The document provides an overview of the key topics covered in an AP Psychology study guide, including:
1) The history and approaches of psychology including structuralism, functionalism, psychoanalytic/dynamic, behavioral, humanistic, cognitive, evolutionary, biological, sociocultural, and biopsychosocial approaches.
2) Research methods such as experiments, case studies, descriptive statistics, inferential statistics, naturalistic observation, and correlation.
3) The biological basis of psychology including neurons, neurotransmission, brain areas such as the hindbrain, midbrain, and forebrain, plasticity, and the interaction of nature and nurture.
The document provides an overview of the key topics covered in an AP Psychology study guide, including:
1) The history and approaches of psychology including structuralism, functionalism, psychoanalytic/dynamic, behavioral, humanistic, cognitive, evolutionary, biological, sociocultural, and biopsychosocial approaches.
2) Research methods such as experiments, case studies, descriptive statistics, inferential statistics, naturalistic observation, and correlation.
3) The biological basis of psychology including neurons, neurotransmission, brain areas such as the hindbrain, midbrain, and forebrain, plasticity, and the interaction of nature and nurture.
The document provides an overview of the key topics covered in an AP Psychology study guide, including:
1) The history and approaches of psychology including structuralism, functionalism, psychoanalytic/dynamic, behavioral, humanistic, cognitive, evolutionary, biological, sociocultural, and biopsychosocial approaches.
2) Research methods such as experiments, case studies, descriptive statistics, inferential statistics, naturalistic observation, and correlation.
3) The biological basis of psychology including neurons, neurotransmission, brain areas such as the hindbrain, midbrain, and forebrain, plasticity, and the interaction of nature and nurture.
(2-4%) ● Psychology is derived from physiology (biology) and philosophy ● EARLY APPROACHES o Structuralism – used INTROSPECTION (act of looking inward to examine mental experience) to determine the underlying STRUCTURES of the mind o Functionalism – need to analyze the PURPOSE of behavior o Independent Variable: manipulated ● APPROACHES KEY WORDS o Psychoanalytic/dynamic – unconscious, by the researcher ▪ Experimental Group: received the childhood o The stronger the # the stronger the treatment (part of the IV) o Behavioral – learned, reinforced relationship REGARDLESS of the ▪ Control Group: placebo, baseline o Humanistic – free will, choice, ideal, pos/neg sign (part of the IV) actualization ▪ Placebo Effect: show behaviors ▪ 3rd variable problem (lurking o Cognitive – Perceptions, thoughts associated with the exp. group variable)– diff. variable is o Evolutionary – Genes when having received placebo responsible for relationship (breast o Biological – Brain, NTs ▪ Double-Blind: Exp. where neither implants & suicide) o Sociocultural – society the participant or the experimenter ▪ Illusory correlation – belief of o Biopsychosocial – combo of above are aware of which condition correlation that doesn’t exist (old ● PEOPLE: people are assigned to (drug man predicts rain from arthritis) o Mary Calkins: First Fem. Pres. of APA studies) ● CASE STUDY: Adv. Studies ONE o Charles Darwin: Natural selection & ▪ Single-Blind: only participant person (usually) in great detail – lots of blind – used if experimenter can’t info Disadv: No cause and effect evolution be blind (gender, age, etc) ● DESCRIPTIVE STATS:shape of the data o Dorothea Dix: Reformed mental o Dependent Variable: measured o Measures of Central Tendency: institutions in U.S. variable (is DEPENDENT on the ▪ Mean: Average (use in normal o Stanley Hall: 1st pres. of APA1st journal independent variable) distribution) o William James: Father of American ● Operational Definition: clear, precise, ▪ Median: Middle # (use in skewed Psychology – functionalist Often distribution) o Wilhem Wundt: Father of Modern typically quantifiable definition of your variables – allows replication confused ▪ Mode: occurs most often Psychology – structuralist o Margaret Floy Washburn–1st fem. PhD ● Confound: error/ flaw in study ● Random Assignment: assigns ● o Christine Ladd Franklin – 1st fem. participants to either control or ● RANDOM TERMS experimental group at random – o Basic research – purpose is to increase minimizes bias, increase chance of equal knowledge (rats) representation o Applied research – purpose is to help ● Random Sample: method for choosing people participants – minimizes bias o Psychologist – research or counseling – o Assignment and sampling can be MS or PhD done via names in a hat, computer o Psychiatrist – prescribe medications and generation diagnose – M.D. ● Validity: accurate results Research Methods ● Reliability: same results every time ● NATURALISTIC OBSERVATION: (8-10%) Adv: real world validity (observe people ● EXPERIMENT : Adv: researcher in their own setting) Disadv: No cause controls variables to establish cause and and effect effect Disadv: difficult to generalize ● CORRELATION: Adv: identify relationship between two variables INFERENTIAL STATISTICS: establishes Disadv: No cause and effect significance (meaningfulness) (CORRELATION DOES NOT EQUAL ● STATISTICAL SIGNIFANCE = results CAUSATION) not due to chance o Positive Correlation – variables ● ETHICAL GUIDELINES (APA) o Confidentiality: names kept secret increase & decrease together o Negative Correlation – as one o Informed Consent: must agree to be variable increases the other decreases part of study o Debriefing: must be told the true purpose of the study (done after for deception) o Deception must be warranted ● Reuptake: Unused NTs are taken back up ▪ Images shown to the right o No harm– mental/physical into the sending neuron. SSRIs (selective hemisphere will be processed in serotonin reuptake inhibitors) block the left (& vice versa), patient can reuptake – treatment for depression verbally identify what they saw Biological Basis ● AREAS OF THE BRAIN: ● BRAIN (8-10%) ● Hindbrain: oldest part of the brain ● NEURON: Basic cell of the NS o Cerebellum – movement/balance ● PLASTICITY: o Dendrites: Receive incoming signal (picture walking a tightrope balance a Brain can o Soma: Cell body (includes nucleus) bell) “heal” itself o Axon: AP travels down this o Medulla – vital organs (HR, BP) ● NATURE VS. o Pons – sleep/arousal (Ponzzzzzz) NURTURE: o Myelin Sheath: speeds up signal ● Midbrain ANSWER IS down axon, protects axon o Reticular formation: alertness BOTH o Terminals: release NTs – send signal ● Forebrain: higher thought processes o Twin Studies: onto next neuron o Limbic System ▪ Identical twins – Monozygotic (MZ) o Vesicles: sacs inside terminal contain ▪ Amygdala: emotions, fear (Amy, da! ▪ Fraternal twins – Dizygotics (DZ) NTs o Genetics: MZ twins will have a higher o Synapse: gap b/w neurons You’re so emotional!) ▪ Hippocampus: memory (if you saw a percentage of also developing a disease ● Action Potential: movement of sodium o Environment: MZ twins raised in and potassium ions across a membrane hippo on campus you’d remember it!) ▪ Hypothalamus: Reward/pleasure different environments show differences sends an electrical charge down the axon center, eating behaviors – link to ● ENDOCRINE SYSTEM: sends o All or none law: stimulus must trigger endocrine system hormones throughout the body the AP past its threshold, but does not o Pituitary Gland: Controlled by o Thalamus: relay center for all but smell increase the intensity of the response (you MUST (thalaMUST) use your hypothalamus. release growth hormones (flush the