Psy Of Emotions Test #3

Front 1

emotion congruence

Back 1

moods and emotions are associative networks in the mind
-we learn material that is congruent with our current emotion

Front 2

heuristics

Back 2

guesses that work better than chance

Front 3

processing style

Back 3

-different emotions produce different processing styles
-happy and angry moods facilitate use of already existing knowledge structures (ex: heuristics and stereotypes)
-sad moods facilitate more analytical thought and careful attention to situational details

Front 4

feelings as information perspective

Back 4

-emotions are informative when we make judgements
-emotions are heuristics, they are short cuts to making judgements and taking action

Front 5

what is assumed with the "feelings as information perspective"?

Back 5

1. emotions provide us with rapid signal triggered by something in our environment
2. many of the judgements that we make are often too complex to review all the relevent information

Front 6

Alice Isen experiement with candle/corkboard- general methodology/results

Back 6

-positive moods promt us to think in more flexible and creative ways
-the task was to attach candle to corkboard and light it without holding it
**after watching a neural film <20% found the solution in 10 minutes
*after watching a funny film, 75% solved the problem in 10 minutes
-a happy mood tended to enable the imagination to explore further with fewer constraints and assumptions

Front 7

Matthews expirement (1993); pairs of words on computer screen

Back 7

-2 words flashed and one was replaced by dot
-one word is threatening and the other word is neutral
-subjects were told that when the dot appears to press button
-the dot appears where the threatening word was, people have a shorter reaction time to the non-threatening word

Front 8

Christianson & Loftus (1991), 15 color slides of woman riding bike and 8th "critical slide"

Back 8

-15 slides same picture, 8th slide woman was one of 3 options (emotional-fallen woman, neutral, or unusual-holding bike upside down, or on shoulder)
-in the "emotional version" central details were remembered better than neutral version
-peripheral details were remembered less well than neutral

Front 9

how did the unusual version compare to the emotional version in the bike riding study?

Back 9

unusual version was meant to be the control group
-neither set of details were remembered well compared to the emotional version

Front 10

evaluative judgements

Back 10

when in a positive emotional state, we evaluate objects and events in a more positive light

Front 11

future judgements

Back 11

negative moods lead people to view the future pessimistically
-positive moods lead people to look at the future more optimistically

Front 12

casual judgements

Back 12

-general attributional bias is produced by negative and positive moods
-anger leads people to blame others for various actions & are acutely sensitive to unfair actions
-sadness leads people to assign positive events to impersonal, situational causes

Front 13

what are considered the two kinds of evaluative arguments?

Back 13

systematic and short cuts

Front 14

systematic processing

Back 14

carefully attending to the validity of the argument itself

Front 15

short-cut processing

Back 15

superficial, careless, and involves responses to less essential aspects of the communication

Front 16

what evaluative processes to people in good moods tend to follow?

Back 16

the short cut route

Front 17

what evaluative process to people in a negative or sad mood tend to follow?

Back 17

systematic processing

Front 18

Trolly vs. Footbridge dilemma- general methodology and results

Back 18

footbridge dilemma- personal, emotionally evocative moral dilemma
-activated brain regions involved in emotion

trolly dilemma- inpersonal moral dilemma/non-moral dilemma
-activated brain regions associated with working memory and deliberate reasoning

Front 19

what is emotion regulation?

Back 19

individual differences in intensity, frequency and duration of emotions

Front 20

what is the function of the processes involved in modifying emotional reactions?

Back 20

they cope & lessen the intensity of experience

Front 21

out of suppression, shifting attention and reappraisal, which is successful?

Back 21

shifting attention and reappraisal are SUCCESSFUL

-suppression is not successful

Front 22

what is the strange situation test?

Back 22

infants emotional reactions to brief separations from and reunions with their caregivers

Front 23

what are the three attachment styles?

Back 23

securely attached
ambivalently attached
avoidantly attached

Front 24

securely attached

Back 24

distressed when caregiver leaves, happy when they return

Front 25

ambivalently attached

Back 25

want to be near caregiver upon their return but will not be comforted

Front 26

avoidantly attached

Back 26

makes no effort to interact

Front 27

what attachment style was added by Main & Solomon in 1986?

