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Psychology 023 Final Exam Lecture Review, Winter 2006
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PSYCHOLOGY 023 FINAL EXAM
Thursday, April 22, 2006, 7:00 p.m. – 10:00 p.m.
Alumni Hall 201
100 questions, 3 hours, 30% of course grade
These focus questions are intended to help you study the lecture material from the Winter term (Fall
term will not be tested). I recommend an active approach to answering them. For example, you may
want to download the Microsoft Word file from the web and add point form notes. These focus
questions do not include material from the textbook which you are expected to study from the text’s
focus questions in the margins (as specified in the Lectures web page).
NAMES
What were the contributions or roles of the following individuals in Psychology, as discussed in 023?
Yerkes-Dodson (curve)
Alex Pepperberg (the parrot)
James-Lange (theory of emotion)
Jean Piaget
Cannon-Bard (theory of emotion)
Niccolo Machiavelli
Stanley Schachter
Erik Erikson
Phineas Gage
Harry Harlow
Allan Hobson
Stanley Milgram
Charles Spearman
Adolf Eichmann
Raymond Cattell
Hannah Arendt
Flynn (effect)
Solomon Asch
Francis Galton
Kitty Genovese
Alfred Binet
Sigmund Freud (and Copernicus and Darwin)
Lewis Terman
Hippocrates (four humors)
David Wechsler
Hans Eysenck
Howard Gardner
Barnum/Forer (effect)
Paul Broca (brain area)
Abraham Maslow
Carl Wernicke (brain area)
Carl Rogers
Noam Chomsky
Hans Selye
B.F. Skinner
Eve, Sybil
Kanzi (the bonobo)
Jim Jones
Washoe (the chimp)
SECTION 1: MOTIVATION
 What are drives?
 How are regulatory and non-regulatory drives different? Think of examples of each type.
 What is homeostasis? How is a homeostatic mechanism like a thermostat? What is the set point?
 Why is the hypothalamus important in understanding motivation?
HUNGER
 What triggers hunger/satiation and how is this an example of homeostasis?
 What are the roles of the Ventromedial Hypothalamus and Lateral Hypothalamus to the control of hunger?
 What would happen with lesions to the VMH or to the LH? What would happen with stimulation?
 How do the following factors determine hunger vs. satiety (see also text)
 VMH vs. LH
 blood glucose, insulin
 body fat and leptin
 full stomach
 context cues
 learning cues
 Why do people become obese?
 How do monozygotic and dizygotic twins differ? What does concordance mean? How can twin studies
and adoptions studies help us understand nature vs. nurture questions?
 What role do genetics play in obesity?
 Why may obesity be an example of an evolutionary trait that is now maladaptive?
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SEX
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Why is it so difficult to lose weight through dieting? What types of weight loss are healthy vs.
unhealthy?
What are anorexia and bulimia? How are they similar? How are they different?
How has the ideal of the feminine body changed over time? How do men and women differ in their ideals for
their sex and the opposite sex? How similar is the women’s ideals to women’s actual physique? How similar is
the men’s ideal to men’s actual physique?
What hormones affect sexual characteristics (e.g., breast development)? What hormones affect the sex drive?
Other than hormones, what other factors affect sex drive and sexual orientation?
What traits do men and women seek in their mates?
How do men and women differ in their willingness to engage in sex, particularly with others they don’t know
particularly well? How do evolutionary psychologists explain this?
DRUGS
 What evidence is there for a “pleasure centre” in the brain?
 How can the use of addictive drugs be explained by the role of dopamine in the pleasure centres?
EMOTION
 Why do we have emotions?
 On what dimensions do psychologists categorize emotions?
 How is arousal affected by the autonomic nervous system?
 How does performance change as a function of arousal? How does this depend on the task difficulty and the level
of experience?
 What theories attempt to explain emotion and how do they differ?
 Common Sense Theory
 Stimulus  Emotion  Body Response
 James-Lange Theory
 Stimulus  Body Response  Emotion
 How is facial feedback theory consistent with the James-Lange Theory?
 How is the data from spinal cord patients consistent with the James-Lange Theory?
