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38 Cards in this Set
- Front
- Back
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Three Approaches to Stress |
Stressor as stimuli Stress as a transaction Stress as a response |
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Stressors as Stimuli |
•Focuses on identifying types of stressful events •Helps identify situations that cause more stress and persons that react more strongly •Disasters that impact an entire community can increase social awareness and cement interpersonal bonds |
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Stress as a Transaction |
•Examines how people interpret and cope with stressful events •Primary and secondary appraisals to determine if a situation is harmful and then if we can cope with it •Problem-focused vs emotion-focused coping |
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Stress as a Response
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•Assesses psychological and physical reactions to stress •Can be lab-induced or real-world stressors •Measure large number of outcome variables, including corticosteroids |
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Measuring Stress
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•Number of major life events over past year relate to physical and psychological health •The Social Readjustment Rating Scale ranks a number of particularly stressful events •Neglects coping resources or chronic issues |
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Mechanics of Stress •The pattern of response to stress is called the: |
general adaptation syndrome (GAS)
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Mechanics of Stress •Alarm reaction - |
autonomic nervous system is activated, stress hormones released, physical symptoms of anxiety •HPA axis and fight or flight response |
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Mechanics of Stress •Resistance –
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you adapt and find ways to cope with the stressor
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Mechanics of Stress •Exhaustion – |
in prolonged stressors, our resistance can break down •Can cause physical or psychological damage |
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Diversity of Stress Responses •Women are more likely to ________and __________ than males |
tend and befriend •They nurture (tend) or seek social support (befriend) when faced with a potentially dangerous situation •Operates in conjunction with fight or flight |
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Diversity of Stress Responses •Long-lasting stress reactions can result in: |
acute stress disorder or posttraumatic stress disorder (PTSD)
•Lifetime prevalence rates are 5% in males and 10% in females |
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The Immune System |
Our body’s defense against invading bacteria, viruses, and other illness-producing organisms
•Consists of the skin, phagocytes, lymphocytes (T and B cells), and macrophages •Can be compromised by disorders like AIDS |
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Psychoneuroimmunology |
•Study of the relationship between the immune system and central nervous system •For example: •High levels of stress over the past year make you more susceptible to catching cold virus •Caring for someone with Alzheimer’s is associated with lower ability to heal from injury and decrease blood clotting |
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Stress-Related Illnesses •Authentic illnesses that emotions and stress contribute to or maintain are called _______________ |
psychophysiological •Ulcers (caused by bacteria) •Coronary heart disease •AIDS •Biopsychosocial perspective on illness |
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Coronary Heart Disease |
•The complete or partial blockage of the arteries that provide oxygen to the heart •Top cause of death and disability in the US •Associated with number of factors, especially stress |
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Coronary Heart Disease •Aspects of a ________ ____ personality place one at high risk for CHD, especially anger and hostility _________ _____________status also places at heightened risk due to lowered ability to cope with stressors |
Type A •Lower socioeconomic |
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Coping with Stress •Social support encompasses: |
interpersonal relations with people, groups, and the larger community
•Higher levels associated with lower mortality rates •Gaining control of situations can also relieve stress |
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Gaining Control •Informational control and proactive coping •Cognitive control – |
challenge and restructure thoughts that arise
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Gaining Control •Decisional – |
choose among differing courses of action
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Gaining Control •Emotional - |
the ability to suppress and express emotions
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Flexible Coping |
•Ability to adjust coping strategies as the situation demands is critical to contending with many stressful situations •Suppressing and avoiding emotions distracts us from problem solving and may cause emotions to return in greater force |
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Individual Differences •Hardiness is a set of attitudes where you: |
•See change as a challenge instead of a threat •Are committed to their life and work •Believe you can control events •Related to low-levels of anxiety proneness and general tendency to react calmly to stress |
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Individual Differences •Optimistic persons are: |
more productive, focused, and handle frustration better
•Also show lower levels of mortality and better immune system response •Higher levels of spirituality and religion have many of the same benefits |
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Memory and Studying Primer Encoding – |
getting information into memory
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Memory and Studying Primer •Storage –
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keeping information in memory
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Memory and Studying Primer •Retrieval – |
Getting information out of memory
•Retrieval VS Recall |
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Self-Regulated Learning: Bjork, Dunlosky, & Kornell (2013) |
allocate attention efficiently. interpret and elaborate the information. make studying variable (e.g., interpretations, examples) space studying and repeat several times. organize and structure the information. visualize the information. reinstate context during test. generate and retrieve. |
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Less effective strategies
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summarization write summaries of texts highlighting/underlining marking important passages while reading imagery for text form images while reading or listening rereading restudy text after initial time keyword mnemonic associating by keywords and imagery |
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More effective strategies |
elaborative interrogation generating explanation for why something is true self-explanation relating new to known; explaining steps interleaved practice schedule to mix different kinds of material distributed practice schedule study over time practice testing self-test or take practice tests |
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SQ3R McDaniel, Howard, & Einstein (PS, 2009)—compared just RRR to note-taking and rereading using a variety of test formats |
read the text, set the text aside and recite out loud all that they could remember, and then read the text a second time |
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Taking information in: Encoding Production effect: |
saying something aloud helps memory
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Strengthening memory: Reminding Production repetition: |
reminding
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Getting information out: Retrieval testing effect (retrieval practice) =
testing provides practice in activating these retrievals; studying does not |
better recall from retrieving (testing) than from additional study
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Getting information out: Retrieval in encoding associations between items, we also encode: |
the process to retrieve those items
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Getting information out: Retrieval
testing provides practice in activating these retrievals; ________ does not |
studying
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Karpicke & Roediger (2008) Study
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Learn 40 Swahili – English word pairs Study each pair for 5 sec Test: see Swahili word – type English word |
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Karpicke & Roediger (2008) Study do one study-test cycle and then divide into 4 groups: |
ST – continue to study and test all pairs ST – drop correct pairs out of further study but continue to test them ST – drop correct pairs out of further tests but continue to study them ST – drop correct pairs out of both further study and further tests |
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Karpicke & Roediger (2010) |
Study: read scientific text once Retrieve once: study text once, recall, reread text Repeated retrieval: alternate study & recall 4 times Tested after 1 week |
