PSYC111: INTRODUCTION TO PSYCHOLOGY
MIDTERM
1st Semester I AY 2023-2024
Lecturer: _______________
TOPIC
SUB-TOPIC
SUB-SUB TOPIC
MODULE 6
LEARNING
↳ is defined as a relatively permanent change in
behavior that occurs as a result of experience.
Behavior changes that are due to maturation or to
temporary conditions.
↳ it is the process of acquiring new understanding,
knowledge behaviors, skills, values, attitudes, and
preferences.
2 BASIC KINDS OF LEARNING
1. Non-Associative Learning
↳ It involves learning about single stimulus and
it includes habituation and sensitization.
a) Habituation – characterized by a
decreased behavioral response to an
innocuous (harmless) stimulus.
b) Sensitization – an increase in a
behavioral response to an intense
stimulus.
2. Associative Learning
↳ It involves learning relationships among
events.
↳ A response is associated in a particular
stimulus.
↳ Stimulus or experience occurs before the
behavior and then gets paired or associated
with the behavior.
↳ Includes classical conditioning and
instrumental conditioning.
CLASSICAL CONDITIONING
↳ Is a learning to make a reflex response to a
stimulus other than original, natural stimulus that
normally, produces the reflex or response.
➢ Ivan Pavlov: was a Russian physiologist, who
discovered classical conditioning through his
work on digestion in dogs.
ELEMENTS OF CLASSICAL CONDITIONING
1. Unconditioned Stimulus (UCS)
↳ is a naturally occurring stimulus that leads to
an involuntary response.
2. Unconditioned Response (UCR)
↳ is an involuntary response to a naturally
occurring or unconditioned stimulus.
Student: ______________
Section: ______________
3. Conditioned Stimulus (CS)
↳ is a stimulus that becomes able to produce a
learned reflex response by being paired with the
original unconditioned stimulus.
4. Conditioned Response (CR)
↳ is the learned reflex response to conditioned
stimulus.
RULES OF CLASSICAL CONDITIONING
1. The Conditioned Stimulus (CS) must come before
the Unconditioned Stimulus (UCS)
2. The Conditioned Stimulus (CS) and Unconditioned
Stimulus (UCS) must come very close together in
time, ideally, only several seconds apart.
3. The Conditioned Stimulus (CS) must be paired with
the Unconditioned Stimulus (UCS) several times,
often many times, before conditioning can take
place.
TERMS TO REMEMBER
 Acquisition
↳ is when the conditioned stimulus and
unconditioned stimulus are repeatedly to paired
to create an association.
 Stimulus Generalization
↳ is the tendency to respond to a stimulus that
is only similar to the original conditioned
stimulus with the conditioned response.
 Extinction
↳ is the disappearance or weakening of a
learned response following the removal or
absence of the unconditioned stimulus.
 Stimulus Discrimination
↳ is the tendency to stop making a generalized
response to a stimulus that is similar to the
original conditioned stimulus because the
similar stimulus is never paired with the
unconditioned stimulus.
OPERANT CONDITIONING
↳ is the learning of voluntary behavior through the
effects of pleasant and unpleasant consequences
to responses.
THORNDIKE’S LAW OF EFFECT
↳ is a law stating that if a response is followed by a
pleasurable consequence, it will tend to be
repeated, and if followed by an unpleasant
consequence, it will tend not to be repeated.
 BURRHUS FREDERIC SKINNER
↳ viewed that classical conditioning was far too
simplistic to be a complete explanation of
complex human behavior.
↳ For him consequences of the behavior determine
whether the behavior will be repeated in the future
or not.
↳ According to Skinner, there are two kinds of
consequences that are influential when it comes
to operant conditioning namely; reinforcement
and punishment.
TWO KINDS OF CONSEQUENCES
1. Reinforcement
↳ Increases motivation to repeat the desired
behavior which can be a positive Reinforcement
or a Negative Reinforcement.
a) Positive Reinforcement – giving a reward
to the subject to maintain, repeat, or acquire
the desired behavior. (binibigay ang gusto)
e.g., Buying a toy for a child after he
passed the exams.
b) Positive Reinforcement – rewarding the
subject by taking away unpleasant things
for the subject. (inaalis ang ayaw)
e.g., If your daughter cleaned her room,
she will not wash the dishes the entire
day.
