PYB100 Flashcards

Question

Nature vs nuture

Answer 1

Children have a temperament (inherent personality traits) which develop more through life experiences

Answer 2

Contexts/situations are important for explaining personality, different situations arise different behaviours, therefore personality is not predictable across all situations Interactionism: test personality through combining traits and situations together Aggregation: considering multiple traits to better map out personality

Answer 3

Attitude: evaluation of behaviour (good or bad) Subjective norms: what might people think if I do this behaviour? Perceived Behavioural Control: How easy it is to perform this behaviour?

Answer 4

Elaboration Likelihood Model: Elaboration (how much people think or elaborate on your message) Central Route: High cognitive energy use, high understanding of message, stronger attitudes generated about topic, high impact on behaviour Peripheral Route: Low cognitive energy, low understanding of message, weak attitudes and weak behaviours enforced by argument

Answer 5

Inconsistent thoughts create psychological tension (dissonance), need for consistent cognition achieved by: Creating new cognitions Changing the behaviour Justifying behaviour Festinger and Carlsmith: Testing if $20 vs $1 people would feel justified in lying about the task being enjoyable (20$ had sufficient justification for lying and did not face cognitive dissonance) ($1 did not have sufficient justification, they felt guilty (cognitive dissonance) and then began to convince themselves that the test was fun to reduce cognitive dissonance (guilt)

Answer 6

Personal attribution: attributing behaviour to personal characteristic Situational attribution: attributing behaviour to external factors Attribution gives people a comfortable sense of prediction of our surroundings

Answer 7

1. Seeing behaviour 2. Attributing it to personal characteristics (personal attribution) 3. Attributing it to external factors (situational attribution) Tendency to overlook external factors Considering external factors requires more cognitive effort

Answer 8

Our sense of self is derived from our group memberships Ingroup vs outgroup

Answer 9

Relative deprivation: belief that the ingroup is deprived of resources Positive Contact: Positive interactions one on one, co-operative activities (Robbers Cave Study), removes influence of group memberships on identity Intergroup Contact: Interactions between groups, reduces prejudices

Answer 10

Conformity: observing others and copying Compliance: being told what to do and obeying Obedience: being directed by authority and obeying

Answer 11

Testing to see if people deliberately misjudge the length of the stick to fit in

Answer 12

Testing to see if people would obey authority and administer shocks despite being morally challenged

Answer 13

Initially: US produces UR Then: CS produces CR Present CS (bell) and then US (food) repeatedly Dog associates CS with US, then the UR will become associated with CS and transfer over to the CS, transforming into a CR

Answer 14

Present CS repeatedly without US until CR goes away

Answer 15

Little Albert CS (rat) US (noise) CR (fear) UR (fear)

Answer 16

Extinction causes: Forgetting, unlearning (CS presents absence of US) of fear Spontaneous Recovery: Unexplained recovery of fear response after successful extinction Renewal Effect: Fear comes back if CS is presented in context different from extinction context Reinstatement: Emergence of CR after encounter with US alone after extinction

Answer 17

Strengthening Extinction learning: make it stronger relative to initial learning Memory Reconsolidation: make original memory vulnerable for a a bit after retrieval and then use an intervention within that vulnerable period to reduce anxiety Reducing Renewal with unpaired extinction in a different context: US (shocks) were not paired with CS, US (shocks) occurred randomly. Disrupts originally learned CS-US association, shows that CS is no longer associated with US Standard extinction to reduce spontaneous recovery: show CS without US repeatedly (0 shocks). Then, after short time period, re-target the fear memory again by presenting the CS again. Presenting a reminder cue after a short time period will strengthen extinction learning (spontaneous recovery is stronger after long time periods, so targeting extinction memory after short time periods will strengthen extinction learning and reduce spontaneous recovery)

Answer 18

Rats in a skinner box Positive Reinforcement: pleasant consequence presented, behaviour increases Negative Reinforcement: unpleasant consequence withheld, behaviour increases Positive Punishment: unpleasant consequence presented, behaviour decreases Negative Punishment: pleasant consequence withheld, behaviour decreases Partial reinforcement: space out rewarding consequences to produce an increase in behaviour (maximise behaviour) Shaping behaviour.... Immediacy: To effectively shape behaviour, rewards must be administered immediately afterwards Contingency: To effectively shape behaviour, rewards must be contingent on the target behaviour (occur as a consequence of target behaviour, not just randomly) Extinction: behaviours that are not reinforced will stop

Answer 19

Learning: Most behaviours acquired by observation and modelling Performance: reinforcement will determine your behaviour Acquisition of aggressive children: performance of aggressive acts in children depended upon consequences (punishment, reinforcement, no consequence) CONSEQUENCES AFFECT PERFORMANCE BUT NOT LEARNING