 Cannon-Bard Theory
 Stimulus  Brain activity  Body Response + Emotion
 Schachter’s Theory
 Stimulus  Body Response  Emotion (intensity)
 Stimulus  Cognitive Appraisal  Emotion (type)
 What were Schachter’s experiments and how did they support his theory?
 What are the implications of Schachter’s theory for situations of arousal? What would happen if
you slip No-Doze (caffeine pills) in your roommate’s water without telling her (Warning:
example only, do NOT try this at home)? Why are large pupils considered a sign of
attractiveness? Why should you take your date to see Psycho?
 Which brain structures have been implicated in emotion?
 What happens with damage to those structures?
 Why were frontal lobotomies performed? What effect did they have? Are they still performed?
 How do lie detectors work? What do they indicate about frontal patients?
 What evidence is there that the right hemisphere is specialized for recognizing emotions? How do
chimeric (split) faces work?
 What evidence is there that the two hemispheres have different “personalities”? What happens with brain
damage (esp. frontal) to one hemisphere or the other?
SLEEP
 What types of biological rhythms guide behavior? What is the circadian rhythm? How does daylight affect the
rhythms of temperature and sleep?
 What happens to people if there are no external cues (e.g. daylight) to the time of day?
 Why is it so much harder to fly eastbound than westbound? What other examples are there of sleep disruptions?
 What parts of the brain keep track of what time it is?
 What happens with long-term sleep deprivation?
 How do scientists measure the stages of sleep?
 What do the waves of an EEG mean? Why are beta waves small and irregular, whereas delta waves are large and
regular?
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Why is REM sleep called REM sleep?
What wave patterns characterize waking, going to sleep, light sleep, slow-wave sleep and REM sleep?
How are dreams and sleep thoughts different?
Why don’t most people (except those with sleep disorders) act out their dreams?
How do people progress through the stages of sleep within an evening?
Why do animals sleep?
How is sleep regulated?
 Is it due to a chemical? Is it regulated by brain structures?
What do Sigmund Freud and Allan Hobson think that dreams mean?
What evidence is there that dreaming may be critical to learning?
SECTION 2: INTELLIGENCE AND REASONING
REASONING
 What are deductive and inductive reasoning and how do they differ? What are examples of the two types?
 What are each of the following reasoning errors?
 confirmation bias
 availability bias
 representativeness
 mental set
 what is insight?
 functional fixedness
INTELLIGENCE
 What is intelligence testing used for?
 How is intelligence measured? How was intelligence originally measured in children? Why is intelligence said to
follow a “bell curve”? What is the average IQ? What does it mean to say IQ has a standard deviation of 15?
 What sorts of subtests make up an intelligence test? Can you think of a sample problem from each subtest?
 Verbal subtests
 vocabulary
 similarities
 information
 comprehension
 digit span
 arithmetic
 Performance subtests
 block design
 picture completion
 picture arrangement
 object assembly
 matrix reasoning
 Raven’s progressive matrices
 digit symbol
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Is intelligence one thing or does it have multiple facets?
 How did Spearman explain IQ scores?
 What is “g”? What is “s”? What cognitive factors and brain areas may account for “g”?
 What is the statistical technique of factor analysis and how did Cattell use it to study intelligence? How
did Cattell explain IQ scores?
Does IQ predict performance? What is a typical correlation between IQ and performance measures (e.g.,
income)?
What is a “savant”? Why do some suggest there may be more than one type of intelligence?
Nature vs. nurture
 What do the concordance rates of MZ and DZ twins like? How does this change over time?
 What is the Flynn effect? How can it be explained?
In considering nature vs. nurture, what kind of questions make the most sense?
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From the video…
 What roles did the following people play in the history of intelligence testing?
 Francis Galton
 Alfred Binet
 Lewis Terman (at Stanford)
 David Wechsler
 What are the following characteristics and why are they valuable in a test?
 validity
 reliability
 standardization
 Why is intelligence testing so controversial? Why might intelligence tests be biased to a particular
group?
SECTION 3: LANGUAGE AND ITS DEVELOPMENT
LANGUAGE
 What are the stages of language processing?
o sounds  phonemes  morphemes  words  sentences  meaning
 What is a phoneme? Why is it hard to break apart phonemes (as illustrated for example by mondegreens)? Why
does speech recognition software usually suck?