2. Punishment
↳ Decrease motivation of the subject for him not
to repeat the undesired behavior which can be
a Positive Punishment or a Negative Punishment.
a) Positive Punishment – giving negative
consequences to the subject after he
commit an undesired behavior. (binibigay ang
ayaw)
e.g., Spanking a child after doing
something wrong.
b) Negative Punishment – removing favorable
things for the subject after he commit an
undesired behavior. (inaalis ang gusto)
e.g., Taking away gadgets after a
student failed his subjects.
Positive Reinforcement Binibigay ang gusto
Negative Reinforcement Inaalis ang ayaw
Positive Punishment Binibigay ang ayaw
Negative Punishment Inaalis ang gusto
SCHEDULES OF REINFORCEMENT
1. Continuous Reinforcement – is the reinforcement
of each and every correct response.
2. Intermittent Reinforcement – is giving
reinforcement to a certain behavior but not after
each one. It also has a specific schedule which can
be by ratio or by interval.
a) Ratio – involves number of responses.
b) Interval – involves time.
RATIO
1. Fixed Ratio – fixed number of responses must be
made to receive a reward.
e.g., A worker gets paid every after 100 rags
sewn.
2. Variable Ration – the ration varies; when the
reward will be given is unpredictable.
e.g., Playing a slot machine.
INTERVAL
1. Fixed Interval – rewards is given after a specific
period of time.
e.g., Giving the salary every 2 weeks.
2. Variable Interval – length if time is varied or
unspecific.
e.g., Giving a reward every 10-20 minutes of the
child reading a book.
SOCIAL COGNITIVE THEORY
↳ According to Albert Bandura the proponent of
Social Cognitive Theory, there are two concepts of
behavior namely the observational and the
enactive learning.
1. Observational Learning
↳ involves learning new behavior by
watching a model perform a certain
behavior.
↳ It allows people to learn without
performing any behavior.
2. Enactive Learning
↳ involved learning by only thinking and
evaluating the consequences.
 OBSERVATIONAL LEARNING 3. Retrieval
 Modeling – is the heart of Observational Learning. ↳ getting information that is in storage into a
form that can be used.
IT HAS 3 PRINCIPLES:
1. People are most likely to model high-status people.
2. People who lack skill or status are most likely to
model.
3. People tend to model behavior that they see is
rewarding.

BANDURA’S BOBO DOLL EXPERIMENT

↳ In Albert Bandura’s famous Bobo doll experiment,
the doll was used to demonstrate the impact of
observing and adult model performing
aggressive behavior on the later aggressive
behavior of children.
↳ The children in are imitating the adult model’s
behavior even though they believe they are alone
and are not being watched.
↳ Bandura gathered 4-6 years old children in a room.
↳ Children watched a film with an adult aggressive
to the bobo doll.
↳ As a result, most of the children copied the
aggressive behavior of the adult towards the bobo
doll.
4 PROCESS OF OBSERVATIONAL LEARNING
1. Attentional Processes
↳ To learn anything through observation, the
learner must first pay attention to the model.
2. Retentional Processes
↳ The learner must also be able to retain the
memory of what was done, such as
remembering the steps in preparing a dish that
was first seen on a cooking show.
3. Reproduction Processes
↳ The learner must be capable of reproducing,
or imitating the actions of the model.
4. Incentive and Motivational Processes
↳ There must be something that would make the
learner continue what he learned such as an
incentive or motivation.
MEMORY
↳ refers to the processes that are used to acquire,
store, retain, and later retrieve information. There
are three major processes involved in memory:
encoding, storage, and retrieval.
PROCESS OF MEMORY
1. Encoding
↳ the set of mental operations for people
perform on sensory information to convert that
information into a form that is usable in the brain’s
storage systems.
2. Storage
↳ holding to information for some period of time.
SENSORY MEMORY
↳ It is the very first stage of memory.
↳ The point at which information enters the nervous
system through the sensory systems.
↳ Information that enters in the sensory memory will
only last less than a second if not rehearsed.
1. Iconic memory
↳ is the visual sensory memory, what you see
at the very moment.
2. Eidetic imagery
↳ is the ability to remember an image in so
much detail, clarity, and accuracy that it is
as though the image were still being
perceived.
3. Echoic memory
↳ is the brief memory of something a person
has just heard.
4. Olfactory memory
↳ refers to the recollection of odors.
SHORT-TERM MEMORY (STM)
↳ is also known as the working memory.
↳ It is the memory system in which information is
held for brief periods of time while being used.
