Psy 393 Exam 3 Redux

Front 1

why is the scientific study of the mind fundamentally different from other sciences?

Back 1

because the mind is aware

Front 2

what is the role of humanistic psychologists?

Back 2

to understand the aspects of mind that are unique to humans and give life meaning

Front 3

define phenomenology

Back 3

a person’s conscious experience
psychologocially more important than the objective world
only your present experience matters
the past, future, other people, are ideas gained through your experience
construal!

Front 4

define construal

Back 4

your particular experience of the world
unique lens
you are free to choose it, thus free will

Front 5

George Kelly is associated with what?

Back 5

Personal Construct Theory

Front 6

Personal Construct Theory

Back 6

your theories and construals of the world are
personal constructs
which are bipolar dimensions along which to arrange people/objects
the theory you choose influences your view of the world
you are free to make whatever interpretation you like

Front 7

bipolar dimensions

Back 7

of personal constructs
like young-old
it shapes your view

Front 8

personal construct system

Back 8

the sum of your experiences and perceptions
creates your theory of the world
(this is the basis of your perceptions and thoughts about the world)
(you ask “what theory best accounts for my data?”

Front 9

Personal construct system
Data: Three failed relationships
Theory?

Back 9

I’m a loser
we weren’t right for each other

Front 10

Kelly’s basis for psychotherapy

Back 10

Personal Construct Theory
patient can choose how she wants to experience the world

Front 11

relationiship of phenomenology and existentialism

Back 11

existentialism tries to understand human experience and the nature of existence

Front 12

sartre’s core ideas

Back 12

poeple are free to choose, and therefore have responsibility for their actions
and
existence precedes essence

Front 13

existence precedes essence

Back 13

“man is nothing else but what he makes of himself”

Front 14

key existential questions?

Back 14

why am i here?
what should I be doing?
(there are no answers beyond what you invent for yourself)

Front 15

Angst

Back 15

existential anxiety
combo of:
anguish
forlonness
despair

Front 16

angst - anguish

Back 16

choices are never perfect

Front 17

angst - forlornness

Back 17

you are alone with your choices

Front 18

angst - despair

Back 18

many outcomes are beyond your control

Front 19

how to cope with angst?

Back 19

live in bad faith
live an authentic existence

Front 20

problem with living in bad faith

Back 20

(avoid angst by leading an unexamined life)
it’s immoral
you still won’t be happy
and it’s impossible (you’re choosing not to make a choice)

Front 21

living an authentic existence

Back 21

confront the fact that life has no objective meaning
and that every person is alone and doomed

Front 22

the bright side of existentialism?

Back 22

existential analysis allows people to regain awareness of their freedom
so, take the existential challenge

Front 23

the existential challenge

Back 23

do all you can to better the human condition, despite life’s uncertainties

Front 24

who was victor frankl?

Back 24

Man’s Search for Meaning
nazi camp
blah blah
took the existential challenge
preferred pepsi

Front 25

summarize existentialism

Back 25

tries to understand existence
examines human existence by addressing individual experience
emphasizes capacity for free choice
devotes attention to angst

Front 28

rogers and maslow’s assumptions

Back 28

basic existentials:
phenomenology is central
people have free will
added:
people are basically good - they seek to relate to eachother and improve themselves and the world

Front 29

phenomenal field

Back 29

rogers
the space of perceptions that make up experience
subjective construction
made up of perceptions of reality and inner world of needs goals and beliefs
inner needs shape subjective experience

Front 30

what does the phenomenal field reflect

Back 30

perceptions of the world
inner needs, goals, beliefs

Front 31

what?:inner psychological needs shape our subjective experience

Back 31

rogers’s phenomenal field
when a child sees an angry look from mom...

Front 32

Rogers’s 2 key aspects of experience

Back 32

feelings of authenticity
positivity of human motivation

Front 33

rogers: feelings of authenticity

Back 33

people are prone to a feeling of alienation or detachment from themselves:
when one’s experiences and behavs do not stem from one’s true, authentic self

Front 34

rogers: positivity of human motivation

Back 34

we have a fundamental motivation toward positive growth
when we function freely, we are able to move toward our potential as positive, mature people

Front 35

rogers: Structure of personality

Back 35

the “self”
we attach meaning to our perceptions of external objects/experiences,
which makes up the phenomenal field
and the self/self-concept is a subset
and the actual self and ideal self are subsets of self

Front 36

self/self-concept

Back 36

rogers
an organized and consistent pattern of perceptions about “I”
primarily conscious (we are/can be aware of our perception)

