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MCAT > Psychology and Sociology > Flashcards

Psychology and Sociology Flashcards

1
Q

layers of the skull

A

skin, periosteum, bone, dura mater, arachnoid matter, pia matter

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2
Q

primary motor cortex location

A

precentral gyrus just in front of central sulcus tat divides frontal and parietal lobes, it initiates voluntary motor movement by sending neural impules down spinal cord, some areas take up more space than others depending on need for fine motor control

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3
Q

broca’s area

A

most commonly on left side of frontal lobe (though can be on right depending on dominance) fundamental to speech formation

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4
Q

somatosensory cortex

A

located on the psotcentral gyrus just behind the central sulcus part of the parietal lobe part of somatocsensory information processing

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5
Q

wernicke’s area

A

associated with language reception and comprehension on the temporal lobe, usually on the left side dominant hemisphere

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6
Q

basal ganglia

A

helsp mainain smooth movemens and maintain postural stability, with loss of the dopaminergic neurons in the basal ganglia will see parkinsons

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7
Q

dopamine and schizophrenia

A

theory that this mental illness occurs due to too much dopamine or oversensitivity to it in the brain

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8
Q

GABA and glycine

A

gamma aminobutyric acid produces inhibitory post synaptic potentials thought to play a role in stabilizing neural activity in the brain, causes hyperpolarization of the psotsynaptic membrane, glycnie increase chloride influx into neuron also hyperpolarizing

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9
Q

glutamate

A

excitatory neurotransmitter has numerous functions in the body including bonding ndma receptors

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10
Q

innate behavior vs learned behavior

A

genetically programmedas a result of evolutionand seen in individuals regardless of environment or experiences, vs based on experience and environment

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11
Q

family studies

A

assume thatgenetically related individuals are more similar genotypically than unrelated individuals so researcher compare rates of a given trait among family members to those among unrelated individuals, limited in that they annot distinguish environental factors from genetic factors

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12
Q

twin studies

A

compare concordance rates (likelihood of both twins exhibiting same trait) between identical and fraternal twins

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13
Q

primitive reflexes that dissapear with age

A

rooting reflex - automatic turning of head in direction of stimulus that touches cheek such as nipple during feeding
moro - flinging arms out in response to abrupt movements of their head
babinski - toes spread apart when sole of foot is stimulated
grasping reflex - fingers close arond objects placed in hands

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14
Q

sensation vs perception

A

sensation aligns with transduction which is conversion of physical stimuli of the external environment into electrical signals of the nervous system. Perception is processing this information to make sense of its significance

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15
Q

common types of sensory receptors

A

photoreceptors - respond to EMS waves
hair cells - respond to movement of fluid in inner ear structures
nociceptors - respond to pain or noxious stimuli
thermoreceptors - respond to changes in temp
osmoreceptors - respond to osmolarity of blood
olfactory receptors - respond to scent
taste receptors - respond to dissolved compounds

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16
Q

types of threshold (3)

A

absolute - minimum stimulus energy needed to activate sensory system, does not always impact perception** think subliminal
threshold of conscious perception - the threshold to cause conscious acknowledgement of a stimulus
Difference threshold - minimum difference in maagnitude between two stimuli before one can perceive the difference

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17
Q

weber’s law

A

there is a constant ratio between the change in stimulus magnitude needed to produce a just-noticable-differenece and the magnitude of the original stimulus, generally accurate for all sensory modalities except extreme high and low ends of each range

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18
Q

rods and cones

A

cones are used for color vision and see small fine details, rods are for reduced light permitting night vision

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19
Q

the medial receptors of the eye (which are seeing the temporal vision) do what at the optic chiasm

A

cross, then they become part of the optic tract

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20
Q

parallel processing

A

ability to simultaneously analyze and cobine info regarding color, shape, and motion, when compared to our memories to determien what is being viewed

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21
Q

ciliary body and cilliary muslce

A

produces aqueous humor that bathes the front part of the eye before draining into canal of schlemm, muscle is under parasympathetic control and as it contracts it pulls on suspensory ligaments to change shape of lens allowing for accomodation