1. Selective attention
↳ is the ability to focus on only one stimulus
from among all sensory input. Without
attention, the information in the sensory
memory will not be processed by the STM.
2. Maintenance rehearsal
↳ is the practice of saying some information
to be remembered over and over in one's
head in order to maintain it in short-term
memory
e.g. Your mother told you to buy toyo,
suka, paminta, asukal, asin on a sari-
sari store near your house. You will
repeat it on your your mind, mentally
or verbally.
 3. Chunking
↳ are bits of information are combined into
meaningful units, or chunks, so that more
information can be held in STM.

e.g., Memorizing a phone number sequence

of 09123456789 would be chunked into 0912-
345-678.

LONG-TERM MEMORY (LTM)

↳ is the system of memory into which all the
information is placed to be kept more or less RETRIEVAL
permanently.  Retrieval cue
↳ is a stimulus for remembering.
 Elaborative Rehearsal
↳ is a method of transferring information 1. Recall
from STM into LTM by making that ↳ is a type of memory retrieval in which the
information meaningful in some way. information to be retrieved must be
"pulled" from memory with very few external
e.g., Associating words to another word cues.
with an existing meaning or using 2. Retrieval failure
mnemonics. ↳ occurs when recall has failed at least
temporarily which is also known as tip of the
TYPES OF LONG-TERM MEMORY tongue phenomenon.
1. Procedural Memory
3. Serial position effect
↳ Also known as Non-declarative Memory or ↳ is the tendency of information at the
Implicit Memory beginning and end of a body of
↳ It is a type of long-term memory including information to be remembered more
memory for skills, procedures, habits, and accurately than information in the middle of
conditioned responses. the body of information.
Note: These memories are unconscious but are a. Primacy effect
implied to exist because they affect conscious ↳ tendency to remember
behavior. information at the beginning of a
2. Declarative Memory body of information better than the
↳ It is a type of long-term memory containing information that follows.
information that is conscious and known. b. Recency effect
↳ It contains facts, concepts, events, and ↳ tendency to remember
experiences. information at the end of a body of
↳ It has two subgroups namely the semantic and information better than the
episodic memory. information ahead of it.
a. Semantic Memory AUTOMATIC ENCODING
↳ A type of declarative memory containing ↳ is the tendency of certain kinds of information to
general knowledge, such as knowledge enter long-term memory with little or no effortful
of language and information learned in encoding.
formal education.
 Flashbulb memories
e.g., Mathematical formulas, laws in ↳ is a type of automatic encoding that occurs
physics, concepts in Psychology. because an unexpected event has strong
emotional associations for the person
b. Episodic Memory remembering it
↳ A type of declarative memory containing
personal information not readily available
to others, such as daily activities,
experiences, and events.
e.g., Birthdays, anniversaries,
special events.
 FORGETTING
1. Encoding failure
↳ involves failure to process information into
memory.
2. Decay
↳ involves loss of memory due to the passage of
time, during which the memory trace is not used.
3. Disuse
↳ is a type for decay, assuming that memories that
are not used will eventually decay and
disappear.
AMNESIA
1. Retrograde amnesia
↳ involves loss of memory from the point of some
injury or trauma backwards, or loss of memory
for the past.
2. Anterograde amnesia
↳ involves loss of memory from the point of injury or
trauma forward, or the inability to form new
long-term memories.
3. Dissociative Amnesia
↳ is a condition in which the person is unable to
remember vital information in a way that has
nothing to do with a normal forgetfulness and
commonly seen in individuals who have
witnessed a violent crime or experienced an
accident.
a. Generalized Amnesia
↳ amnesia involves the person's entire
life.
b. Localized Amnesia
↳ involves no memory of a specific
traumatic event that took place.
c. Selective Amnesia
↳ only selective parts of events that
occurred in a defined period of time.
4. Dissociative fugue
↳ is a type of amnesia that is caused by an extreme
psychological trauma which makes the person
travel from one place to another without
remembering his own identity and the reason
why he traveled.
5. Infantile amnesia
↳ refers to the inability to retrieve memories from
much before age 3.
a. Autobiographical memory – the memory
for events and facts related to one's
personal life story after age 3.
COGNITION
↳ comes from the Latin verb cognoscere, meaning "a
getting to know, or knowledge," combining com,
"together," and gnoscere, "to know."
↳ is a mental activity that goes on in the brain when
a person is organizing and attempting to
understand information and communicating
information to others.
