Download Psych 120 - Highly Derivative

Psych 120-H
1-11-05:
Bring caffeine so I don’t fall asleep
Absence excuses to Mike
Bio-Pscyho-Social model (biological, psychological, societal)
Exams are non-cumulative
No questions that haven’t been mentioned in class
2-15/3-29/Finals week
10 Experiment units, 1 unit=half an hour (approx. 5 hours)
All disorders:
-ego-distonic: will do anything to recover
-ego-centonic: blame/annoy everybody except themselves
Honors Req’s:
Show up at that weekly meeting
1-13-05:beginnin
history of psych:
100 years old, roots to beginning of recorded time
observation and explanation=key components of science
Zeitgeist-spirit of time
Pre historic: 15,000 years ago
Anthropomorphism- projection of human attributes
Animism- nature’s alive or possessed a soul
Magic
Early Philosophers: 400BC
Plato-knowledge is present at birth (NATURE)
Aristotle-blank slate (NURTURE)
Dark Ages: 500-1500AD:
Negative social climate
Widespread superstition and fear
Not open to objective inquiry
Persecution of disbelievers
Anything against church is sin
St. Thomas Aquinas: accepted both reason and faith as a way of knowing God
Renaissance: 14th-16th century
Time of great curiosity and creativity
Questions became objective since they didn’t have to fit w/ Dogma
Descartes 2 errors:
1. mind-body
2. 2. I think therefore I am
Phrenology: late 1800s
Psychophysics: late 1800s
Structuralism:
1879, psych began as a science of mental life
Wundt=founder, called structuralism
Evolution (Darwin)
Survival of fittest
Man=animal
Functionalism
How does mind help the human adapt better to life
Psychoanalytic
Other studies were conscious, Freud was unconscious
Sexual animal inside us all (ID)
Should do this (super ego)
Balances (ego)
Humanistic:
People are basically good given the right environment
Gestalt:
Creativity in apes
Emphasis on perception
Behaviorism:
Only study what is observable and measurable (behavior)
Like hard sciences
Cognitive Revolution
Marriage between the rigorous science and rich and interesting issues
1-18-05:
1. What is the proper attitude of the psychologist?
-open mindedness, skepticism, humility (key components of science= observation + exploration)
Scientific method:
1. observe
2. detect regularities
3. generate hypothesis
4. observe again
hypothesis:
-an educated guess
-a testable prediction
- a “hunch”
2. What is the scientific method (see above)
3. What is a hypothesis (see above)
Descriptive research:
4. What is naturalistic observation?
5. What is a case study?
6. What are problems with survey research?
7. Psychological testing
8. A- Descriptive Statistics
B-inferential Statistics
Mean- average (X with a line over it)
Mode- most frequent score
Median- middle point
Variability- how much scores differ from each other
Range- difference between the highest and lowest
Standard Deviation- how much scores differ from the mean
Predicting Behavior:
9. What is Correlational Research?
Correlation coefficients (slope)- vary from +1.00 to -1.00
0=no relationship
+1=yes
-1=no
explaining behavior
Experimental research
10. define the following:
hypothesisparticipants- people in experiment
random assignment- randomizing subjects between experiment and control so findings are correct, no group
bias
independent variable- what the experimental group gets that control doesn’t
control conditiondependant variable11. Why is replication important?