Back 27

the disoriented/disorganized style
-infants respond with disorientation and contradictory behaviors

Front 28

is the attachment system universal/biological?

Back 28

yes

Front 29

are attachment STYLES biologically determined, matured by environment or both?

Back 29

-both
-emotional styles may reflect the childs memory of interacting with caregivers

Front 30

in what country are there no avoidant babies?

Back 30

Japan

Front 31

Internal working models of attachment

Back 31

a mental model, or set of beliefs, of what to expect in an intimate relationship
-based on early emotional interactions with caregivers
-forms the basis of persisting emotional bias

Front 32

how does parental warmth influence prosocial behavior?

Back 32

parental warmth and affection influences childhood friendships, social skills and many other aspects of children's later emotional well-being

Front 33

effects of modeling

Back 33

a parent acts as a model for children who are more likely to perform the same kinds of behavior
-very important in passing on messages about what emotions to display and how

Front 34

effects of temperament on adult personality

Back 34

-affects an individual's ongoing interactions with others
-modes/biases may be modeled by repetitive kinds of interactions and develop a continuity through time

Front 35

what emotions are involved in the "Big 5"?

Back 35

Neuroticism- anxiety/hostility
Extraversion- positive emotions when interacting with others
Openness- Open mindedness
Agreeableess- Compliance
Conscientiousness- Self-responsibility

Front 36

how do differences in temperament affect how we construe the world?

Back 36

extroverted individuals engage in full social lives because they interpret social occasions as opportunities for fun
-introverts construe the same situation in terms of threat and awkwardness

Front 37

how are children diagnosed?

Back 37

-using the DSM V
-no clear cut definition of an "emotional disorder" vs "no emotional disorder"
-diagnoses are descriptions or patterns of behavior

Front 38

what does the assessment of children with emotional disorders involve?

Back 38

-checklists of symptoms or behavior patterns
-continuous measures
-clusters of behaviors are identified

Front 39

most common disorders seen in children?

Back 39

externalizing disorders (hostility, aggression, stealing lying)

internalizing disorders (anxiety and depression)

Front 40

externalizing and internalizing disorders seen in adolescence?

Back 40

drug abuse and eating disorders

Front 41

what are the three perspectives on "what" is disordered in emotional disorders

Back 41

1. predominance of one emotion
2. inappropriate emotional responses
3. dysregulation

Front 42

predominance of one emotion

Back 42

one emotion dominates over all other possible experiences

Front 43

dysregulation

Back 43

emotions are not properly regulated
-inappropriate to the social context

Front 44

psychiatric epidemiology

Back 44

study of how many people show a particular disorder in the population, statistically relating the disorder to factors in people's lives

Front 45

prevalence

Back 45

proportion of a population suffering from some disorder over a specified amount of time

Front 46

incidence

Back 46

number of new onsets of a particular disorder in a given time

Front 47

externalizing disorders: younger chiidren (boys vs. girls)

Back 47

-younger children show more externalizing disorders than internalizing
-boys show more externalizing disorders than girls

Front 48

trends of anxiety disorders from childhood to adolescence

Back 48

-tends to increase with age
-separation anxiety disorder more common in early childhood
-overanxious disorder is more common in adolescence

Front 49

trends of depressive disorders from childhood to adolescence- gender difference?

Back 49

girls are more likely than boys to show anxiety disorders
-in childhood both boys and girls are equally likely to suffer from depression
**by late adolescence, females are twice as likely to suffer from a depressive disorder

Front 50

conflict between parents

Back 50

exposes the child to overt hostility
-through modeling, children learn from parents that anger is a way to deal with conflict

Front 51

parents' psychiatric problems

Back 51

-children with depressed mothers are more likely to develop insecure attachments
-negative appraisals become their only appraisals
-depressed mothers are more critical

Front 52

hostility and criticism by parents

Back 52

-children with an emotional disturbance are
4x more likely to have a critical mother
3.5x more likely to have a mother with low warmth
3x more likely to have their mother hit them

Front 53

physical abuse

Back 53

-developing externalizing disorder and problems around aggression
-develop hostile appraisals of other peoples actions
-increased disorder

Front 54

what happens when a child is subject to a combination of risks for a psychological disorder?