MENTAL IMAGES
↳ are mental representations that stand for objects
or events and have a picture-like quality that
occurs when the relevant object, event, or scene is
not actually present to the senses.
CONCEPTS
↳ are ideas that represent a class or category of
objects, events, or activities.
1. Superordinate concept
↳ is the most general form of a type of
concept, such as "animal" or "fruit."
2. Formal concepts
↳ are concepts that are defined by specific
rules or features.
3. Natural concepts
↳ are concepts people form as a result of
their experiences in the real world.
4. Prototype
↳ is an example of a concept that closely
matches the defining characteristics of a
concept.
↳ It is an early sample, model, or release of a
product built to test a concept or process.
↳ This term is used in a variety of contexts,
including semantics, design, electronics,
and software programming.
PROBLEM SOLVING
↳ is a process of cognition that occurs when a goal
must be reached by thinking and behaving in certain
ways.
1. Trial and error (mechanical solution)
↳ is problem-solving method in which one
possible solution after another is tried
until a successful one is found.
2. Algorithms
↳ are very specific, step-by-step procedures
for solving certain types of problems.
3. Heuristic
↳ is an educated guess based on prior
experiences that helps narrow down the
possible solutions for a problem. Also known
as a "rule of thumb."
 PROBLEM SOLVING BARRIERS
1. Functional fixedness
↳ is a block to problem solving that comes from
thinking about objects in terms of only their
typical functions.
2. Mental set
↳ is the tendency for people to persist in using
problem-solving patterns that have worked
for them in the past.
3. Confirmation bias
↳ is the tendency to search for evidence that fits
one's beliefs while ignoring any evidence that
does not fit those beliefs.
CREATIVITY
↳ is the process of solving problems by combining
ideas or behavior in new ways.
1. Convergent thinking
↳ is a type of thinking in which a problem is
seen as having only one answer, and all
lines of thinking will eventually lead to that
single answer, using previous knowledge and
logic.
2. Divergent thinking
↳ is a type of thinking in which a person
starts from one point and comes up with
many different ideas or possibilities based
on that point (kind of creativity).
INTELLIGENCE
↳ is the ability to learn from one's experiences,
acquire knowledge, and use resources effectively
in adapting to new situations or solving problems.
THEORIES OF INTELLIGENCE
1. Spearman's Theory
a. G factor – the ability to reason and solve
problems, or general intelligence.
b. S factor – the ability to excel in certain
areas, or specific intelligence.
2. Gardner's Theory
↳ Multiple intelligences – verbal/linguistic,
musical, logical/mathematical, visual/spatial,
movement, interpersonal, intrapersonal,
naturalists and existential intelligence.
3. Triarchic Theory of Intelligence
↳ Sternberg's theory that there are three kinds of
intelligences:
a. Analytical intelligence
↳ the ability to break problems down
into component parts, or analysis, for
problem solving.
b. Creative intelligence
↳ the ability to deal with new and
different concepts and to come up with
new ways of solving problems.
c. Practical intelligence
↳ the ability to use information to get
along in life and become successful.
INTELLECTUAL DISABILITY
↳ Also called (intellectual developmental disorder) is a
disorder with onset during the developmental
period that includes both intellectual and
adaptive functioning deficits in conceptual, social,
and practical domains. The following three criteria
must be met:
DIAGNOSTIC CRITERIA
a. Deficits in intellectual functions
b. Deficits in adaptive functioning
c. Onset of intellectual and adaptive deficits is
during the developmental period
Note: Specify the severity: mild, moderate,
severe, profound
EMOTIONAL QUOTIENT
↳ is the awareness of and ability to manage one's
own emotions as well as the ability to be self-
motivated
↳ able to feel what others feel, and socially skilled.
↳ viewed as a powerful influence on success in life.
 DEVELOPMENTAL PSYCHOLOGY
HUMAN DEVELOPMENT
↳ This refers to systematic changes and continuities
in the individual that occur between conception to
death or from "womb to tomb"
3 BROAD DOMAINS OF HUMAN DEVELOPMENT
1. Physical Development
↳ Growth of body organs, functioning of
physiological systems including the brain,
physical signs of aging and changes in motor
abilities.
2. Cognitive Development
↳ Changes in perception, language, learning,
memory, problem solving, and other mental
processes.
3. Psychosocial Development
↳ Changes in personal and interpersonal
development such as motives, emotions,
personality, interpersonal skills, and
relationships.