Answer 20

We have almost pre-determined cognitive stages of our life. Children actively construct their understanding of the world, they are not just recipients of knowledge. Adaptation (adjusting of cognitive structures) to learn about our environment: Assimilation (New info fits into our existing way of thinking about the world) Accommodation: Changing our ways of thinking to accommodate new info Sensorimotor Stage Pre-operational Stage Concrete Operational Stage Formal Operational Stage

Answer 21

Infants constructing knowledge through co-ordinating sensory info and motor responses Object Permanence: 4-8 months (out of sight out of mind) (infant would not look for object as they assume it is hidden, it does not exist) 8-12 months (A not B error): infant looks for object in location that it has been repeatedly found, rather than its most recent location 1 yr old: A not B error is overcome - Irreversible displacement occurs: no understanding that object can be moved and placed back into its original position (they can only focus on immediate observable phenomena rather than understanding transformation of objects and actions) 18 months: object permanence mastered

Answer 22

Object permanence established by 3 months instead of 18 months Habituation Paradigm Child becomes habituated to watching car roll down track, behind the screen and out the other side Possible event: Mouse placed behind the tracks and hidden while car rolls past Impossible event: Mouse placed on the tracks but secretly removed after screen is in place, so that the car seems to roll through the mouse Infant was captivated by impossible event as they understood that object permanence would normally prevent the car from rolling through the mouse

Answer 23

2-7 years Capacity for: - Symbolic representations; using something to represent another thing (Language, pretend play) - Past and future references - Object permanence Cognitive limitations: - Perceptual Salience: focussing on the most obvious feature which overrides logical thinking - Conservation (logical thought) difficulties (an object which changes superficially should still obtain its key properties, for example, a tall vs short glass of water still has same amount of water. Child is fixated on perceptually salient larger glass and assumes its bigger) - Centration: focus on one aspect of the problem - Irreversible thought: struggle to mentally undo an action - Static thought: Tend to think about the end state rather than previous state, or transformation of state, cant understand the process of reaching the end state - Ego-centrism: can't understand other people's perspectives (visually) - Difficulty with classification

Answer 24

7-11 years Operational = mental actions - Success in object conservation tasks AND shift away from perceptual salience - Decentration: success on problem aspects at once - Reversibility of thought: mentally reverse processes and recalling previous states - Transformational thought: can understand process of change from one state to another - Seriation: arranging items along quantifiable dimension (weight and height) - Transitivity: understanding relationships between objects in a series (If A is taller than B, and B is taller than C, then A must be taller than C) - Less ego-centrism - Classification abilities: classifying objects by multiple dimensions

Answer 25

11yrs old- adult hood - Can think about thinking - Abstract thinking, creative thinking, hypothetical thinking, plan things, scientific thinking - Positive adolescent aspects: Sense of identity forming, complex thinking - Negative adolescent aspects: Confusion, idealism, rebellion

Answer 26

- Development seen from a didactic perspective (dependent upon interpersonal interaction) - Considers socio-cultural context (our learning is dependent upon the society/community we live in)

Answer 27

- Focusses on Psycho-social development - Development continues through your whole life, not just adolescence - Each age level determines a developmental stage you go through - 0-18 months: basic trust/mistrust - 1-2 years: autonomy/doubt (developing a sense of personal control) - 3-6 years: initiative/guilt (directing social situations) - 7-11 years: industry/inferiority (working with others) - teenage years: identity/identity confusion - 20s and 30s: isolation/intimacy - 40s and 60s: generativity/stagnation - 60s+: integrity/despair

Answer 28

Serves two functions: - Survival Function: taught life skills, fed/protected - Nurturance/security: comfort from caregiver, distress when they are gone We take our experiences with our primary caregiver throughout our life (feelings about ourself, belief and expectations for relationships) Early attachment predicts our social behaviours (social competence, self-control, connectedness)

Answer 29

Attachment tests happened in labs and did not reflect real world environments Only tested one caregiver, different attachment styles may occur for different caregivers Based on western culture where it is fine to leave kid alone

Answer 30

- Authoritative: High control, High communication, High maturity demands, High nurturance - Self-reliance, self-regulation, self-esteem, maturity, academic achievement, social skills, psychological adjustment - Authoritarian: High control, Low communication, High maturity demands, Low nurturance - Poor sense of self-worth, low levels of autonomy, poor sociability, heightened use of aggression, hostile world view - Permissive: Low control, Mixed communication, Low maturity demands, High nurturance - Impulsiveness and risk-taking, disobedience, poor social adjustment, dependence on others - Uninvolved: Low control, Low communication, Low maturity demands, Low nurturance - Poor psychological adjustment, poor sociability, disorganised and disoriented behaviour

