CHAPTER 8:
1) Describe the nature/nurture debate as it relates to developmental psychology.
#NAME?
CHAPTER 8:
2) Define Scheme, Assimilation, and Accommodation as they relate to Piaget's stages of cognitive development.
#NAME?
CHAPTER 8:
3) Describe the Sensorimotor and Preoperational stages of Piaget's stages of cognitive development.
-Sensorimotor Stage (Birth-2 Years):
Limited inborn schemes.
Ex: sucking, looking grasping.
During the first years these schemes improve and vary as the infant discovers that their actions have an effect on the environment.
OBJECT PERMANENCE: understanding that objects exist and behave independently of their actions and awareness. EX: toy under blanket, baby knows its there even when out of sight.
-Preoperational Stage (2-7 Years):
Improved ability to mentally represent objects not physically present.
Thoughts characterized by EGOCENTRISM: inability to take perspective of another.
CENTRATION: tendency to be captivated by more perceptually striking features of objects.
CHAPTER 8:
4) Describe the Concrete Operations and Formal Operations stages of Piaget's stages of cognitive development.
-Concrete Operations Stage (7-11 Years):
Capable of MENTAL OPERATIONS: actions performed in the mind that give rise to logical thinking.
->Replace physical actions w/ mental operations.
CONSERVATION: the physical properties of objects do not change when nothing is added or taken away, even though the object's appearance has changed.
REVERSIBILITY: understanding that physical and mental operations can be reversed.
THEY UNDERSTAND THESE THINGS.
-Formal Operations Stage (11 Years- Beyond):
Thinking becomes abstract
Their reality is only one of several that are imaginable
Ponder deeper questions of truth, justice, and existence.
Answer problems in a systematic fashion.
Reason from abstract premises to logical conclusion.
🔘Know Difference Between Concrete and Abstract Thinking!!!
-Concrete Thinking- physical representation, present in the real world.
-Abstract Thinking- not physical, more like asking questions of justice, truth, etc, asking how/why someone behaves like they do.
CHAPTER 8:
5) What happens to intelligence and memory in adulthood?
-Intelligence: only 5% of the population experiences major losses with age.
Slowing down in speed of processing.
Disuse, rather than decay, is more responsible for deficits. -Memory: deficits w/ advanced age in most.
Ability to access their general knowledge and personal information is not diminished.
Ability for new information to be effectively organized, stored, and retrieved is affected.
-10% Alzheimer's Disease.
CHAPTER 8:
6) Define Zone of Proximal Development and Scaffolding.
-Zone Of Proximal Development (Zpd): Tasks that are too difficult for the child to master on his/her own, but that can be accomplished with the assistance and encouragement of a more skillful associate.
->The difference between what a learn can do without help and what he/she can do with help.
-Scaffolding: a more competent model provides support within the ZPD as needed.
->Providing support when necessary, but allowing the child to solve problems independently.
Learning always occurs within the context of a child's culture.
->Different sets of expected learning outcomes.
CHAPTER 8:
7) Define socialization and explain the factors that influence socialization.
Lifelong process through which an individual's behaviorpatterns, values, standards, skills, attitudes, and motives are shaped to conform to those regarded as desirable in a particular society.
->Involves teacher, parents, friends, schools, religion, etc.
->Family is the most important influence. Helps form basic patterns of responsiveness to others.
CHAPTER 8:
8) Summarize socialization in adolescence.
Peers compete with parents in shaping attitudes and behavior.
Peers can start having more affect on them.
Communicate with parents and peers about different things.
Developing independence may be difficult for parents.
The parent-child relationship may have more built-in potential for conflict than do peer relationships.
CHAPTER 8:
9) Identify and briefly describe all of Erikson's psychosocial stages of development.
-Trust vs. Mistrust (BABY): An infant needs to develop a basic sense of trust in the environment
through interaction with caregivers.
-Autonomy vs. Self-Doubt (TODDLER): With the development of language and walking the child should develop a sense of autonomy (independence) and of being a worthy person.
-Initiative vs. Guilt (PRESCHOOL): Encouragement of a growing sense of freedom through intellectual
and motor activities must be encouraged.
-Competence vs. Inferiority (ELEMENTARY): Involves the development in specific competencies (elementary school years) within school, extracurricular activities, and social relationships.
-Identity vs. Role Confusion (Adolescence): Involves the discovery of true identity within the confusion of various
social roles.
-Intimacy vs. Isolation: The development of the capacity to make full emotional, moral, and sexual commitments to other people.
