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227 Cards in this Set
- Front
- Back
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Psychology |
The science that seeks to understand behavior and mental processes, and to apply that understanding in the service of human welfare |
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Mental processes |
internal |
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Behavior |
external and observable |
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Structuralism |
Breaking consciousness down into basic elements of sensation or feeling. Has a lot to do with introspection |
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Introspection |
looking inward, examining and measuring one’s own thoughts and mental activities, such as physical sensations. Very subjective. Sensation: 1) Quality 2) Intensity 3) Clearness. Feelings: 1) Pleasure/displeasure 2) Relaxation/tension 3) Excited/depressed. |
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How Wundt (tf kinda name is that btw) used the concept of introspection to support the basic claims of structuralism |
In order to inspect the different elements of consciousness, objective introspection had to take place: learning to think objectively about your own thoughts, since you can’t read minds. |
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Functionalism |
How the mind allows people to function in the real world; how it works in every-day life, how consciousness helps people adapt to their environments, how mental processes guide people’s ability to make decisions |
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Gestalt |
The whole of conscious experience is not equal to the sum of its parts. Against breaking down consciousness into components: opposite of structuralism. |
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Psychoanalysis |
Emphasis on the importance of unconscious conflicts in shaping behaviorand mental health. Constant unconscious conflicts within a person determine behavior and mental health. Conflict primarily between the impulse to satisfy personal desires and the need to live by society’s rules. Dream interpretation, hypnosis, free association. Psychoanalysis: therapy focusing on bringing unconscious material into consciousness awareness |
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Behaviorism |
"Behavior is the only thing worth studying.” Behavior is the primary result of learning. Learning history, patterns of reward and punishment influence behavior. |
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Humanistic |
People have free will and strive for self-actualization. Exists today as a form of psychotherapy aimed at self-understanding and self-improvement. |
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Cognitive |
This is the word that I knew :-) Anyways, COGNITIVE – Emphasizes the importance of thoughts and other mental processes, and how they relate to behavior. How people think, remember, store, and use information |
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Biopsychology |
Links mental processes to activities in the nervous system, brain, and other bodily processes. Biological bases of behavior and mental processes
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Evolutionary |
Emphasizes how behavior and mental processes emerge as adaptations to increase survival. Looks for universal characteristics that all humans share |
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Sociocultural |
Combines social and cultural psychology; studies the effect that people haveon one another, either individually or in a larger group. Social roles, rules of social actions, cultural norms and expectations. |
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Scientific Method |
1) Perceiving the question 2) Forming a hypothesis 3) Testing the hypothesis 4) Drawing conclusions 5) Reporting results |
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Theory |
Hypothetical account of how and why a phenomenon occurs, usually in the form ofa statement about the casual relationship between two of more properties |
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Hypothesis |
A specific, testtable statement about something you want to study |
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Operational Definition |
The "how.” A description of the exact methods used to measure the variable
Self-reports – having the participant describe
Behavioral – Watching the behavior of the participant
Physiological – Measuring physical aspects (heart rate or hormones) |
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Variable |
“The what.” A factor or characteristic that is manipulated or measured in research |
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Naturalistic Observation |
Observe behavior in the environment in which it typically occurs
Strengths – Realistic setting
Limits – No sense of control, no private or rare events, can only describe, self-awareness (when people know they’re being watched, they act different)/demand characteristics, observer biases (confirmation bias – looking to confirm your hypothesis) and double blind experiments |
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Case Study |
Intensive study of behavior and mental processes of a specific person or situation.
Strengths – rare or private phenomena, very detailed
Limits – May not be representative |
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Survey |
Questionnaires or interviews given to many peoplei.
Strengths – Easy, fast, lots of data, inexpensive
Limits – Lies, response bias, interpretation of question may differ, sampling errors (biased or convenient) |
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Correlation Study |
Look at relationship between variables. Is this variable related to this variable? How strong is the relationship? Finds relationships, not causes.
