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59 Cards in this Set
- Front
- Back
Risk Factor Definition & Examples |
Variable that precedes a negative outcome and increases chance that outcome will occur
Examples: Genetic - e.g. inherited genetic disorders Biological - e.g. malnutrition Psychological - e.g. emotion regulation deficits Familial - e.g. parental divorce Social-Cultural - e.g. peer rejection |
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Protective Factor Definition & Examples |
Variable that reduces risk and increases resiliency
Examples: Genetic - e.g. genetic screening Biological - e.g. high quality nutrition Psychological - e.g. help from therapist Familial - e.g. good relationships with peers Social-Cultural - e.g. peer acceptance |
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What three risk characteristics can make a difference in outcome? |
1. Intensity - how large/small is psychological impact? 2. Duration - how long does risk last? 3. Timing - e.g. rejection of peers immediately following death of a parent vs. rejection of peers right before moving to a new city |
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What are three key characteristics of resilience? |
1. Managing to avoid negative outcomes and/or ability to achieve positive outcomes 2. Displaying sustained successful ability under stress 3. Showing recovery from trauma |
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Describe Family portion for Protective Triad of Resilience |
1. Close relationship to caring parent 2. Authoritative style of parenting 3. Supportive extended family network |
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Describe Individual portion for Protective Triad of Resilience |
1. Good intellectual functioning 2. Sociable, easygoing 3. Self-confidence, self-efficacy (or intended result) 4. Talents |
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Describe School & Community portion for Protective Triad of Resilience |
1. Connections to social organizations 2. Attendance at effective schools |
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Somatogenesis theory of disorder |
Bodily malfunction or imbalance |
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Psychogenesis theory of disorder |
Psychological variables responsible for causing mental illness |
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Normative Approach |
Examining large groups of individuals to determine group norms |
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Recapitulationist Theory |
Ontogeny recapitulates phylogeny
OR
an individual organism's development (from birth to maturity) summarizes main points of particular feature developments of that organism |
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Mental Testing Movement |
Alfred Binet developed first practical intelligence test called the Binet-Simon scale.
English-speaking children use Stanford-Binet Scale |
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Thorndike's Law of Effect |
Responses followed by pleasant outcome are MORE likely to be repeated
AND
Responses followed by unpleasant outcome are LESS likely to be repeated |
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Classical Conditioning |
Learning a new behavior through a process of association |
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Operant Conditioning |
Reinforced behavior tends to be repeated (e.g. strengthened)
vs.
Un-reinforced behavior tends to be extinguished (e.g. weakened)
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Give examples of US, UR, CS, & CR using Pavlov's dog |
Unconditioned Stimulus - e.g. dog food
Unconditioned Response - e.g. salivation
Conditioned Stimulus - e.g. bell
Conditioned Response - e.g. salivation (b/c of bell) |
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How could you increase your child's want to go to school? |
1. Positive reinforcement - e.g. give money for perfect attendance
OR
2. Negative reinforcement - e.g. take away free time by giving lots of chores if school is missed |
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How could you decrease your child's avoidance of going to bed? |
1. Positive punishment - e.g. give them time out
OR
2. Negative punishment - e.g. take away TV priviledges |
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What is difference between reinforcement and punishment?
AND
What does negative and positive involve? |
Reinforcement - intends to INCREASE behavior
Punishment - intends to DECREASE behavior
AND
Negative - taking something away
Positive - adding something |
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What are some problems with punishment? |
1. Positive punishment models aggressive behaviors 2. Positive punishment does NOT teach new prosocial behaviors, only what not to do 3. Not effective when used sporadically 4. Negatively reinforced to avoid punishment 5. Can lead to child abuse |
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Social Learning Theory (or Modeling Theory) |
Behaviors can be learned through observation
e.g. BoBo doll experiment |
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A. Cell nucleus B. Cell body C. Axon D. Myelin sheath E. Neural pulse F. Axon terminals |
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Brain Development |
Relationship between structure and function
Experiences shape the brain
Neural Plasticity - differentiation is use-dependent |
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What is midbrain responsible for? |
1. Motor supply to muscles |
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What is pons responsible for? |
1. Face sensation 2. Facial movement |
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What is medulla responsible for? |
1. Breathing 2. Heartbeat 3. Digestion |
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What is cerebellum responsible for? |
1. Controlling motor and mental coordination |
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What is thalamus responsible for? |
1. Acting as a relay station for sensory input |
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What is hypothalamus responsible for? |
1. Regulating behavior and emotion |
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What is limbic system responsible for? |
1. Regulating emotional experiences 2. Regulating expressions 3. Regulating basic drives 4. Critical for learning and impulse control |
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What is basal ganglia responsible for? |
1. Regulating, organizing, and filtering information 2. Related to cognition, emotions 4. Mood and motor function |
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What are the 4 lobes and their functions? |
1. Frontal lobes - higher functioning - e.g. thinking, reasoning, working memory, self-control, social cognition 2. Parietal lobes - integrate signals 3. Temporal lobes - expression of language, memory, and language 4. Occipital lobes - visual processing |
