Psych Exam 2

Front 1

classical conditioning

Back 1

creating association b/w 2 + things-- can be used to create a particular kind of feeling. (Scary music and people jumping out in music associated, e.g.) Often higher level-- previously neutral stimulus conditioned to create a rxn. (e.g. dogs and can openers)

original stimulus--> automatic response.
neutral stimulus introduced w/ origional--> response as if with original stim.

Front 2

spontaneous recovery

Back 2

without exposure to stimulus, return to the acquisition-- e.g. fire alarms after the summer. evidence of learning reappears with time delays.

Front 3

generalization

Back 3

tendency to generalize from one conditioned stimulus to another (e.g. bell instead of tones with dog example)

Front 4

discrimination

Back 4

very specific-- discriminate between different stimuli- which should or should not trigger a stimulus (e.g. skinheads v. bald professors walking in the city)-- opp of generalization

Front 5

classical conditioning in action

Back 5

Little Albert (iids conditioned to fear rats, rodents, etc.)
Condition to get sick after ice cream if trying to lose weight.

Front 6

Updating Pavlov's findings

Back 6

cognitive processes: Pavlov's work done mostly with animals. Don't have the disruption of cognitive processes that you'd have with adults. Humans' cog. abilities override associations, often. (e.g. antibuse and alcohol in alcoholics)

biological predispositions: some associations easier to create than others, b/c bio. e.g. more likely to dvp phobias about snakes than ladybugs. oral- fast. auditory- harder.

contributions: Pav's research demonstrated that people/animals adapt to environment quickly and readily. Ways to study things you can't see.

Front 7

Applications of classical conditioning

Back 7

rid people of phobia.
Recovery from dug/alcohol abuse.
Create new associations

Front 8

Operant conditioning

Back 8

Rewarded behavior likely to occur and reoccur-- power of reward. If reward behavior, it continues.
Skinner (pigeons): best known for his work creating operant conditioning. Can condition very fine-tuned/specific behaviors.
Reinforcement-- ocrccurs through shaping:
Shaping-- reward closer and closer approximations of the behavior you want (e.g. pigeon turn left, then pigeon circle). Often used deliberately-- can also occur unintentionally.

Front 9

Principles of reinforcement

Back 9

pos v neg reinforcement
primary v secondary reinforcers
immediate v delayed reinforcers
continuous reinforcement v partial reinforcement

Front 10

pos v. neg reinforcement

Back 10

Attention: both GOOD! Strengthen the behavior. Pos: add something good (put coins in machine--> get soda.)
Neg: something undesirable goes away (use excuse to get out of a boring date)

Front 11

primary v secondary reinforcement

Back 11

respond mostly to secondary: have learned something is good (i.e. money.).
primary: IS good: innately reinforcing, e.g. food.

Front 12

immediate v. delayed reinforcers

Back 12

30 sec. for rats, dogs, babies, etc. otherwise forget, don't connect. Adults good at delayed.
Delayed reinforcement: idea that the reward will come later (i.e. training for cross country)

Front 13

Continuous reinforcement v. partial reinforcement.

Back 13

continuous: EVERY time, you get a reward. partial: SOMETIMES you get a reward. Realistically, partial more frequent, e.g. soccer shooting goals. Harder to extinguish that behavior (e.g. slot machines)
fixed-ratio: get rward after a # of times done something. variable: not fixed. fixed-interval: get rwd after set interval of time. variable-interval: not fixed.

Front 14

punishment v. negative reinforcement

Back 14

Neg reinforcement is good-- something bad goes away. Use it when we want the behavior to continue.
Punishment is bad-- something good goes away, or you get something bad. Use it when we want to extinguish a behavior.

