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Necessary for a healthy life, basic to wellbeing |
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Aroused state of psychological tension that typically arises from a need Water>thirst |
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Ideal fixed setting of a physiological system |
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Western view of sexual response |
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Helen Singer Kaplan: desire>arousal>orgasm Masters&Jonson: excitement>plateau>orgasm> resolution/refractory period |
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Moderate levels of arousal lead to optimal performance |
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Maslow's Hierarchy of needs (Scroll definition to see whole thing) |
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Self-actualization - morality, creativity, problem solving Esteem - self esteem, confidence, achievement, respect of/by others Love/belonging - friendship, family, sexual intimacy Safety - security of body, employment, resources, family, health property Physiological - breathing, food, water, sex, sleep, homeostasis |
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Brain regions responsible for expressing emotion |
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Amygdala - especially fear Left prefrontal cortex - joy, happiness Right prefrontal cortex - negativ;!e emotions (fear, sadness) Hypothalamus - pleasure |
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Comes from outside the person I/O psychs use extrinsic rewards, operant conditioning to improve productivity BUT increasing extrinsic motivation can decrease intrinsic motivation |
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Comes from within. 4 elements: 1. Challenge 2. Enjoyment 3. Mastery 4. Autonomy |
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All the physical & chemical processes in the body that convert or use energy, such as breathing, circulating blood, controlling body temperature, contracting muscles, digesting food & nutrients, eliminating waste, functioning of brain & nerves |
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Biological components of hunger |
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Stomach Blood (glucose level) Brain (hypothalamus) Hormones (neuropeptide Y, orexin, ghrelin, melanin stimulate appetite; insulin, leptin, peptide YY, cholecystokinin CCK decrease appetite) |
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Emotion: brief response to situation, 30 sec-1 min Mood: longer lasting affective experience, usually not it response to specific situation Affective trait: enduring parts of personality that affect how likely we are to experience specific emotions |
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Psychology of what we eat |
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Food preferences (except sweets) are acquired or learned tastes Takes 8-10 exposures to acquire taste |
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Shared by all humans: Anger Disgust Fear Happiness Sadness Surprise |
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Require sense of self & ability to reflect on actions. Occur when live up to or don't live up to expectations. Shame, Guilt, Humiliation, Embarrassment, Pride (authentic=due to specific accomplishment; inflated/hubristic=pride in oneself) |
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Smiles: facial features of fake vs real |
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Corners of eyes wrinkle Lip corners pull up diagonally (Duchenne smile) |
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Learned norms about when it is appropriate to express certain emotions and to whom |
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Response to situations person perceives to be overwhelming, a perceived inability to meet the demand |
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Stressor=event or situation that triggers stress response Can be major life changes or accumulation of minor irritants |
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Physiological changes or reactions that happen when we encounter stressful situation |
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Social readjustment rating scale (SRRS) |
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Holmes & Rahe Quantify stress in terms of major life changes 10-100 |
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Stress & neuroendocrine system:
(Scroll to see whole answer) |
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Hormonal systems involved in emotions & stress: HPA Hypothalamus links nervous system & parts of endocrine system relevant to emotions, stimulates (CRF) pituitary to release ACTH which stims adrenal cortex to release cortisol "stress hormone" to mobilize energy resources, but cortisol can shrink dendrites, decrease neurogenesis, impede memory, inhibit immune system |
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Stress & sympathetic nervous system |
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Hypothalamus stimulates sympathetic NS, which stimulates adrenal medulla to release norepinephrine (increases heart rate, increases blood pressure, increases respiration). Longterm activation of sympathetic NS has negative effects on heart |
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Emotion-focused Or Problem focused |
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Quick assessment of meaning of an event |
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Helps coping. Reassessment of situation and resources available, what we can do to lessen negative effect. |
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Selye's General Adaptation Syndrome |
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1. Alarm: SNS releases catecholamines, adrenals release cortisol 2. Resistance: adaptation to prolonged stress; cortisol released to maintain arousal 3. Exhaustion: body depleted of resources, immune system compromised |
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Emotion-focused coping strategies |
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Seeking social support. Distancing. Reappraisal. Self-control, positive self-talk. Emotional disclosure, write or talk about stressful situation. |
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Models of stress & health |
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Physiological reactivity model: explanation for causal role of stress-related body changes in illness (neg emotions>>sustained SNS activation>>illness) Health behavior approach: focuses on behaviors such as diet, exercise, substance abuse |
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Nicotine relaxes skeletal muscles but activates sympathetic nervous system (increases heart rate & blood pressure) |
