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87 Cards in this Set
- Front
- Back
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The paradox of progress |
Technical progress - but is there improved quality of life? Idea that advancements in technology, medicine, and communications have created more problems, instead of making life easier. They have not led to improvement in our health or happiness. |
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Describe 3 examples of paradox of progress. |
1. We have many time saving devices but still we complain about not having enough time 2. We have many more choices but still we have difficulty choosing (choice overload) 3. We have lots of control over world around us but it has caused problems with our environment. ---> decision fatigue |
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Search for direction and examples |
Challenge of modern life --> search for meaning or a sense of direction. Ex: self-realization programs, self help books, radio/tv advice shows |
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Identify the 4 common problems with self-help books |
1. Vague wording, uses "psychobabble" 2. Focus on sales 3. They don't provide explicit directions for changing behavior 4. They encourage a narcissistic (self-centered) approach to life. |
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Characteristics you should look for in quality self-help books. |
1. Books that are realistic 2. Books by authors with good credentials 3. Books with theoretical and research basis 4. Provide detailed directions on how to alter your behavior |
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Summarize the philosophy of this textbook |
1. Knowledge is power. Knowledge of psychology can be valuable in everyday life 2. Enhance critical thinking skills 3. Resourceful book that "opens many doors" |
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What are the 2 facets of psychology? |
1. Systematic scientific study of behavior and the mental and physiological processes that underly behavior. 2. Profession that applies this accumulated scientific knowledge to practical problems |
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What is the concept of adjustment? |
The psychological processes through which people manage or cope with the demands and challenges of everyday life. |
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What are the different types of correlational studies? |
-case study -survey -direct observation |
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Case study |
-Single subject or small group --> when it's not easy to investigate it's used -Hard to generalize |
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Survey |
*questionnaires *interviews -Advantages: easy to do and inexpensive -Disadvantages: self-report data |
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Direct observation |
-observing behaviors of study participants (more expensive) -observation and direct recording --> advantages: actual behavior --> disadvantages: reactivity, time consuming and expensive. |
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Experimental studies |
Change environment, put subjects into it with different groups. -Experimental group: gets the manipulation -control group: does not get the manipulation (placebo group) IV: manipulates this variable DV: measures impact on this variable --> causal conclusions (only one that can do this) --> experimental manipulation |
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Positive vs negative correlations |
Positive: one variable decreases as the other variable decreases, or one variable increases while the other increases. A perfect positive correlation is represented by +1.00. Negative: when one variable decreases, the other increases. A perfect negative correlation is represented by the value -1.00. |
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What conclusion can be made from correlational research and what limitations are there?? |
Conclusion: correlational research cannot determine causation! Limitations/problemos: --> directionality --> third variable |
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Advantages and disadvantages of experimental research. |
Advantages: -->control -->determine causal relationships Disadvantages --> artificial environment --> demand characteristics --> ethical issues |
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Identify the factors that are surprisingly unrelated to happiness. |
1. Money (Greater happiness from money spent on experiences than on material goods) 2. Age 3. Parenthood (Good and bad aspects balance each other out) 4. Intelligence 5. Physical attractiveness (Advantages in society but not always happy) |
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What are the factors that are somewhat important to well-being/happiness? |
1. Health 2. Social relations 3. Religious belief 4. Leisure activity --> contribute to self-fulfillment 5. Culture |
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What is very important to subjective well-being and happiness? |
1. Relationship satisfaction 2. Work 3. Genetics and personality |
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Conclusions about determinants of happiness. |
Happiness is relative. - We evaluate our happiness relative to what others around us have. - We evaluate our happiness relative to our own expectations. --> concept of relative deprivation - it is hard for people to predict what will make them happy. -subjective perceptions are more important than objective measures -people adapt to their own circumstances |
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List 3 steps to improving academic performance |
1. Set up a schedule for studying 2. Find a place to study where you can concentrate 3. Reward your studying |
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Getting more out of lectures |
1. Active listening 2. Prepare for lectures by reading ahead 3. Write down lecturers' thoughts in your own words |
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What is the basic approach to personality from the trait perspective? |
-consistent, stable, and enduring way of thinking, feeling, and behaving. -How traits impact behavior -trait-situation interaction |
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The BIG FIVE: Ocean |
Openness Conscientiousness Extraversion Agreeablenesa Neuroticism |
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Freud's psychoanalytic theory of personality |
-somewhat controversial -based in three main assumptions 1. Personality is governed by unconscious forces that we cannot control 2. Childhood experiences play a significant role in determining adult personality 3. Personality is shaped by the manner in which individuals cope with sexual urges |
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The id |
Completely unconscious and present at birth. Includes pleasure principle - immediate satisfaction, no regard for consequences. |
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The ego |
Mostly conscious. Rational and logical. Decision-making component that operates according to the reality principle. |
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Superego |
Way we should be or think we should be. Moral center. Ego ideal - standards for moral ideal. |