Positive – both increase (acts of aggression vs exposure to violent tv). Negative – one increases, one decreases (illness vs optimism). Zero – No predictive value (crime vs phase of the moon)
Strengths – Test predictions, evaluate theories, suggest new hypotheses, useful when you can’t manipulate variables (male/female)
Limits – Correlation is not causation |
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Correlation |
Variables having a relationship |
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Correlation Coefficient |
“r=+.37” Positive/negative indicates the direction of relationship, number indicates strength of relationship (between -1 and +1) |
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Difference between correlation and causation |
Correlation means variables have a relationship. Causation means one variable being changed leads to another being changed. Just because two things correlate, doesn’t mean one caused the other. That could be the case, or something else could be causing both of them to respond in the same way, or it could be coincidence that they correlate. |
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Experiment |
Manipulate independent variable and measure the effects of dependent variable |
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Independent Variable |
Variable that is manipulated in an experiment |
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Dependent Variable |
The variable that is measured/observed in the study
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Experimental Group |
The participants who are exposed to the stimulus being studied, get the manipulation/treatment. Compared to the control group |
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Control Group |
Participants who are NOT exposed to the stimulus, get no treatment or a placebo. |
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why does an experiment allow investigation of causation? |
If the experimental group exposed to the stimulus has a different result than the control group, the stimulus can be said to be the cause, since only that one thing was changed between the two groups |
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confounds |
Something other than the variable that influence results |
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experimenter effects |
Expectation of the experimenter, something experimenter does to influence results |
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observer biases |
Person doing observation has a particular opinion about the results she expects to see |
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subject biases |
Subjects act different than they normally would |
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demand characteristics |
Participants form an interpretation of the experiment and act a certain way due to this |
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response biases |
Participants answer a certain way because they think that is what the researcher is looking for, or because they want to answer according to social norms or outside forces rather than what they really think |
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single-blind study |
Participants don’t know if they are in the control group or experimental group |
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double-blind study |
Neither participants nor experimenters know what participants are in which group until after the experiment |
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Random assignment |
Each participant has equal chance of being assigned to control or experimental group. One of the best ways to ensure control over extraneous (interfering/outside) variables |
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population |
Entire group in which the researcher is interested (All of A&M) |
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sample |
Participants picked to participate in study (survey) |
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random sampling |
Randomly selecting from that group |
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biased samples |
Researcher picks specific sample |
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convenience samples |
Researches picks sample by convenience (Want representation of A&M but only survey students in your engineering class because its convenient) |
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representative sample |
A random sample that represents a whole (Random students throughout A&M, not major-specific, gender-specific, etc) |
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descriptive statistice |
summarize and describe what has been found in data |
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mean |
average |
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median |
middle |
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mode |
most often occuring |
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standard deviation |
measure of variation |
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nature |
heredity, the influence of inherited characteristics on personality, physical growth, intellectual growth, and social interaction |
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nurture |
The influence of the environment (anything that doesn’t come from within the person) on personality, physical growth, intellectual growth, and social interactions |
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maturation |
Changes that develop in a fixed sequence no matter the environment |
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germinal stage |
Zygote forms when egg and sperm combine. (0-2 weeks) Zygote starts duplication |
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embryonic stage |
(2-8 weeks) Organs and body parts are created, critical development: if something messes up here, there’s no going back |
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fetal stage |
(8 weeks until birth) Start to move, organs grow and function |
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teratogen |
External substances that invade the womb and cause birth defects |
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examples of teratorgens |
cocaine, alcohol, smoking (nicotine), marijuana, measles, mumps, rubella, mercury, too much vitamin A, caffeine, toxoplasmosis, high water temperature, stress, depression, flue, certain antibiotics |