Front 15

Updating Skinner's approach/operant conditioning

Back 15

LATENT LEARNING: even animals seem to have the approach to learn without getting a reward for it. Learning beh. doesn't require reward.
OVERJUSTIFICATION: people can get rewards for things that should be intrinsically rewarding (i.e. paid for good grades)-- this may decrease the intrinsic interest
BIOLOGICAL PREDISPOSITIONS: easier to pair certain associations than others (pecking for food more natural to pigeons than flying for food).

Front 16

applications of Skinner's approach (operant conditioning)

Back 16

school work: danger of reading programs with rewards-- danger of overjustification.
work: e.g. bonuses for numbers of hours, clients, etc.
home: e.g. payoffs (tax, e.g.) for decreasing energy use

Front 17

Learning by Observation/ Modeling

Back 17

Learning by watching in the environment. Occurs very early in life-- children model on many people (parents, siblings, media images)-- imitation of what they should do. Kids whose parents read/smoke more likely to read/smoke. Bandura's bo-bo doll study: Brought kids in, have the watch adults pummel bobo doll. Kids then imitate exactly the pummeling behaviors-- not asked to do so. Imitative behavior comes very readily.

Front 18

Applications of observational learning

Back 18

Negative: dangerous/prejudiced/negative behavior are often imitated, adopted, modeled.
Positive: positive/pro-social behaviors are also imitated-- people who helped refugees in Holocaust often came from families where pro-social behavior has been modeled. Parents wear seatbelts--> children wear seatbelts.

Front 19

Encoding (acquisition)

Back 19

Code info and put into memory.
Automatic processing, effortful processing

Front 20

Automatic processing

Back 20

Not expending any effort on it; it just happens-- e.g. knowing what happened on the first day of class. No conscious effort on memorizing.

Front 21

Effortful processing

Back 21

Requires conscious and deliberate effort.
1. Rehearsal: practicing, e.g. making flash cards (like now!)
2. Overlearning: knowing something tooooo well: doing additional rehearsal-- things that you've overlearned, you're more likely to maintain.

Front 22

Strategies for improving encoding

Back 22

Spacing effect
serial position effect
polyanna effet
encode meaning
encode imagery
mnemonic devices
method of loci
vivid stories

Front 23

spacing effect

Back 23

studying something over a longer period of time (whoops!)-- more effective than studying in a short burst

Front 24

Serial position effect

Back 24

tend to remeber first and last items in a list (primary effect, recovery effect). E.g. list the presidents example

Front 25

Polyanna principle

Back 25

remember things better that you like.
major in something you like

Front 26

encode meaning

Back 26

much better at encoding info you find personally meaningful, even if it's totally useless.

Front 27

encode imagery

Back 27

easier to encode things that have visual imagery. ability to visualize thigns

Front 28

mnemonic devices

Back 28

first letters of words, e.g. My Dear Aunt Sally-- the device helps you pull out information.

Front 29

method of loci

Back 29

imagining yourself in different locations learning different information (not goign there)

Front 30

vivid stories

Back 30

helps to create a story to remember, e.g., word lists.

Front 31

Starate:

Back 31

maintain info in memory over time.
1. Sensory mem storage
2. Short-term mem storage
3. Long-term mem storage

Front 32

Sensory memory storage

Back 32

Describes 2 distinct kinds of memory:
ICONIC memory: picture mem/photographic memory-- can visualize.
ECHOIC mem: memory thorugh sound-- some people do much better HEARING the material.

Front 33

Short-term mem storage

Back 33

Limited in terms of duration and capacity-- very limited ability to remember lots of things short-term. 7 plus/minus 2-- # of things you can recall short-term.

Front 34

Long-term mem storage

Back 34

capacity is essentially limitless! once you've remembered something for a certain period of time, you have pretty good mem from then on, even w/o using it.

