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82 Cards in this Set
- Front
- Back
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Kant |
- all about how we reason - universal law |
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Universal Moral Law/The Golden Rule |
- when engaging in an action, ask yourself if the goal could be the universal goal for humans - thought of by Kant |
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Hume |
- find human moral judgement in emotions - sentimentalism |
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Sentimentalism |
- reason is the slave of the passion - Ex: you feel an emotion when you steal and you don't want to feel that bad emotion |
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Debate between Kant and Hume |
- debate: about brain localization - Kant: morality is located in the cerebral cortex (high level processing) - Hume: morality located in the limbic system (where emotions are) |
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Kolberg: Heinz Dilemma |
- how will children respond to a man stealing medicine to save his poor family - 3 levels of moral development |
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3 Levels of Moral Developement |
- Level 1: Pre-conventional Morality: immediate consequences. Kids younger than 10 would say that it's bad cause he's going to prison - Level 2: Conventional Morality: Follow the expectations of society. adolescenes and some adults would say it it wrong because it is against the law - Level 3: Post-conventional Morality: Individual perspective on balance of justice. Only some adults can comprehend that this example is wrong because the laws are placed in society to make it better and the man and his family should have everything they need to support themselves |
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Social Domain Theory |
Definitions: rules of our world are seperated into moral rules and conventional rules
- Moral rules: universal. Ex: don't murder - Conventional rules: rules that apply to individual society. Ex: eating with fork
Tested: asked children if murder was wrong even if there was no rules, they said yes. Asked children if it is wrong to eat with fingers if there's no rules, they said no.
PROVE Kolberg wrong because children know the difference between moral and conventional rules before age 10. |
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Moral Dumfounding |
Ex: of brother and sister getting together one night
- there;s no rational argument against it, but it's a social stigma |
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Trolly/Footbridge dilemma |
- most people would pull the trolly lever and sacrifice that one person, but would not push that person over a bridge to save the five people. |
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Action principle |
- harm caused by an action is worse than harm caused by an omission - available to introspection in the cerebral cortex |
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intention principle |
- harm that is intended is worse than harm that is just forseen - not available to introspection - in limbic system |
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Contact principle |
- harm caused by physical contact is worse than harm caused by other means - available to introspection - in cerebral cortex |
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Dual process model of morality |
action and contact principle is more related to moral justification where intention principle is elicited by emotional moral judgement |
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ADP (Psychopathy and Morality) |
- developmental disorder that starts early in life and determines how you act towards others - Possible causes: abnormal connectivity of brain parts (temporal cortex and amygdala), emotional recognition deficits, priming deficits, reduced responding to emotional stimuli |
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Darwin view on what morality is for |
- morality evolved as a way to keep tribes organized |
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Haidt's 6 Moral Foundations |
1. care/harm: attatchments 2. fairness/cheating 3. loyalty/betrayal: we like patriotism 4. authority/subversion: we like knowing hierchy 5. sanctity/ degradation: we want a good life or not harm our own body 6. liberty/oppression: we like freedom
- American politics: liberals care about fairness, conservatives like a bit of everything |
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Examples of continued discrimination in the US |
- Hurricane Katrina. Colored people "looted" and whites "searched" - Pay gap: discrimination between men and women. look at median income - race discrimination: housing oppurtunities for colored people |
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Resume Study |
- researchers sent resumes to real jobs. only thing that varied was the names - it didn't even matter if black names had low or high education - whites got called back 50% more - in order to overcome black name, need 8 years of work experience |
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Gun Signal Example |
- we all have a "gun detector" in mind that has a threshold - What triggers? features of object, person, and situation - concludes that there is implicit bias. Even if we don't say we have stereotypes, the mind stereotypes due to priming |
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Implicit Bias in terms of Priming Effects |
- Explicit prejudice: predicts verbal behavior in an interaction - implicit prejudice: predicts nonverbal behavior and how we interact with these behaviors |