toilet) thalamus, unless its MUSTY – smell) o Adrenal Glands: related to sympathetic o Refractory period: neuron must rest o Cerebral Cortex: outer portion of the NS: releases adrenaline and reset before it can send another brain – higher order thought processes ● BRAIN IMAGING: AP (toilet resets) ▪ Occipital Lobe: located in the back of o EEG: brain activity – not specific ● Sensory neurons – receive signals the head – vision – mom’s eyes! o XRAY: not useful, doesn’t show tissues ● Afferent neurons – Accept signals ▪ Frontal Lobe: decision making, o CT / MRI: shows structures planning, judgment, movement, o PET: glucose shows brain activity (when ● Motor neurons – send signals personality in doubt pick this one) ● Efferent neurons – signal Exits ▪ Parietal Lobe: located on the top of the o fMRI: glucose shows activity: real time ● Interneurons – cells in spinal cord head - sensations o lesion – brain damage responsible for reflex loop ▪ Temporal Lobe: located on the sides ● CENTRAL NS: Brain and spinal cord Must of the head (temples) – hearing and Sensation & Perception ● PERIPHERAL NS: Rest of the NS includ face recognition (6 – 8%) e bio ▪ Somatosensory Cortex: map of our o Somatic NS: Voluntary movement ● ABSOLUTE THRESHOLD: detection of respon sensory receptors –in parietal lobe o Autonomic NS: Involuntary (heart, se (HR ▪ Motor Cortex: map of our motor signal 50% of time (is it there) lungs, etc) increas ● DIFFERENCE THRESHOLD (also ▪ Sympathetic NS: Arouses the body receptors – located in frontal lobe called a just noticeable difference (JND) e) for for fight/flight (generally activates o Left hemisphere only – damage results and follows WEBER’S LAW: two FRQ – sympathetic to you getting eaten in aphasia (damaged speech) stimuli must differ by a constant credit by a tiger helps you run away) ▪ Broca’s Area: Inability to produce minimum proportion. (Can you tell a ▪ Parasympathetic NS: established speech (Broca – Broken speech) change?) homeostasis after a sympathetic ▪ Wernicke’s Area: Inability to ● SIGNAL DETECTION THEORY response (generally inhibits) comprehend speech (Wernicke’s ● ● NEUROTRANSMITTERS (NT): what?) Chemicals released in synaptic gap, o Corpus Callosum: bundle of nerves that received by neurons connects the 2 hemispheres – sometimes o GABA: Major inhibitory NT severed in patients with severe seizures o GlutamatE: Major Excitatory NT – leads to “split-brain patients” ▪ Lateralization: the brain has some (get excited when seeing your mates! specialized features – language is o Dopamine: Reward & movement Sensory Adaptation: diminished sensitivity processed in the L Hemisphere o Serotonin: Moods and emotion as a result of constant stimulation (can ▪ Split-brain experiments: done by o Acetylcholine (ACh): Memory Sperry & Gazzanaga. you feel your underwear?) o Epinephrine & Norepinephrine: ● Perceptual Set: tendency to see sympathetic NS arousal something as part of a group – speeds up o Endorphins: pain control signal processing o Oxytocin: love and bonding ● Agonist: drug that mimics a NT ● Antagonist: drug that blocks a NT ● Inattentional Blindness: failure to notice o Relative Height: things higher in our ▪ Proximity: group things together that something added b/c you’re so focused on field of vision look further away appear near each other another task (gorilla video) o Linear Perspective: parallel lines ▪ Similarity: group things together based ● Change Blindness: failure to notice a converge with distance (think railroad off of looks change in the scene (door study) tracks) ▪ Continuity: tendency to mentally form ● Cocktail party effect: notice your name ● BINOCULAR CUES: (how both eyes a continuous line across the room when its spoken, when make up a 3D image) you weren’t previously paying attention Retinal Disparity: Image is cast slightly ● VISUAL SYSTEM: States of different on each retina, location of o Pathway of vision: light 🡪 cornea image helps us determine depth 🡪pupil/iris 🡪 lens 🡪 retina 🡪 rods/cones Convergence: Eyes strain more (looking 🡪 bipolar cells 🡪 ganglion cells 🡪 optic inward) as objects draw nearer nerve 🡪 optic chiasm 🡪 occipital lobe ● TOP-DOWN PROCESSING: Whole 🡪 o Cornea – protects the eye smaller parts o Pupil/iris – controls amount of light ● BOTTOM-UP PROCESSING: Smaller entering eye Parts 🡪 Whole o Lens – focuses light on retina ● AUDITORY SYSTEM: o Fovea–area of best vision(cones here) o Pathway of sound: sound 🡪 pinna 🡪 Consciousness (2 – 4%) o Rods – black/white, dim light auditory canal 🡪ear drum (tympanic ● STATES of CONSCIOUSNESS: o Cones – color, bright light (red, green, blue) membrane) 🡪 hammer, anvil, stirrup o Conscious: controlled processes – o Bipolar cells – connect rods/cones and (HAS) 🡪 oval window 🡪 cochlea 🡪 totally aware ganglion cells auditory nerve 🡪 temporal lobes o Preconscious: Outside awareness, but o Ganglion cells – opponent-processing o Outer Ear: pinna (ear), auditory canal can be brought into consciousness occurs here o Middle Ear: ear drum , HAS (bones (remembering) o Blind spot – occurs where the optic vibrate to send signal) o Nonconscious: automatic processing nerve leaves the eye o Inner Ear: cochlea – like COCHELLA (controlling respirations) o Feature detectors – specialized cells (sounds 1st processed here) o Unconscious: Lack of awareness; that see motion, shapes, lines, etc. ● THEORIES OF HEARING: both occur knocked out located in occipital lobe (experiments by in the cochlea o Altered States: produced through drugs, Hubel & Weisel) o Place theory – location where hair cells fatigue, hypnosis ● THEORIES OF COLOR VISION: bends determines sound (high pitches) o Sleep o Trichromatic – three cones for o Frequency theory – rate at which action ● METACOGNITION: Thinking about receiving color (blue, red, green) potentials are sent determines sound thinking ▪ Explains color blindness - they are Key (low pitches) ● SLEEP: missing a cone type word ● OTHER SENSES: Beta Waves: awake (you betta be awake for o Opponent Process – complementary o Touch: Mechanoreceptors 🡪 spinal cord the exam) colors are processed in ganglion cells – 🡪 thalamus 🡪 somatosensory cortex Alpha Waves: high amp., drowsy explains why we see an after image o Pain: Gate-control theory: we have a NREM (non REM) stages- ● Visual Capture: Visual system “gate” to control how much pain is Stage 1: light sleep overwhelms all others (nauseous in an experienced Stage 2: bursts of sleep spindles IMAX theater – vision trumps vestibular) o Kinesthetic: Sense of body position Stage 3 Delta waves: Deep sleep ● Constancies: recognize that objects do o Vestibular: Sense of balance Rapid Eye Movement (REM): dreaming, not physically change despite changes in (semicircular canals in the inner ear sensory input (size, shape, brightness) effect this) ● Phi Phenomenon: adjacent lights blink o Taste (gustation): 5 taste on/off in succession – looks like receptors: bitter, salty, sweet, movement (traffic signs with arrows) sour, umami (savory) ● Stroboscopic movement: motion o Smell (olfaction): Only sense produced by a rapid succession of slightly that does NOT route through the varying images (animations) thalamus 1st. Goes through ● MONOCULAR CUES (how we form a temporal lobe and amygdala cognitive processing 3D image from a 2D image) ● GESTALT PSYCHOLOGY: Whole is Entire cycle takes 90 minutes, REM o Interposition: overlapping images appear greater than the sum of its parts occurs inb/w each cycle. REM lasts closer Gestalt Principles: longer throughout the night o Relative Size: 2 objects that are usually ▪ Figure/ground: organize information similar in size, the smaller one is further ● CIRCADIAN RHYTHM: 24 hour into figures objects (figures) that stand away