0 - 9 months
⋅ placenta environment, environmental toxins
- by 6 months: sound + stress

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3
Q

infant period: preference for caregiver

A

⋅ must find caregiver to survive
- familiarity w/ mothers voice + memory for faces

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4
Q

infant period: eye tracking

A

⋅ develops rapidly between 2 - 6 months of age
- researchers use it as a measurement of attention

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5
Q

infant period: sensorimotor stage

A

⋅ concept of self around 18 months
- self is related to but separate from the environment

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6
Q

infant period: rogue test

A

⋅ determines babies’ self-recognition level
- (w/ spot of makeup on face, babies will attempt to recognize themselves in the mirror)

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7
Q

early childhood: pre-operational stage

A

⋅ age 2 to 6: represent with words but no logic
- pretend play inherited around 3 years

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8
Q

early childhood: theory of mind

A

⋅ age 4 to 6: inferring others’ mental states
- necessary for conversation + social relationships

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9
Q

late childhood: concrete operational stage

A

age 7-11
⋅ concrete = about present or observed events
⋅ operational = imagining consequences of something happening
- logical thinking, math
- includes conversation + classification

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10
Q

adolescence: formal operational stage

A

⋅ age 12+ (logical thought)
⋅ applied to abstract (not present) concepts
- operations
- hypotheticals
- testable hypothesis

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11
Q

language development: communication & language

A

communication: a way of interchanging messages or info between two or more people, focusing on message
language: a system of communication that relies on verbal & non-verbal codes to transfer info

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12
Q

chomsky and universal grammar

A
  • all human languages possess similar grammatical properties
  • language is innate or inborn
  • environment triggers child mind to begin learning
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13
Q

biology: broca’s area

A

⋅ speaking words (left frontal lob)
⋅ damage: broca’s aphasia

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14
Q

biology: wernicke’s area

A

⋅ understanding words of others (left temporal lobe)
⋅ damage: unable to process what others are communicating

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15
Q

biology: stroke

A

⋅ disruption of blood flow to brain
- results in brain death/impairment

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16
Q

biology: atypical development

A

⋅ deafness
comprehension: wernicke’s still activated
communication: broca’s still affected

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17
Q

reading & writing: wernicke’s and broca’s area

A

wernicke’s:
- reading composition affected
- writing affected
broca’s:
- reading comprehension intact
- writing similar to speech (slow, misspellings, but content words make sense)

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18
Q

tomasello/picker and the “language instinct”

A

⋅ innate capacity for human language
⋅ development = combination of cognitive ability + experience in social situations
⋅ language depends on biology + learning

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19
Q

joint attention

A

the ability to focus on what another person is focused on

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20
Q

stress

A

process by which we perceive + respond to certain events, called stressors, that we appraise as threatening or challenging

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21
Q

types of stress: acute

A

short-term

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22
Q

types of stress: episodic

A

repeated short-term

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23
Q

types of stress: chronic

A

long-term

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24
Q

why is stress good?

