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13 Cards in this Set
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- Back
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RE: Freudian analysis, define id, ego, and superego. Also list associated anatomical areas of the brain, if they exist.
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id: motivation to pursue pleasure (cingulate gyrus-nucleus accumbens)
ego: facilitation of problem solving and decision making. (dorsolateral prefrontal cortex) "established a balance" superego: setting limits on risk taking and anticipating potential punishment or embarrasment. (orbitofrontal-amygdala circuit) "moral and ethical prohibition" |
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Give me an example of the following defense mechanisms:
- acting out - altruism - denial - displacement - dissociation (compartmentalization is a lesser version) - humor - identifaction (with aggressor) - intellectualization - isolation of affect - projection - rationalization - reaction formation - regression - splitting - sublimation - suppression - undoing - repression |
Look on pg142 of the Brain and Behavior book for this... I'm not gonna type the answers all out. This shit is easy.
The ones that aren't in the book: - repression: UNCONSCIOUS blocking of unacceptable thoughts, feelings, impulses. |
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What is Transference?
What do these phenomena do what to emotionality? Comment on positive transference, negative transference, concordant vs, complementary countertransference. |
unconscious mental attitudes based on important past personal relationships.
"tendency to see someone in the present as being someone who is important from your past" increase emotionality - positive: pt has over confidence in doctor; overidealizes, sexually desires, etc. - negative: pt can become resentful towards doctor if desires and expecations are not met - concordant: physician experiences and empathizes with the patient's emotional experience and perception of reality - complementary: physician "..." with the emotional experience and perception of reality of an important person from the pt's life. |
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What are the neural areas involved in learning?
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temporal structures such as hippocampus, amygdala... also the cerebellum.
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Define habituation.
Define sensitization. |
repeated stim results in decreased response - depression of synaptic neurotransmission seen w/ repeated exposure to a stimulus. (kid who gets allergy shots...)
repeated stim results in *increased* response based on enhancement of synaptic transmission (child who is afraid of bees...) |
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Which neuroanatomical area is particularly associated with associative learning?
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hippocampus. cerebellum is really involved too in those involving motor skills.
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What are some other terms for "classical conditioning"?
Define: unconditioned stimulus unconditioned response conditioned stim conditioned respone |
natural or reflexive response is elicited by a learned stimulus
--> associative learning. UCS: produces a response w/o having to be learned UCR: reflexive behavior that does not require learning CS: neutral stimulus that produces a response after learning (lunch bell) CR: behavior learned by an association b/t CS and UCS (salivation in response to the lunch bell... cutting out the "middle man" of having to smell the food in the first place) |
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Re: classical conditioning, what is 'acquisition' and what is 'extinction'?
how about 'stimulus generalization'? |
acquisition: CS quickly follows and thus becomes paired with the UCS.
extinction: CR decreases if the CS is unpaired with the UCS for awhile. That would be like a church bell causing salivation because it sounded like a lunch bell. |
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What is learned helplessness?
What might this principal correlate with clinically? |
some being receives a series of painful electric shocks from which it is unable to escape.
aversive stimulus (shock) is thus paired with inability to escape by classical conditioning. --> when presented w/ new aversive stim, being won't try to escape. depression might work on similar mechanisms. |
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What is operant conditioning?
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type of associative learning in which a behavior NOT part of an individual's natural repertoire can be learned thru reinforcement or punishment.
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define and give examples of the following:
- positive reinforcement - neg reinforcement - punishment - extinction |
- behavior is increased by reward
- behavior is *increased* by avoidance or escape - behavior is *decreased* by suppression - behavior is eliminated by nonreinforcement. |
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Define the following and give examples (schedules of reinforcement):
- continuous - fixed ratio - fixed interval - variable ratio - variable interval |
- after every response
- after a set # of responses - presented after a designated amount of time - random and unpredictable number of responses (slot machine) - random and unpredictable amount of time (fishing) ...the difference between the last two is subtle. |
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What is modeling?
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type of observational learning in which an individual behacves in a manner similar to that of someone they admire.
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