Answer 31

Societal changes may disrupt its stability Different children demands Different environments Cultural insensitivity

Answer 32

- Contributes to moral development (peers will hold each other accountable unlike parents) - Practising relationships - Social competence A child's behaviour falls in the middle of what parents and peers tell them to do Peer status: - Popular, Rejected, Neglected, Controversial, Average status

Answer 33

Social Cognition: reliant on perspective-taking, which is the capacity to take the viewpoint of another person in terms of cognitions and emotions Theory of Mind: Associating thoughts, beliefs and ideas to people and then using these to predict their behaviours Social Understanding: Ability to understand others’ minds and emotions, and to appreciate the links between others’ beliefs and actions Theory of mind is a form of social understanding

Answer 34

Being sane in insane places Labelling theory: diagnosis of abnormality are labels for deviant people

Answer 35

Cultural relativity: abnormal behaviour can be influenced by cultural differences important to consider cultural impacts on diagnosis

Answer 36

Describing mental disorder (diagnosis) versus explaining it (formulation) Diagnosis is not influenced by therapy field, but formulation/treatment is

Answer 37

Internal conflicts within you, so you engage in defence mechanisms to manage these

Answer 38

Cognitive: Many psychological disorders reflect dysfunctional beliefs and cognitions Behavioural: Many psychological disorders arise from conditioned emotional responses (classical conditioning, operant conditioning) Understanding how thoughts influence feelings about events (behaviour) can help individuals manage their emotional response (behaviour)

Answer 39

Problems with the brain

Answer 40

how you were raised, how your family stuffed you up

Answer 41

more likely to have genetic pre-disposition to certain behaviour to stimuli for survival Epigenetics: stressful environment can change someone's genetics and this can be passed on to their kids

Answer 42

Genetic pre-disposition to mental disorder. Only activates when trigger by a stressor

Answer 43

Categorical: Yes or No Dimensional: Scale of 1-10 DSM ICD

Answer 44

- several symptoms present in two or more environments - Clear evidence of symptoms impacting the quality of social, school or work functioning - These symptoms are not better explained by other disorders

Answer 45

Acute/positive symptoms - Delusions - Hallucinations - Disorganised thought/speech/behaviour Chronic/negative symptoms - Emotional blunting - Apathy - Social withdrawal - Lack of spontaneous movement Hallucinations - Auditory - Visual - Somatic (body sensations) - Tactile (touch) - Olfactory (smell) - Gustatory (taste distortions) Delusions - Persecutory delusions (someone/me is being hurt) - Grandiosity (I am amazing) - Delusions of control (I can control external forces) - Delusions of reference (this event applies specifically to me) - Somatic delusions (something is wrong with my body) - Thought broadcasting (people can hear my thoughts) - Thought insertion (Someone is putting thoughts into my mind) - Thought withdrawal (someone is taking thoughts out of my mind)

Answer 46

Positive Symptoms - Poverty of content (lots of words said, but not much info conveyed) - Flight of ideas (rapid ideas, can interrupt them) - Word salad (incoherent words) - Tangentiality (answers questions by going off track) - Circumstantiality (delay in reaching end goal) Negative Symptoms - Blunted effect (less emotion expression) - Alogia (decreased quantity of speech) - Avolition (less motivated) - Catatonia (abnormal movement or behaviour AKA catalepsy (complete stillness) or negativism (uncooperative behaviour))

Answer 47

Symptoms are 2 weeks in persistent fashion Five symptoms needed: One being: - Persistent sad mood - Anhedonia (lost of interest in things) Remainder from: - increase/decrease in weight - increase/decrease in sleep - agitation - fatigue - worthlessness - difficulty concentrating - death/suicidal thoughts

Answer 48

World (seeing the world with hostility - feelings of hopelessness) Self (negative view of self - feelings of worthlessness) Future (negative view of future - feelings of despair)

Answer 49

Electrocuting dogs until they give up

Answer 50

Criteria A: Person must have been exposed or related to an incident Criteria B: Traumatic event revisited consistently Criteria C: Avoidance of trauma-related stimuli Criteria D: Negative alterations to cognitions and mood Criteria E: Alterations in arousal and reactivity

Answer 51

Reduce strength of fear memory by reducing strength of emotion tied to it Removing old meaning and replacing with new meaning Removing emotional influences on meaning

Answer 52

Instability in relationships, and impulsivity - Fear of abandonment - Unstable self-image - Consistent sadness/worthlessness - Self injury

Answer 53

Anorexia Nervosa Bulimia Nervosa

PYB100 Flashcards

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