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22
Q

vitrious humor

A

transparent gel that supports the retina

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23
Q

3 ossicle bones and their order

A

tympanic membrane, malleus, incus, stapes oval window

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24
Q

parts of the inner ear (3)

A

cochlea - hearing apparatus with organ of corti on a baasilar membrane with hair cells bathed in endolymph, has a round window to permit movement
vestibule - utricle and saccule for linear accelerations with otoliths that resist with motion
semicircular canals - rotational accelearation judged by swelling on the end called ampulla with hair cells so that different rotations can be detected

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25
Q

lateral geniculate nucleus of thalamus receives ___ sensory info, while medial geniculate nucleus receives ____

A

visual, auditory

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26
Q

smell pathway

A

nose to olfactory receptros on olfactory nerves which then send signals to the olfactory bulb and relay this to the olfactory tract which goes to the rest of the brain

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27
Q

4 different somatosensation types

A

pressure, vibration, pain, and temp

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28
Q

habituation

A

repeated exposure to the same stimulus causing a decrease in response

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29
Q

Dishabituation

A

recovery of repsonse to a stimulus after habituation has occurred, often happening when a 2nd stimulus is presented that interrupts the already habituated process thereby causes an increase in response to the ORIGINAL stimulus***

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30
Q

associative learning

A

pairing between stimuli or behavior and response, two types classical and operant conditioning

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31
Q

classical conditioning

A

works because first and foremost some stimuli cause innate or reflexive physiological response (salivating at smell of bread or sight of my beautiful wife or recoiling when hearing a loud noise), this is an unconditioned stimulus and unconditioned response. Stimuli that don’t produce a reflexive response are neutral stimuli. Neutral stimuli can be converted into conditioned stimuli that thru association causesa a reflexive conditioned response.

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32
Q

classical conditioning is also called

A

acquisition

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33
Q

extinction

A

if a conditioned stimmulus is presented without the unconditioned stimulus enough times, the organism can be habituated to the conditional stimulus and stop a conditioned response

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34
Q

spontaneous recovery

A

in case of extinction of a conditioned response, it is not always permanent sometimes if a conditiond stimuus is presented again after some time a weak conditioned response can be exhibited

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35
Q

generalization vs discrimination

A

broadening effect by which a stimulus similar enough to the conditioned stimulus can also produce a conditioned response (little albert)

an organism learns to distinguish between two similar stimuli

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36
Q

operant conditioning

A

links voluntary behavior with consequences in effort to alter frequency of those behaviors - positive reinforcement adding a positive consequences, negative reinforcement by removing something unpleasant, positive punishment adding an unpleasant consequence to behavior, negative punishment removing a pleasant stimulus as a consequence of behavior

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37
Q

2 types of negative reinforcement

A

escape learning - behavior to reduce unpleasantness of something that already exists like aspirin for a headache
avoidance learning - prevent unpleasantness of something that has yet to happen

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38
Q

reinforcemen schedules (4)

A

fixed ratio - reinforce a behavior after specific number of performances of that behavior, can be continuous if it is every time
variable ratio - random intervals
fixed interval - reinforce a behavior after a specified time period has elapsed
variable interval - reinforce a behavior after a variable interval of time

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39
Q

what reinforcement schedule works fastest for learning new behavior and is most resistant to extinction

A

variabler atio

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40
Q

shaping

A

process of rewariding increasingly specific behaviors

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41
Q

latent learning

A

learning that occurs without a reward but that is spontaneously demonstrated once a reward is introduced

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42
Q

preparedness

A

idea that not all behaviors can be taught using operant conditioning as many animals are predisposed to learn something based on their own natural abilities and instincts, (you can’t train a raccoon to place coins in a piggy bank as it goes against their natural food gathering instinct

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43
Q

difficulty in overcoming instinctive behaviors is

A

instinctive drift

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44
Q

observational learning

A

leaning new behavior or gaining info by watching others, different than imitation because can be used to teach individuals to avoid behavior as well if they see bad consequences

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45
Q

mirror neurons

A

located in frontal and parietal lobes of cerebral cortex that fire both when an individual performs an action and when that individual observes someone else performing that action

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46
Q

encoding

A

processof putting new information into memory, either automatic processing (abosrbed passively from environment) and controlled processing (trying to memorize)