Front 35

strategies for improving storage

Back 35

designed to help remember info. in better and more fundamental ways.
CHUNKING: remember <the> as a word, not 3 letters. in a way, this gives you less to remember. easier to recall the dog saw the cat than t h e d o g s a w t h e c a t
HIERARCHIES: broad informaiton dvided into smaller info: 3 categories w/ subcategories: 3 sets v. 20 random things

Front 36

retrieval

Back 36

recovery from memory-- getting the items out of memory.
1. Recall: i.e. name 7 dwarves-- pull out of memory-- SHORT ANSWER
2. recognition: which of these are 7 dwarves-- recognize among others-- multiple choice

Front 37

strategies for improving retrieval

Back 37

PRIMING: identify a link to prime what info is-- e.g. pnemonic device
CONTEXT EFFECTS: remember things better if retrieve them in same place as encoding (exam in Stern v. Merrill 1)
MOOD: if sad/depressed encoding, will remember better when sad/depressed.
SENSES: e.g. eat sour patch kids while studying and while taking exam.

Front 38

Problems with retrieval

Back 38

Interference
Motivated forgetting
Repression

Front 39

Interference

Back 39

trouble learning new items that are similar to old items
1. proactive: if you learn/remember some informaiton, it's harder to learn/remember new info later on.
2. retroactive: if you learn someting new, you forget the older learning.

Front 40

motivated forgetting

Back 40

good at not remembering things you don't want to-- i.e. don't remember bad experiences.

Front 41

Repression

Back 41

repress/block/bury things that are very upsetting/anxiety-provoking. Freud's theory.

Front 42

Problems with memory

Back 42

Misinformation and imagination effects: remember something that didn't occur, esp. similar to what happened-- remmber the gist. Very susceptible to this. memory is constructive-- not a replication. like to believe our attitudes and beliefs have stayed the same-- remember things that fit in w/ what we expect.
Source amnesia: forget where heard informaiton. Source affects concept of accuracy--> dangerous.

Front 43

Thinking

Back 43

how we figure things out about the world, problem solve, make judgments

Front 44

4 ways of solving problems

Back 44

algorithm
trial/error
heuristics
insight

Front 45

algorithm

Back 45

methodological rule or procedure that guarantees you can solve a given problem. you WILL get a correct answer. not always very efficient.

Front 46

trial and error

Back 46

guessing at random and seeing if correct, then guessing again. can be relatively fast, but you might never get it.

Front 47

heuristics

Back 47

rule-of-thumb strategy that tries to help you guess better. using a set of rules and guidelines-- helps you eliminate bad guesses in trial/error, and eliminate some of the possible combo's in algorithm

Front 48

insight

Back 48

a sudden and often novel realization of the problem. All the sudden it comes to you. Not consciously using a problem solving strategy. Can't rely on it.

Front 49

Obstacles to problem solving

Back 49

intuition, overconfidence, expectations of order, confirmation bias, hindsight bias, fixation, framing, contrast effect, representativeness, availability, belief perseverance (11)

Front 50

intuition

Back 50

gut/hunch: often take it quite seriously. in some cases accurate, in other cases not so much. sometimes based on knowledge of world

Front 51

overconfidence

Back 51

in abilities, and in how quickly we can do somethiing (finishing project, taking test, making f*ing flash cards). Most people overrate the reliability of their knowledge. E.g. Nasa explosion.

Front 52

expectations of order

Back 52

we think we know how it's going to wind up. leads you to see streaks ("hot" bball players) (e.g. which coin sequence most likely, when actually equal probability)

Front 53

confirmation bias

Back 53

once we have an opinion, tend to look for evidence that supports it, to confirm. (e.g. book about best leaders being poor students in college)

Front 54

hindsight bias.

Back 54

very good at being accurate when looking backwards. when you know the outcome it seems intuitive.

Front 55

fixation

Back 55

inability to see a problem from a new perspective. often locked in on the initial take of the problem.
MENTAL SET: tendency to repeat solutions that have worked in past.
FUNCTIONAL FIXEDNESS: seeing objects as only being used in the way that they are "supposed to be used"-- fixated on how something SHOULD be done.