biological clock apart from surrounds (back ground) o Relative Clarity: hazy objects appear o Body temp & sleep further away ▪ C o Controlled by the Suprachiasmatic o Texture Gradient: coarser objects are losure: nucleus (SCN) in the brain closer mentally fill in o Explains jet lag gaps ● SLEEP DISORDERS o Insomnia: Inability to fall asleep (due o Neutral Response (NS): stimulus that O Discrimination: stimulus signals when to stress/anxiety) normally doesn’t evoke a response behavior will or will not be reinforced o Sleep walking/talking: (due to fatigue, (bell) (light on means response are accepted) drugs, alcohol) – NOT during REM o Conditioned Stimulus (CS): once O Extinction / Spontaneous Recovery: o Night terrors: extreme nightmares – neutral stimulus that now brings about same as classical conditioning NOT in REM sleep – typical in a response (bell) O Overjustification Effect: reinforcing children o Conditioned Response (CR): response behaviors that are intrinsically o Narcolepsy: fall asleep out of nowhere that, after conditioning, follows a CS motivating causes you to stop doing (due to deficiency in orexin) (salivate) them (give a child 5$ for reading when o Sleep Apnea: stop breathing suddenly o Contiguity: Timing of the pairing, they already like to read – they stop while asleep (due to obesity usually) NS/CS must be presented immediately reading) ● DREAM THEORIES: BEFORE the US O Shaping: use successive approximations o Freud’s Unconscious Wish o Acquisition: process of learning the to train behavior (reward desired Fulfillment: Dreaming is gratification response pairing behaviors to teach a response – rat of unconscious desires and needs o Extinction: previously conditioned basketball) ▪ Latent Content: hidden meaning of response dies out over time O Continuous Reinforcement schedule: dreams o Spontaneous Recovery: After a period Receive reward for every response ▪ Manifest Content: obvious storyline of time the CR comes back out of O Fixed Ratio schedule: Reward every X of dream nowhere number of response (every 10 envelopes ● Activation Synthesis: Brain produces o Generalization: CR to like stimuli stuffed get $$) random bursts of energy – stimulating (similar sounding bell) O Fixed Interval schedule: Reward every lodged memories. Dreams start random o Discrimination: CR to ONLY the CS X amount of time passed (every 2 weeks then develop meaning ● CONTINGENCY MODEL: Rescorla & get a paycheck) ● HYPNOSIS Wagner – classical conditioning involves O Variable Ratio schedule: Rewarded o It Can: Reduce pain, help you relax cognitive processes after a random number of responses (slot o It CANNOT: give you superhuman ● CONDITIONED TASTE AVERSION machine strength, make you regress, make you (ONE-TRIAL LEARNING): John O Variable Interval schedule: Rewarded do things against your will Garcia – Innate predispositions can allow after a random amount of time has ● PSYCHOACTIVE DRUGS: classical conditioning to occur in one trial passed (fishing) o Triggers dopamine release in the (food poisoning) O Variable schedules are most resistant to brain ● COUNTERCONDITIONING: Little extinction (how long will keep playing a o Depressants: Alcohol, barbiturates, Albert and John Watson (father of slot machine before you think its tranquilizers, opiates (narcotics) behaviorism) – conditioned a fear in a broken?) ▪ Decrease sympathetic NS activation, baby (only to countercondition – remove ● SOCIAL (OBSERVATIONAL) highly addictive it- later on) LEARNING: BANDURA! o Stimulants: Amphetamines, Cocaine, ● OPERANT CONDITIONING: ● Modeling Behaviors: Children model MDMA (ecstasy), Caffeine, Nicotine SKINNER! (imitate) behaviors. Study used BoBo ▪ Increase sympathetic NS activation, O LAW OF EFFECT (Thorndike): dolls to demonstrate the following highly addictive Behaviors followed by pos. outcomes O Prosocial – helping behaviors o Hallucinogens: LSD, Marijuana are strengthened, neg. outcomes weaken O Antisocial – mean behaviors ▪ Causes hallucinations, not very a behavior (cat in the puzzle box) ● MISC LEARNING TYPES addictive ● PRINCIPLES OF OPERANT COND: O Latent learning (Tolman!) – learning is o Tolerance: Needing more of a drug to O Pos. Reinforcement: Add something hidden until useful (rats in maze get achieve the same effects nice to increase a behavior (gold star for reinforced half way through, o Dependence: Become addicted to the turning in HW) performance improved drug – must have it to avoid withdrawal O Neg. Reinforcement: Take away ▪ Cognitive maps – mental symptoms something bad/annoying to increase a representation of an area, allows o Withdrawal: Psychological and behavior (put on seatbelt to take away navigation if blocked physiological symptoms associated annoying car signal) O Insight learning (Kohler!) – some with sudden stoppage. Unpleasant – O Pos. Punishment: Add something bad learning is through simple intuition can kill you. to decrease a behavior (spanking) (chimps with crates to get bananas) O Neg. Punishment: Take away O Learned Helplessness (Seligman!) – no Learning something good to decrease a behavior matter what you do you never get a (7-9 %) (take away car keys) positive outcome so you just give up ● CLASSICAL CONDITIONING: O Primary Reinforcers: innately (word scrambles) PAVLOV! satisfying (food and water) O Secondary Reinforcers: everything else Cognition o Unconditioned Stimulus (UCS): brings about response w/o needing to (stickers, high-fives) (8 – 10%) be learned (food) ▪ Token Reinforcer: type of ENCODING: Getting info into memory o Unconditioned Response (UCR): secondary- can be exchanged for other ● Automatic encoding – requires no effort response that naturally occurs w/o stuff (game tokens or money) (what did you have for breakfast?) training (salivate) O Generalization: respond to similar ● Effortful encoding – requires attention stimulus for reward (school work) ● Shallow, intermediate, deep processing: ● Memory organization LANGUAGE the more emphasis on MEANING the o Hierarchies: memory is stored ● Phonemes: smallest unit of sound (ch deeper the processing, and the better according to a hierarchy sound in chat) remembered o Semantic networks: linked ● Morpheme: smallest unit that caries ● Imagery – attaching images to information memories are stored together meaning (-ed means past tense) makes it easier to remember (shoe w/ o Schemas: preexisting mental concept ● Grammar: rules in a language that enable spaghetti laces) of how something should look (like a us to communicate ● Self-referent encoding – we better restaurant) ● Semantics: set of rules by which we remember what we’re interested in (you’d ● Memory storage derive meaning (adding –ed makes remember someone’s phone number who o Acetylcholine neurons in the something past tense) you found extremely attractive) hippocampus for most memories ● Syntax: rules for combining words into ● Dual encoding – combining different o Cerebellum for procedural sentences (white house vs casa blanca) types of encoding aids in memory memories ● Babbling stage: infants babble 1st stage of ● Chunking – break info into smaller units o Long-term potentiation: neural basis of speech to aid in memory (like a phone #) memory – connections are strengthened ● One-word stage: duh ● Mnemonics – shortcuts to help us over time with repeated stimulation (more ● Two-word stage: duh duh remember info easier firing of neurons) ● Theories of language development: o Acronyms – using letter to remember RETRIEVAL: Taking info out of storage o Imitation: Kids repeat what they hear – something (PEMDAS) ● Serial Position Effect: tendency to but they don’t do it perfectly o Method of loci – using locations to remember the beginning and the end of