Front 37

rogers: subsets of self

Back 37

actual self / ideal self
actual self is the organized pattern of perceptions of the current self
ideal self is the organied pattern of perceptions of the potential future self

Front 38

ideal self

Back 38

rogers
the self-concept you’d most like to possess
thus consists of perceptions and meanings you value most

Front 39

rogers’s personality process
three points

Back 39

self-actualization
self-consistency
positive regard (and conditions of worth)

Front 40

self-actualization

Back 40

rogers
the most fundamental personality process is a tendency toward personality growth
note, though, that psych life consists of conflicts and distress as well

Front 41

self-consistency

Back 41

rogers
people seek consistency and congruene between their sense of self and their everyday experience
and means you may behave in ways that are consistent with your self-concept, even if the behav sucks

Front 42

rogers: congruence

Back 42

self-consistency is very important
anxiety arises when there’s an incongruence between how you feel/behave and how you view yourself

Front 43

positive regard

Back 43

rogers
people need to be accepted and respected by others
and may thus distort their own feelings and desires

Front 44

what gets in the way of self-actualiation?

Back 44

positive regard
we may distort/disregard our own feelings and desires
(which would otherwise lead us toward self-actualization)

Front 45

unconditional positive regard v. conditions of worth

Back 45

especially in child development
where parents parents constantly provide info on what is postively regarded
when conditions of worth are present:
child is made to feel worthy only if she has some thoughts but not others
thus she distorts or denies experiences that threaten the needed positive regard

Front 46

main point and purpose of client centered therapy

Back 46

client has an inherent drive toward psy health
and the therapist has to help the client identify the barriers

Front 47

3 conditions necessary for cct

Back 47

genuineness
unconditional positive regard
empathic understanding

Front 48

CCT: The therapist’s job

Back 48

help the client perceive her own thoughts and feelings
(without the therapist trying to change them)
and make the client feel aprreciated no matter what she thinks or does

Front 49

goal of CCT

Back 49

allow insight about and removal of conditions of worth
which allows movement toward self-actualization

Front 50

maslow’s main contribution

Back 50

hierarchy of needs
(the motivation toward self-actualization)

Front 51

hierarchy of needs

Back 51

needs can be arranged into a hierarchy from physiological needs to important psychological needs

Front 52

levels of the hierarchy of needs

Back 52

physiological
safety
love and belonging
self esteem (1) (reputation/dignity)
self esteem (2) (confidence
freedom)

Front 55

simple definition of learning

Back 55

a change in behavior as a function of experience

Front 56

what theory says that the best vantage point for understanding a person is from the outside?

Back 56

behaviorism
”the only way to know about someone is to observe her behavior”

Front 57

define empiricism

Back 57

all knowledge comes from experience
the contents of our minds are created by the world that’s been imposed on us

Front 58

tabula rasa

Back 58

john locke
mind is a blank slate, written on by experience
as you accumulate experience, you build a characteristic pattern of reacting to the world

Front 59

associationism

Back 59

a root of behaviorism and the basis of classical conditioning
things that occur closely in time become associated

Front 60

hedonism and learning

Back 60

people learn by seeking pleasure and avoiding pain
basis for operant conditioning

Front 61

3 roots of behaviorism

Back 61

empricism
associationism
hedonism

Front 62

3 kinds of learning

Back 62

habituation
classical conditioning
operant conditioning

Front 63

habituation

Back 63

diminshed response to a stimulus after repeated exposure
simplest way that behavior changes as a result of experience

Front 64

classical conditioning

Back 64

a process in which a stimulus that is initially neutral eventually illicits a strong response
pavlov (describe?)
watson (describe?)

Front 65

Pavlov

Back 65

dogs!
classical conditioning

Front 66

Watson

Back 66

Little Albert!:classical conditioning

Front 67

systematic desensitization

Back 67

counterconditioning
(you know, to cure little albert)

Front 68

operant conditioning

Back 68

Skinner
learning from experience

Front 69

Skinner an example of

Back 69

operant conditioning

Front 70

operants

Back 70

responses emitted by the organism
(no environmental eliciting stimulus)

Front 71

reinforcer

Back 71

operant conditioining
somehting that follows a response and increases the probability of the response occuring again

Front 72

positive v negative reinforcement

Back 72

positive - adding something
negative - removing something
both to increase a repsonse
different from punishment

Front 73

reinforcement schedules

Back 73

time-based v. response-based
fixed v. variable

Front 74

time-based v. response based reinforcement

Back 74

duh

Front 75

fixed v. variable reinforcement

Back 75

duh

Front 76

best reinforcement schedule

Back 76

response-based variable schedule

Front 77

shaping

Back 77

operant conditioning
successive approximations
to guide behavior
like training a dog