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Technique that is used to focus on the present & breathing in order to reduce stress |
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Unique and relatively enduring set of behaviors, feelings, thoughts, motives that characterize an individual |
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Traits are dispositions to behave in a particular way over time. Traits connect directly disposition to behave: traits lower behavioral thresholds, point at which person moves from not having a particular response to having one. Traits are normally distributed in population. |
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Big 5 Personality Traits (OCEAN)
(Scroll to see whole answer) |
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Openness (artist, musician, scientist) Conscientiousness (programmer, editor, machinest) Extraversion (politician, teacher, sales) Agreeableness (nurse, counsellor, religious) Neuroticism (if low, pilot, surgeon, EMT) (Neuroticism is not same as neurotic) |
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How much agreement there is in ratings when using 2 or more raters or coders to rate personality or other behaviors, good reliability is .80 or higher |
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Myers-Briggs Type Indicator (MBTI) for personality |
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Used for career placement Extraversion--introversion Thinking--feeling Intuition--sensing Judging--perceiving Categorize as one or the other. |
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3 things need to know about a person to determine personality, or if something is a personality trait |
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1. How unique is the behavior? 2. Does the behavior exist in many different situations? 3. Does the behavior exist regularly over time? |
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Twin studies show genes account for about 50% of personality |
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Biological basis of personality - Hans Eysenck |
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Differences in CNS lead to different personality. 3 dimensions: neuroticism, extraversion, psychoticism Differences in cortical arousal levels & sensitivity threshold lead to differences in introversion==extroversion |
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4 main schools of theory on personality |
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Psychoanalytic Humanistic Trait Social cognitive |
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Psychoanalytic theory of personality- Freud
(Scroll down for complete answer) |
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4 assumptions 1. Power of the unconscious 2. Human mind has 3 provinces: id (impulse, desire, pleasure; ego (sense of self, public), superego (control of impulse, conscience) 3. Personality shaped by early childhood experiences 4. Defense mechanisms repression (keep threatening ideas out of consciousness) , reaction formation, projection, sublimation) |
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Humanistic theory of personality |
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People striving to be best they can be, self-actualizing Maslow-detailed concept of self actualization after lower-level needs met Carl Rogers - unconditional positive regard to help people achieve self-fulfillment |
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Social-cognitive theory of personality |
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Walter Mischel Consistent personality characteristics interact with environment to produce person's unique behaviors |
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Helo (dog) Animals have personality Mammals, birds, fish, some invertebrates Dr Jennifer Zeligs - big range of personality in animals |
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Study of how the actual or perceived presence of others affects our thoughts, bevavior, feelings |
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Conformity
(Scroll down for complete answer) |
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Tendency to adjust behavior to what others are doing or adhere to norms of culture Solomon Asch - study asking subj to pick matching line out of 3, tended to conform 37% even to wrong answers . Groupthink: thinking of the group takes over, members forgo logic & critical thinking |
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Presence of others improves one's performance |
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Presence of others causes one to relax one's standards, slack off |
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Rules about acceptable behavior impose by cultural context in which one lives |
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Schemas (in social perception) |
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Ways of knowing that affect how we view our social world. Rely on when encounter ambiguous information. |
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The greater the numbers of bystanders who witness an emergency, the less likely any one of them is to help |
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Diffusion of responsibility |
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When many people around, individual's responsibility to act seems decreased |
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Tendency to adjust behavior to what others are doing or adhere to norms of culture. Informational - conform because view others as source of knowledge about what to do. Normative - conform in order to be accepted by others. |
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Aggression
(Scroll down for complete answer) |
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Violent behavior intended to cause psychological or physical harm Hostile - stems from feelings of anger Instrumental - means to achieve a goal High testosterone or low serotonin assoc w aggression. Gender (male) is best predictor of aggression |
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Conformity in which person yields to will of another |
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Milgram study of obedience to authority - study purpose |
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How is it that Germans could send so many innocent people to their deaths? Could obedience to authority explain it? |
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Milgram study setup
(Scroll for complete answer) |
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Claimed to be memory study Teacher, learner, & experimenter. Subject always drew slip to be teacher. Learner was actually part of research team. Teacher read words, administered shock to learner for each one not remembered. Experimenter observed, provided instruction. Teacher being tested on level of obedience and willingness to inflict pain. No actual shocks. Milgram served as authority figure positioned next to teacher. Increased shock for each wrong answer |