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What are the different defense mechanisms? |
1. Denial 2. Repression 3. Rationalization 4. Projection 5. Reaction formation 6. Displacement 7. Regression 8. Identification 9. Compensation (substitution) 10. Sublimation |
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Repression example |
During the Oedipus complex aggressive thoughts about the same sex parents are repressed |
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Projection example |
You might hate someone, but your superego tells you that such hatred is unacceptable. You can 'solve' the problem by believing that they hate you. |
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Displacement example |
Someone who is frustrated by his or her boss at work may go home and be mean to his wife without cause. |
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Sublimation example |
Sport is an example of putting our emotions into something constructive. |
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Freud's psychosexual development and fixation |
Fixation on a stage is a failure to move forward from one stage to another as expected. |
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Classical conditioning |
Must have a naturally occurring stimulus - response relationship -automatic/unlearned relationship -biological/physiological pattern -involves placing a neutral signal before a reflex Ex: imagine a dog that salivates when it sees food. The animal does this automatically and does not need to be trained to perform this behavior it occurs naturally. The food is the naturally occurring stimulus. If you started to ring a bell every time you presented the dog with food, an association would be made between the food and the bell. Eventually the bell alone, would come to evoke the salvation response. |
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Operant conditioning |
Voluntary behavior -what you do and what happens after -involves applying reinforcement or punishment after a behavior -focuses on strengthening or weakening voluntary behaviors. Ex: imagine that a trainer is trying to teach a dog to fetch a ball. When the dog successfully chases and picks up the ball, the dog receives praise as a reward. When the animal fails to retrieve the ball, the trainer withholds the praise. Eventually, the dog forms an association between his behavior of fetching the ball and receiving the desired reward. |
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What are the ABC's of operant conditioning? |
Antecedent (pre-existing) Behavior Consequence |
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Reinforcement |
Increases the likelihood that the behavior will occur. |
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Punishment |
Decreases likelihood that the behavior will occur. |
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Positive reinforcement |
Give something positive |
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Negative reinforcement |
Take away something negative Ex: chores |
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Positive punishment |
Give something negative |
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Negative punishment |
Take away something positive |
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Shaping |
Reinforce successive approximations to the goal behavior -Reinforce behaviors that get closer and closer to the target behavior |
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How does superstitious behavior relate to operant conditioning? |
-reinforcing behaviors that were done before the game -it is possible that the winning may reinforce a particular behavior |
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Explain observational learning. |
Learn behaviors by watching others |
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What is reciprocal determinism? |
Theory set forth by psychologist Albert Bandura. States that a person's behavior both influences and is influenced by personal factors and the social environment. Bandura accepts the possibility that an individual's behavior may be conditioned through the use of consequences. |
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Self-efficacy |
Personal views about your own abilities -belief that you can (or can't) earn the desired reinforces -belief that you are able to achieve, complete a task, succeed High S.E. is associated with confidence Low S.E. creates doubt in one's abilities. |
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Locus of control |
Internal: feel they can influence outcome External: feel things happen to them -less control |
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Learned helplessness |
The general belief that one is incapable of accomplishing tasks and has little or no control of the environment. |
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Humanistic perspectives credited with: |
1. Identifying the self-concept as a key element of personality 2. Highlighting the importance of psychological health 3. Laying the foundation for positive psychology |
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Humanistic perspectives have been criticized for: |
1. Poor testability 2. An unrealistic view of human nature 3. Inadequate evidence |
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Behavioral cognitive perspectives credited for: |
1. Being rooted in empirical research 2. Providing most thorough account of why people are only moderately consistent in their behavior |
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Behavioral cognitive perspectives criticized for: |
1. Not being very behavioral anymore 2. Overly dependent on animal research |
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Self-concept |
Collection of ideas about who we are. View of our own self. |
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Congruent self concept |
If our ideas about ourselves match our actual experiences |
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Incongruent |
Our ideas about ourselves do not match reality. |
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Rogers theory Self concept and development |
-->all humans have a need for affection, love, and acceptance. -early experiences in life are hey |
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Maslow's hierarchy of needs |
-higher order needs toward the top of the pyramid (growth needs) -more fundamental biological needs toward the bottom of the pyramid (deficiency needs) -->humans have an innate drive toward personal growth and the highest need is the need for self-actualization - the fulfillment of one's potential |
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Behavioral genetics |
Heritability - comes up with percentage of variability in a trait. Difficult to measure. -adoption studies -twin studies - difference between identical and fraternal |
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Evolutionary |
-adaptive over time, generations -behaviors that are adaptive to environment may make offspring with those behavioral traits more likely to survive and reproduce. -->traits to attract a mate and reproduce |
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What does it mean for a test to have reliability? |
Test produces consistent results |