Front 78

punishment

Back 78

aversive stimulus
reinforcer that decreases the probability of a response occurring again

Front 79

skinner’s approach to development
(anti-freud)

Back 79

development does not occur in stages
no conflicts that everyone experiences
no new mental structures develop at one point versus another
the set o behaviors that one can perform increases gradually as she experiences more reinforcements

Front 80

Behaviorism and Psychopathology

Back 80

people are not “sick” but are just responding inappropriately to stimuli
failing to learn a response
learning a maladaptive response
not reinforced for adaptive behavs
punished for behavs that would have been adaptive

Front 83

SLT’s main problems with behaviorism

Back 83

work based on animals (generalize?)
it ignores too much (cognition)
ignores social dimension of learning
views people as passive

Front 84

main players in SLT

Back 84

Rotter
Bandura
Mischel

Front 85

Rotter

Back 85

Decision-making
Expectancy Value Theory
Locus of Control

Front 86

Expectancy Value Theory

Back 86

decisions are not just abaed on size of reinforcement but on the belief about the likely results of the behavior

Front 87

expectancy for a behavior

Back 87

belief about how likely it is that the behavior will attain its goal

Front 88

rotter’s 2 kinds of expectancies

Back 88

specific v. general

Front 89

locus of control

Back 89

rotter
internal v. external control

Front 90

external v. internal locus of control

Back 90

external is subject to whim of fate
internal is in command
”life is what i make of it”

Front 91

the I-E scale

Back 91

internal/external locus of control
rotter

Front 92

bandura and mishchel built on

Back 92

rotter’s expectancies

Front 93

bandura and mischel’s 4 main structural concepts

Back 93

competencies / skills
expectancies / beliefs
goals
evaluative standards

Front 94

competencies and skills

Back 94

differences between people reflect variations in people’s skills
so lacking social skills = introversion
and different contexts present different challenge that require different comptencies
(study skills v. dating skills)

Front 95

SLT:
beliefs

Back 95

thoughts about what the world is actually like

Front 96

SLT:
expectancies

Back 96

beliefs directed toward the future
about the likely behav of others
rewards/punishments following a certain behav
ability to handle stress/challenges

Front 97

SLT
importance of beliefs and expectancies

Back 97

our expectations of the future are a key determinant of our actions and emotions

Front 98

SLT:
essence of personality comes from

Back 98

distinct behavior patterns result from
the different ways you perceive sitchs
developed expectations about future events

Front 99

briefly, how does SLT explain behav?

Back 99

behave is explained by people’s expectations about rewards and punishments

Front 100

perceived self-efficacy

Back 100

SLT:your perceptions about your capability for future action

Front 101

SLT:
goals

Back 101

thoughts about what you want to acheive in the future
based on your ability to envision the future
and your expectancies

Front 102

SLT:
evaluative standards

Back 102

mental criteria for evaluating the worth of events
we self-evaluate our actions and then emotionally respond to them

Front 103

SLT:
two principles used to analyze the dynamics of personality processes

Back 103

reciprocal determinism
CAPS

Front 104

reciprocal determinism

Back 104

personality, behavior, and environment
are a system that mutually influence one another
(people select situations as well as being shaped by them)

Front 105

SLT: Active Agent

Back 105

your ability to choose your situation
(reciprocal determinism)

Front 106

CAPS

Back 106

cognitive affective processing system
recent
system view of structures of SLT

Front 107

3 essential features of CAPS

Back 107

cognitive and emotional personality variables are complexly linked
different aspects of social situations activate subsets of the overall system
different sitchs activate diff parts of the cognitive system, thus causing variance in behav

Front 108

if..Then.. profiles

Back 108

different situations activate different parts of the cognitive system and cause different behaviors

Front 109

observational learning

Back 109

bandura and the bobo doll
you form a mental represenation of observed behavior which you can then draw on a later time
more complex than simple imitation

Front 110

rational emotive therapy

Back 110

albert ellis
people respond to beliefs about events
(not the actual events)
and irrational beliefs lead to distress

Front 111

aim of RET

Back 111

make the client aware of their irrationality so they can replace those thoughts with rational ones

Front 112

cognitive therapy

Back 112

aaron beck
depressed person systematically misevaluates experiences
leading to negative views of self, world, future

Front 113

aim of Cognitive Therapy

Back 113

identify and correct distorted and dysfunctional beliefs