Front 56

framing

Back 56

how is something phrased/portrayed--> influences how you see it and the choices you make. rather eat 90% fat free food than food that is 10% fat (same thing).

Front 57

contrast effect

Back 57

how you think about something often depends on the contrast you are making-- comparing to something else. e.g. rate attractiveness of a picture when watching CNN versus Charlie's Angels.

Front 58

representativeness

Back 58

judge the likelihood of something based on how much it fits/exemplifies your image of the thing. ignore overall/base rate likelihood

Front 59

availability

Back 59

ignores base rate frequency, rely on how easily something comes to mind. (e.g. number of words that start with K vs. have K as 3rd letter-- second more frequent, but harder to htink of)

Front 60

belief perseverance

Back 60

maintain beliefs over time, even in the face of contradictory informaiton that disproves it. e.g. stanford study with suicide notes, then told false, still think it's how you would have performed. Shows that debriefing after false feedback isn't really that effective.

Front 61

Group processes leading to judgment errors

Back 61

Group polarization
group think

Front 62

group polarization

Back 62

if you bring ppl together and ask to discuss something, as disc. continues ppl become mor epolarized in their views. brings ppl to more extreme ends. group decisions often more extreme than individ. decisions. Even if likeminded ppl, moderate at the beginning. hear persuasive arguments and others supporting your views. hard to bring disagreeing ppl to compromises

Front 63

groupthink

Back 63

causes: homogeneous members, strong directive leadership, group isolation from others, group cohesiveness
groupthink: overestimate the group, closemindedness, increased pressure toward unanimity--> defective decision making, increased likelihood of failure. Often in gvt, when all selected by same person. ENRON collapse.

Front 64

What can help us solve problems?

Back 64

AWARENESS: once aware of the obstacles you tend to be more effective at making decisions-- better likelihood of accurate judgment of risk.
GESTURING: seems to free up mental abilities-- solve problems faster and more accurately.

Front 65

Dont forget...

Back 65

TO REVIEW THE ARTICLES!

Front 66

language

Back 66

the most tangible evidence of our ability to think. lets us communicate ideas from person to person, across generations, etc.

Front 67

Language structure

Back 67

3 things create a language:
1. phonemes
2. morphemes
3. grammar

Front 68

phonemes

Back 68

building blocks of language-- baisc sounds-- often map directly onto letters, but sometimes pairs/groups of letters create sounds. 20-80 common in languages. can be difficult to hear NEW sounds as adults

Front 69

morphemes

Back 69

the smallest units of language that carry meaning. in some cases, a single letter ("I", "s"-plural), or pieces of words (pre, anti)

Front 70

grammar

Back 70

a system of rules that lets you communicate with others-- others understand what those rules are. 2 parts:
SEMANTICS: a set of rules that lest you derive meaning (i.e. "-ed" means it happened in the past)
SYNTAX: the order of words in a sentence-- the "right way" to order words in order to derive meaning

Front 71

stages of acquiring language

Back 71

babbling stage
one-word stage
two-word stage
sentence stage
Extremely difficult task, HUGE magnitugde. Avg HS grad knows 80k words. 5k words/year on avg. Kids seem to do it quite readily-- learn language much more easily than anything else.

Front 72

babbling stage

Back 72

around 4 months. making recognizable sounds, seem to occur spontaneously, sounds the same regardless of what language you're speaking-- even deaf babies make the same sounds. 10months: sounds focused on the language they're hearing, lose ability to make sounds they haven't heard

Front 73

one-word stage:

Back 73

around 1 year-- producing one word at a time, often represent things they were hearing-- desirable objects ("cookie"). makes sense to the child who wants to communicate a fact.

Front 74

two-word stage:

Back 74

telegraphic speech-- some combo of nouns and verbs, at age 2-- trying to communicate their wants ("give ball.")

Front 75

sentence stage

Back 75

after age 2 (variable): utter longer phrases. short sentences to express what theyw ant. rules of syntax being followed very readily and correctly, also tend to use rules of semantics, but esp. in english not always correct (e.g. exceptions to rules, we holded the rabbits.)