 What is a morpheme? How many morphemes make up the word “divided”?
 What is syntax? Why is syntax important for understanding a sentence such as “The dog bit the man”?
 What is semantics? What is deep meaning? How can phrases be ambiguous?
 What is the linguistic relativity (Sapir-Whorf) hypothesis?
 How is language represented in the brain? What happens with damage to Broca’s area and how does this differ
from the result of damage to Wernicke’s area?
NONVERBAL COMMUNICATION
 What evidence suggests that nonverbal behaviors communicate a considerable amount of information?
 How can the following non-verbal behavior be used to communicate?
o interpersonal distance (physical space)
 how does it vary with relationships?
o facial expressions
 what are the two types of smiles and how can you tell the difference?
o eye contact
 how is it used to express dominance? flirting?
o body posture and movement
o gestures
 why do people gesture even when no one is watching?
 video: how is language related to the evolution of bipedalism?
 what is interactional synchrony?
 How good are people at using nonverbal behavior to detect deception?
LANGUAGE DEVELOPMENT
 How did Skinner and Chomsky disagree on how children learn grammar? Who is thought to have won the debate
and what arguments supported that view? What evidence is there for a Language Acquisition Device (LAD) or
“language instinct”?
 How do children learn grammar?
 What evidence is there that humans have a critical period for learning the phonemes of one’s native language?
And for a critical period for grammar?
 Can animals learn language?
o Why can’t apes communicate vocally? How can scientists communicate with them anyway?
o Based on the animal language studies, do you think animals have a “language instinct” comparable to
humans? Why or why not?
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SECTION 4: DEVELOPMENT
PHYSICAL DEVELOPMENT
 What are teratogens? When is the developing brain most susceptible to them and why? What is fetal alcohol
syndrome?
 How does the number of neurons vary between conception and adulthood? Why does this counterintuitive strategy
work?
 What is myelinization? Which types of brain areas become myelinated relatively early vs. relatively late?
COGNITIVE DEVELOPMENT
 What techniques can be used to study the perceptual abilities of nonverbal infants and children? What have these
types of studies indicated about how infants perceive faces? What is the logic of the habituation paradigm?
 What determines whether or not an infant is likely to crawl over a visual cliff?
 What is a critical period? How do Lorenz’s studies of imprinting in baby birds suggest a critical period?
 Does development occur continually or in stages?
 How did Jean Piaget view cognitive development? What did Piaget mean by the terms, scheme, assimilation and
accommodation? How did Piaget study children in order to derive his stages? Which stages did Piaget propose?
What characteristics are typical of each stage? What types of tests can determine whether a child has reached a
particular stage? Why have people criticized Piaget’s theory? What experiments contradict it? How might the
stages proposed by Piaget be explained based simply on information processing capacity?
SOCIAL-COGNITIVE DEVELOPMENT
 Why do we say humans brains are big when elephant brains are physically larger?
 Why are human brains so big? Why do larger groups require relatively bigger brains?
 What is the estimated optimum maximum group size for humans, how was this number derived, and what evidence
is there that this is a realistic estimate?
 What is meant by social intelligence? Who was Machiavelli and what is Machiavellian intelligence?
 What is meant by a theory of mind?
 How do each of the following tests involve theory of mind?
o Sally-Ann (False Belief) test
o Camera (False Picture) control test
o Smarties (or Container) test
o ability to lie
o understanding alliances and conflicts (Heider’s moving shapes)
 How does theory of mind develop in normal kids?
 What is autism? What evidence is there that autism involves an impaired theory of mind? How do you know it’s
not just a problem with overall intellectual impairment?
 What is Asperger’s and how is it different from autism?
 What is the Extreme Male Brain theory of autism? What do the ends of the continuum represent and where do
various groups fall on the continuum? What is the relationship between the ratio of index:ring finger length and
autism? Why do some scientists suggest autism may be a “geek syndrome”?
SECTION 5: SOCIAL DEVELOPMENT
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How did Harlow’s experiments suggest that animals had a need for attachment? Why was this surprising in the
context of Freudian and Skinnerian theories?
What three patterns of attachment can be observed in the strange situation test?