Back 54

2 stressors rather than 1 increases a child's risk of developing psychopathology 4-fold

Front 55

bi-directional effect

Back 55

mutually coercive patterns
-children who are more difficult make their parents more angry

Front 56

protective factors

Back 56

factors that counteract risks and make things better

Front 57

how strong is the genetic component for depressive and anxiety symptoms in children?

Back 57

20-40%

Front 58

diathesis

Back 58

a tendency to suffer from a particular medical condition

Front 59

what is the DSM definition of depression?

Back 59

intense sadness, a despair that can be painfully persecuting and drains all meaning from life
-for at least 2 weeks the suffering is unbearably sad or depressed, as well as 4 other symptoms

Front 60

anxiety

Back 60

overwhelming fears with more protracted moods of disabling anxiety, often avoidance of what is most especially feared and often a loss of confidence

Front 61

psychiatric epidemiology

Back 61

gender differences in depression, alcohol/drug disorders and antisocial personality disorder
-depression is 2x more common in women
-21% of adult women have had an episode of major depression (13% in men)
-35% of men had alcohol or drug disorder (17% of women)
6% of men had antisocial personality disorder (women ~1%)

Front 62

what are the three different kinds of depressive disorders?

Back 62

1. major depressive disorder (4+ symptoms)
2. minor depression (2-4 symptoms)
3. bi-polar disorder (depression followed by mania)

Front 63

what are the 5 different kinds of anxiety disorders?

Back 63

1. panic attacks
2. phobias
3. generalized anxiety
4. obsessive compulsive disorder
5. post-traumatic stress disorder

Front 64

stress-diathesis model

Back 64

stresses: life events or difficulties
severe life events: bereavement, marital separation, job loss
-an event causing depression is most typically a loss of a role that is highly valued

Front 65

categories of events known to cause emotional disorders?

Back 65

-loss
-humiliation
-entrapment
-danger

Front 66

what kinds of events tend to cause depression verses anxiety disorder?

Back 66

anxiety disorder- events that are FUTURE ORIENTATED
(involving danger)
depression- events that were losses
both- events involving both loss and danger

Front 67

are some people genetically at higher risk of depression than others?

Back 67

yes

Front 68

what is the gene that is important in depression

Back 68

5-HTP transporter gene-acts to promote serotonin and affects depression in conjunction with adverse life events

Front 69

genomics

Back 69

understanding of specific genes that have been individually recognized in the Human Genome project

Front 70

when does depression typically begin?

Back 70

in one's early 20s

Front 71

kindling hypothesis

Back 71

the brain becomes sensitized by each episode of depression, making a future episode more likely

Front 72

what early experiences predispose women to depression?

Back 72

losing a parent, women who suffered neglect during childhood, physical or sexual abuse
-depressed parents are more likely to be rejecting of their children

Front 73

diathesis to depression: attribution style

Back 73

people become depressed if an event occurs which they have no control over
-they see the event as having occurred for internal reasons, because of the self not anything external
-they see it as global rather than just being specific to that one circumstance
-as being stable, permanent rather than temporary

Front 74

power of social support

Back 74

having an intimate relationship is PROTECTIVE
-social support reduced the power of adverse life events to cause depression

Front 75

gender differences in coping with adversities

Back 75

women tend to have ruminative styles of coping with adversities

Front 76

how do men cope with adversity?

Back 76

distraction

Front 77

what factors prolong depression?

Back 77

1. lack of initiative
2. interpreting failure in a more pessimistic way
3. negative attributional style

Front 78

what is the cognitive mechanism for sustaining depression verses anxiety?

Back 78

depression- memory
anxiety-attention

Front 79

how are emotions involved in schizophrenia?