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cocaine as a teratogen |
short/underweight, premature, breathing issues, learning difficulties, seizures, difficult to soothe |
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alcohol as a teratogen |
Fetal Alcohol Syndrome (facial malformation, learning difficulties, delayed growth), smaller than normal heads |
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smoking/nicotine as a teratogen |
Miscarriage, underweight, learning disabilities, stillbirth, short stature, intellectual disabilities |
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marijuana as a teratogen |
irritability, nervousness, tremors (infant is easily disturbed or startled) |
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measles, mumps, rubella as a teratogen |
blindness, deafness, heart defects, brain damage |
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mercury as a teratogen |
intellectual disability, blindness |
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too much vitamin a as a teratogen |
Facial, ear, central nervous system, and heart defects |
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caffeine as a teratogen |
miscarriage, low birth weight |
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toxoplasmosis as a teratogen |
brain swelling, spinal abnormalities, deafness, blindness, intellectual disability |
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high water temperature as a temperature |
increased chance of neural tube defects |
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capacity of vision in a newborn |
worst of senses, blurry 20/600, color vision at 6 months 20/100, normal vision after a couple years, like faces and contrast, no depth perception |
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capacity of hearing in a newborn |
like “baby talk”, respond best to mom’s voice or other women’s, respond to dad’s voice over other men |
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capacity of smell and taste in a newborn |
Prefer sweet tastes, recognize mother’s milk |
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capacity of touch in newborn |
normal |
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motor development during infancy |
Born with reflexes that help them survive, reach milestones as they age (raising head and chest, rolling over, sitting up with support, sitting up without support, crawling, walking) |
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reflexes in infants |
Involuntary unlearned motor skills, over 20, disappear after 3-4 months, allow newborn to be on “autopilot" |
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examples of reflexes in infants |
Grasping-grab on tight enough to support weight, startle reflex, rooting-turn head toward touch on their cheek, stepping-when held over a flat surface baby will make walking movements, sucking-suck whatever touches their lips |
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Piaget's theory |
Development of knowledge proceeds in fixed series of stages, each stage is qualitatively different, shift depends on schemas |
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schemas |
Mental concepts, generalizations based on experience, form the basic unit of knowledge (Shows child apple, calls it “apple” – child recognizes that’s what an apple looks like) |
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assimilation |
Fit new info into existing schema (Shows child orange – child calls it “apple” because both are round) |
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accommodation |
Modify existing schemas when they do not work (When corrected and told it is an orange, the schema for apple may include “round” and “red”) |
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sensorimotor period |
First of Piaget’s stages. Birth to age two. Infants use their senses and motor skills to learn about the world around them. As their sensory and motor development progress, they can interact deliberately with objects. This stage ends when the child can grasp the concept of object permanence |
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object permanance |
Mental representation of an object. Being able to realize an object is still there even if you can’t see it |
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preoperational period |
Use and create symbols to represent absent items, use words to represent objects, make intuitive guesses about world (2-7 years) |
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importance of symbol usage and imagination during preoperational period |
Children can now ask questions and explore their surroundings more fully. The child realizes that, through symbolic thinking, a block of wood can be a train |
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conservation |
Altering appearance doesn’t change the amount (pouring liquid into a different shaped cup) |
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animism |
Belief that anything that moves is alive, and take anything they see to be true (seeing Santa on tv or at the mall – Santa is real) |
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egocentrism |
Inability to see the world through anyone’s eyes but their own. (Mom says “I don’t want to see you in the living room again,” child comes back to the living room covering her eyes. Child can’t see mom, so mom can’t see child) |
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concrete operational period |
Age 7-12. Children become capable of understanding conservation and reversible thinking, centration no longer occurs, can think more logically and rationally, but still cannot understand abstract concepts. |
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formal operational period |
Abstract thinking becomes possible, understand concepts that have no physical reality, deeply involved in hypothetical thinking, thinking about possibilities, or even impossibilities |
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temperament |
A person’s basic disposition |
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what are the three main temperament patterns? |
easy, difficult, slow-to-warm-up |
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easy temperament |