What is the difference between “sex” and “gender”? How does the case of Bruce/Brenda/David illustrate the
dissociations between these concepts?
How do adults treat baby girls and boys differently?
How were Erik Erikson’s theories different from Freud’s? What were Erikson’s stages? What challenges confront
individuals at each stage? What happens if failure occurs at particular stages?
SECTION 6: SOCIAL PERCEPTION
SELF-PERCEPTION
 What is the mirror test? Why do some scientists think the “mirror test” is a sign of whether an individual or
species has self-awareness?
 How is one’s self-concept affected by roles and self-complexity?
 How do reference groups affect our self-evaluations?
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How accurate are the self appraisals of non-depressed people (and from Disorders, how do these differ from the
self-appraisals of depressed people? Who is more accurate?)
 What is meant by the Pygmalion effect or self-fulfilling prophecy? How did Rosenthal’s experiment on teachers
and school kids illustrate this?
PERCEPTION OF OTHERS
 What is attribution theory? What is the difference between external vs. internal attributions?
 How did Kelley suggest we go about making an attribution? What three questions should one ask?
 What is the fundamental attribution error?
 What is the actor observer discrepancy? How is it affected by one’s viewpoint?
 How are attributions affected by prior information? by attractiveness?
 What are attitudes?
 What is cognitive dissonance? How are the insufficient justification effect and belief in a just world examples of
cognitive dissonance?
PREJUDICE
 What is the difference between discrimination and prejudice?
 What is meant by the following terms?
o social categorization
o in-group bias
o out-group homogeneity bias
o stereotypes
 What factors enhance the development of prejudice?
 How might evolutionary psychologists explain prejudice?
 What is a stereotype? How do public, private and implicit stereotypes differ? How can the implicit association
test (IAT) be used to study implicit stereotypes? How closely do people’s public and private stereotypes match
their implicit stereotypes?
 How can prejudice and stereotypes lead to a self-fulfilling prophecy?
 How can we reduce stereotypes and prejudice?
SECTION 7: SOCIAL INFLUENCE
OBEDIENCE
 How do Jonestown and Waco, Texas illustrate examples of extreme obedience?
 Are the cultures that have instigated genocide (Nazi Germany, Cambodian Khmer Rouge, Rwandans) inherently
evil? Are the individuals that have participated in genocide (e.g., Adolf Eichmann) inherently evil?
 How did Milgram’s experiments investigate obedience? Were psychologists surprised by his results? What
factors influenced whether subjects would obey the experimenter?
 How did the Stanford Prison Experiment investigate people’s behavior when they were assigned to roles?
 What factors seem to lead a society into genocide?
SOCIAL INFLUENCE
 What is conformity? When is it good? When is it bad?
 How did subjects in Asch’s line judgment experiment behave? What factors made them more or less likely to
conform?
 What is group polarization?
 What is groupthink? What factors lead to groupthink? How has groupthink been implicated in bad decisions such
as the 1986 and 2003 Space Shuttle disasters or the invasion of Iraq by the Bush administration? How can
groupthink be avoided?
 What is social loafing? Which groups are most likely to demonstrate social loafing? How can you reduce social
loafing?
 What is deindividuation?
 What is bystander apathy? How does the story of Kitty Genovese illustrate it? How has it been studied in field
studies and laboratory experiments?
 Why don’t people help? What is diffusion of responsibility?
 What techniques can people use to persuade others?
o reciprocity
o lowballing
o door-in-the-face
o foot-in-the-door
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o four-walls (text)
How can social impact theory account for many of the findings in social psychology?
SECTION 8 : WHAT WOULD A PSYCH CLASS BE WITHOUT FREUD?
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What did Freud’s “talking cure” involve? What is catharsis? What was the historical context that helps us
understand where Freud was coming from?
How did Freud view the structures of the mind and how do they interact?
What were Freud’s psychosexual stages of development? What did Freud mean when he suggested people could
become “fixated” at a particular stage? What does it mean to say someone is anal expressive or anal retentive?
What are:
o Freudian slips
o the Oedipal and Electra complexes
o defense mechanisms (see the textbook too)
o penis envy
o Freud’s favorite drug
What impact did Freud have on later psychologists?
Why did Freud see himself as the third revolutionary in human thought?