Front 76

explaining language dvpment

Back 76

behaviorist (skinner)
linguist (Chomsky)

Front 77

behaviorist theory lang dvpmt

Back 77

Nohting special about language learning-- same kind of learning that happens all the time. imitation (watch ppl speak, hear speech, imitate what people around you do-- twins tend to be delayed in dvping speech) and reinforcement (tremendous reinforcement for learning language-- get what you want, parents get excited, etc.)

Front 78

linguist theory lang dvpmt

Back 78

Skinner is wrong for these reasons and more:
1. speed of acquisition-- learn language at a remarkable rate, parents dont reward after ~20th word.
2. uniqueness of expresion-- make speech errors they haven't heard.
3. predictable pattern-- use words in pred. pattern. overhwelmingly, kids know the syntax rules of their language-- even if don't understand much else (e.g. math)
4. Language acquisition device (LAD)- prewiring in the brain that helps learn languages. allows to learn universally applicable rules of syntax/sem. learn any language youre exposed to. theory, not evid.

Front 79

comprehending word meaning

Back 79

understand what words mean- have to do this relatively quickly (think "miggums" exercise)-- hear the word in multiple contexts, interpret what it means.
Context: hear in multiple contexts to understand mng
Social interaction-- have to interact w/ ppl, not just hear speech. provides imit and reinforcement.
Motherese- special way of talking- slower higher, enunciated, louder on keyword. shape and pitch of melody of speech helps us learn faster

Front 80

Importance of early language

Back 80

exposure to language early in life very important. children who don't hear it early will never have remotely as good language skills as others. need exposure to foreign lang. earlier in life-- the accent is what's formed early.

Front 81

Can animals exhibit language?

Back 81

Uniquely human, v. done in diff ways?
honeybees-- one bee finds nectar and "tells" the others wehre it is, even when that bee ist rapped. lacks the complexity of language, though.
apes-- see another card

Front 82

sings of apes learning language

Back 82

researchers @ UNevada trying to teach an ape sign language (lack vocal chords)- could put together simple sentences, use lang creatively over time.

Front 83

signs of apes not learning language

Back 83

apes 240 words/27 years compared to 80k HS grad words.
not clear to what extent it represents spontaneous speech-- still being rewarded (like pigeon playing the piano).
poor grasp of syntax. tickle me=me tickle.
a lot of signing is imitation.
experimenters interpret language-- bias.

Front 84

language influencing thinking

Back 84

language and culture
language and self concept
gendered language
bilingual advangage

Front 85

language and culture

Back 85

the kinds of words that cultures have represent what is important/valued in the culture. Cultures have different kinds of words-- english lots of self-focused words, japanese a lot more interpersonal words

Front 86

language and self-concept

Back 86

language influences self-concept. different languages cue different memories, experience the way you think about yourSELF

Front 87

gendered language

Back 87

words used to convey gender matter a lot ("girls at the office" for lawyers...) Using "he" as neutral vs. "he/she" will get different gendered job applicants

Front 88

bilingual advantage

Back 88

increasing interest in having bilingual ed.
canadian studies looking at english-spekaing kids placed in french immersion schools-- higher IQ, etc. not totally clear that it's the bilingual part that's important-- also related to parental aspirations.

Front 89

Thinking w/o language

Back 89

in some cases, it's better to try to think w/o language-- esp. with images-- e.g. focusing on language in sports can be disruptive-- should VISUALIZE instead. Thinking in some cases may be better w/o lang.

Front 90

what's intelligence?

Back 90

can be defined in several ways, refers to cognitive abilities, abiliity to use adaptive behavior-- learn from experience, etc, dealing with the environment-- managing and adapting to situations. Controversies on what it is/stable or not/is speed indicative

Front 91

is intelligence culturally defined?