12. What is the “I knew it all along phenomenon?”
13. What do ethics have to do with it?
1-20-05
Neuro Science:
Understanding Brain and its relation to behavior
Nervous System: Electro Chemical Communications System
a. central Nervous system= brain + spinal cord
Neurons- building blocks (cells) of the nervous system that receive and transmit (send) information
Neurotransmitters:
Chemical messengers that rely info from one neuron to the next
Serotonin- affects mood (depression) hunger (eating disorders) sleep (dreaming) arousal (OCD)
Dopamine- linked to emotion (high levels) (schzio) (intense pleasure) and (low levels) (Parkinson’s disease)
Norepinephrine: alertness and arousal (low levels depress mood)
Acetylcholine- learning, memory (Alzheimers)
GABA- low level seizures, tremors, insomnia, anxiety
Glutamate- involved in memory (high levels, migraines, seizures)
Endorphins- morphine within, “painkiller”
Mirror Neurons:
Frontal love neurons that fire when performing certain actions or when observing another do so. May enable: imitation,
language, learning, empathy
EEG- records brain electrical activity
CAT scan- x brain ray photos revealing brain damage
PET scan- activity of different brain areas (eg glucose in schizo)
MRI-picture of brains soft tissue
Stages of Brain evolutions:
Brain stem- survival (hind brain)
Limbic system- emotion + memory (mid brain)
Cerebral Cortex- info process, fore sight, (fore brain)
Each point is built on top of other part
The more cortex an animal has=the more capacity for learning + thinking. Become more adaptable
1-25-05
Neuroscience cont’d:
More grooves=more smart
Sensory neurons= pick up, recieve info in the world, ie candles heat
Motor neurons= send and react to info, ie pull hand away from candle
1. ___is part of the brain stem. It’s function s to_____
2. ____is part of the Limbic System. It’s function is to_____
3. ____is part of the Cerebral Cortex. It’s function is to_____
brain stem (old brain): oldest+innermost part, central core
-Medulla: Controls heart beat/breathing/cross-over point. Medulla damage=fatal
-influences flow of info between spinal cord and brain
-coordinates swallowing, coughing, sneezing
-regulates blood pressure, breathing, heartbeat
-Cerebellum: muscular control/motor (little brain), influences learning and memory
-Important for balance & posture
-smaller than normal cerebellum is linked to autism
-damage to autism can produce ataxia (slurred speech, severe tremors, loss of balance)
-similar to intoxication (alcohol exerts a strong effect on cerebellum)
-Pons: connects 2 halves of cerebellum. Plays role integrating movements in left and Right side of body
-Thalamus: switchboard, orients sensory neurons
-Reticular Formation-network of neurons helps control arousal and attention
Limbic Systems: emotions, motivation, memory
Amygdala-Agression/Fear
Hypothalamus: hunger and thirst, sex behavior, controls endocrine system
Nucleus Accumbes- pleasure center
Hypothalamus is involved in:
Sleep, body temp, movement, emotional reactions (damage= laughter), nucleus within hypothalamus is involved in
seasonal affect disorder
Cerebral Cortex: 80% of brain’s weight. 1/8inc sheet of cells composed of billions on neurons, 100 trillion synaptic
connections
Frontal Lobe- judgment and planning: abstract thinking, planning ability, decision making, self awareness
Parietal Love- body sensations, electic stim: warmth. Damage: inability to recognize familiar by touch. Failure to
recognize parts of own body. Right left confusion.
Occipital love- vision, visual perception, recognition, and memory. Damage: can’t recognize stuff by sight,
hallucinations, cortical blindness, inability to see more than one thing or one aspect of an object at a time
Temporal Lobe- hearing. Damage: auditory hallucinations, severe deficits in language comprehension & production,
amnesia
Corpus Callosum: large band of neural fibers connecting the two bran hemispheres and carrying messages between
them
1-27-05
Evolution psychology- natural selection has favored genes that helped out ancestors survive, therefore spreading those
genes
1. What is sperm warfare?
Genotype: genetic information inherited from one’s parents
Phenotype: the physical, behavioral, and psychological features that are the result of