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What are 2 endrocrine system players and their functions? |
1. HPA Axis - consists of: Hypothalamus - releases CRH Pituitary Gland - secretes ATCH Adrenal Glands - (see below) 2. Adrenal Glands - begins producing cortisol (when activated by ATCH) in order to suppress CRH & ACTH production |
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Explain neurotransmitter GABA's functions and implicated role in psychopathology |
Functions: 1. Reduces arousal - 2. Moderates emotional responses - e.g. anger, hostility, and aggression 3. Linked to anxiety and discomfort 4. Inhibits anxiety
Psychopathology: 1. Anxiety disorders |
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Explain neurotransmitter Dopamine's functions and implicated role in psychopathology |
Functions: 1. Acts as a switch (turning on various circuits) 2. Promotes exploratory, extroverted, and pleasure-seeking behaviors
Psychopathology: 1. Schizophrenia 2. Depressive disorders 3. ADHD 4. Substance use disorders
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Explain neurotransmitter Norepinephrine's functions and implicated role in psychopathology |
Functions: 1. Controlling emergency reactions & alarm responses 2. Regulating emotions and behavior
Psychopathology: 1. Acts to adjust behavioral tendencies |
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Explain neurotransmitter Serotonin's functions and implicated role in psychopathology |
Functions: 1. Information processing 2. Motor coordination 3. Inhibits tendency to explore 4. Regulates eating, sleeping, and aggression
Psychopathology: 1. Eating disorders 2. Sleep disorders 3. OCD 4. Schizophrenia 5. Depressive disorders |
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List three types of twins |
1. Monozygotic (or identical) - zygote that separates into two clusters of cells 2. Dizygotic (or fraternal) - release and fertilization of two ova 3. Semi-identical - two sperm fertilize one ovum |
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Multifactorial Transmission |
Many traits determined by combination of both genetic and environmental factors |
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Genotype |
Set of genes individual has |
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Phenotype |
Observable properties of the body and behavioral traits - e.g. identical twins have same genotype, but can have different phenotypes due environmental factors |
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Concordance Rate |
Percentage of instances in which both twins show a trait, when it is present in one one twin.
e.g. One twin with autism; if both have it there is a concordance, if only the one has it there is NO concordance |
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Describe difference between categorical trait and continuous trait |
Categorical trait - (qualitative trait) in which phenotypes are expressed in categories - e.g. albinism
Continuous trait - (quantitative trait) in which phenotypes vary by small degrees - e.g. height |
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Twin Studies |
compare correlations for a trait between:
identical (100% of genes)
and
fraternal (50% of genes) |
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Adoption Studies |
compare correlations for a trait between:
child and biological parent
and
child and adoptive parent |
|
Adoptive Twin Studies |
correlations for
twins raised together
vs.
twins raised apart |
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Temperament |
an individual's behavioral style and characteristic emotional response -- that is consistent across lifespan |
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Emotion Reactivity |
Threshold and intensity of emotional experience
HIGH Threshold = Response only when stimulus is VERY HIGH e.g. HIGH anger Threshold = Can withstand STRONG Intensity of anger provoking stimuli before responding with anger
LOW Threshold = Response even when stimulus is VERY LOW e.g. LOW anger Threshold = Can only handle WEAK Intensity of anger provoking stimuli before responding with anger
|
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Emotion Regulation |
Ability to monitor, evaluate, and modify emotional reactions to accomplish a goal |
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Describe the TWO types of Emotion Dysregulation |
1. Underregulation - expression uncontrolled - e.g. poor impulse control, acting-out, aggressive behavior
2. Overregulation - inability to express feelings - e.g. anxiety disorders, depressive disorders
|
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Describe: Easy Child, Difficult Child, & Slow-To-Warm-Up Child |
Easy Child (40%) - positive mood, regular routines, easily adaptable to new experience
Difficult Child (10%) - negative mood, irregular routines, slow to adapt to change
Slow-To-Warm-Up Child (15%) - low activity, somewhat negative, displays low intensity of mood |
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Developmental Contexts |
a child's environment can encourage or discourage persistence of temperamental characteristics |
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Goodness-of-Fit |
Interaction between child's temperament and child-rearing style
Effective child rearing is good fit |
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List the 4 Types of Parenting Styles with their levels of Demandingness & Responsiveness |
1. Authoritative - HIGH Demandingness & HIGH Responsiveness
2. Authoritarian - HIGH Demandingness & LOW Responsiveness
3. Permissive - HIGH Responsiveness & LOW Demandingness
4. Uninvolved - LOW Responsiveness & LOW Demandingness |
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List characteristics of child with Secure Attachment |
1. Uses mom as a secure base 2. Saddened by separation from mom 3. Soothed by reattachment to mom 4. Well adapted to environment 5. Moderate threshold for activation |
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List characteristics of child with Insecure-Avoidant Attachment |
1. Indifferent to mom's departure and return 2. Child is independent 3. Higher activation threshold 4. Less adapted to environment |
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List characteristics of child with Insecure-Ambivalent Attachment |
1. Clings to mom 2. Does not explore 3. Unable to be comforted by mom 4. Less adapted to environment 5. Low threshold activation |
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List characteristics of child with Disorganized Attachment |
1. Extreme inability to predict child's behavior 2. Either high/low threshold 3. Either more/less adapted to environment |
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Epigenesis |
Development results from bidirectional exchanges between genes and environment |