Back 91

some ppl think it's a basic cognitive ability, regardless of culture/environment-- these tests are based on much more abstract problesms-- more culturally neutral. How you measure it can be very culture-specific, though.

Front 92

Is intelligence one general ability or several specific abilities?

Back 92

multiple intelligences-- 7 types-- different people intelligent in different ways.
Emotional intelligence-- the ability to perceive, express, understand, and regulate emotions. SElf-awareness, empathy (sense of other ppl)

Front 93

Does creativity equal intelligence?

Back 93

many ppl believe that creativity/intelligence are linked. high intelligence scores correlate with high creativity scores.
1. expertise 2. imaginitive thinking skills 3. venturesome personality 4. intrinsic motivation 5. creative environment

Front 94

expertise

Back 94

highly creative people have a highly-developed base of knowledge--> more ability to think creatively

Front 95

imaginative thinking skills

Back 95

very important-- see things in new ways, make new connections, recognize patterns, think outside box.

Front 96

venturesome personality

Back 96

tolerating ambiguity-- you don't know if you'll be successful. perseverance through failure, willingness to fail.

Front 97

intrinsic motivation

Back 97

(v. extrinsic)-- motivated w/o an external reward. you want to succeed/solve problem. Like the process of working on it, engaging mind, etc.

Front 98

creative environment

Back 98

being around others who are fostering creativity, passion, very helpful. Labs, writers' colonies, etc.

Front 99

Is intelligence a fn of nature v nurture?

Back 99

controversial, not fully known.
1. genetic influences
2. enviro influences
3. head start programs
4. early learning programs

Front 100

genetic influences on intelligence

Back 100

initial view that intelligence fn of genes, like height. some evidence that this is true (identical twins...)

Front 101

enviro influences on intelligence

Back 101

also matters: children reared together v. apart as examples-- children post-adoption from poor living situations

Front 102

Head Start programs w.r.t. intelligence

Back 102

project in early learning started by gvt in 1960s-- early preschool lit programs for kids below poverty line. associated w/ higher IQ and success, during programs and after. some of benefits may be fn of parental enrollment-- hard to interpret.

Front 103

early learning programs

Back 103

affluent families place kids in preschools designed for extra advantages-- no evidence that this pays off.

Front 104

Is intelligence stable or does it change?

Back 104

No correllation with birth weight, head size, dvpmental milestones, early talking, reading, writing. Some evidence it may be stable: babies bored quicker with stimuli- higher IQ later. IQ tests correllated b/w kids and adult selves. Kids who do well on SAT early on tend to have been early readers. SAT scores corr GRE"s LSATs, etc.

Front 105

is intelligence neurologically measurable?

Back 105

BRAIN SIZE: association very weakly corr. Also not clear how you make that associatoin-- more room for info? brain grow w/ knowledge?
BRAIN FN: brainscan while problem-solving: ppl highly intelligent show less activity-- but may be sign of expertise, too.

Front 106

Modern tests of mental abilities

Back 106

APTITUDE TESTS (sat1): predict future capacity to learn, how well you will do.
ACHIEVEMENT TESTS (sat2): look back- how well did you learn, what have you learned?

Front 107

What causes group differences in intelligence?

Back 107

genetics
environment
stereotype threat
test bias
conclusions: standardized tests not perfect, disputed benefits. For many years, USED to level the playing field.

Front 108

Genetics w.r.t. group intelligence

Back 108

differences in intelligence genetically- eg. m vs f, ethnic groups, etc. Probably NO impact.

Front 109

environment w.r.t. group intelligence

Back 109

may reflect environment more than genes-- e.g. Asian students pushed to study harder.

Front 110

stereotype threat w.r.t. group intelligence

Back 110

fear of validating stereotypes may lead some groups to underperform. e.g. asian american women taking sat's after writing about being women v. about being asian.

Front 111

test bias w.r.t. group intelligence

Back 111

even when tests intend not to be biased they communicate biases in subtle ways-- e.g. when examples easier to understand for some groups.

