Psychology 1001 Final

Front 1

health and psychology

Back 1

how psychological principles affect prevention and treatment of physical illnesses

Front 2

stress

Back 2

physiological response of body to psychological demands

Front 3

stressors

Back 3

things that cause stress

Front 4

Types of stressors

Back 4

1.daily hassles, frustration (blocked goal)
2. conflict (approach-approach; avoidance-avoidance; approach-avoidance)
3. negative life changes
4. catastrophes
5. pressures (expectations or demands)

Front 5

general adaption syndrome (Selye)

Back 5

-stage 1- alarm reaction
-stage 2- resistance
-stage 3- exhaustion

Front 6

Stress Causes

Back 6

a. physiological
-increased blood pressure, heart rate
-increased cholesterol buildup in arteries
-suppression of immune system

b. emotional
-emotional arousal (negative)
-emotions depend on cognitive appraisal

c. behavioral
-unhealthy: attack others, give up, over indulge, use defense mechs
-healthy: constructive coping

Front 7

physiological reactivity & what it is affected by

Back 7

how one responds physiologically to stress

affected by:
-exercise
-sex
-stimulants

Front 8

cognitive interventions

Back 8

-cognitive appraisal
-placebo
-positive thinking
-imagery in kids

Front 9

perceived control

Back 9

if we think we have control, we are less susceptible to illness

Front 10

Ways to handle stress

Back 10

sense of humor
perceived control
social support
pets (not backed by lots of research but helpful in reducing stress)
lifestyle- risks, risk-taking: ex- unprotected sex, dui
other unhealthy behaviors- smoking, drinking, not exercising or eating right

Front 11

Formal Coping mechanisms

Back 11

-relaxing training (start at head, relax down, pretend you are on beach etc)
-biofeedback
-healthy behaviors (not being overweight, women live longer than men by four years)

Front 12

Data collection methods

Back 12

cross-sectional: take a cross-section of people now
longitudinal: follow one group over time

Front 13

Influences of prenatal development

Back 13

genetic
environmental

Front 14

Later maturation

Back 14

physical changes
psychological effects of physical cahnges

Front 15

Cognitive Development
-- Child/ Adolescent (0-2 years old) (Piaget)

Back 15

sensorimotor (0-2 years old)
-response to world is almost entirely sensory and motor
-research methods with infants: drop spoon from highchair, see that it drops (gravity), and that dad will pick it up
-by the end: intentional behavior, beginning of language, object permanence

Front 16

pre-operations (2-5 years old)

Back 16

egocentrism- thinks everyone sees the world in his or her way
cannot distinguish between wishful thinking and reality
centration- pay attention to perceptually salient dimension (no conservation --> 2 cupts with the same amount of liquid, pour one into taller gladd, child thinks taller glass has more fluid in it)

Front 17

concrete operations (6-12 years old)

Back 17

able to conserve
can reason about things that haven't happened
more systematic problem solving

Front 18

formal ops (11-12+ years old)

Back 18

develop abstract thinking: need this to understand algebra ie x is not a number
contrary-to-face thinking: what if it were warm this morning (even though it wasnt)
systematic problem solving: pick a # between 1-999, little kids pick randomly, while most people pick 500 then 50 etc
understand symbol of symbols

Front 19

Adolescent and adult cognitive development

Back 19

typical ways of thinking- adolescence- a mew ego centrism (immaturity of thought)...think adults make everything too complicated
self-consciousness (imaginary audience: spot on your shirt, you think everyone will notice, when no one does)
critical of others
pseudo-stupidity- everything is overly simple
Other cognitive changes: changes in knowledge bases, changes in processing, change in metacognitive skills/ thinking

Front 20

Mid/ late adulthood (45-65+)

Back 20

General findings: with age, tend to decline in fluid intelligence (problem solving) , and remain stable or increase with crystallized intell
Fluid- capacity to apply intellectual ability to new situations (problem solving)
crystallized- accumulation of facts info and knowledge that comes with education/experience (steady/ increase knowledge because you learn new things as you age)