DEFINITION OF TERMS
1. Developmental Psychology
↳ It is a scientific approach which aims to
explain growth, change, and consistency
through out the life span of a person.
2. Pathology
↳ Study and diagnosis of a disease through
examination.
3. Psychopathology
↳ Study and diagnosis of mental illnesses or
mental disabilities through examination.
4. Developmental Psychopathology
↳ Study of changes in abnormal behavior.
CONTINUITY VS DISCONTINUITY
1. Continuity
↳ A belief that human development is gradual
and a continuous process overtime.
e.g., You are shy during your childhood.
Gradually, when you grow up, you tend to
overcome this shyness over time, slowly.
2. Discontinuity
↳ A belief that changes happens suddenly or in a
series of abrupt shifts.
e.g., You are shy during your childhood but due to
a certain event, you met someone who drastically
changed your behavior to the point that you
already overcame your shyness.
UNIVERSALITY VS CONTEXT SPECIFIC
1. Universality
↳ A notion that all people, despite the cultural
differences, develops in the same way.
↳ Development is common to all
e.g., Asians develop the same way as Westerners.
2. Context-Specific
↳ A notion that people from different context and
environment has their own aspects of
development
e.g., Women reach their maturity faster than men.
NORMATIVE VS IDIOGRAPHIC
1. Normative
↳ A notion that there is a norm in development.
e.g., At the average of age of 2 years old, a child
must learn how to speak.

ISSUES IN DEVP 2. Idiographic

↳ Studying a single or special case in
• Nature vs Nurture • Activity vs Passivity development cannot be applied to all people.
• Continuity vs • Goodness vs
Discontinuity Badness e.g., A child who is abandoned at the young age will
• Normative vs • Universality vs never learn how to speak.
Idiographic context-specific
ACTIVITY VS PASSIVITY
NATURE VS NURTURE 1. Activity
1. Nature ↳ Humans are active in influencing and creating
↳ A belief that a certain behavior in inherited from their own behavior by choosing to explore
the parents. and control their environment.
↳ A belief that humans are born with innate ↳ Active people are the explorative, builders, and
abilities to develop. they have their own firm opinions.
↳ Humans develop by their own will.
2. Nurture
↳ Humans control their environment.
↳ A belief that behavior is not inherited but
rather, are purely, influenced by the 2. Passivity
environmental factors. ↳ Humans are shaped by forces beyond their
↳ Humans are born in a tabula rasae (blank state) control.
and they learn completely through ↳ Passive people let their environment decide for
experiences. them.
 ↳ They just receive what their environment
offers them for their own convenience.
↳ They are easily influenced by other people.
e.g., "Bahala na!" or "Go with the flow na lang!"
GOODNESS VS BADNESS
1. Goodness
↳ Humans are born good with an intuition of
what is right and wrong.
↳ People will develop into positive directions as
long as society will not interfere with their
natural tendencies.
2. Badness
↳ Humans are born bad, selfish and it is the
environment's responsibility to teach people
how to behave in human way.
3. In the middle..
↳ According to John Locke, people are born in
tabula rasae or in a blank state, waiting to be
written or filled in by experiences that will
determine behavior.
↳ People are neither good nor bad but in a blank
state where they could develop in any direction
depending on their environment.
FORCES IN DEVP
↳ In explaining why people develop the way they do;
scientists usually consider four interactive factors or
forces. These are:
• Biological Factors
• Psychological Factors
• Socio-cultural Factors
• Life-cycle Factors
1. Biological Factors
↳ This includes all genetic and health related
factors that affect development such as DNAs.
2. Psychological Factors
↳ It includes all internal perceptual, cognitive,
emotional, and personality factors that affect
development.
3. Socio-cultural Factors
↳ Includes interpersonal, societal, cultural and
ethnic factors that affect development.
e.g., Asians are more collectivist compared to
Westerns in terms of interpersonal relationships
specifically independence.
4. Life Cycle Factors
↳ These are the changing factors every
developmental stages that affects
development such as age, financial stability
and social support system.
↳ For the reason that two same events can have
different effect in development depending on
the timing when it happened in a person's life.
Examples:
• Girl A got pregnant at the age if 30. She is
happily married, and financially stable. Girl A
will develop through happiness and positivity.
• Girl B got pregnant at the age of 14, She is still
studying and financially unstable. Girl B will
develop with anxiety.
