Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
90 Cards in this Set
- Front
- Back
Name two theories of aggression.
|
1. Frustration-aggression model - aggression arise from blocked goal.
2. Socil learning -observtion and imitation |
|
Factors contributing to sexual predjudice
|
1. authoritarian persuasion
2. traditional beliefs 3. geeral acceptance f stereotypes |
|
Zimbardo Factors of Aggression
Deindividuation model |
Pron to act aggressively when anonymous
threat of retaliation reduces choice of aggresson increases if threat of provocation accomp by provoc. |
|
Rosenthal pseudo study.
why - purpose/ |
Social context stereotyping
|
|
Affiliation?
|
Affiliation - desire to begin relationship
Anxiety strengthens - misery loves miserable company. |
|
Attraction?
|
Particular type of affiliation
people attracted to competent pepl who make occsnl mistakes Greates when initially disliked |
|
Conformity and obedience?
|
Confomrity - individual alters behav to fit in group
Obedience - obey authority figure - Milner shock experiments |
|
Social influences on behavior
|
Compliance - get reward or avoid punishment.
Identification - hopes to be likedInternalization - privatelly accepts beliefs |
|
Attitude theory of planned behavior
|
1. affective - like or dislike of stimuus.
2. cognitive - beliefs or knowledge about stimulus. 3. Behavioral- behavioral tendency toward stimulus. |
|
Minority influence
|
1. To sway maj - clear consistent message - information
2. Psychologca reactance - maj sees as agent for taking away power - rebel 3. |
|
Communicator characteristics
|
Credibility - most important
Moderate differene from audience - most likely to change Over time - remember the message not the messenger |
|
Primacy effect
|
If two communications are made first is more influential
|
|
Recency effect
|
If there is a large tiem distance between firt and second message, the second oe is more influential.
|
|
Social adjustment theory
|
3 categories of judgement used to evaluate persuasive message
1. lattitude of acceptance 2. lattittude of noncommmitment 3. lattitude of rejection |
|
Attitude inocculatioon
|
Present weak arguments against position prior to persuasive message.
|
|
Persuasion models
|
Elaboration likelihood
-central route -peripheral route |
|
Central route of peruasion
|
listener finds message -attractive, relevant, lisener has slightly egtive affect.
Quality of message |
|
Peripheral route
|
listener uninterested in message, neutral or slighlly positive mood
Quantity of message |
|
Therapeutic factors in group
|
interpersonal input, cathrsis, self understanding, cohesiveness
|
|
Normal symbiosis
|
2-3 mos infant can't distinguish between I and not I
|
|
Separation-individuatin
|
4 mos result in sepration anxiety.
|
|
Object constancy
|
3 yrs able to pereive others and self as both eparated and related
|
|
Schizoid personality disorder
|
indifference to relationships, prefer to be alone, restricted range of emotion, indifference to praise
|
|
Schizotypal per dis
|
pervasive interpersonal defects, eccentric cognitive affect, social anxiety, wants to be with others but excluded by behavior
|
|
Two types of hypertension
|
primary unknown cause
secondary - known condition |
|
Types of migraines
|
Classic-auro, focl onset, throbbing, one ide of head, nasea, diarhea, constipation
Common-none of above - preceded by gastro probs |
|
Why use CAT or MRI scan?
|
Brain sturcture, tumors, blood clots, MS,
MRI - any angel, more dtail |
|
Types of peripheral nerves
|
Somatic-voluntary motions
Autonomic-involuntary movmnts, -sympthetic - arousal -parasympathetic- relaxtion and digestion |
|
Why PET scn?
|
Brain activity - crebral blood flow, glucose metab, oxygen consum, brain damage, vascualar dementia, schizophrenia, alzheimers
|
|
Organizational justice
|
3 types
1. procedural-fairnes of implementation 2. distributive - outcomes 3. interactinal - intrrpersonal relatshps |
|
Stages of group development
|
formingground rules, storming-conflict over rules, norming-agrmnt ovr rules, performing, adjournng
|
|
Organizational commitment
|
1. affective-concerned for welfare of org.
2. Continuance-can't afford to leave |
|
5 stages of sleep
|
1. alpha 2. Theta 3. Delta 4. General muscle activity decreases 5. REM
|
|
pst concussional disorder
|
disturbance attention or memory, fatique, deression, personality change, distrubed sleep, apathy, lack of sponty
|
|
Anticholernic side effects
|
dry mouth, blurred viin, tachycardia, constipation, urinary retention, delayed ejac.