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47
Q

different types of encoding

A

visual, acoustic, or semantic (put it into meaningful context, this is the stronges and visual encoding is the weakest)

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48
Q

self reference effect

A

we tend tor ecall info best when we can put it into the context of our own lives

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49
Q

maintenance rehearsal

A

repetition of a piece of info to keep it wihint the working memory to rpevent forgetting or to store it in short term and eventually long tem memory

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50
Q

method of loci

A

involves asociating each item in a list with a location along a route through a building that has already been memorized

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51
Q

peg word system

A

associates number with items that rhyme or resemble the numbers

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52
Q

chunking or clustering

A

memory trick that involves taking individual elements of a large list and grouping them together into groups of elements with related meaning

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53
Q

sensory memory

A

very short term memory generally under 1 second consisting of iconic (visual) and echoic (auditory) memory

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54
Q

short term memory

A

fades quickly over 30 seconds without rehearsal, typically liited in capacity to approx 7 items (7 + or - 2 rule), housed in hippocampus

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55
Q

working memory

A

similar to short term memroy, enables to keep a few pieces of info in our conscious simultanesously and to manipulate that information (simple math in head)

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56
Q

long term memory

A

moved from hippocampus to cerebral cortex, uses elaborative rehearsal which is association of information to knowledge already s tored in long term memory

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57
Q

2 types of longterm memory

A

implicit - our skills and conditioned responses
explicit - require conscious recall, either semantic (facts) or episodic (experiences)

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58
Q

retrieval

A

name given to process of demosntrating that something has been learned and retained

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59
Q

recognition

A

identifying a piece of info previously learned far easier than recall

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60
Q

relearning

A

idea that it is easier to rememorize a list muc more quickly 2nd time thru, as well as that spacing effect longer time between sessions improves retention of info later on

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61
Q

spreading acivation

A

idea that when one node of our semantic network is activated such as seeing the word red on a sign, other linked concepts around it are unconsciously activated known as spreading activation

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62
Q

korsakoff syndrome

A

memory loss caused by thiamine deficiency in the brain, marked by retrograde amnesia loss of previous memories and anterograde amnesia inability to form new memories, sometimes confabulation greation of vivid fabricated memories will occur

63
Q

agnosia

A

inability to recognize objects, people, or sounds, usually only one of the three

64
Q

decay

A

natural memory loss with sharp recall falling after 1-2 days before leveling off

65
Q

proactive itnerference vs retroactive interference

A

retireval errors caused by existence of other usually similar info, proactive when old info is interfering with new learning, and retroactive when new info causes loss of old info

66
Q

aging and memory

A

does not necessarily lead to memory loss, prospective memory (remembering to perform a task at some point in the future) remains intact, bu time based prospective memory (such as taking a pill every day at 7am), does decline

67
Q

source monitoring error

A

confusion between semantic and episodic memor, when a person remembers detail of event but confuses the context under which those detailes were gained, manifests when a person hears a story of something that happened to someone else and later recalls it as happening to themselves

68
Q

increased efficiency of release of neurotransmitters into cleft and reception on the other side thru increased up regulation of receptors is a concept called

A

long term potentiation

69
Q

4 key pillars of information processing model

A

-thinking requires sensation, endcoding, and storage of stimuli
-stimuli must be analyzed by the brain (rather than responded to automatically) to be useful in decision making
-decisions made in 1 situation can be extrapolated and adjusted to help solve new problems (situational modification)
-problem solving is dependent not only on one person’s cognitive elvel but also on the context and complexity of the problem

70
Q

piaget’s 4 stages of cognitive development

A

sensorimotor
preoperational
concrete operational
formal operational

71
Q

2 mechanisims that new information is processed into existing schemata (adaptations

A

assimilation - classifying new info into existing schemata
accomodation - existing schemata are modified to encopass new information

72
Q

circular reactions (primary and 2ndary)

A

ways that a child learns to manipulate environment during sensorimotor stage, includes primary which is repitition of a body movement that originally occured by chance sucha s sucking the thumb usually then repeated because child finds it soothing, and 2ndary, when manipulation is focused on something outside the body, such as repeatedly throwing toys from a high chair.