Happy mood, predictable schedule, adaptable, like novelty (new things), easily soothed |
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difficult temperament |
Negative mood, fussy, unpredictable schedules, dislike change, loud, active, crabby |
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slow-to-warm-up temperament |
Approach novelty warily, but eventually come to enjoy it, less grumpy, quieter, more regular schedules, slow to adapt |
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attachment |
A deep, affectionate, close, and enduring relationship with a caregiver |
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Motherless monkeys study |
Regardless of what surrogate mother fed them, the baby monkeys would spend most of their time with the cloth-covered monkey, demonstrating the importance of contact comfort in attachment |
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what are the four types of attachment? |
secure, avoidant, ambivalent, disorganized-disoriented |
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secure attachment |
Balance between contact and exploration (Happy when mom returns, easily soothed) |
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avoidant attachment |
Ignore or avoid mom after separation (Baby untroubled by mother’s movement) |
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ambivalent attachment |
Greets mom, but angry and rejects contact (Upset when mom leaves and returns) |
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disorganized-disoriented attachment |
Infant’s behavior is inconsistent, disturbed, disturbing: often a clue to neglect or abuse) |
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erikson's psychosocial stage of development: infant - birth to 1 yr |
Trust vs mistrust. Infants learn a basic sense of trust dependent upon how their needs are met |
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erikson's psychosocial stage of development: toddler - 1 to 3 yrs |
Autonomy vs shame and doubt. Toddlers begin to understand that they can control their own actions |
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erikson's psychosocial stage of development: preschool - 3 to 5 yrs |
Initiative vs guilt. Children learn to take responsibility for their own behavior as they develop self-control |
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erikson's psychosocial stage of development: elementary - 5 to 12 yrs |
Industry vs inferiority. Child must learn new skills in the academic and social world: they compare themselves to others to measure their success or failure |
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erikson's psychosocial stage of development: adolescent - 13 yrs to early 20s |
Identity vs role confusion. Adolescents must decide who they are, what they believe, and what they want to be as an adult |
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erikson's psychosocial stage of development: early adulthood - 20s and 30s |
Intimacy vs isolation. Adults face the task of finding a person with whom they can share their identity in an ongoing, close, personal relationship |
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erikson's psychosocial stage of development: middle adulthood - 40s and 50s |
Generativity vs stagnation. Find a way to be a creative, productive person who is nurturing the next generation |
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erikson's psychosocial stage of development: late adulthood - 60s + |
Ego integrity vs despair. Coming to terms with the end of life, reaching a sense of wholeness and acceptance of life as it has been |
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neurons |
Specialized cell in the nervous system that receives and sends messages |
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soma |
cell body that keeps the cell alive by providing nutrients |
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dendrite |
detects or receives messages from other cells |
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axon |
carries messages out to other cells, takes information and sends it away |
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myelin |
an insulating and protective sheath around the axon. Fatty, created by glial cells, lets information be sent faster |
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axon terminals |
“terminal buttons” knob-like structures at the end of axons responsible for communicating with other nerve cells “presynaptic terminals" |
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vesicles |
small sac that contains neurotransmitters (in axon terminal) |
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synapse |
fluid-filled space between the axon of one neuron and the dendrites of another neuron |
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glial cells |
Support cells found in the nervous system that direct the growth of neurons, provide nutrients for and restore damage to neurons, create myelin, help with neural pruning |
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action potential |
an electric signal that is conducted along an axon to a synapse |
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all-or-none prnciple |
A neuron either fires at full strength or not at all, but strong stimulation causes it to fire repeatedly |
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polarization |
More negatively charged ions inside the neuron, more positively charged ions outside the neuron |
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refractory period |
the time following an action potential during which a new action potential cannot be initiated |
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repolarization |
negative ions come in, positive ions go out. Sodium pump pumps large positively charged sodium ions out |
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reuptake |
Pulling neurotransmitters back up into the synaptic vesicles |
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neurotransmitters |
chemicals suspended in fluid in synaptic vesicles |
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role of neurotransmitters |
transmit messages |
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Acetylcholine (Ach) |
excitatory or inhibitory; involved in arousal, attention, memory, and controls muscle contractions.