|
|
antipyramidal se's
|
parkinsonionism, akithisia, acute dystonia, tardive dysk., NMS
|
|
Convergent validity
|
high correlation of scores or measures of same trait
|
|
divergent validity
|
low correllation with unrelated traits
|
|
how to increase reliability
|
longer tests, unrestricted range of scores, heterogeneous subjects, decrease guessing
|
|
how to measure internal consistency
|
Split half method
Coefficient alpha Kuder Richardson 20 |
|
Types of test Reliability
|
Test-retest-tests of ability, knowledge
Alternate forms |
|
Relevance in test construction
|
degree tht test items contribute to tst goal
approprite content, taxonomic level, requires extraneous abilities? |
|
Theoris of Career Cnslg
|
Super - life sace, span, career rainbow
Hollan-RIASEC -personality Brouseau-linear,expert,spiral,transitory Krumboltz-social learning-4 ifl factors Tiedeman-Ego Roe-family, basic needs, personality |
|
Bystander apathy
|
less likely to help in presence of othes
|
|
Pluralistic ingnorance
|
no help is needed since no one is helping
|
|
Evaluation apprehension
|
helping may lead to social disapproval
|
|
Diffusion of responsiblity
|
someone else will intervene
|
|
Methods to facilitate cooperation
|
Superordinate goal
Jigsaw method |
|
Ziegarnick effect
|
uncompleted tasks are easier to remember
|
|
Contact hypothesis
|
meet on equal terms and work towards mutual goals facilitates cooperation
|
|
False consensus bias
|
overestimate similarities to another person
Some traits-central traits more imp thn others |
|
Integrative awareness
|
multicultural/racial stage of feelings of self fulfillment twoards racial ID
|
|
Atkinson-Sue Introspection awareness
|
Stage of raial id uncertin about beliefs - conflicted about feelings f loyalty and autonomy
|
|
Atkinson-Sue Resistanc/Immersion
|
Activ rejection of dominant culture, appreciates own culture - views problems related to oppression
|
|
Atkinson-Sue Dissonance
|
confusioon over conflicting attitudes about self/others - perceives problems related to racial ID
|
|
Atkinson-Sue Conformity
|
Positive attitude towards dominant culture and rejects own culture
|
|
Stages of acculturation Separation
|
Withdrawal from dominant culture/accepts own culture
|
|
Stages of accultrn Assimilation
|
Accepts majority culture/relinquishing own culture
|
|
Stages of accultrn integration/biculturalism
|
maintains own culture and incorporates aspects of domnant culture
|
|
Structural family th
|
focus on boundaries, subsytems, power hierarchies
|
|
Parenting styles
|
ahoritarian, authoritative, permissive, rejecting/neglecting
|
|
Authoriative- their children
|
well adjusted
|
|
Authoritarian - their children
|
irritalbe, aggressive, lw self esteem
|
|
Permissive - their children
|
impusive, self-cenered, easily furstrated
|
|
Rejecting/neglecting - their children
|
moody, aggressive, low self-esteem
|
|
Structural Family Th
|
Here and now, dirctive, concrete
|
|
Milan systemmic
|
understand relationships, problems in alternate ways, new solutions, new choices, circulr patterns
|
|
Bowen
|
Use of questioing to diffuse emotions, tlk to therapst, start with most functional member, help think clearly about probs
|
|
Haley Strategic fam Th
|
alleviate current symptoms, alter fmaily transactions-orgnizational hierarchies and generational boundaries
|
|
Development of conscience in fearful non anxious children
|
secure attachment
|
|
Expressive spouse abuse
|
occurs within the context of escalating conflict, sign nonviolence contract, joint therapy
|
|
Instrumentl abuse
|
brutal occurs with little provocation, couple physically seaprated, provide seaprte tx
|
|
Insecure amivalent children-mothers are
|
inconsistent, moody
|
|
Concordance rate for siblings with schizophrenia
Fraternal twins Identical twins |
10%
17% 48% |
|
Concordance rates for bipolar
fraternal twins ID twins |
14%
65% |
|
Social referencing
|
sign of attachment - child looks to caregiver for how to respond n unfamiliar situations
|
|
3 signs of attachment
|
1. social referencing
2. seaprtion anx 3. Stranger anx |
|
Primary memory deficits-Alzheimers
|
Episodic
Subtle-Semantic Gradual onset, slow, progressive decline |
|
Memory deficits asoc wih head trauma - subcortical dementia
|
cognition
memory emotion |
|
memory deficits assoc with cortical dementia
|
aphasia - other language deficits
|
|
Strategy for ending conflict in an organization
|
1. locate a cmmon enemy
2. negotiate between subgroups 3. Create a superordnate goal |
|
Decentralized communication
|
bad wnen task is simple
|
|
Centralized communication
|
Simple tasks
|
|
Instrumentality
|
belief that successful performance equals rewards
|
|
Causal attributions
|
1. dispositonal/situational
2. stable or unstable 3. specific or global |
|
Five core job dimensions
|
1. skil variety 2. task identity 3. task signficance 4. autonomy 5. performnce feedback
|
|
Influence of job imensions
|
1. motivatin 2. quakuty f work perf 3. job satisfactin 4. turnover
|
|
Worker charct afecting job satisfaction
|
age, disposition, occupationa level, race, abiliy to ue one's skils and talent - most imp
|
|
ERG Theory - McLelland`
|
Alteraton of maslow's thry
Motivated by more than one need at a time Need for achievement NAch-select difficult time consum tasks |
|
Assessing effects of training
|
1. reaction criteria - empl satis.
2. how much learning 3. behavior - chnge in job perform 4. Results-degree helped org reach goals |