73
Q

____ begins to end the sensorimotor stage of developmeont because it marks beginning of representational thought

A

object permanence

74
Q

componnets of preoperational stage of development

A

symblic thinking such as pretending and imagination, egocentrism inabilty to imagine how others feel,

75
Q

components of concrete operational stage

A

children can understand perspectives of others and engage in logical thought with concrete objects, no ability to think abstractly yet

76
Q

mental set

A

tendency to approach similar problems similar ways, can impede problem solving if there is an inapproprieate one

77
Q

types of problem solving (4)

A

tiral and error - less sophisticated where solutions are tried until one is found to work
algorithm - formula for solving a type of problem
deducive reasoning - start with a set of rules and draw conclusionf romt he info given
inductive reasoning - create a theory via generalizations from specific instances

78
Q

heuristics

A

simplified principles or rules of thumb used to make decisions

79
Q

disconfirmation principle

A

when a potential solution to a problem fails during testing, the solution should be discarded, sometimes it is not due to confirmation bias or oveconfidence

80
Q

recognition primed decision model

A

ability to act on perceptions that may not be supporetd by available evidence through experience and pattern recognition, intuition

81
Q

7 componeontes of multpile intelligences

A

linguistic, logical-mathematical, musical, visual-spatial, bodily-kinesthetic, interpersonal and intrapersonal

82
Q

IQ formula

A

mental age/chronological age x100

83
Q

reticular formation and what does injury to this area of the brain result in

A

neural structure in brainstem to keep the cortex awake and alert thru communication with fibers form the prefrontal cortex, results in coma

84
Q

5 brain waves on eeg and how they correspond to sleep

A

beta waves - active concentration brain
alpha waves - relaxing with eyes closed
theta waves - represent stage 1 of sleep on eeg
sleep spindles and k complexes - stage 2 of sleep
delta waves - stage 3 and 4

85
Q

stages of sleep

A

NREM (stage 1-4) and REM where arousal levels reach that of wakefulness but mscles are paralyzed, is the stage of dreaming

86
Q

hypnagogic and hypnopompic hallucinations

A

occur when one is going to sleep vs ones thatw ake one out of bed

87
Q

REM rebound

A

people who are permitted to sleep normally after sleep deprivation see earlier onset and greater duration of REM sleep compared to normal

88
Q

hypnosis

A

state in which a person appears to be in control of normal functions but is highly suggestible state, does have some scientific merit for pain control or therapy or memory recall but sometimes these memories can be false

89
Q

types of cconsciouss alteing drugs

A

depressants - relaxation and reduced anxiety, alcohol, barbituates and benzos (all of these increase gaba activity)
stimulants - increase arousal of nervous system, amphetamines, cocaine, ecstasy MDMA (these all work different mechanisms but decrease reuptake of neurotransmitters)
opiates and opioids - decreased reaction to pain and sense of euphoria, morphine, oxycodone, hydrocodone, codeine, heroin (all act on opioid receptors)
hallucinogens - hallucinate and distort reality, LSD, peyote, ketamine, (unknown mechanism)
marijuana - THC acting on cannabinoid receptors and inhibiting GABA activity and increasing dopamine, stimulant depressant andhallucinogen

90
Q

cocktail party phenomenon

A

component of selective attention, the diea that you can hear your name even when you aren’t listening and paying attention to something else, selective attention is a filter that allows us to focus on one thin while allowing other stimuli to be processed in the background and only if particularly important do we shift our attention to them

91
Q

divided attention

A

ability to perform multiple tasks at same time, new or ocomplex often require conrolled or effortful processing, but automatic processing can be for other activities

92
Q

5 basic components of language

A

phonology - actual sound of language
morphology - structure of words (re-design-ed)
semantics - assocatiation of meaning with a word
syntax - how words are put together to form sentences
pragmatics - context of language and manner we speak which may differ depending on relationship to that audience (could I please share this seat vs hey buddy move over)

93
Q

timeline of age acquisition

A

9-12 months babbling
12-18 months one word per month
18-20 monoths explosion of language and combining words
2-3 years - longer sentences
5 years - language rules largely masered

94
Q

nativist vs learning vs social interactionist theory of language

A

idea that language is innate and there is a critical period for acquisition vs reinforcement and operant conditioning vs interplay between biological and social processes