Too much - convulsion and possible death |
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Norepinephrine (NE) |
mainly excitatory; involved in arousals and mood |
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dopamine (DA) |
excitatory or inhibitore; involved in control of movement and sensations of pleasure
Too little – parkinson’s disease
Too much - cluster of symptoms that may be part of schizophrenia |
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serotonin (5-HT) |
excitatory or inhibitory; involved in sleep, mood, anxiety, and appetite
too little - depression |
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Gaba-aminobutyric acid (GABA) |
major inhibitory neurotransmitter; involved in sleep and inhibits movement
May help calm anxiety
Alcohol enhances GABA, which causes the general inhibition of the nervous system associated with getting drunk |
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glutamate |
major excitatory neurotransmitter; involved in learning, memory formation, nervous system development, and synaptic plasticity
too much - overactivation and neuronal damage: may be associated with cell death that occurs after stroke, head injury, or degenerative diseases like Alzheimer’s and Huntington’s |
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endorphins |
inhibitors neural regulators; involved in pain relief |
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nervous system |
A network of cells that carries information to and from all parts of the body. Allows you to gain information about what is going on outside and inside the body |
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peripheral nervous system |
transmits information to and from the central nervous system |
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somatic nervous system |
carries sensory information (from outside, like sight smell etc) and controls movement of the skeletal muscles (motor information-makes muscles interact with environment). All about conscious movement, voluntary muscle movement |
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autonomic nervous system |
automatically regulates glands, internal organs and blood |
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sympathetic division |
prepares the body to react and expend energy in times of stress. Mobilizes body for action. Fight or flight. Something arousing. Dilates pupils, dry mouth, neck tense, heightened heart rate, fast shallow breathing, adrenaline, sweating |
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parasympathetic division |
maintains body functions under ordinary conditions; saves energy. Conserves energy in rest. Slows heart rate after escape or in relaxation. Regulates energy conserving functions. Undoes everything the sympathetic division does |
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central nervous system |
part of the nervous system that is composed of the brain and spinal cord |
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sensory pathways |
all the nerves carrying messages from the senses to the central nervous system |
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motor pathways |
all the nerves carrying messages from the central nervous system to the voluntary (skeletal) muscles of the body |
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spinal cord |
Pathway connecting the brain to the peripheral nervous system |
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reflex arc |
Spinal cord can direct simple reflexes. For instance, touching something hot goes from nerves in hand to spinal cord and back to muscles in hand and arm to pull away from heat, instead of wasting time going all the way to the brain and back: by the time that happens, you’re already badly burned |
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hindbrain |
Oldest and most primitive part of the brain, controls basic functions, sits on top of the spinal cord |
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parts of the hindbrain |
medulla, pons, reticular formation, cerebellum |
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medulla |
life-sustaining functions (heartbeat, breathing, blood pressure) |
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pons |
influences sleep, dreaming, and arousal; motor nerves crossover, bridge between lower and upper parts |
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reticular formation |
Ability to attend to information in surroundings, being alert. Bundle of nerves that runs through medulla and pons to midbrain. Attention |
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cerebellum |
involuntary or rapid voluntary fine motor movement, well-rehearsed movement, finely coordinated movements. Affected by stroke, alcohol: poor coordination, balance, slurred speech |
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midbrain |
Integrates movement with sensory input. Coordinates simple movements, process audio/visual |
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parts of the midbrain |
substantia Nigra and striatum |
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substantia Nigra and striatum |
smooth movement. Parkinson’s – cells die in Substantia Nigra, dopamine reduces |
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forebrain |
Subcortical structures. Involved in complex processes: language, emotion, memory, hunger, thirst |
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PARTS of the forebrain |
limbic system, thalamus, hypothalamus, hippocampus, amygdala, cingulate cortex |
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limbic system |
emotions, motivation, memory, learning. Underneath cortex, integrates emotions and memory, expression of emotion |
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THALAMUS |