A
  • keeps us alive
  • maximize offspring survival
  • activate immune response
  • energy to pursue goals
  • social connection
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25
biology of stress: endocrine system
stress hormones - epinephrine, norepinephrine
26
biology of stress: nervous system
sympathetic nervous system alerts to threat to activate fight or flight response - dulls pain
27
biology of stress: immune system
may be activated to fight, if releasing lymphocytes to to fight: it suppresses the immune system
28
biology of stress: cardiac system
heart rate + blood pressure increase, blood directed to essential organs
29
biology of stress: digestive system
shuts down to allow resources to go to skeletal muscles, release sugar and fat (energy) from storage
30
coping: problem-focused
try to minimize actions to keep it from happening again, to tackle the problem by finding the underlying cause
31
coping: emotion-focused
rationalize what happened, minimize the negative emotional effect the stress has on you - ex: distraction, mediation, alcohol
32
coping: locus of control
individual's perception about the underlying causes of events in his/her life
33
coping: effective coping methods
- lower your expectations - ask others for help - take responsibility
34
what is sleep?
a periodic, natural loss of consciousness
35
sleep: why do we do it?
1) physical protection - choose a safe place out of harms way 2) physical changes - physical growth - hormone released - recovery - body cannot restore + repair itself 3) mental changes - process memories, spark creativity
36
biology of sleep: circadian rhythm
circadian rhythm = internal clock - biological cues that tell an organism to work, eat, rest, and sleep
37
biology of sleep: cortisol & melatonin levels
⋅ when melatonin increases, cortisol levels drop ⋅ when cortisol levels rise, melatonin levels start to go down
38
biology of sleep: differences in mania & depression
mania = less sleep depression = more sleep
39
stages of sleep: REM
⋅ rapid eye movements ⋅ awake-like brain activity ⋅ dreams occuring ⋅ if awoken, remember dreams
40
stages of sleep: NREM 1
- lightest sleep - may experience hallucinations
41
stages of sleep: NREM 2
- medium sleep - sleep spindles
42
stages of sleep: NREM 3
- deepest stage of sleep - brain emits delta waves - hard to awaken
43
sleep disruption: what happens with insufficient sleep?
- worsened mood + increased risk for depression - cognitive decline - decreased focus - weakened immune system
44
healthy sleep practices
- use bed only for sleeping - sleep + wake same time every day - quiet, cool, dark environment
45
what is a psychological disorder?
a syndrome marked by a clinically significant disturbance in an individual's cognition, emotion regulation, or behavior
46
psychopathology frameworks: medical model
- mental illness - diagnosed based on clear symptoms - biological cause - biological treatment
47
psychopathology frameworks: biopsychosocial model
- psychological disorder - diagnosis from understanding all three factors - caused from factors including + beyond psychology - treatment = medication + therapy
48
psychopathology frameworks: pros + cons of labeling
pros: - order + describe complex behaviors - predict course of disorder - determine/access appropriate treatment - allow for research cons: - stigmatizing - subjective - fatigue
49
commonalities of diagnoses
clinically significant disturbance in an individual's cognition, emotional regulation, or behavior
50
anxiety disorders: GAD
- excessive anxiety + worry - difficult to control worry - restlessness, easily fatigued, difficulty concentrating - clinically significant distress or impairment
51
anxiety disorders: PTSD
- exposure to actual or threatened death, serious injury, or sexual violence - beginning after traumatic events - avoidance of stimuli associated - negative alterations in cognitions + mood - alterations in arousal + activity
52
mood disorders: bipolar disorder
- severe mood swings between major depressive episodes and manic episodes - inflated self esteem, decreased need for sleep, more talkative and distractive - clinically significant distress
53
mood disorders: depression
- sadness, lethargy, inactivity and feelings of helplessness and hopelessness - genetic link - behavioral changes: slower motor reactions - cognitive changes: cognitive distortions - physical changes: alters immune functioning
54
therapy approaches: biomedical therapy
- change brain chemistry with prescribed drugs - change circuitry with electricity, magnetic impulses, or surgery - shock therapy: ECT (old, sunsafe) -> TMS (newer)
55
psychotherapy: psychoanalysis
goal: bring repressed feelings into awareness to identify disorder origin techniques: - emphasis on childhood experiences - freud: resolve id-ego-superego conflict - today: focus on relationships
56
psychotherapy: humanistic
goal: reduce inner conflict that interferes with self-fulfillment and growth techniques: - provide acceptance + unconditional positivity - therapist actively listens without offering insight - echo, restate, or seek clarification
57
psychotherapy: behavioral
goal: unlearn problem behaviors via operant + classic conditioning techniques: ⋅ ABA ⋅ aversive conditioning: - pair a negative stimulus with negative repsonse ⋅ exposure therapy: - pair trigger stimulus with an adaptive response
58
psychotherapy: cognitive
goal: change emotional reactions via changing problematic thought processes techniques: - reveal, test, and change beliefs/thoughts - CBT: alter thoughts + actions together - DBT: new processes to accept thoughts, tolerate distress + regulate emotions
59
psychotherapy: groups
goal: work on common hurdles with peers techniques: - practice social behaviors - see that others share the same struggles - offer support + connection
60
what is evidence based practice?
clinical decisions guided by research evidence + clinical expertise

PSYCH 1000 (4 decks)

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