95
Q

whorfian hypothesis or language relativity hypothesis

A

suggests that perception of reality and the way we tihinnk about the wrold is determined by the content of language

96
Q

broca vs wernicke’saphasia

A

broca is expressive, can understand but absent ability to produce spoken language, having words on tip of tongue, vs wernicke’s has fluid speech but lack of comprehension so nonsensical speech occurs

97
Q

extrinsic moivation vs intrinsic

A

rewards for showing dseired behavior or avoiding punishment if desired behavior is not achieved, vs driven by interest in a task or pure enjoyment such as learining a new course for fun

98
Q

instinct theory of motivation

A

idea that humans are driven by 20 physical instincts and 17 mental ones, but that these were in direct conlfict with each other and can be overridedn by experience

99
Q

arousal theory of motivation

A

idea that motivation is influenced by state of being awake and reactive to stimuli, and that people perform actions in order to maintain an optimal level of arousal

100
Q

yerkes dodson law

A

postulates a u shaped function between the level of arousal and performance, states that performance is worst at extremely high and low levels of arousal and optimal at some intermediate level

101
Q

drive reduction theory of motivation

A

idea that drives are internal states of tension that activate particular behvaviors focused on goals without extreinsic factors, primary are need for water food and warmth to maintian homeostasis, secodnary are based on emotion or life goals of feeling, drive reduciton theory explains that motivation is based on goal of eliminating uncomfortable states,

102
Q

need based theory of motivation

A

maslows hierarchy of needs that requires the lowest level o be met

103
Q

incenive theory of motivation

A

idea that behavior is motivated not by need or arousal but desire to pursue rewards and avoid punishment

104
Q

expectancy value theoryof motivation

A

idea that amoutn of motivation needed to reach a goal is result of both individuals expectation of success in reaching the goal and degree to which eh or she values suceeding at the goal

105
Q

opponent process theory of motivation

A

idea that when a drug (most often) is taken repeatedly the body willa ttempt to counteract the ffects by changing its physiology, for example, withdrawal and tolerance

106
Q

3 responses to emotion

A

physiologic
behavioral - body language or facial expression
cognitive response - subjective feeling of what is being experienced

107
Q

james lange theory of emotion

A

sstimulus results in first physiological arousal wich leads to secondary response which emotion is labeled, (getting cut off on highway raises heart rate which then causes anger), studies have proven this to be false as spinal cord injury patients have same level of emotions

108
Q

cannon bard theory of emotino

A

idea that physiological arousal and feeling an emotion occur at the same time

109
Q

schachter singer theory of emotion

A

idea that both arousal and labeling of arousal based on environment must occur for an emotion to be experienced, an individual must consciously analyze the environment in relation to the nervous system arousal

110
Q

system of the brain largely associated with emotion and motivation

A

limbic system

111
Q

amygdala function

A

signals the cortex abotut stimuli related to attention and emotions, process the environment, detects external cues, and learns from persons surroundigns to produce emotion

112
Q

thalamus function

A

preliminary sensory procesing station, routes information to the cortex and other appropriate areas of the brain

113
Q

hippocampus function

A

creating long term memories,

114
Q

explicit and implicit memories

A

explicit is remembering the emotion associated and the event and story itself, implicit is the actual feelings retrieved

115
Q

cognitive appraisal of stress

A

subjective eval of a situation that induces stress, has 2 stages primary and 2ndary

116
Q

primary cognitive appraisal of stress

A

initial eval of the environment and associated threat, can be irrelevant, benign or positive, or stressful, if is found to be a threat then stage 2 begins

117
Q

secondary cognitive appraisal of stress

A

evaluating whether the organism can cope with the stress, involves eval of harm or damage caused by event, potential for future damage caused by event, and challenge (potential to overcome and benefit from event)

118
Q

stressors

A

external condition or event that causes a stress response, can be either distressing (unpleasant) or eustress (positive events like graduation)

119
Q

conflict stress categories

A

approach approach conflict - need to make choices between two desirable options
avoidance avoidance conflict - choice between two negative options
approach avoidance conflict - only one choice or goal that would ahve positive and negative elemetns