the ▪ Overregularization: grammar remember a list of items in order list best mistake where children over use ● Context dependent memory – where ● Recall: remember what you’ve been told certain morphemes (I go-ed to the you learn the info you best remember w/o cues (essays) park) the info (scuba divers testing) ● Recognition: remember what you’ve been o Operant conditioning: reinforced for ● State dependent memory – the told w/ cues (MC) language use physical state you were in when ● Flashbulb memories: particularly vivid o Inborn universal grammar: theory learning is the way you should be when memories for highly important events comes from NOAM CHOMSKY – testing (study high, test high) (9/11 attacks) says that language is innate and we are STORAGE: Retaining info over time ● Repressed memories: unconsciously predisposed to learn it ● Information Processing Model – buried memories – are unreliable o Critical period: period of time where Sensory memory, short term memory, ● Encoding failure: forget info b/c you something must be learned or else it long term memory model never encoded it (paid attention to it) in the cannot ever happen (language must be ● Sensory Memory – stores all incoming first place (which is the real penny) learned young – Genie the Wild Child) stimuli that you receive (first you have ● Encoding specificity principle: the more o Linguistic determinism: language to a pay attention) closely retrieval cues match the way we influences the way we think (Hopi o Iconic Memory – visual memory, learned the info, the better we remember people do not have words for the past, lasts 0.3 seconds the info (like state dependent memory) thus cannot easily think about the past) o Echoic Memory – auditory memory, ● Forgetting curve: recall decreases rapidly developed by WHORF lasts 2-3 seconds at first, then reaches a plateau after which THINKING ● Short Term Memory – info passes little more is forgotten (EBBINGHAUS) ● Concepts: mental categories used to group from sensory memory to STM – lasts ● objects, events, characteristics 30 secs, and can remember 7 ± 2 items ● Prototypes: all instances of a concept are o Rehearsal (repeating the info) resets compared to an ideal example (what you the clock first think of) ● Working Memory Model splits STM ● Algorithms: step by step strategies that into 2 – visual spatial memory (from guarantee a solution (formula) iconic mem) and phonological loop ● Heuristics: short cut strategy (rule of (from echoic mem). A “central thumb) executive” puts it together before o Representative Heuristic: make passing it to LTM Proactive interference inferences based on your experience ● Long term memory – lasts a life time LD blocks new (like a stereotype) – assume someone o Explicit (Declarative): Conscious ● Retroactive interference must be a librarian b/c they’re quiet recollection EW blocks old o Availability heuristic: relying on ▪ Episodic: events ● Misinformation effect: distortion of availability to judge the frequency of ▪ Semantic: facts memory by suggestion or misinformation something (over estimating death due to o Implicit (Nondeclarative): (Loftus – lost in the mall, Disney land) plane crashes due to recent events) unconscious recollection ● Anterograde amnesia: amnesia moves ● Functional Fixedness: keep using one ▪ Classical conditioning forward (forget new info – 50 first dates) strategy – cannot think outside of the box ▪ Priming: info that is seen earlier ● Retrograde amnesia: amnesia moves ● Belief bias: tendency of one’s preexisting “primes” you to remember backwards (forget old info) beliefs to distort logical reasoning by something later on (octopus, ● ALZHEIMER’S DISEASE: caused by making invalid conclusions assassin, climate, bogeyman) destruction of acetylcholine in ● Belief perseverance: tendency to cling to ▪ Procedural: skills hippocampus our beliefs in the face on contrary evidence ● Confirmation bias: look for evidence to o Orexin is released by the hypothalamus ● Some stimuli are routed directly to the support what we already believe – telling us to eat. amygdala bypassing the frontal cortex (gut ● Inductive reasoning: data driven o Other chemicals include ghrelin, reaction to a cockroach) decisions, specific 🡪 general obestatin, and PPY ● Behavioral factors: there are SIX universal ● Deductive reasoning: driven by logic, o Lateral hypothalamus: when stimulated emotions (happiness, anger, sadness, general 🡪 specific makes you hungry, when lesioned you surprise, disgust, feat) seen across ALL ● Divergent thinking: ability to think about will never eat again. (I’m LATE for cultures many different things at once lunch. I’m hungry. The LATEral ● Non-verbal cues: gestures, duchenne smile (you can tell a real smile from a fake one) Motivation & Emotion hypothalamus makes you hungry.) ● Facial feedback hypothesis: being forced o Ventromedial hypothalamus: when (6-8%) stimulated you feel full, when destroyed to smile will make you happier (facial THEORIES OF MOTIVATION you eat eat eat eat (fat woman and cake) expressions influence emotion) ● INSTINCT: complex behaviors have fixed o Leptin: leptin signals the brain to reduce STRESS AND HEALTH patterns and are not learned (explains appetite ● GENERAL ADAPTATION animal motivation) ● Obesity: SYNDROME (GAS): three phases of a ● DRIVE REDUCTION: physiological need o Increased risk of heart attack, stress response (SELYE came up w/ this) creates aroused tension (drive) that hypertension, atherosclerosis, diabetes o Alarm: body/you freak out in response to motivates you to satisfy the need (driven by o Can be genetic – adopted children stress homeostasis: equilibrium) resemble their biological parents o Resistance: body/you are dealing with o Primary drive: unlearned drive based o Set point: there is a control system that stress on survival (hunger, thirst) dictates how much fat you should carry – o Exhaustion: body/you cannot take any o Secondary drive: learned drive every person is different more, give up (wealth or success) ● Eating Disorders: ● Type A Personality: rigid, stressful person, ● OPTIMUM AROUSAL: humans aim to o Anorexia: weight loss of at least 15% seek optimum levels of arousal –easier tasks ideal weight, distorted body image requires more arousal, harder tasks need ▪ Causes: overly critical parents, less perfectionist tendencies, societal ideals o Bulimia: usually normal body weight, go through a binge-purge eating pattern (eat massive amounts, then throw up) ▪ Causes: same as anorexia perfectionist. At risk for heart disease SEXUALITY ● Type B Personality: laid back, nonstressed. ● Biology of sex: o Hypothalamus: stimulation increases N INDUSTRIAL/ORGANIZATIONAL PSYCH sexual behavior, destruction leads to o ● Industrial / Organizational Psych: sexual inhibition t psychological of the workplace – focuses on ● HIERARCHY OF NEEDS: theory derived o Pituitary gland: monitors, initiates, and restricts hormones v employee recruitment, placement, training, by MASLOW – needs lower in the pyramid have priority over needs higher in the ▪ Males – testosterone a satisfaction, productivity ● Ergonomics / Human Factors: intersection pyramid ▪ Females - estrogen li of engineering and psych – focuses on o Sexual Response Pattern: Excitement d safety and efficiency of human-machine ● phase, plateau, orgasm, refractory period interactions (resolution phase) (cannot “fire” again ● Hawthorne effect: productivity increases until you reset, guys only) when workers are made to feel important o Alfred Kinsey: 1st researcher to conduct (teacher teaches when principal comes in) studies in sex, suggested that people were ● Theory X management: manager controls very promiscuous. Studies lacked a