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;
37 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
Motivation |
Process by which activities are started, directed, and continued so physical and psychological needs are met |
|
|
|
Extrinsic and intrinsic |
Extrinsic: person performs an action that leads to an outcome external from person
Intrinsic: person performs an action because it’s fun in an internal manner |
|
|
|
Locus of control |
Control your own destiny, faced with difficulty External: leads to giving up or avoid failure Internal: prone to developing helplessness |
|
|
|
Yerkes-Dodson law |
Performance related to arousal; moderate arousal leads to better performance
Sensation seekers require more arousal |
|
|
|
Maslow’s Hierarchy of Needs |
1. Physiological 2. Safety 3. Belongingness and love 4. Esteem 5. Cognitive 6. Aesthetic 7. Self actualization |
|
|
|
Early theories of emotion: James-lange |
Reaction leads to the labeling of an emotion |
|
|
|
Early theories of emotion: cannon-bard |
Reaction and emotion occur at the same time |
|
|
|
Facial feedback hypothesis |
Facial expressions provide feedback concerning emotion and intensifies it |
|
|
|
Schacter- singer cognitive theories of emotion |
Arousal based on cues from the environment before emotion is experienced |
|
|
|
Stress |
Describe the physical, emotional, cognitive, and behavioral responses to events |
Effects of stress on hippocampus |
|
|
Distress |
Effect of unpleasant and undesirable stressors |
Not in control |
|
|
Eustress |
Effect of positive events |
|
|
|
Sympathetic and parasympathetic NS |
sympathetic: activated by stressor Parasympathetic: brings body back to normal |
|
|
|
General adaptation syndrome (GAS) and 3 stages |
Pattern of physiological responses to a stressor 3 stages: Alarm, resistance, exhaustion |
|
|
|
Control is important |
Back (Definition) |
|
|
|
Problem-focused coping |
Eliminate the source of stress through direct actions |
Getting a 2nd job to pay bills |
|
|
Emotion-focused coping |
Changing the emotional reaction to the stressor |
Distract yourself |
|
|
Flexibility to cope |
Study in Japan indicated college students who have more flexible coping mechanisms show fewer signs of depression |
Upside down farm animals |
|
|
Freud’s structure of the mind: 3 parts |
1. Preconscious: info available but not conscious (super-ego) 2. Conscious: level aware of surroundings and perceptions (ego) 3. Unconscious: thoughts, feelings, memories, are not easily brought into consciousness are kept (id) |
|
|
|
Freud’s conception of personality: 3 parts |
1. Id: if it feels good, do it! 2. Ego: balances demands of id and superego 3. Superego: moral center |
|
|
|
Freud’s psychosexual stages: 5 stages |
1. Oral: 18 months, mouth is erogenous zone 2. Anal: 18-36 months, toilet training (fixation leads to expulsive and retentive) 3. Phallic: 3-6 yrs, discovers sexual feelings (oedipus and Electra) 4. latency: school yrs, sexual feelings are repressed 5. During or after puberty, sexual feelings reawaken Fixation: does not fully resolve conflict |
|
|
|
Modern trait theories: the big five |
1. Openness: try new things 2. Conscientiousness: care a person gives 3. Extraversion: being with others 4. Agreeableness: emotional style 5. Neuroticism: emotional instability or stability |
|
|
|
Assessing personality |
Interview: halo effect(allow positive characteristics influence) Projective tests used by psychoanalysts 1. Rorschach 2. Thematic apperception test |
|
|
|
Attribution theory (situational vs dispositional) |
Crediting the situation, or persons disposition Situational: cause of behavior attributed to external factors (stuck in traffic) Dispositional: cause of behavior is attributed to internal factors (bad student) |
|
|
|
Fundamental attribution error |
Tendency to overestimate internal factors (dispositional) and underestimate external factors (situational) |
|
|
|
Role playing affects attitudes |
Zimbardo’s Stanford prison study (1972) Deindividuation: loss of self-awareness |
|
|
|
Cognitive dissonance theory |
Reduce the discomfort (dissonance) we feel our thoughts (cognitions) are inconsistent |
Belief does not equal action |
|
|
Study of conformity |
Solomon asch (1955) Follow the group with their answer instead of your own |
|
|
|
Obedience: following orders |
Miligram experiment (foot in door) at Yale 2/3 research subjects went to the highest shock |
|
|
|
Bystander effect |
Tendency for any given bystander to be less likely to give aid |
Be by yourself with 1 other person |
|
|
Psychologists definition of abnormality |
1. Statistically rare 2. Deviant from social norms 3. Causes subjective discomfort 4. Does not allow day to day functioning 5. Causes a person to be dangerous to self or others |
Person must have 2 out of 5 to have a disorder DSM: decide what’s a disorder |
|
|
Anxiety disorders |
1. Generalized anxiety: worry about things most people don’t worry about 2. Social anxiety: fear of negative evaluation 3. Specific phobias: fear of part. Objects 4. Agoraphobia: fear of places where escape is difficult 5. Panic attack: feeling one is dying 6. Panic disorder: attacks occur numerous times |
|
|
|
Obsessive- compulsive disorder |
Obsessive- create anxiety Compulsive- repetitive behavior |
|
|
|
Schozophren |
Inability to separate reality and fantasy Positive: delusions and hallucinations Negative: poor attention, flat affect, poor speech |
|
|
|
Insight therapies |
Gain insight with respect to behavior, thoughts, and feelings Psychoanalysis, psychodynamic, humanistic, gestalt therapy |
Figure out why |
|
|
Action therapies |
Change behavior Behavior therapy, classical conditioning, operant (token economy), cognitive, cognitive behavioral, rational emotive, and systematic desensitization (exposed to fear in steps) |
|
|
|
Group therapies |
Family therapy Self-help groups |
|