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Minimal group paradigm |
- we care about our ingroups more than our outgroups. Psychological excitement to be part of an ingroup - ex: people placed in "Klee" or "Kandinsky" group and these groups grew to prefer their own people - ex: Robbers cave experiment. Two groups of boys formed at a camp. When experimentors gave them a shared goal, they unified. |
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The effects of groups on perception/memory |
Ex: Princeston and Dartmouth played dirty game. Both teams blamed the other teams for starting the trouble. The Dartmouth team started it. They still blamed Princeston, but they didn't bash Princeston as much as Princeston bashed them because they knew they were guilty
- Neglect variablity ex: group long lines and short lines. When people re-draw them, the long line group is distinctively longer than short line group. B/c of Contrast (of two groups) and Assimilation (can't precieve intercategory variation)
- Illusory correlations ex: Asian bad drivers. Even though Americans have gotten in as many accidents as Asians, we remember Asians getting in accidents more because they are more unique to us that seeing an American getting in an accident. Small groups cause this |
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Stereotype threat |
- the stereotype you bring to mind can benefit you or hurt you - ex: black students were asked to bubble in their race before taking their test and it reminded them of their stereotype before taking their test |
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How to overcome bias |
- Quality contact: personal interactions between groups
- Intimate relationships with outgroup members: protects agains bias
- roles of external and internal motivation: internal, not external, leads to the death of bias |
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Jean Piaget |
- grandfather of developmental psychology - observed his own children - known for constructivism: humans guide their own development. Children don't need to be taught everything |
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assimilation |
- the process by which children translate information into a form they can understand |
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accommodation |
- a process by which children revise current knowledge structure to new experiences
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Equilibration |
- a process by which children balance assimilation and accomodation to create stable understanding |
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constructivism (parts) |
assimilation: fit something to current theories accommodation: create new theories equilibration: makes most of current theories while flexibly creating new ones |
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Stage Theory |
- believes every child passes through same stages
- sensorimotor period, preoperational period, concrete-operational period |
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Sensorimotor period |
- birth - 2 years old - basic motor system, sensory system, mearning mechanism - Object Permanence: live in here and now Ex: put blanket over object. Ex: put ball in object B after putting it in object A multiple times. the baby will go for object A
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Preoperational Period |
- Conservation: have abstract view of quantity. Ex: don't understand that water in big container is the same as water in tall narrow container - Transitivity: children don't understand the rules that lead to changes in the process of quantity - Egocentrism: are bad at remembering that someone has a different viewpoint than their own - appearance/reality: Ex: sponge that looks like rock. They will call it a rock |
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Concrete-operational period |
- logical failures: ex: white bear problem. We know it's a white colored bear but they don't. DON'T UNDERSTAND PRECEDING INFO - balance test: kids try to balance heavy objects but they DON'T UNDERSTAND HOW TO HOLD MORE THAN ONE DIMENSION |
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Implications for education |
- transfer: using something you've learned in one context in a different context. Ex: can tie red and yellow shoe laces. - it's challenging in school because they teach you to remember specific facts that don't help with transfering
- disequilibria: children develop a better understanding when they actively challenge their understanding |
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Challenges to Piaget |
- problem with motivation: maybe the reason the baby doesn't remove the cloth over the toy is because it doesn't want to - the habituation method: a dying off of a response over time - violation of expectations: when a baby's expectations are violated, they perk up - Method problem with object permeance: if children are given desirable motive (m and m) then they can find it |
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Core knowledge |
- knowledge that we're born with |
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Decalage (discontinuity/gap) |
- there is discontinuity in stage theory. Ex: if you pass onto another stage of stage theory, you must have all the aspects of the previous stage - children pass different tasks within certain stage at different ages - motivation matters. Ex: using m and m instead of dots - adult errors of egocentricity: we expect people to be thinking the same way we think |
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Horizontal and Vertical faculties |