Front 112

physiology of emotion

Back 112

general arousal
social facilitation/inhibition
physiological states accompanying specific emotions
individual differences in experience of arousal

Front 113

general arousal

Back 113

feelings of elevated HR, clammy muscles, etc-- general feels. Cognitive interpretation, activiation of CNS and PNS, etc.

Front 114

social facilitation/social inhibition

Back 114

in different cases, arousal can help you or hurt you. you'll perform better at skills if dominant response is good, if it's bad the arousal will hurt.

Front 115

physiological states accompanying specific emotions

Back 115

some psych.'s believe that different emotions experienced in physiologically different locations in the brain. Not a ton of evidence for this.

Front 116

individual differences in the experience of arousal

Back 116

real difference in how much arousal/stimulation/emotion/chagne people want to experience. soem people crave higher levels of arousal. may affect them in diff ways.

Front 117

Theories of emotion

Back 117

James-Lange theory
Cannon-Bard theory
facial feedback hypothesis
Schachter's two-factor theory

Front 118

James-Lange theory of emotion

Back 118

Perceived event--> physiological and behavioral responses--> emotional response

Front 119

Cannon-Bard theory of emotion

Back 119

Perceived event--> physiological beh/response AND SIMULTANEOUSLY emotional response-- not dependent.

Front 120

facial feedback hypothesis of emotion

Back 120

emotion you feel is a fn of how you hold your facial expressions, body positions, etc. subtle effects.

Front 121

Schachter's 2-factor theory of emotion

Back 121

physiological arousal AND cognitive interpretation --> emotional experience.
When you have arousal, you look to the situation to figure out what's going on/how you feel about it.
Study with epinephren and happy situations.

Front 122

Fear

Back 122

important: adapative-- gets you out of harm's way- motiavates to flee from danger and threats. People with low fear responses can get into trouble.

Front 123

Role of experience in fear

Back 123

personal experience-- small child bit by dog has fear of dogs.
modeling-- watching someone else's personal responses-- model fear-- kids fear their parents' fears.
biological predispositions to some things-- think snake study.

Front 124

role of biology in fear

Back 124

Individual differences-- people vary in extent to which they can fn at high levels of fear/stress.
Bio factors-- portion of brain may be responsible for feeling, encoding, etc. fear. If you damage htis portaion, don't fear thins you usually would. Some role of genes-- e.g. identical twins fear samet hings, same responses.

Front 125

anger

Back 125

relatively common/frequent-- can be brief frustration or longer-term.

Front 126

causs of anger

Back 126

some cases accidental, sometimes things that seem deliberate. get angrier at deliberate, typically. dependent on size of offense and whether or not you know the person.

Front 127

catharsis hypothesis w.r.t anger (and problems)

Back 127

if you are angry, you need to release that nager somehow-- otherwise it will build up. sometimes express it at things other than thte cause. anger at child when getting divorced, e.g. But INEFFECTIVE-- hitting your pillow just makes you angrier!

Front 128

constructive ways of handling anger

Back 128

reducing levels of arousal (e.g. count to 10)
release anger by confiding in friend, journaling, going for a run.

Front 129

benefits of happiness

Back 129

TREMENDOUS! good for person, good for society. happiness--> altruism, helping out, etc. small things that make you happy can make you act more prosocially. self esteem, self respect, etc.

Front 130

predictors of happiness

Back 130

a lot of expected predictors don't correlate-- i.e. income above poverty line. best predictors: relationships, job that you find meaningful. Children? not so much!

Front 131

principles of happiness

Back 131

1. adaptation-level principle: whatever happens that you expect to make you happy/sad won't have as longterm an impact as you think. you adapt to it. also if bad things happen you'll adapt to them soon.
2. relative deprivation principle: however happy you are, experi. of what you have influenced by comparison to how others are doing. avg on last test influences opinion of performance.