Back 79

-strong genetic component
-emotions of family members affect its course and relapse rate
-family interventions are effective in reducing relapse rates

Front 80

how do schizophrenia patients react when their relatives are in the room with them?

Back 80

-increased bodily arousal when a high-expressed emotion relative is in the room

Front 81

what are the five approaches to psychotherapy?

Back 81

biological approaches
psychological approaches
behavioral therapy
cognitive therapy
existential/humanistic therapy

Front 82

psychopharamcology

Back 82

therapy incorporates drugs and chemicals (anti-psychotic, anti-depressant, anti-anxiety)

Front 83

biomedical psychosurgery

Back 83

surgical procedure on brain tissues to alleviate psychological disorders

Front 84

electroconvulsive therapy (ECT)

Back 84

brief electrical current applied to patient's temples to alter brain's chemistry and electrical activity

Front 85

psychodynamic therapy

Back 85

-problems are symptoms of unsolved traumas or conflicts
-approach: understanding and making conscious relationships between overt problems and unresolved internal conflicts that caused them

Front 86

behavioral therapy

Back 86

-problems are viewed as the result of learned, self-defeating behaviors
-approached by understanding and making conscious relationships between overt problems and unresolved, internal conflicts that caused them

Front 87

behavioral therapy

Back 87

-problems are the result of learned, self-defeating behaviors
-approached by applying principles of conditioning and reinforcement, people can learn healthy behaviors

Front 88

cognitive therapy

Back 88

-problems are a result of what we think and how we think, including distorted views of situations and self
-approached by reconfiguring damaging thinking patterns, people can learn healthy, realistic ways of thinking about life experiences

Front 89

existential/humanistic therapy

Back 89

-problems are a result of issues related to difficulties in daily life, especially lack of both meaningful relationships and significant goals
-approached by examining experiences in current life situations, people can develop their individuality and learn how to realize their potential

Front 90

cognitive behavioral therapy (goal of therapy & process)

Back 90

-teaching people how to recognize and avoid errors of evaluation about the incidents that led to emotions
-allows revision both of core beliefs and plans

Front 91

emotion focused therapy

Back 91

-most clinicial psychologists would describe themselves as eclectic (selecting aspects from different variants into their practice)
-interaction with another person where one can discover some of the properties of ones emotional schemas an how they can change how they operate

Front 92

primary emotions

Back 92

emotions not experienced fully enough

Front 93

secondary emotions

Back 93

emerge to cover up certain primary emotions that were unacceptable

Front 94

instrumental emotions

Back 94

emotions we express to get our way

Front 95

outcomes of therapy

Back 95

average person receiving therapy is 80% better off

Front 96

which form of therapy is most effective?

Back 96

cognitive-behavioral therapy
-even more effective with anti-depressant medication
-lower rate of relapse

Front 97

which form of therapy tends to be the treatment of choice on the clinicians end?

Back 97

drugs
-they are cheap and not labor intensive

Front 98

what types of treatment is most commonly given to PTSD sufferers?

Back 98

prescribing drugs

Front 99

what is the most effective treatment given to PTSD sufferers?

Back 99

exposure therapy (type of cognitive behavioral therapy)

Front 100

how is social sharing beneficial and non-beneficial?

Back 100

-it does not diminish the intensity of the emotion
-the benefit comes from making sense of emotions

Front 101

according to a number of psychologists, why does watching creative emotional expressions (Ex: dance, orchestra, books etc) tend to have a therapeutic effect on us?

Back 101

-practice allow experiencing emotions as aesthetic distance
-provides memory cues that will bring emotions of your own mind but in a safe context
-experiencing emotions this way, we can assimilate them into our understanding with therapeutic effect

Front 102

what are two important components for having a pleasurable experience?

Back 102

peak moment

end of event

Front 103

flow

Back 103

optimal experience
-creativity, purpose of being fully engaged so the self and the activity emerge
-concentrate on things we have influence on
-not waiting for pleasurable events to happen to us

Front 104

positive emotions

Back 104

state of mental health involving maintaining 2.9 to 1 positive to negative emotions in one's life
-when negative emotions predominate our selves, relationships and health all suffer