- horizontal: you step into the next stage but forget what step was before that - vertical: you learn different knowledge at a different pace, but they develop parallel with each other |
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Problem with Piaget: Methods/findings for showing that infants understand |
- Coherence: babies know the ball continues to exist when it is hidden behind a board - continuity: babies look longer at the things that look suprising - contact: they can represent those objects cognitively
- shows that babies are born with the ability to navigate the world |
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The Number system for developing children |
- Core system 1: they know exact small numbers - they can only count to four, after this, they have no ability to tell the difference
- core system 2: they know approximate numbers. - babies know what a big difference is |
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What makes emotions different from cognition? |
- valence: with emotions, everything is good of bad, no neutral. Depends on environment - role as signalers: emotions tell us what to do (jealousy, love, fear), For survival and overcoming cognitive mind - automatic/uncontrollable: can't decide to have an emotion and can't decide to stop |
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Roles of Emotions |
- gut choice: Ex: choosing the garfield picture or the Mone painting - presentism: thinking about the present only |
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Arousal |
- it is a state that we are always in that allows us to know if we are hungry and need to get food. - it's a bodily instinct |
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the ventromedial prefrontal cortex |
the part of the brain that identifies arousal
- Phineaus Gage's part of brain damaged |
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Evidence that we misattribute arousal |
- Bridge study: attractive woman stood at the end of a risky bridge. The men who went across it were three times more likely to call the woman - cheater study: two groups of people. one group was given a pill that might make them jittery. The jittery ones got up and were 2x more likely to cheat - heartbeat study: expirmentors played back heartbeats to subjects and showed them pictures of women. They sped up the heartbeat sound and it thus sped up the heart rate of the subjects because they thought they were listening to their own heart |
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Capgras Syndrome |
- after injury to arousal part of brain, they believe everyone that they ever had close emotional ties with are imposters - they don't experience this sense of arousal when seeing someone important to them |
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Consequences of VMPFC damage |
- gambling example: don't experience anxiety when gambling. they go for big wins/big losses - moral decision making example: make more utilitarian moral decisions. Ex: hiding from Nazis and a baby cries, the person would sufficate it |
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The three pieces of emotion |
1. Change in the brain state (feeling) 2. Interpretation of feeling 3. emotional expression |
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Role of amygdala in fear and fear learning |
- patient SP: she feels the pain of being shocked, but couldn't avoid it. She cannot learn to be afraid. - emotional recognition: had a hard time recognizing if people appear trustworthy |
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Systems for positive emotions |
- it's not about anatomy, but about brain chemicals - dopamine and saratonin are positive chemicals in the brain |
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Universality of emotional expression |
- there's no culture where people frown when they are happy - basic emotions: disgust, fear, happy, sadness, anger, suprise |
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Display rules (emotions for different societies) |
- Ex: American and Japanese students watch a gross movie. The American students were more expressive of disgust. But when the teacher left the room, the japanese were just as disgusted |
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Function of emotional expression |
- displaying emotions is useful as a channel of communication - emotions are more reliable communicator than verbal |
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Why is it difficult to study personality? |
- hard to draw a line between what's on the inside and what's on the outside (situation) - ex: Stanford Prison - you can study it by comparing the variety in people's behavior compared to others - situation accounts for the most variance, but it is not the only thing |
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Limitations of type-based measuring of personality |
- Gelen Humours: types were earth, air, water, fire - astrology: personality based on the month you were born
- Problems: why would there only be four or twelve types |
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limitations to theme-based measuring of personality |
- Fraud: thought it was the interaction of forces in the mind. Id, ego, and superego. Differed for each person - Rorschach ink blot: your free interpretation of these images will give idea of what's going on in head - thematic appreception test: given pictures of dramatic scenes and people are to describe them
- problems: 1. observer bias because the clinician could already be thinking a child might have a disorder because the parent brought them in for this. 2. Diagnosis depends on interpretation 3. how do we know the experimentor's validity |