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What does it mean for a test to have validity? |
Test measures what it says it measures. |
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What are the differences between self-report assessments compared with projective tests? |
Self-report -->ask individuals series of questions about characteristic behavior. -Only as accurate as the information that the test takers provide Projective -->ask individuals to respond to ambiguous stimuli -nature of tests may make it difficult for subjects to engage in intentional deception -indirect approach -hard to lie on these tests |
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Learned helplessness |
Passive behavioral response that develops in response to: -situations with unavoidable aversive events -can be carried over to situations where the person is not helpless |
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Displacement |
-using a substitute target -acting out on someone/something not related to the frustration |
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When is "giving up" adaptive? |
Giving up can be adaptive in some instances, such as when goals are unrealistic. -however, approaching 'giving up' as "goal adjustment" instead may be more effective |
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Catharsis as a method of decreasing frustration and anger?? |
Freud believed aggressive acts could release pent-up emotional tension called the process catharsis. -however, research finds that acting aggressively produces more, not less, anger and aggression. |
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Problems with self-blame |
-increased distress and depression for those who have experienced trauma and natural disasters -heightened PTSD symptoms and greater feelings of shame in victims of sexual abuse |
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Defense mechanisms... |
Shield us from emotional discomfort caused by stress. -most defense mechanisms involve a degree of self-deception, a distortion of reality. |
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Constructive coping |
Efforts to deal with stressful events that are judged to be relatively healthful and effective. -confronts problems directly -effort -realistic appraisals of stress and coping resources |
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What are the 3 main categories of constructive coping strategies? |
1. Appraisal-focused -detecting and disputing negative self-talk -rational thinking -finding humor in the situation 2. Problem-focused -active problem solving -seeking social support -enhancing time management 3. Emotion-focused -releasing pent-up emotions -distracting oneself -exercising -meditating |
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Ellis ABC model |
The model explains how our appraisal (or beliefs about stressful events) is critical to the coping process. -negative appraisals (or beliefs) are often associated with: --> catastrophic thinking (which exaggerates the magnitude of our problems). |
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According to Ellis ABC model, how can catastrophic thinking be reduced? |
-learning to detect it when it occurs -learning to dispute irrational assumptions -defusing stressful situations with humor -reinterpreting stressful situations in a more positive light. |
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What are the steps involved in using systematic problem-solving? |
1. Clarify the problem 2. Generate alternative courses of action 3. Evaluation of your alternatives and select a course of action 4. Take action while maintaining flexibility |
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What is meant by emotional intelligence? |
The ability to: -perceive and express emotion, use emotions to facilitate thought, understand and reason with emotion, and regulate emotion. |
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What are the 4 components of emotional intelligence? |
1. Accurately perceiving emotions in yourself and others 2. Knowing how your emotions shape your thinking. 3. An understanding of complex or contradictory emotions. 4. Regulation of emotions, especially negative ones. |
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What are the benefits associated with higher levels of emotional intelligence? |
-experience better social interactions -enjoy better mental and physical health -more effective leaders -more likely to use problem-focused coping strategies to deal with anxiety |
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Time management techniques |
1. Monitor your use of time - keep a record to see where it all goes 2. Clarify your goals - decide what you want to accomplish with your time 3. Plan your activities using a schedule - planning saves time in the long run 4. Protect your prime time |
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How is positive psychology a shift of focus in the field of psychology? |
Focus on people who are doing well instead of studying people with problems. -->are there behavioral, cognitive patterns, that help them do so well?? -Focus on human strengths -what we do right -preventing mental health problems instead of treating them once they occur |
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What is the Broaden-and-build model? |
Positive emotions: -elicit nonspecific action tendencies that lead to adaptive responses -broaden cognitive processes by promoting thought-action tendencies. -->positive emotions broaden people's outlooks. |
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List 5 qualities that are associated with mindfulness meditation. |
1. Acceptance: open to seeing things as they really are in the present moment with a clear understanding. 2. Patience: allowing things to unfold in their time, bringing patience to oneself, to others, and to the present moment. 3. Openness: seeing things as if for the first time, creating possibility by paying attention to all feedback in the present moment. 4. Trust: trusting the self. As well as ones body, intuitions, and emotions, and that life is unfolding as it is supposed to. 5. Gentleness: having a soft, tender, and considerate quality, but neither passive nor undisciplined. |
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Savoring |
The power to focus on, value, and even boost the enjoyment of almost any experience, whether great or small. |
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What factors affect the intensity of savoring? |
-Duration (The more time spent savoring, the better) -Stress reduction (Happens when you focus on that moment/experience) -Complexity (More complex events enhance savoring) -Balanced self-monitoring (Too much or too little distorts your ability to savor) -Social connection (Savoring is enhanced when shared with others) |
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Four positive individual traits |
1. Hope 2. Resilience 3. Grit 4. Gratitude |
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Virtues of positive institutions |
-purpose -fairness -humanity -safety -dignity |
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Writing and delivering a gratitude letter |
-expressing gratitude of people who have helped us in life can be a very meaningful experience To get the most out of it, you should: -write an actual letter -deliver it in person, if possible |