Why do some modern psychologists worship Freud? Why do some think he was full of crap?
SECTION 9: PERSONALITY
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What is the Barnum effect? Who is it named for? Who discovered it? Why does it suggest caution in interpreting
things like horoscopes?
How did Cattell use factor analysis to determine the 16 most critical factors in personality?
How did Hans Eysenck collapse personality into 3 factors? How are Eysenck’s personality types similar to
Hippocrates’ personality types?
What were The Big Five traits that were later derived using the same technique? How would you broadly
characterize the two ends of the spectrum for each trait? Can you think of individuals in your life who would be
good representatives to remember the extremes of each trait?
How consistent is personality throughout the lifespan?
How do trait theorists, situationists and interactionists account for people’s behavior?
Are some people more consistent than others?
How does personality change with age? At what age does personality seem to solidify?
Are personality traits due to nature or nurture?
What are temperaments?
o How has the concept of temperament been used to explain differences between extroverts and introverts?
How do these groups differ in their arousability?
Why may diverse personality traits within a population have been evolutionarily valuable?
How have psychologists thought about personality?
o Psychodynamic theories
o Behaviorist theories
o Social-Cognitive theories
 What is meant by having an internal vs. external locus of control and why might one style be
better than the other?
o Humanistic theories
 What did the humanists dislike about the earlier approaches to understanding behavior? How
were their theories different?
 What were the stages of Maslow’s hierarchy of needs? What does it mean to be self-actualized?
Can you think of anyone in your life who is self-actualized and, if so, what traits make you think
they are? What are peak experiences?
SECTION 10: MENTAL DISORDERS
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What is normal? What are the challenges in defining “normal” vs. “abnormal”? How does the legal system define
insanity?
How common is abnormal behavior? How does the frequency of various diagnoses differ with sex (male vs.
female) What is the historical distinction between neuroses and psychoses?
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What is the DSM-IV and why is it so important in categorizing mental disorders? How is the DSM used in
diagnosis? What are the DSM’s criteria for abnormal behavior? Why has the DSM been the target of much
criticism?
What is medical students’ syndrome?
What is the biopsychosocial approach. Sketch out and explain the diathesis-stress model.
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STRESS
 How do psychologists measure stress using rating scales?
 What are the effects of stress? How did Hans Selye characterize the three stages of stress? How does stress affect
health?
 How have experiments with rats suggested that stress is affected by predictability and control? What is learned
helplessness and how did Seligman demonstrate it?
ANXIETY DISORDERS
 What are the symptoms of generalized anxiety disorder?
 How is a phobia different from a normal fear? Why types of things are people afraid of or phobic of? Why don’t
people fear the things in the modern world that are truly most dangerous?
 What’s the difference between an obsession and a compulsion? What is the evidence for genetic and brain-based
explanations of OCD?
 What’s a panic attack? Why do they become so debilitating? How can agoraphobia arise?
 What’s the difference between dissociation and PTSD? What are the symptoms of PTSD?
MOOD DISORDERS
 What are the differences among the following disorders?
o Dysthymia
o Depression
o Cyclothymia
o Bipolar Disorder
 What are the four symptom categories for depression?
 What evidence supports the diathesis-stress explanation of depression, including maintaining factors?
 How do cognitive factors relate to depression? What is depressive realism? How may learned helplessness and
explanatory style contribute to depression?
 How is Seasonal Affective Disorder different from depression? How is it related to latitude?
 What are three types of mania that can occur in bipolar disorder?
 What evidence supports a link between creativity and mental illness?
PERSONALITY DISORDERS
 How do Axis II personality disorders modulate diagnosis and treatment of Axis I disorders?
 Why are personality disorders controversial?
 What are the three clusters of personality disorders? Is it easy to distinguish between different types within a
cluster?
 What is dependent personality disorder? What characteristics of personality disorders did Jim Jones show?
 Antisocial Personality Disorder
o How common is psychopathy? Are psychopaths always serial killers? What traits characterize
psychopaths? Why are some psychopaths so successful in everyday life?
o How do the following categories relate?: antisocial personality disorder; criminal; psychopath; sociopath
o How would you diagnose antisocial personality disorder? How would you diagnose psychopathy?
o What physiological explanations have been proposed for psychopathy? What environmental explanations
have been proposed?
o How are antisocial personality disorder and psychopathy treated? Does it help?
o Most humans are altruistic and evolutionary biologists can explain the reasons for this. Why isn’t
everybody altruistic?; Why are there psychopaths?