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dimensional approach |
within the five personality traits, each person has a different point on the line of that subject |
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big five personality traits |
1. Openness: orientation towards change
2. Conscientiousness: describes the extent to which a person is focused, organized and persistent
3. Extraversion: preference for stimulation
4. Agreeableness: orientation towards a style of interacting with others
5. Negative Emotions: ability to hold stress |
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Problem with measuring personality traits (big five) |
- subject bias (reactivity): people respond to how they ideally want to be. - Lack of insight: we aren't consciously aware of our own behavior. Ex: Daffodil Days |
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Twin studies |
- MZ twins have more genetic similarities - identical twins have more in common in personality than fraternal twins, but it's not high enough to say that genetics has a strong enough influence on personality |
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Neurotransmitters |
- certain serotonin and dopamine levels influence personality |
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Temperament |
- Delay of Gratification task: correlation between infants/preschoolers measurments in this and their abilities related to planning, coping and SAT scores |
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Affect of birth order on personality |
- first borns: high in conscientiousness, low on openness, high on negative emotions - confounded by family size |
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General Intelligence |
- definitions: reflects our ability to solve intellectual problems - correlation of heritability: high for MZ and DZ twins - how is it measured: 1. WISC: have subscales. but it's not pure because it depends on some education. 2. Ravens Progressive Matrices: figure out which shape goes in the question mark |
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Flynn effect |
- average scores on the intelligence tests have gone up over time - this means people are getting more comfortable with standardized testing |
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Multiple intelligences |
- Howard Gardner: there's not just one intellegence, but more specific domains |
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History of mental illnesses |
- abnormal behaviors seen as supernatural forces - Bedlam Hospital: 16th C. Containment - Phillipe Pinel: Grandfather of psychopathology. focused on treatment |
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Psychopathology |
- a physical illness that imairs normal cognitive processes - distinction from neuropsychology (overt). Psychology is covert brain injury |
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Diathesis-stress model |
- Diathesis: the risk of genetic vaulnerability + Stress: environment = illness |
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Problem with Nosology (classification of psycho problems) |
- DSM-V: bible of mental illnesses - mental illnesses don't have clear boundaries - classification based on symptoms - normal distribution graph: most people fall under normal experiences while mental illnesses fall towards the edges - comorbidity: people with one disorder often have other disorders - ethnic/cultural variation: there are culture specific forms of psychopathology |
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General Anxiety Disorder |
- FUTURE - excessive anxiety and worry
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Panic disorder |
- BODY - recurrent and unexpected panic attacks - Symptoms: shaking, pounding heart |
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Phobia |
- SUBJECT, OBJECT, or EVENT - fears that are specific to particular entities - it is a fear that will hold you back or stop you from normal life |
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Obsessive-Compulsive Disorder |
- THOUGHT - obsessive: uncontrollable thoughts - compulsion: uncontrollable actions |
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Post-tramatic Stress Disorder |
- PAST EXPERIENCES - re-experience of a traumatic event - increased arousal |
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Depression |
- sleep difficulty - shift in activity level - negative self-concept - suicidal - sad for more days than happy |
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bipolar |
- symptoms of depression and mania |
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Schizophrenia |
- positive symptoms: delusions (grandeur, persecution, external agency), hallucinations (narrative, argumentative), disorganized thoughts
- negative symptoms: social engagment, speech, concentration, affect, movement |
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Causes of schizophrenia |
- diathesis: MZ twins more likely than DZ twins to have it - stress: social isolation, family dynamics, drug abuse |
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SSRI |
- in some people the reuptake of serotonin is too much so the SSRI stop the uptake from happening so the serotonin can continue to flow to the brain - treats depression and anxiety disorders |
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CBT (Cognative Behavioral Therapy) |
- you break the association of fear through gradual exposure to the fear - how it relates to learning mechanisms: people learn to associate stimulus from negative emotion to unlearn fears |