Front 132

Expressing emotion

Back 132

nonverbal communication
detecting deception
cultural sim. in understanding nonverbal emotions
cult. diff. in menaings of emot. expressions
cult. diff in emtoinal displays

Front 133

nonverbal communication

Back 133

NONverbal expressions really important-- body language, facial expressions, etc-- praticularaly important in detecting deception.

Front 134

detecting deception

Back 134

nonverbal communication really important here. easy to lie verbally but nonoverbal comm harder to control.

Front 135

cult. sim. in understanding nonverbal emotions

Back 135

tremendous sim. in understanding nonverbal emotions (esp. the 6 primary emot.)- how you express facially. should be advantageous in communication b/w people w/ diff languages

Front 136

cult. diff in meanings of emot. expressions

Back 136

one of hardest parts of gaining cultural fluencey in foreign cultures. e.g. giving the finger to captors in video comuincates how you're really doing to family.

Front 137

cult. diff in emot. displays

Back 137

cultures have diff norms about accpetance of emotional expressions- verbal and nonverbal, when, to whom, how, etc.

Front 138

Theories of motivation

Back 138

drive-reduction theory
maslow's motive hierarchy

Front 139

drive-reduction theory

Back 139

if there is a need, you are motivated to satisfy it. sometimes you satisfy but you aren't done. not always satisfied broadly/permanently.

Front 140

maslow's motive hierarchy.

Back 140

levels of motivation. must build up pyramid. cannot worry about acceptance if worried about food. issue- will sacrifice basic needs for others, i.e. hunger strike.
basic water, ox, food
safety
belongingsess and love
esteem, respect
max potential

Front 141

physiology of hunger

Back 141

stomach contractions-- growling etc-- cue for eating behavior. unreliable. not good indic.
body chemistry- glucose levels, ghrelin levels- def evidence
brain and setpoint-- ideal weight, where you naturally settle- why it's diff to lose wieght/maintain loss.
genetics- may be more important than nurture. childrens weight correllates better w/ genetic parents than adoptive.

Front 142

psychology of hunger

Back 142

CULTURE-- region, nationality, subculture
MOOD REGULATION-- anxiety/stress eaters, etc. women more likely-- emotional eaters.
RESPONSIVENESS TO EXTERNAL (V. INT) CUES-- commercials, others eating dog poop, brownies ???

Front 143

types of eating disorders

Back 143

anorexia nervosa, bulimia nervosa. you know this stuff.

Front 144

causes of eating disorders

Back 144

bio/genetic factors
environmental factors
social-cultural factors

Front 145

physiology of sex

Back 145

sexual response cycle: arousal, interest in sex
hormones: during/after puberty: estrogen testosterone androgens make you fertile (ovulation)

Front 146

psychology of sex

Back 146

EXTERNAL STIMULI: porn writing, picture, video etc.
IMAGINED STIMULI: fantasy,t hinking about sex
GENDER DIFFERENCES in desirable stimuli, men exteernal stimuli. receptivity, desirable traits etc.

Front 147

understanding sex. orientation

Back 147

the brain: heterosexual men have larger portions of brain in hypothalamus
genes: twin studies, siblings, etc.
prenatal hormones: 2-5 months. high testost. exposure may increase homosexual orientation
environmental factors: family, cutlure in a culture where there it is gay marriage maybe it encourages...
should the cause matter? concerns because of fear of solution therapy/abortion.

Front 148

sources of achievement motivation

Back 148

parents- encourage success, achievement
birth order: 1st borns only do better in school higher achievement. 2nd borns more popular, liked, socially accpetable.

Front 149

types of motivation

Back 149

intrinsic motivation: internal (feels good, personal sat, int. improvement)
extrinsic motivation: exteranl-- i have to, they want me ot...

Front 150

gender differences

Back 150

bio: men higher achievment motivation
social learning: parental change in rearing; women told from young age that not women's work; negotiation power.