DISSOCIATIVE IDENTITY DISORDER (DID)
 What are other names for DID?
 How is DID different from schizophrenia and ambivalence?
 How did media reports affect the diagnoses of DID?
 What is a common background of individuals with DID?
 Why has there been skepticism about the diagnosis of DID?
SCHIZOPHRENIA
 Why does schizophrenia take such a large toll on social services?
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What are the symptoms of schizophrenia? How do the positive and negative symptoms differ?
What types of delusions can occur? What type of hallucinations are most prevalent?
What categories of schizophrenia are proposed? Why is it hard to pigeon-hole individuals into a particular
diagnosis?
How much of schizophrenia can be explained by genes? What do twin studies suggest? What evidence is there for
environmental effects?
What explanations have been proposed to explain positive and negative symptoms?
What hypothesis could account for the seasonality effect?
What evidence suggests abnormal neural organization in schizophrenics?
What is the Rule of Thirds?
What is the “dopamine hypothesis”?
SECTION 10: TREATMENT
BIOLOGICAL TREATMENTS
 Psychopharmacology
o Antipsychotics
 How are antipsychotics thought to act? How do new generation drugs differ from older drugs?
o Anti-anxiety
 What types of anti-anxiety drugs exist? What neurotransmitter do they act on?
 What disorders are most treatable by anti-anxiety drugs? What are the drawbacks?
o Anti-depressants
 What is the monoamine hypothesis?
 What are the mechanisms of action for:
 traditional antidepressants
o tricyclic antidepressants and monoamine oxidase inhibitors
 second generation antidepressants
o selective serotonin reuptake inhibitors (e.g., Prozac)
o Why is “Prozac” (really, all SSRIs) controversial?
o What phenomenon cannot be explained by the monoamine hypothesis?
o What types of sleep disruptions are observed in depressives? What are the effects of sleep and REM
deprivation?
o Why is phototherapy valuable in treating SAD?
 Electroconvulsive therapy
o How has the treatment evolved over the years? Why would professionals choose to apply such a drastic
technique? Why does TMS hold promise as an alternative to ECT?
 Psychosurgery
o How has psychosurgery evolved? How has the frequency and extent of psychosurgery changed since the
1950s?
PSYCHOTHERAPY
 What approach is most common among modern day psychotherapists?
 What are the assumptions, goals and methods of the following approaches?
o Psychodynamic therapy
o Humanistic therapy
o Cognitive therapy
 How does RET break the cycle of negative thoughts associated with depression?
o Behavior therapy
 Think of an example of each of the following approaches: behavior modification, habituation,
systematic desensitization, flooding, modeling , aversive conditioning
o Cognitive Behavioral therapy
o Other
 group therapy
 what advantages does it offer?
 marital and family counseling
 why treat everyone involved together rather than individually?
 How effective is therapy? Why do people on a waiting list improve without any treatment? What factors might
account for the lack of differences between different therapies?
 What are the recommended treatments for the following disorders:
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o Anxiety disorders
o Dysthymia or mild-moderate depression
o Severe depression when all else has failed
o Bipolar disorder
o Personality disorders
o Antisocial personality disorder
o Schizophrenia
POSITIVE PSYCHOLOGY
 Are most people unhappy or happy? How does positive psychology differ from traditional psychology?
 What factors make a big difference in people’s happiness? Which make little difference? Which make moderate
differences?
 Why have levels of happiness remained relatively stable despite increases in finances and quality of life over recent
past decades? What does “the hedonic treadmill” mean? How does social comparison factor into happiness?
 Would winning the lottery make you happier? Which leisure activities have a positive effect on happiness vs. a
negative effect?
 Why might we talk about “the tyranny of choice” when choice is supposed to be a good thing? How do
maximizers and satisficers differ? How do increasing choices affect positive, negative and total emotions? Why?
What strategies can you use to become more satisfied with your choices?
 What is flow? What activities in your life give you a feeling of flow?