GENDER AND SEXUALITY
PHYSICAL DIFFERENCES
1. Primary sex characteristics
↳ are sexual organs present at birth and directly
involved in human reproduction.
a. Vagina – the tube that leads from the
outside of a female's body to the opening
of the womb.
b. Uterus – the womb in which the baby
grows during pregnancy.
c. Testes (testicles) – the male sex glands.
d. Ovaries – the female sexual glands.
e. Scrotum – external sack that holds the
testes.
f. Prostate gland – gland that secretes
most of the fluid holding the male sex cells
or sperm.
g. Penis – male sex organ.
2. Secondary sex characteristics
↳ are sexual organs and traits that develop at
puberty and are indirectly involved in human
reproduction.
I. Female Secondary Sex Characteristics
a. Growth spurt
b. Fat deposits
c. Onset of the menstrual cycle – monthly
shedding of the blood and tissue that line
the uterus in preparation for pregnancy
when conception does not occur
d. Mammary glands – glands within the
breast tissue that produce milk when a
woman gives birth to an infant.
e. Breast development
f. Widening hips Pubic hair
II. Male Secondary Sex Characteristics
a. Enlarged larynx (Adam's apple)
b. Deepening voice
c. Facial and chest hair
d. Pubic hair
e. Coarser skin texture
f. Large increase in heigh
GENDER
↳ the psychological aspects of being male or
female.
 Gender roles – the culture's expectations for
masculine or feminine behavior, including
attitudes, actions, and personality traits associated
with being male or female in that culture.
 Gender typing – the process of acquiring gender
role characteristics.
 Gender identity – the individual's sense of being
male or female.
INFLUENCES ON GENDER
1. Biological influences
↳ hormones and chromosomes
2. Environmental influences
↳ parenting, surroundings, and culture on the
formation of gender identity.
GENDER ROLES
1. Social learning theory
↳ gender identity is formed through
reinforcement of appropriate gender behavior
as well as imitation of gender models.
2. Gender schema theory
↳ theory of gender identity acquisition in which
a child develops a mental pattern, or schema,
for being male or female and then organizes
observed and learned behavior around that
schema
 Androgyny – is a characteristic of possessing the
most positive personality characteristics of
males and females regardless of actual sex.
OTHER DIFFERENCES
1. Cognitive differences
↳ male advantage in mathematical and spatial
skills and a female superiority in verbal skills.
2. Emotional expression
↳ males tend to talk with each other in a "report"
style, whereas females tend to talk to each other
in a "relate" style
SEXUAL RESPONSE
1. Excitement
↳ beginning of sexual arousal.
2. Plateau
↳ physical changes beginning in first stage
continue.
3. Orgasm
↳ a series of rhythmic contractions of the
muscles of the vaginal walls or the penis, also
the third and shortest phase of sexual
response.
a. Semen fluid – released from the penis at
orgasm that contains the sperm.
4. Resolution
↳ the final phase of the sexual response in which
the body is returned to a normal state.
a. Refractory period – time period in males
just after orgasm in which the male cannot
become aroused or achieve erection.
SEXUAL ORIENTATION
↳ a person's sexual attraction preference for
members of a particular sex.
1. Heterosexual
↳ person attracted to the opposite sex.
2. Homosexual
↳ person attracted to the same sex.
3. Bisexual
↳ person attracted to both men and women.
SEXUAL DYSFUNCTION
↳ a problem in sexual functioning.
1. Organic or stress induced dysfunction
↳ sexual problem caused by physical
disorder or psychological stress.
Hypoactive sexual desire, sexual aversion, female
sexual arousal disorder, male erectile disorder, male
orgasmic disorder, female orgasmic disorder,
premature ejaculation, vaginismus, and
dyspareunia.
STIS
↳ Sexually transmitted infections (STI)
↳ It can affect the sexual organs and the ability to
reproduce and may result in pain, disfigurement,
and even death.
↳ Common bacterial sexually transmitted infections
(STI) are: Chlamydia, syphilis, and gonorrhea.
These are readable with antibiotics.
1. Viral sexually transmitted infections (STI)
↳ Include genital herpes (caused by the
herpes simplex virus that also causes cold
sores) and genital warts (caused by the
human papillomavirus)
↳ Neither can be cured and both can lead to
complications such as increased risk of
cancer
2. AIDS or acquired immune deficiency
syndrome
↳ Sexually transmitted viral disorder that
causes deterioration of the immune
system and eventually results in death
due to complicating infections that the
body can no longer fight.
↳ There are drug treatments but no cure.