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Milgram study results
(Scroll down to see complete answer) |
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Teacher became uncomfortable as voltage increased but Milgram said "must continue". Teacher heard "responses" 90 volts yelled Ugh, 150 volts yelled Heart is bothering me. Refuse to continue." >350 volts no response from learner. 65% of teachers went all the way to 450 volts. No differences in sexes. Adding yelling at 150 volts decrease obedience from 100% to 85% |
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Obedience more likely if Milgram wore white coat. Also if changed position of Milgram & teacher |
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Tendency to make situational attributions (infer external cause) for our failures but dispositional attributions (ascribe to one's self) for our successes |
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Purpose of Diagnostic and Statistical Manual (DSM) |
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Places disorders in 2 classifications. Axis I = major clinical syndromes. Axis II = more longstanding personality disorders & mental retardation |
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4 Ds of determining if something is mental disorder
(Scroll down for complete anwser |
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Disturbance of thought, emotion, behavior Dysfunction - interferes w everuday functioning Distress/disability - in everyday life, anguish, suffering of person or family Deviance - deviant thought, emotion, behavior that is also dysfunctional |
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US 26% in given year, 46% at some point in their lives |
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Seasonal affective disorder |
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Begin in Fall/winter, end when Spring arrives. Due to reduced levels of light. |
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Distractibility, indescretion, grandiosity, flight of ideas, activity increased, sleep need decreased, talkativeness |
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Persistent & unreasonable fear of a particular activity, object, or situation |
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Attention deficit hyperactivity disorder - childhood disorder characterized by inability to focus for more than a few minutes, to remain still & quiet, to do careful work |
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Obsessive-compulsive disorder. Anxiety disorder in which obsessive thoughts lead to compulsive behaviors |
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Anxiety disorder involving fear of being in places from which escape might be difficult or help not available for a panic attack. |
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Psychological disorders as combination of biological predispositions (diathesis) plus stress or an abusive environment |
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Primarily disorders of thought and perception, characterized by inability to distinguish real from imagined perceptions |
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Schizophrenia
(Scroll down to see complete answer) |
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Psychotic disorder. Significant disturbances in thought and emotion, specifically problems with perception. Symptoms: delusions, hallucinations, grossly disorganized or catatonic behavior, negative symptoms (such as not speaking or being unable to experience emotion). Cognitive symptoms: speech "word salad", probs w working memory, problem solving |
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Hyp that schizophrenia is due to excess dopamine in some brain areas. Now outdated. Dopamine blockers do not fix all symptoms, and other drugs (PCP, ketamine) that block glutamate cause schizophrenia-like symptoms. |
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Selective serotonin reuptake inhibitor. Used for depression & anxiety disorders. Block reuptake of serotonin into presynaptic neuron after firing so more stays in synaptic cleft, binds to receptor on post synaptic neuron, prolongs serotonin effect, relieves depression. |
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Monoamine oxidase inhibitors used to treat depression. Rarely used now due to side effects, interaction with foods and drugs, life-threatening increase in blood pressure. |
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Repetitive transcranial magnetic stimulation |
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For severe depression. Exposes specific brain structures (Brodman's area, Area 25) to bursts of high-intensity magnetic fields instead of electricity used in ECT. |
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Naturally occurring or synthesized substances that reliably produce qualitative changes in conscious experience |
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Drugs that are PRESCRIBED to change mood, cognition, or behavior |
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Combined drugs and psychotherapy - effectiveness |
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Often more effective than either treatment used alone |
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Developed client-centered therapy, a form of humanistic therapy in which therapist shows unconditional positive regard for the patient |
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Behavioral therapy technique. Desirable behaviors reinforced with token which can be exchanged for privileges. |
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Systematic desensitization |
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Behavioral therapy. Used for phobias. Therapist pairs relaxation with gradual exposure to phobic object generating hierarchy of increasing contact with the feared object. |
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Behavioral therapy. Extreme form of in vivo exposure in which client experiences extreme exposure to phobic object. |
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Operant conditioning in which noxious stimulus is associated with undesirable behavior that is to be abolished |
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Early intensive behavioral intervention (dev by Ivar Lovaas) |
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Used for children with autism. 20-40 hrs/week of individualized instruction beginning age 3-4 for 2 yrs. Breaks skills down to most basic components, rewards positive performance with praise & reinforcers, then generalizes skills in a naturalistic setting. Applied behavior analysis, ABA |
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