employees, enforces rules. Good for lower representative sample, created scale of level jobs homosexuality ● Theory Y management: manger gives o Homosexuality: biological roots: employees responsibility, looks for input. Intrinsic motivation: inner motivation – you differences in the brain, identical twins Good for high level jobs do it b/c you like it more likely to both be gay, later sons ● Employee Commitment: ● Extrinsic motivation: motivation to obtain more likely to be (hormones from mom) o Affective: emotional attachment (best a reward (trophy) THORIES OF EMOTIONS type) HUNGER ● JAMES-LANGE: stimulus 🡪physiological Cog. Label o Continuance: stay due to costs of leaving ● Signals of hunger: arousal 🡪 emotion o Normative: stay due to obligation is (they the key o Stomach contractions tell us we’re hungry ● CANNON-BARD: stimulus 🡪 paid for your school) o Glucose (sugar) level is maintained by physiological arousal & emotion ● Meaning of Work: the pancreas (endocrine system). simultaneously o Job – no training, just do it for $$. No o Insulin decreases glucose. Too little ● SCHACTER TWO FACTOR: adds in happiness glucose makes us hungry. cognitive labeling (bridge experiment) o Career – work for advancement. Some stimulus 🡪 arousal 🡪interpret external cues 🡪 happiness label emotion o Calling – work because you love it. Lotsa o Are egocentric: inability to distinguish ● Carol Gilligan: said moral reasoning and happiness one’s own perspective from another’s – moral behaviors are two different things think everyone sees what they see (what you say isn’t always what you do) Development ● Concrete Operational Stage: 7-11 yrs: use ● ERIKSON’S SOCIOEMOTINAL DEV. : (7-9%) operational thinking, classification, and 8 stages, each stage represents a crisis that ● Prenatal Development: can think logical in concrete context must be resolved, results in competence or o Zygote: 0 – 14 days, cells are dividing ● Formal Operational Stage: 11-15 yrs: use weakness o Embryo: until about 9 weeks, vital abstract and idealist thoughts, o Trust vs Mistrust (birth – 18 months): if organs being formed hypothetical-deductive reasoning needs are dependably met infants dev o Fetus: 9 wks to birth, overall ● Problems with Piaget’s theory: stages to basic trust development discrete, dev. differs b/w kids o Autonomy vs shame&doubt (1 -3 yrs): o Teratogens: external agents that can ● VYGOTSKY’S THEORY: cognitive toddlers learn to exercise their will and cause abnormal prenatal development development is a social process too, need to think for themselves (alcohol, drugs, etc) interact w/ others o Initiative vs guilt (3-6 yrs): learn to ▪ Fetal alcohol syndrome (FAS): large o Zone of Proximal Development: gap initiate tasks and carry out plans amount of alcohol leads to FAS, causes b/w what a child can do on their own and o Industry vs inferiority (6 yrs to deformities, intellectual disability, w/ support. Need scaffolding (teachers) puberty): learn the pleasure of applying death SOCIOEMOTIONAL DEVELOPMENT themselves to tasks ● Temperament: patterns of emotional o Identity vs role confusion: (adolescence ● Physical Development: reactions and babies (precursor to thru 20s): refine a sense of self by testing o Maturation: natural course of personality) roles and forming an identity development, occurs no matter what ● Imprinting: baby geese believe the first o Intimacy vs isolation: (20s—40s): form (walking) thing they see after hatching is their mom – close relationships and gain capacity for o Reflexes: innate responses we’re born happens during a critical period (from love LORENZ) o Generativity vs stagnation: (40s-60s): with ● HARRY HARLOW: discovered that discover sense of contributing to the ▪ Rooting, sucking, swallowing, contact comfort is more important than world, thru family & work grasping, stepping feeding (monkeys fed on wire or cloth o Integrity vs despair: (60s and up): o Habituation: after continual exposure mothers). Monkeys raised in isolation reflect on your life, feel satisfaction or you pay less attention – used to test couldn’t socialize failure babies ● MARY AINSWORTH: developed the ● PUBERTY! (rapid skeletal and sexual o Eyes have the most limited strange situation paradigm (children left maturation) development, takes till 1 year alone in a room w/ a stranger, then reunited ▪ Visual cliff: babies have to learn depth o Primary sex characteristics: necessary w/ mom – determines your attachment style perception, so they will cross a “cliff” structures for reproduction (ovaries, o Secure attachment (60% of infants): o Other senses are fairly developed testicles, vagina, penis) upset when mom leaves, easily calmed o Secondary sex characteristics: o Brain development continues for a few on return. Tend to be more stable adults years nonreproductive characteristics that dev o Avoidant attachment (20% infants): ● JEAN PIAGET’S COGNITIVE DEV. during puberty (breasts, hips, deepening actively avoids mom, doesn’t care when of voice, body hair) ● Schemas – concepts or frameworks that she leaves organize info o Frontal lobe continuous dev (not fully o Ambivalent attachment(10% infants): ● Assimilation: incorporate new info into developed till 25) actively avoids mom, freaks out when ● GENDER DEVELOPMENT: sex = existing schema (aSSimlation – same stuff) she leaves chromosomes, gender = what you identify ● Accommodation: adjust existing schemas o Disorganized attachment (5%): yourself as to incorporate new information confused, fearful, dazed – result of abuse o Gender roles: expected behaviors (ACcommodation - All Change) ● BAUMRIND: parenting styles (norms) for men/women ● Sensorimotor Stage: Birth to 2 years: o Authoritarian: rules & obedience, “my o Social learning theory: we learn gender focused on exploring the world around them way or the highway” – kids lack roles and identity from those around us o Lack Object Permanence: Objects when initiative in college ● AGING: o Permissive: kids do whatever – no rules o Cellular clock theory: cells have a removed from field of view are thought to disappear (peek-a-boo) – kids lack initiative in college maximum # of divisions before they o Dev. Sense of Self: by 2 yrs can o Authoritative: give and take w/ kids – can’t divide anymore recognize themselves in the mirror kids become socially competent and o Free-radical theory: unstable oxygen ● Pre-operational Stage: 2 – 7 years: use reliable molecules w/in cells damage DNA pretend play, developing language, using ● KOHLBERG’S MORAL DEV o Over time skills decrease (reaction intuitive reasoning o Preconventional morality: Children: time, memory) o Lack Conservation: recognize that they follow rules to avoid punishment ● CROSS-SECTIONAL STUDY: studies substances remain the same despite o Conventional morality: adolescents: ppl of different ages at the same point in changes in shape, length, or position (girls follow rules b/c rules exist to keep order time with juice in glasses) o Postconventional morality: adults: they o Adv: inexpensive & quick o Lack Reversibility: cannot do reverse do what they believe is right (even if it o Disadv: can be differences due to operations (count out both 4+2 and 2+4) goes against society) generational gap ● LONGITUDINAL STUDY: studies same ● Oral stage (0-18 months): pleasure focuses ● TRAIT THEORIES: ppl over time on the mouth (id) ● Big Five: (by Costa & McCrae) (acronym o Adv: eliminates groups differences, lots ● Anal stage (18 – 36 months): pleasure OCEAN) You vary on each of these of detail involves eliminative functions (ego forms) o Openness : imaginative, independent, like o Disadv: expensive, time consuming, high ● Phallic stage (3 – 6 yrs): pleasure focuses variety drop out rates