Relays station for sense information. Relays signals from sense organs, pain, important for memory, receives audio, sight, etc (but not smell) and sends to specific place for processing |
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hypothalamus |
Hormone secretion via pituitary gland. Underneath thalamus, controls the four F’s – fighting, fleeing, feeding, mating |
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hippocampus |
learning, memory, and ability to compare sensory information to expectations. Formation (not storage) of new long-term memories |
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amygdala |
Motivation, emotional control, fear response, nonverbal emotional expressions, emotional expression and recognition, emotional association (associates two features of an object-emotional significance of stimuli)C |
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cingulate cortex |
emotional and cognitive processing, attention, cognitive control. Bipolar, depression |
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cortex |
Outermost part of the brain, made up of tightly packed neurons |
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occipital lobe |
at the base of the cortex, toward the back of the brain. Processes visual information from the eyes |
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parietal lobe |
at the top and back of the brain under the parietal bone. Processes information from the skin and internal body receptors for touch, temperature, and body position |
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temporal lobe |
behind the temples. Contains the primary auditory cortex and the auditory association area. Left temporal lobe involved in language. Some parts help process visual information |
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frontal lobe |
at the front of the brain. Higher mental functions such as planning, personality, memory storage, complex decision making, and language |
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sensory cortex |
receives information about the sense of touch and body position, processes information from the skin and internal body receptors for touch, temperature, and body position |
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motor cortex |
in the frontal lobe, these cells control the movements of the body’s voluntary muscles |
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association cortex |
Make connections between the sensory information coming into the brain and stored memories, images, and knowledge |
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broca's area |
in the left frontal lobe, devoted to the production of speech |
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Wernicke's area |
in the left temporal lobe, involved in the understanding and meaning of words |
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left hemisphere |
Controls right hand, spoken language, written language, mathematical calculations, logical thought process, analysis of detail, reading |
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right hemisphere |
Controls left hand, nonverbal, visual-spatial perception, music and artistic processing, emotional thought and recognition, processes the whole, pattern |
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corpus callosum |
thick band of neural fibers that connects the left and right brain |
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split-brain |
relieves epilepsy. Right brain sees left visual field and vice versa. If left brain sees a ball in right visual field, the person can say “ball”. If right brain sees hammer in left visual field, the person cannot verbally identify the hammer, but could point to it |
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conscious |
your awareness of everything that is going on around you and inside your own head at any given moment, including thoughts, sensations, and feelings, which you use to organize your behavior |
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waking conscious |
When you feel alert and your thoughts, feelings, and sensations are clear and organized |
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altered states of consciousness |
Forms of experience that depart from the normal subjective experience of the world and the mind, ex: sleep, drug use, meditation, caffeine, stimulant, multitasking |
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preconscious |
stuff hovering just below consciousness "what did you do this morning" you can easily recall |
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unconscious |
Stuff deeply below conscious; may become or affect consciousness |
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nonconscious |
Stuff that never becomes conscious |
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prosopagnosia |
inability to consciously recognize faces, including your own. Can recognize objects, and people by voice. Brain activity: your body knows but you don’t |
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phantom limb syndrome |
feeling stimulus from a limb that has been amputated |
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How do prosopagnosia and phantom limb syndrome relate to consciousness? |
processing without consciousness |
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circadian rhythms |
the sleep-wake cycle, controlled by the suprachiasmatic nucleus in the hypothalamus |
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slow-wave sleep |
delta and theta waves, deep sleep, stages 3&4 |
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REM sleep |
rapid eye movement, resembles an awake person, 90% of dreaming happens, “paradoxical sleep”, muscle paralysis, physiology appears as that of an awake person |