120
Q

general adaptation syndrome stages (3)

A

alarm - initial reaction tot he stressor and activation of sympathetic NS,
resistance - continuous release of hormones allows sympathetic nervous ssystem remain engaged to fight the stressor
exhaustion - body can no longer maintain elevated response with sympathetic enrvous system activity, increased susceptibility to illnesses and medical conditions and deterioration of organ systems can occur

121
Q

self concept and self schema

A

answers to the question who am i? and self given label that carries a set of qualities with it

122
Q

gender identity

A

describes person’s appraisal of self on scales of masculinity of femininity, androgyny being state of simultaneously masculine and feminine, and undifferentiated being a term low on both scales

123
Q

ethnic identity

A

refers to ones heritage, ancestry, culture and language that form identity for an individual on a racial group, not to be confused with nationality identity which is poltical country based on the shared history, media, cuisine, national symbols

124
Q

hierarchy of salience

A

organization of identities such that we let the situation at hand dictate the identity that holds most importance to us at any given moment, salience is determined by the amount of work invested into the identity, rewards and gratification of the identity, and self esteem associated with the identity

125
Q

self discrepancy theory

A

idea that there are 3 selves to each of u, our actual self (the way we see ourselves as we currently are), ideal self (person we would like to be) and our ought self (representation of the way others think we should be), generally the closer these are to each other the higher the self esteem and self worth

126
Q

self efficacy

A

our belief in our ability to succeed

127
Q

learned helplessness

A

when an individual faces a negative uncontrollable situation causing them to stop trying to change their situation even when they have the ability to do so

128
Q

locus of control

A

the way we characterize influences in our lives either internal believing control of own fate or external feeling that luck or external forces are why the outcome was determined

129
Q

freud 5 stages of psychosexual development

A

oral (0-1 year) gratification through interaction with environment with mouth
anal (1-3 year) gratification gained thru elimination and retention of waste materials
phallic or oedipal stage for male and electra conflict stage for female (3-5 year) male child envies father’s intimate relationsip with his mother and fears castration, wishes to possess his mother but feels guilty about this, must identify with father and resolve this conflict called sublimation
latency phase (until puberty)
genital stage (puberty onward) if prevous stages have reoslved, then will enter into normal heterosexual relationships but if not then homosexuality asexuality or fetishism may develop

130
Q

Freud’s theory

A

that human psychology and sexuality are inextricably linked that as opposed to laying dormant until puberty libido is present at birth, and libidinal energy and the drive to reduce sexual tension is the underlying dynamic force to account for human psychological processes.

131
Q

Erikson theory of psychosocial development

A

idea that personality is based on series of crises that derive from conflicts between needs and social demands, it is possible to fail at any stage but this is not required to move onto the next, but success in answering essential existential quesiton imbue the individual with skills and traits carried into subsequent stages

132
Q

Erikson’s 8 stages of crisis in development

A

Trust vs mistrust (0-1) feeling trusting of environment vs suspicious of world
Autonomy vs shame and doubt (1-3 year) feel able to exert control over world and self restraint vs sense of doubt and external locus of control
Initiative vs guilt (3-6 year) sense of purupse and ability to enjoy accomplishments, vs overcome by fear so much that may restrict self or overcompensate by showing off
industry vs inferiority (6-12 year) feeling competent and able to exercise abilities and intelligence to affect world, vs feeling inadequate inability to act competent manner and low self esteem
identity vs role confusion (12-20) physiological revolution favorable outcome is fidelity to see oneself as unique and integrated vs confusion about identity and amorphous personality
Intamcy vs isolation (20-40) love and intimate relations with others and commiting to relationship, vs alienation and distancing self from others
generativity vs stagnation (40-65) being capable productive member of society vs self indulgent, bored, and self centered
old age (65+) integrity vs despair either wisdom with assurance in meaning of life, dignity and acceptance of death vs worthless life and fear of death

133
Q

kohlber’s theory of personal development

A

idea that moral thiking, as cognitive abilities grow we are able to think of world in more complex and nuanced ways and this resolves moral dilemmas and perception of right and wrong