interaction between one’s genes and the environment
XX-female, XY-male
1. List 4 sex chromosome Abnormalities?
a. XO-Tuner’s Syndrome
i. 1 in 2500-5000 female births
ii. short, limited development of secondary sex characteristics, infertile
iii. problems perceiving spatial relations
b. XXY-Klinefelter Syndrome
i. 1 in 500 male births
ii. tall, small testicles
iii. sterile, below-normal intelligence, passive
c. XYY- Double Y Syndrome
i. 1 in 1000 male births
ii. tall
iii. some cases apparently have below-average intelligence
d. XXX Syndrome
i. 1 in 500-1200 female births
ii. normal slature
iii. but delayed motor and language development
biological sex dictates gender
Gender: the social definition of male and female
Gender identity: one’s sense of male or female
Gender Role: expected behaviors for males and females
Gender-Typing: the acquisition of masculine or feminine gender identity and roles
Sexual-Orientation: choice of one’s sexual partner
2. describe 3 theories of gender typing:
a. Freud’s identification theory
i. Sexual Anxiety- identifying with same sex parent
b. Social learning theory
i. Rewards and punishment + observation and imitation of models
c. Gender Schema Theory
i. Cultural emphasis on gender-Gender concepts
ii. Looking at self and world through a gender lens
iii. Gender organized thinking and behavior
Androgyny: the possession of desirable psychological traits traditionally associated with both men and women
Females- empathy, good with body language and eye contact, social ability
Autism= extreme male brain
F-verbal abilities. M-spatial. M-math, M-aggressive (physically),
2-1-05
Prenatal development:
Scene 1- egg cell surrounded by tine sperm cells: cell division, embryonic growth
Scene 2- fertilized egg dividing & folding into itself to form the basic structures of the brain
Period of Zygote:
-begins when egg is fertilized in the fallopian tube
-ends 2 weeks later when the zygote is implanted into the wall of the utuerus
Period of Embryo:
-3 to 8 weeks after conception
-body parts are formed during this period
Critical vs Sensitive periods
-critical: period imply a more restricted period of time and an inability to recover from the
effects of the environmental factor
-sensitive: period refers to a more diffuse period of time and a potential for recovery
Period of the fetus:
-9 weeks – birth
-highlights: increase in size, systems begin to fxn
- Age of viability: 22-28 weeks
teratogens: agents such as chemicals and viruses that can reach the embryo or fetus during prenatal development and
cause harm
Rooting reflex: baby’s tendency, when touched on the cheek, to open mouth and search for nipple
Sucking reflex: causes baby to suck on anything that touches his or her face
Grasping reflex: causes babies to clasp their fingers around anything that is put in their hands
Capabilities of a newborn:
Innate abilities (see above)
Sucking: measured in terms of its frequency and duration du ring exposure to it’s mother’s voice
Sucking diminishes to  sounds and other voices
Sucking increases in response to mother’s voice= biologically prepared to respond tmother
0-(fetal position)
1mo-chin up
2mo-chest up
7mo-sit alone
14mo- stand alone
15mo- walk alone
1.
2.
3.
4.
What are infant capabilities?
What are some major states of motor development?
Describe ‘critical period’
Describe Attachment via Harlow (monkeys)
a. Level of comfort
b. Body contact
c. contentment
5. Describe attachment via Ainsworth…(kids over 20 year span)
a. Secure (tuned in mom)
b. Avoidant (insecure-mom not paying attention)
c. Resistant (insecure-50% tuned in)
6. describe object relations theory
Secure- baby may or may not cry when mother leaves, but when returns, baby wants to be with her
-infant has complete trust in mom
-largest group of American babies have this attachment, 60-70%
Avoidant- baby not upset when mother leaves, when returns, may ignore her
-lacks trust
-20-25% of babies
Resistant: baby is upset when mom leaves & remains upset or angry when she returns, and is difficult to console
-10%
-lacks trust
Secure Attached:
Adults with attachment representation are more likely to provide sensitive care giving to their own children
(autonomous)
Describe and mention positive and negative aspects of parents, objective
Avoidant:
Single, alone, lonely
-adults describe childhood experiences in very general terms and often idealize parents, dismissive
Resistant:
Clingy couples
-these adults describe childhood experiences emotionally and often express anger or confusion regarding relationship
with parents, preoccupied
2-3-05
rouge experiment
Margret Mahler- Object Relations
0-1 Mo
completely w/in self (normal autism)
2-3mo
symbiotic fusion (mom + I= one)
4-8mos
seperation-individuation
-1st step at separation
- explore environment, frequently checks back with mom
9-15mo
Practicing
-temporary separation increases
15-24mo
Rapproachment
-conflict btwn dependence and independence
-fear engulfment
On the way to object constancy
-develop sense of self + permanent emo. Representation of others
24mos
1.
2.
3.
4.
5.
describe each of erikson stages
What are Piaget-Cognitive stages
How does Vygotsky differs from Piaget? From Harris?