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awake |
Alert (beta waves) or relaxed (alpha waves |
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stage 1 sleep |
Drowsy, first true sleep stage (theta waves |
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stage 2 sleep |
Asleep (sleep spindles and k-complexes |
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stage 3 sleep |
Slow wave sleep (delta and theta waves |
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stage 4 sleep |
Slow wave sleep, groggy/confused if woken up from this stage, dreaming happens here about very normal things (delta and theta waves; over 50% delta) |
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a night's sleep |
you start at awake, then stage 1, 2, 3, 4, 3, 2, REM, 2, 3, 4, 3, 2, more time in REM, etc |
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change in sleep across lifespan |
Newborns sleep 16 hours (half REM, half nonREM), 20 year olds need about 9 hours of sleep (1 REM, 8 nonREM), 60s-70s need about 5 hours (1 REM, 5 nonREM |
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adaptive theory of sleep |
Sleep is a product of evolution. Our sleep patterns have evolved to avoid being present during predators’ normal hunting times |
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restorative theory of sleep |
Sleep is necessary to the physical health of the body |
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reason for slow-wave and rem sleep |
slow-wave rests body, REM rests mind |
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insomnia |
cant fall asleep or stay asleep |
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narcolepsy |
abrupt switch from waking to REM |
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sleep apnea |
breathing stops briefly during sleep, and you awaken just long enough to start breathing again, then fall asleep again, not remembering you woke up, but in the morning you don’t feel rested |
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nightmares |
frightening REM dreams |
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night terrors |
Abrupt waking with panic and intense emotional arousal. Not a dream but the experience of the emotion of itself, happens in nonREM sleep |
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SIDS |
(Sudden Infant Death Syndrome) – sleeping infant stops breathing and dies |
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sleepwalking |
walking or talking during nonREM sleep |
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REM behavior disorder |
Normal REM paralysis absent, allowing the person to thrash around and act out nightmares |
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dreams |
brain tries to make sense of “random” firings while sleeping |
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lucid dreaming |
awareness that a dream is a dream while it is happening |
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activation-synthesis theory |
dreams are meaningless and random firings that the brain tries to make sense of |
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activation-information-mode model |
updated version of activation-synthesis theory, in which information that is accessed during waking hours can have an influence on the synthesis of dreams |
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hypnosis |
altered state of consciousness brought about by techniques of suggestion that can change behavior |
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dissociative state |
person doesn’t know what they’re doing |
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playing a role |
Person acts how they think a hypnotized person would act |
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applications of hypnosis |
pain management, remove bad habits, improve memory, therapy, reduce nausea and vomiting for chemo, surgical bleeding reduced, reduce post-operative recovery time |
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psychoactive drug |
chemical substance that alters thinking, perception, memory, or some combination of those abilities |
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psychological dependence |
the belief that the drug is needed to continue a feeling of emotional or psychological well-being. The body may not need the drug, but they will continue to use it because they think they need it |
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physical dependence |
After using the drug for some period of time, the body becomes unable to function normally without it and the person is addicted (withdrawal effects) |
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depressants |
reduce or depress nervous system activity |
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stimulants |
increase nervous system activity |
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hallucinogens |
alter perception and may cause hallucinations |
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effects of depressants |
Small dose causes relaxation or calmness, too much can slow body so much that heart or brain stop |
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effects of stimulants |
Increase heart rate, blood pressure, body temp, dilate pupils, decrease appetite |
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effect of hallucinogens |
Mixing of senses, senses get crossed, “seeing sounds" |
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ex of depressants |
alcohol, tranquilizers, narcotics |
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ex of stimulants |
caffeine, amphetamines, cocaine, nicotine |
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ex of hallucinogens |
LSD, PCP, ketamine, marijuana |