on genitals (superego forms) o Conscientiousness: organized, careful, ● Problem-focused coping: solving or doing o Oedipal complex: young boys learn to disciplined something to alter the course of stress identify w/ their father out of fear of o Extraversion: sociable, fun-loving, (planning, acceptance) retribution (castration anxiety) affectionate (opoosite it introversion: ● Emotion-focused coping: reducing the o Electra complex: young girls learn to shy, timid, reserved) emotional distress (denial, disengagement) identify w/ their mother b/c they cannot o Agreeableness: soft hearted, trusting, with their father (penis envy) Personality ● Latency stage (6 yrs to puberty): psychic helpful o Neuroticism (emotional stability): calm, (5-7%) time out – personality is set secure PSYCHODYNAMIC EXPLANATION ● Genital State (adulthood): sexual What’s wrong with trait theory? – ignores SIGMUND FREUD said personality was reawakening – oedipal and electra the role of the situation in behavior largely unconscious. “feelings” are repressed, turn sexual wants What’s good about it? - identifying traits ● Conscious: immediate awareness of current onto an appropriate person gives us perspectives about careers, environment ● FIXATION: can become “stuck” in an relationships, health ● Preconscious: available to awareness earlier stage – influences personality (oral (phone #s) stage smokes/drinks, anal is “anal ● Unconscious: unavailable to awareness retentive”, phallic is promiscuous) How do we test this approach? ● id: our hidden true animalistic wants and What’s wrong w/ Freud theory? – ● MMPI – helpful for mental health and job desires – operates on the pleasure principle, unverifiable, descriptive not predictive placement all about rewards and avoiding pain (devil What’s good about it? – 1st theory about ● Myer’s Briggs – gave you 4 letter combo on your shoulder – entirely unconscious) personality, sparked psychoanalysis What’s wrong w/ these tests? ● superego: our moral conscious (angel on How do we test this approach? ● They’re long, social desirability can be an your shoulder, all 3 consciousness) ● Psychoanalysis: analyze a person’s influence, and they’re too broad ● ego: reality principle, has to deal w/ society, unconscious motives thru the use of: HUMANISTIC PERSPECTIVE stuck mediating b/w the id and superego (its o Free Association: say aloud everything ● Emphasized personal growth and free will. you! – conscious and preconscious) that comes to mind w/o hesitation You don’t like yourself? So change! When ego cannot mediate b/w the id and o Transference: looks for feelings to ● CARL ROGERS: talked about our self- superego, we use defense mechanisms transferred to psychoanalyst concept (idea of who we are). Your self- ● Repression: push memories back into the o Dream interpretation: analyze the concept is the center of your personality unconscious mind (sexual abuse is too manifest (seen message) and latent o Actual (social) self: what others see traumatic to deal w/ so you repress it) (hidden messages) content o Ideal (true) self: who you WANT to be ● Projection: attribute personal shortcomings o Projective Tests: ambiguous stimuli o A positive self-concept makes us perceive & faults on to others (man who wants to shown to look at your unconscious the world positively (optimist) have an affair accuses his wife of having motives (THESE SUCK B/C THEY o A negative self-concept makes us feel one) ARE VERY SUBJECTIVE) dissatisfied and unhappy ● Denial: refuse to acknowledge reality ▪ Thematic apperception test (TAT) : What wrong with humanistic theory? - (refuse to believe you have cancer) tell a story about a picture (when too optimistic about human nature, abstract Displacement; shift feelings from an someone has a tattoo (tatt) you ask concepts are difficult to test unacceptable object to a more acceptable what it means What’s good about it? – emphasizes one (can’t tell at teacher, go home and yell ▪ Rorschach inkblot: show an inkblot conscious experiences and change at the dog) NEO-FREUDIANS ● Individualistic Cultures: give priorities to ● Reaction formation: transform ● CARL JUNG: believed in the collective own goals over group goals. Define your unacceptable motive into his opposite unconsciouss (shared inherited reservoir of identify in terms of you (American society) (woman who fears sexual urges becomes a memory – explains common myths across ● Collectivistic Cultures: give priority to the religious zealot) civilizations & time) goals of the group, your identity is part of ● Regression: transform into an earlier ● KAREN HORNEY: said personality that group (China) development period in the face of stress develops in context of social relationships, SOCIAL-COGNITIVE PERSPECTIVE (during exam week you start to suck your NOT sexual urges (security not sex is ● Behavior is a complex interaction of inner thumb) motivation, men get womb envy) process and environmental influence – ● Rationalization: replace a less acceptable TRAIT PERSPECTIVE which influences personality reasoning with a more acceptable one (don’t ● Traits are enduring personality ● Emphasizes conscious awareness, beliefs, get into your college – justify it was a sucky characteristics, people can be described by expectations, and goals college anyway) these – have strong or weak tendencies. ● Sublimation: replace unacceptable impulse They are stable, genetic, and predict other w/ a socially acceptable one (man w/ strong attributes. sexual urges paints nudes. Dexter) ● Use factor analysis to find these: statistical FREUD’S PSYCHOSEXUAL STAGES procedure used to identify similar components ● BANDURA! Talked about RECIPROCAL ● Standard deviations are used to compare DETERMINISM: interaction of behavior, scores. cognitions, and environment make up you. ● Standard deviation measures how much ● o Chronological age = actual age the scores vary from the mean. The {I’m outgoing o Mental age = tested age compared to percentages stay the same in every curve (behavior), I other of that age choose to teach o 100 is average b/c it lets me be ● WECHSLER: developed the WAIS and Abnormal Behavior outgoing WISC – most commonly used today (7 – 9%) (environment), ● FLYNN effect: IQ has steadily risen over ● Defining abnormal behavior: and I have thought this through which is the past 80 years – probably due to o Requires “clinically significant” why I teach despite making less money education standards and better IQ tests disturbance in cognition, emotional (cognitive)} ● Extremes of Intelligence: high IQ = above regulation or behavior AND ● Self-efficacy: belief that one can succeed, 135; intellectual disability = below 70 o Significant distress or disability social so you ensure you do ● Causes of intellectual disability: situations, occupations or other important ● Internal locus of control: you control your o PKU – liver fails to produce an enzyme activities own fate needed to breakdown chemicals – leads ● Historical causes: biology, psychological ● External locus of control: chance / outside to brain damage issues, supernatural issues (demons) forces control your fate o Down syndrome – extra copy of 21st ● Medical model: emphasizes treatment of What’s wrong with social-cognitive? – Too chromosome disorders, as they have a biological origin. specific, cannot generalize o Fragile X – higher chance in boys due to Came through the reformation of What’s good about it? – Highlights ONE X chromosome institutions in U.S. (DORTHEA DIX) situations, and cognitive explanations of ● Influence on IQ: ● Biopsychosocial model: currently used personality o Genetics: MZ twins have similar IQ, model – stress biological, psychological, How do we test it? – Observations & adopted kids more similar to biological and social causes interviews (time consuming) parents ● Diagnosing abnormal behavior: o Environment: early neglect leads to o DSM: manual listing all currently Testing & lower IQ, good schooling to higher IQ accepted psychological disorders. ● Types of Tests: Classifies them based on criteria – Individual Differences o Aptitude: predicts your abilities to learn provides no explanation of causes or (5-7%) a new skill (ASVAB) treatments Individual Theories about Intelligence o Achievement: tests what you know(SAT) ANXIETY DISORDERS ● GALTON: 1st to suggest intelligence was ● TEST CREATION: Most common disorders in the U.S. inherited. Intelligence based on muscle o Standardization: administer a test to a ● Generalized Anxiety Disorder (GAD): strength, size of head, reaction time, etc. representative sample of future test takers person is generally anxious, all the time, for ● CATTELL: 2 clusters of mental abilities to establish a basis for meaningful NO REASON o Crystalized intelligence: reasoning and comparison (test it out 1st) ● Panic Disorder: person is prone to frequent verbal skills - what you learn in school – o Should be reliable: same results over panic attacks (feeling like you’re having a the cold hard (like crystals!) facts time heart attack). Can come w/ agoraphobia: o Fluid intelligence: spatial abilities, rote ▪ Split-half reliability: compare two anxiety about being in places you cannot memory, things that come natural to you halves of the test escape (fear of public spaces / people) – can’t learn in school. Also decrease ▪ Test-retest reliability: use the same ● Phobias: irrational fear that disrupts your over time test on 2 different occasions life ● SPEARMAN’S G FACTOR: said a o Should be valid: test is accurate – CAUSES OF ANXIETY DISORDERS: ● Psychodynamic: repressed thoughts & general intelligence (g) underlies all mental measures what it is intended to feelings manifest in anxiety and rituals abilities (typical IQ of today) ▪ Content validity: test measures what ● Behaviorist: fear conditioning leads to ● GARDNER: multiple intelligences (8): you want it to (an IQ test actually anxiety, which is then reinforced. Phobias linguistic, logical-mathematical, musical, measures IQ) might be learned through observational spatial, bodily-kinesthetic, intrapersonal ▪ Predictive validity: test is able to learning (self), interpersonal (social), naturalist accurately predict a trait (high mathBiological: natural selection favored those with certain ● STERNBERG: TRIARCHIC THEORY scores predicts good engineer) phobias (heights). Twins often share disorders. o Analytical: mental components to solve ● Standardized tests establish a normal Often see less GABA in the brain problems, what IQ tests assess (book distribution ● Obsessive-compulsive Disorders (OCD): smarts) person sf overwhelmed with both: o Practical: ability to size up new o Obsessions: persistent unwanted thoughts situations and adapt to real-life (did I leave the stove on?) demands (street smarts) o Compulsions: senseless rituals (hand o Creative: intellectual and motivational washing) processes that lead to novel solutions, ● Post-traumatic stress disorders (PTSD): idea, products characterized by flashbacks, problems w/ ● BINET: developed 1st intelligence test, concentration, and anxiety following a combined with TERMAN – developed traumatic event (war, natural disasters) the STANFORD-BINET IQ TEST SOMATOFORM DISORDERS ● Psychological disorders w/ no apparent ▪ Delusions: fixed, false beliefs (people o Cognitive therapy: (developed by physical cause are out to get them, grandiose thoughts BECK) illogical thoughts 🡪 o Conversion disorder: loss of feeling or (I am God) psychological problems, challenges usage of a limb or body part (sight) – ▪ Disorganized thinking, Disorganized those thoughts absolutely no physiological cause though speech ▪ Best for depression o Illness Anxiety Disorder: person o Negative Symptoms (something taken ▪ Self-directed – you figure out your interprets normal symptoms as a major away) errors disease – must disrupt their life ▪ Flat affect: lack ability to show ● BEHAVIORAL APPROACH (typically DISSOCIATIVE DISORDERS emotions used for anxiety disorders / phobias) ● Dissociative Identity Disorder: formerly ▪ Impaired decision making, inability o Classical Conditioning: multiple personalities – person fractures to pay attention ▪ Counterconditioning Little Albert & into several distinct personalities who o Catatonia: become frozen over periods Watson normally have no awareness of each other. of time (exhibit waxy flexibility: can ● Aversive conditioning: associate an NOT SCHIZOPHRENIA! move them into new positions) unpleasant experience (e.g. nausea) o Usually caused by traumatic childhood ● CAUSES OF SCHIZOPHRENIA w/ an unwanted behavior (e.g. abuse o Brain abnormalities: enlarged ventricles drinking alcohol) o Legitimacy is doubted by some, more (atrophy), smaller frontal cortex ▪ Exposure therapy: slowly expose common in those w/ good health o Genetics: runs in families, MZ twins at people to whatever it is that makes insurance higher risk them anxious o Treatment involves integration of the o Dopamine hypothesis: too much ● Systematic desensitization: personalities dopamine in the brain associate a pleasant relaxed state w/ ● Dissociative Amnesia + Fugue: following o Diathesis – Stress: individual has a gradually increasing anxiety a traumatic event a person leaves, taking on genetic predisposition, disease must be triggering stimuli (create a a whole new life & personality w/ no “turned-on” by environmental stimuli desensitization hierarchy – ex. List of memory of the previous one (like stress) –most commonly developed things about flying that makes you DEPRESSIVE DISORDERS during college years nervous – step through each one till A ● Major depressive disorder: extreme PERSONALITY DISORDERS you can do it) sadness and despair, apathy towards life, w/ ● Intensive exposure therapy P ● Marked by disruptive, inflexible, enduring no known cause behavior patterns – makes this very (Flooding): force someone to e ● Disruptive mood regulation disorder: difficult to treat! experience the fear (afraid of xa Frequent temper tantrums inconsistent with o Antisocial: NOT “avoidant of drowning, throw you in a pool) o Operant Conditioning: use behavior m developmental level socialization” – more like “anti-society” – ● Seasonal Affective Disorder (SAD): form disregard for others, manipulative, breaks modification (reward good behaviors w/ fa of depression that occurs typically winter – laws token reinforcers ). Used in schools, w/ found mostly in Northern areas (Alaska, o Borderline: instable interpersonal autistic children, etc. Ireland) UNIQUE TREATMENT = relationships & self-image, “I hate you, ● OTHER THERPAIES: LIGHT THERAPY don’t leave me” o Family therapy: treats the family as a BIPOLAR DISORDERS o Histrionic: excessive emotionality & system, individual behaviors are ● Bipolar disorder: bouts of severe attention seeking influenced by family dynamics depression & manic episodes o Narcissistic: need for admiration & lack o Group therapy: therapy through a group o Mania: heightened mood, characterized of empathy (who cares about everyone – lets patients see “they’re not alone” by risky behaviors, fast talking, flights of else – look at me!) ● BIOLOGICAL APPROACH: CALLED ideas BIOMEDICAL THERAPIES CAUSES OF DEPRESSIVE AND Treatment of o Drug therapies (psychopharmacology): BIPOLAR DISORDERS Psychological Disorders ▪ Anti-psychotics: decrease dopamine: ● Biology: lower levels of serotonin & treats schizophrenia norepinephrine linked to depression, higher (5-7%) ● Side effects: TARDIVE levels of norepinephrine linked to mania. ● PSYCHODYNAMIC APPROACH: SEE DYSKINESIA: hand tremors (similar Runs in families suggesting GENES. Twin PERSONALITY SECTION to Parkinson’s- due to lack of studies also support this. ● HUMANISTIC APPROACH: dopamine), worsening of negative ● Cognitive: negative thought patterns leads o Client-centered therapy: (developed by symptoms, extreme sedation to depression CARL ROGERS) techniques include ● Drug names: thorazine, clozapine SCHIZOPHRENIA active listening, accepting environment, ▪ Anti-depressants: increase serotonin NOT MULTIPLE PERSONALITIES! THEY focuses on patient growth (you figure through REUPTAKE inhibition HAVE ONE PERSONALITY! out what needs to change and do it) ● Side effects: drowsiness, anxiety, can ● SYMPTOMS ● COGNITIVE APPROACH: increase suicide risk in teens o Positive Symptoms (not good – means o Rational-emotive therapy: (developed ● Drug names: SSRIs (selective something added)) by ELLIS) techniques include analyzing serotonin reuptake inhibitors) like ▪ Hallucinations: sensory experiences self-defeating behaviors to change Prozac, Zoloft, Paxil. SNRIs (selective w/o sensory stimulation (seeing and/or thought patterns – and then change norepinephrine reuptake inhibitors) hearing things) behaviors associated w/ said patterns Cymbalta, Effexor ▪ Best for anxiety disorders ▪ Mood stabilizers: used in the treatment ▪ Very confrontational of BIPOLAR disorder : LITHIUM ▪ Anti-anxiety drugs: depress the o Informational social influence: we ● Physical attractiveness: pretty ppl are central nervous system (dangerous in conform to others b/c we think their thought to be more credible, less likely to combo w/ alcohol) Xanax, Ativan opinions must be right do bad things o Electroconvulsive therapy (ECT): send ● Obedience: classic experiment done by ● Similarity: we prefer ppl similar to us electricity to induce minor seizures. Used MILGRAM: participants were to “teach” ● Passionate Love: Early stage of romance (rarely) to treat depression (when nothing another individual using shocks. 60% of – intense pos. obsession w/ another (due else works). Thought to “reboot” the brain participants would administer lethal shocks to arousal) o Psychosurgery (frontal lobotomy): to another person simply b/c they were told ● Compassionate Love: Later stage – deep frontal lobe is surgically destroyed. Used to attachment to someone who your life is to treat depression or violent individuals – GROUP INFLUENCE intertwined w/ - best with equality and almost never used anymore ● Social facilitation: perform better on self-disclosure (revealing intimate details simple or well learned tasks in the presence about self) Social of others ALTRUISM (8-10%) ● Social loafing: tendency for ppl in a group ● Altruism: unselfish regard for the ● Attribution theory: we explain others to exert less effort when pooling their effort welfare of others behaviors by crediting the situation or the together (tug of war) ● Bystander effect: the more ppl around person’s disposition (they only passed b/c ● Deindividuation: loss of self-awareness the less likely we are to help someone in they cheated) and self-restraint occurring in group need (Kitty Genovese) ● Fundamental attribution error situations that foster arousal and anonymity ● Social exchange theory: social behavior tendency for observers to underestimate (mob mentality) (helping) is an exchange process – aim is the importance of the situation and ● Group polarization: the more time spent to maximize benefits and minimize cost overestimate the impact of personal w/ a group the more similar (polarized) their ● Reciprocity norm: we give so we can get disposition (that guy cut me off b/c he’s a thoughts / opinions will become jerk – not that his wife could be in labor) ● Groupthink: desire for harmony w/in a ● Central route to persuasion: change group leads to everyone going along w/ the people’s attitudes through logical same thinking, ignoring other possibilities arguments and explanations. Leads to or bad ideas CONFLICT long term behavior change ● Risky shift: groups make riskier decisions ● Social trap: conflicting parties pursue ● Peripheral route to persuasion: change together rather than alone their own best interests, which can result people’s attitudes through incidental cues PREJUDICE in destructive results (prisoner’s dilemma (like a speaker’s attractiveness). Leads to ● Ingroup: “US” – ppl w/ whom we share a – game theory) temporary behavior changes common identity ● Foot in the door phenomenon: ● Outgroup: “them” – ppl perceived as complying w/ a small request then leads different or not part of the group to going along w/ a larger request (can I ● Ingroup bias: tendency to favor our own have $5? Yes. Now can I have $25?) group ● Door in the face phenomenon: a large ● Scapegoat theory: prejudice offers an request is turned down, when then leads you outlet for anger by providing someone to be more likely to comply w/ a small else to blame request (can I have $100? Heck no! How ● Ethnocentrism: tendency to see your about $20? Okay) own group as more important than others ● STANFORD PRISON EXPERIMENT ● Just-world phenomenon: tendency for (ZIMBARDO): classic “experiment” ppl to believe that the world is just and where individuals were assigned to be therefore ppl get what they deserve guards / prisoners. w/in days they took on (homeless ppl) ● their roles and went too far. Highly AGGRESION unethical ● Genetic influence: runs in families, can ● Approach approach conflict: win – win ● Cognitive dissonance (FESTINGER): two breed for in animals situation; conflict is which win you have opposing thoughts conflict w/ each other, ● Lower serotonin, higher testosterone to choose (you can eat out at ONE of your causing discomfort (dissonance), which ● Environmental influence: social two favorite restaurants – you can only makes us find ways to justify the situation learning theory (BANDURA) – observing choose one though) (cult that was going to be abducted by violence in others makes us more violent ● Approach avoidance conflict: win – lose aliens, smokers) for a time situation; outcome has positive and SOCIAL INFLUENCE o Also: pollution, crowding, heat, humidity negative aspects (marriage) ● Conformity: classic experiment done by ● Frustration-aggression hypothesis: ● Avoidance avoidance conflict : lose – ASCH – showed lines of different lengths, frustration creates anger, which leads to lose; both outcomes are bad but you have confederates gave wrong answers to see if aggression to choose one (clean your room or do others would go along w/ it ATTRACTION your homework) o Normative social influence: we ● Mere exposure effect: repeated exposure ● Multiple approach avoidance conflict: conform to gain approval or to not stand to novel stimuli increases liking of them two (or more) win-lose situations; conflict out from the group (be part of the norm (the more time you spend around is which to choose (College A is good for something the more you like it) your major but no scholarship, College B is bad for your major but has a scholarship) SOCIAL SELF ● Self-concept bias: what we consider important in ourselves is what we consider important in others ● False-consensus effect: we overestimate the degree to which everyone else thinks / acts the way we do ● Self-fulfilling prophecy: a belief that leads to its own fulfillment (I expect you all to pass, you know this, you study – fulfilling my prophecy) ● Self-serving bias: readiness to perceive ourselves as favorably ● Spotlight effect (self-objectification) : tendency of an individual to overestimate the extent to which others are paying attention to them