Describe Kohlberg’s Moral thinking
Describe the 4 styles of discipline
E. Erickson:
Infancy (1st year)- Trust vs Mistrust
Toddler (2nd year)- Autonomy vs shame & doubt
Preschool (3-5yr)-Initiative vs Guilt
Elementary School (6-puberty) Competence vs Inferiority
Adolescence (teen-20s) Identity vs Role confusion
Young Adult (20s-40s)- Intimacy vs Isolation
Mid adult(40s-60s)- Generativity vs Stagnation
Late Adult (late 60s) Integrity vs despairon
Schema: a framework that organizes & interprets information
Assimilation: interpreting one’s new experience in terms of one’s existing schema (maintain schema)
Accommodation: alter schema to fit new experience (change schema)
Birth-2 years- sensory motor-go through life with senses: Object permanence/stranger anxiety
2-6yrs-preoperational- words, but no logic:
-centration: tendency to focus on only one aspect of a situation or object while ignoring all
other aspect
-egocentrism: (form of concentration) unable to take own and other point of view at same
time
magical thinking: (result of egocentrism) belief that one has magical powers
-difficulty reversing information
-difficulty understanding negative instruction
-realism
-animism and artificialism
5-12yrs: Concerte Operation
Teen: formal operational
Vygotsky- collaboration between novice child and skilled teacher (Scaffolding)
Harris- friendships have major influence
Kohlber- Moral Thinking
Pre-Convention Morality (before age 9)
1. Avoid Punishment
2. Gain rewards
Conventional Morality (adolescence)
1. Gain approval/Avoid disapproval
2. Does duty to society/avoid dishonor or guilt
Post conventional morality (after 20)
1. affirms agree upon rights
2. universal ethics—even if conflicts w/ society rules
4 types of discipline:
Firm control (H-warmth, H-control)
Indulgent Permissive (H-warmth, L-Control)
Authoritarian (L-Warmth, H-control)
Indifferent Permissive (L-Warmth, L-Control)
Firm control:
High self esteem
Self-reliant
-socially competent
2-8-05
puberty: a period of rapid skeletal and sexual maturation that occurs mainly in adolescence
1. Define puberty
a. What happens to males? Females?
Emotional outburst, reckless risk taking, rule breaking, impassioned pursuit of sex, drugs, and rock and roll is
byproduct of:
1. raging hormones
2. frontal cortex is not finished maturing yet until well after adolescence
Otto Rank:
100% comply
50-50%
100% assert own preference
Early Adolesence=idealistic, egocentric, unique, indestructible
1.
2.
3.
4.
define your dream of adult accomplishment
find a mentor
develop a vocation
open up to new intimate relationships
crystallized intelligence (up)-experience
fluid intelligence (down)-math and such
Kuebler-Ross’s 5 stages of coping:
Elizabeth Kuebler-Ross proposed that the terminally ill pass through a sequence of 5 stages:
1. denial
2. anger
3. bargaining with god (or drs) for more time
4. depression
5. acceptance
New connections in the brain can continue to form throughout the life span, depending on environmental stimulation
Enriched environments cause rats to become more: curious, interactive, lively
Mental activity promotes better mental functioning
Personality:
1. What is the Barnum effect?
a. Our tendency to accept as valid descriptions of our personality that are generally true of
everyone
Bio:
Brain abnormalities
Chemical Imbalances
Genetic Predispositions
Psych:
Freud
Socio Culture:
Soc-Cog
2-10-05
1. What is the Barnum effect
a. Bio-psych-social
2 Describe the Trait Theory (bio)
3. what did freud say about conflict?
-defense mechanisms (psycho)
-ID, Ego, SuperEgo
Life (eros) /Dead(thanatos) (ID)
Repression-forget bad stuff
Projection- faults of one’s self on other people
Self cohesion- sense of feeling whole, full, contentment
Fragmentation- empty, sad, etc
Self object expierence: any expierence that functions to maintain a cohesive self expierence
Mirroring needs- needs to be watched
Idealizing needs: need to feel part of or connected to an admired and respected self control
Social Cognitive Theories:
An approach to personality that suggests it is human expierences and interperations of these
expierences that determine growth and development
History of Psych: 6Q
Thnking Critically:Research-7Q
Bio: 7Qs
Nature/Nurture-5Q
Early dev-12Qs
Later Dev-5Qs
Personality-6Qs
.2 (violent tv and aggressive behavior)
Experimental method
Bio: stem, limbic, cerebral
Attachment stuff
Piage
Erikson-trust
Marriage-components of good marriage-ratio of pos. expierences overrides negatives
Kubler-Ross
Levinson’s theory