134
Q

kohlberg’s 3 phases with two stages each

A

preconventional morality (obedience concerned with avoiding punishment and self interest about gaining rewards)
conventional morality (conformity to right and wrong and law and order that social order is highest regard)
posteconventional morality (social contract where moral rules are conventions desinged to ensure greater good and universal human ethics where decisions should be made in consideration of abstract principles)

135
Q

what groups of people have preconventional, conventional, and postconventioanl morality according to kohlberg’s theory

A

preconventional is juvenile, conventional is adolescents to most adults, postconventional is a subset of adults with more advanced moral reasoning skills than average population

136
Q

Vygotsky theory of cultural and biosocial development

A

idea that child’s internalization of various aspects of culture and cognitive activity develop accordingly, idea that skills that are not fully developed are in the zone of proximal development and require a more knowledgable other typically an adult to succeed

137
Q

theory of mind

A

ability to sense how another’s mind works for example understanding how a friend is interpreting a story you tell

138
Q

psychoanalytic or psychodynamic theory of personality (mainly freud)

A

idea that personality has 3 major identities, id that is basic urges to survive and reproduce and have pleasure now not later, ego which operates in reality and guides or inhibits activty of id, and superego which is perfectionist judging our actions as success or failure

139
Q

conscious vs preconscious vs unconscious (freud psychodynamic theory of personality)

A

conscious is assessed, thoughts we aren’t aware of currently is preconscious, and repressed thoughts are unconscious

140
Q

defense mechanisms as recourse by ego for relief of anxiety caused by id and superego that dieny or distort reality and operate unconsciously (8)

A

repression - forcing undesired thoughts into unconscious
Suppression - consciously removing an idea or feeling from consciousness
regression - reversion to earlier developmental state
reaction formation - unacceptable impulse turned into its opposite (coworkers fight all the time because they are attracted to each other)
projection - attribution of wishes desires or thougths onto someone else
rationalization - justificaiton of attitudes, beliefs, or behaviors
displacement - changing target of emotion
sublimation - channeling unacceptable impulse into socially acceptable direction

141
Q

Jung’s ideas of the unconscious

A

that there is personal unconscious similar to freud but also collective unconscious a powerful system shared among all humans considered ar esidue of experiences of early ancestors, building blocks of common experiences and are referred to as archetypes

142
Q

Jung’s archetypes (4)

A

persona - aspect of personality we present to the world
anima - man’s inner women
animus - women’s inner man
shadow - unpleasant and socially reprehensible thoughts in our consciousness

143
Q

Jung had 4 dichotomies of personalities that went on to form the ground work for myers briggs type inventory, list them

A

extraversion vs introversion
sensing vs intuiting
thinking vs feeling
judging vs perceiving

144
Q

fictional finalism

A

psychological theory of perosnality that individual is motivated more by expectations of future than of past experiences

145
Q

Karen Horney theory of personality

A

idea that neurotic personaltieis are goverend by one of ten neurotic needs each directed toward making life more bearable but if they are disproportionite in intensity, indiscriminate in appliation, partially disregard reality, or have atendency to provoe intense anxiety are all where these becoem problematic

146
Q

humanistic perspective of personality

A

focuses on a person centered approach rahter than reducing an individual to behaviors or drives

147
Q

kurt lewin force fiel dtheory

A

puts little stock in constraints on personalitie such as fixed traits or habits or structures, the file id one’s state of mind which was simply the sum of nfluences on the individual at hta time

148
Q

peak experience

A

profound and deeply moving experiences in a person’s life that have an important and lasting effect on the individual

149
Q

george kelly’s personal construct psychology

A

idea that the human is a scientist and devise and test predictions about behavior of significant people in his or her life, constructing a scheme of anticipation of what others will do base don knowledge, perception, and relationships with other people

150
Q

carl roger’s client or person centered nondirective therapy

A

therapy approach that believes people ave freedom to control their behavior are not slaves ot unconscious nor subjects of faulty learning

151
Q

unconditional positive regard

A

therapeutic technique developed by carl rogers where a therapist accepts the client completely and expreses empathy to promote a positive therapeutic environment

152
Q

big five traits of personality

A

openness
conscientiousness
extraversion
agreeableness
neuroticism

153
Q
A

MCAT (7 decks)

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