Front 21

attatchment

Back 21

def: using a person as a safe base from which toe explore the world, as a source of comfort when distressed, and for encouragement


--development- adults to children: right away (when pregnant, miscarriages devastate mothers)
--development- children to adults, takes much longer
--initial preattachment: doesn't matter who makes them happy
-- clear attachment (social referencing: look to parent for cews, separation anxiety/ protest)- object permenance, you know i exist even when you can't see me
--multiple attachments: to all sibs/ friends/ family etc
-attatchment over time

Front 22

attachment issues

Back 22

--day care: (or other person raising child) *if child sees this person more than the parent, the child likes them more

--antisocial personality disorder: if you fail to attach as a child, you have lack of remorse/morals

Front 23

Social interactions

Back 23

development of friendships
need to belong- peer pressure (feel like we're part of a group)
relationship with parents changes

Front 24

adults

Back 24

friendships, romance, relationships with parents

Front 25

influences on identity

Back 25

-cultural influences: independent self v. interdependent self (how much does the culture focus on the individual?)
-group identity:
--sex and gender influences, sexual orientation, ethnicity (special case- biracial/multiracial identity)
-genetics (outgoing etc)
-other experiences ( being sick when you're young can make you shy)

Front 26

identity development (definition)

Back 26

definitions people use to help distinguish self from others
(what makes you different: name etc)

Front 27

life expectancy

Back 27

Male: 76
Female: 79

Front 28

first impressions/ perceptions of others

Back 28

we are on our own best behavior and we know that others are too (ie job interview)

Front 29

attributions

Back 29

def: explanations of behavior
-can be internal (dispositional) or external (situational) or both

Front 30

stereotyping/simplifying/categorizing-

Back 30

people naturally categorize others into groups (most common groups: race, sex, age, clothes)
walking through campus you categorize people: teacher, student etc
to predict what their action will be

Front 31

attitudes

Back 31

definition: evaluation of an idea, event, object or person

Front 32

formation of attitudes:

Back 32

classical conditioning
operant conditioning
social learning- media, parents, peers, people you admire

Front 33

components of attitudes:

Back 33

cog (belief about the object), emotional (feelings evoked by the object,) behavioral (tendency to act in certain ways toward an object)

Front 34

Components of Prejudice-

Back 34

-stereotypes- cognitive- belefs about the personal attributes shared by a group of people
-prejudice- affective- evaluation of a person based on group membership
-discrimination- behavioral- behavioral acceptance or rejection of someone based on group membership

Front 35

theories of prejudice:

Back 35

-social learning
-group conflict theories- prej can be traced to conflict between two groups- Us vs. them (ingroup vs. outgroup)
-cognitive processes that might lead to prejudice
-social categorixation: people divide the world into "us" vs. "them"
-salience (vivid cases): prominent cues
-self- fulfilling prophecy
-inflexible categories- what do you do with outliers?

Front 36

reducing prejudice in the individual

Back 36

-identify prejudices
-watch for inflexible categories
-use learning tools to reinforce new attitude
-occasionally reassess

Front 37

aggression (def)

Back 37

behavior intended to harm or injure another person (or property)

Front 38

Biology of aggression

Back 38

lymbic system
genetics
chemical components: sex hormones, steroids, alcohol, THC

Front 39

Theories of aggression

Back 39

instinct theories:
freud- life and death instincts
lorenz- territoriality

drive theory: aversive events causes negative affect which may cause aggression

social learning

Front 40

punishment.. works if:

Back 40

-follows immediately after aggressive act
-is of sufficient strength to overcome original motive
-high probability that aggressive act will be followed by punishment

catharsis- displace the aggression in some way other than being aggressive (note: it doesn't work)

social learning: teach prosocial or alternative ways to act

incompativle responses: empathy
nonhostile humor
mild sexual arousal

brain surgery?
drugs?