TASKS OF ADULTHOOD:
-Intimacy: the capacity to make a full commitment (sexual, moral,
emotional) to another person.
->Between friends as well as lovers
->Requires openness, courage, ethical strength, and compromise.
Generativity: commitment beyond oneself to family, work, society, or future generations.
->Orientation toward the greater good allows adults to establish a sense of psychological well-being that offsets any longing for youth.
-Ego Integrity vs. Despair (RETIREMENT): Looking back on life without regrets and enjoying a sense of wholeness.
CHAPTER 9:
1) Define motivation and identify the reasons why psychologists use the concept of motivation.
-The general term for all the processes involved in starting, directing, and maintaining physical and psychological activities.
-REASONS FOR USE OF MOTIVATION:
▪️To relate biology to bahavior: Complex internal mechanisms regulate your bodily functioning and help
you survive.
->Internal states of deprivation trigger bodily responses that motivate you to take action and restore your body's balance.
▪️To account for behavioral variability: Provide explanations when the variations in people's performance in aconstant situation cannot be traced to differences in ability, skill, practice, or chance.
▪️To infer private states from public acts: Are actions best understood as internally or externally motivated?
▪️To assign responsibility for actions: Personal responsibility presupposes inner motivation and the ability to
control your actions.
->Individuals are judged less responsible for their actions by others when:
1) They did not intend negative consequences to occur.
2) external forces were powerful enough to provoke the behaviors.
3) the actions were influenced by drugs, alcohol, or intense emotions.
▪️To explain perseverance despite adversity: Why do individuals perform behaviors when it might be easier not to perform the behaviors.
CHAPTER 9:
2) Describe Clark Hull's theory of motivation that involves drives and incentives.
-Drives: internal states that arise in response to an organism's physiological needs.
-Organisms seek to maintain a state of balance, or homeostasis, with respect to
biological conditions. Examples: temperature and hunger.
-Drives are aroused when deprivation creates disequilibrium or tension.
->Drives activate the organism toward tension reduction.
->When the drives are satisfied or reduced -- homeostasis is restored -- the organism ceases to act.
-Behavior is not only motivated by internal drives, but also by Incentives.
->External stimuli or rewards that do not relate directly to biological needs.
-Human behavior is controlled by a variety of incentives.
->Elements of the environment serve as incentives to motivate your behavior.
Examples: staying up late to watch an interesting TV show despite having to get up early for work.
CHAPTER 9:
3) Explain William James and Sigmund Freud's views regarding instinctual behaviors and learning.
▪️William James (1890)
-Humans rely even more on instinctual behaviors than other animals.
-In addition to the biological instincts that humans share with animals, a host of social instincts, such as sympathy, modesty, sociability, and love, come into play.
-All instincts were purposive: they served important purposes, or functions, in theorganism's adaptation to its environment.
▪️Sigmund Freud (1915)
-Humans experience drive states arising from life instincts and
death instincts.
-Instinctive urges drive psychic energy to satisfy bodily needs.
-Life and death instincts operated largely below the level of consciousness.
-Their consequences for conscious thoughts, feelings, and actions are profound.
-(Will discuss more in chapter 13)
CHAPTER 9:
4) Describe Fritz Heider's cognitive theory of motivation.
-Fritz Heider
-The outcome of your behavior (a bad grade) can be attributed to dispositional forces (insufficient intelligence) or to situational forces (not enough time to study).
-These attributions influence the way you will behave.
->If you attribute the outcome to dispositional forces you will not
be motivated to improve.
->If you attribute the outcome to situational forces you may be more motivated to take steps to change those situational factors.
CHAPTER 9:
5) Define Need for Achievement (n Ach). What does research say about those with a high need for achievement?
▪️Need for Achievement ( n Ach): an assumed basic human need to strive for achievement of goals which motivates a wide range of behavior and thinking.
-High n Ach individual were found to be more upwardly mobile an tended to earn higher salaries than their Low n Ach peers.
-When faced with tasks that were believed to be difficult, High n Ach quit early on.
-What typifies high n Ach individuals is a need for efficiency (a need to get the same results with less effort)
CHAPTER 9:
6) Define Locus of Control orientation. How does locus of control orientation account for our own explanations of our performance in class?
-Locus of control orientation: the belief about whether the outcome of your actions are contingent on dispositional factors (Internal) or on environmental factors (External).
-Performance in Class:
-You may attribute your performance on an exam to noise in the classroom (external locus of control) or poor memory (internal locus of control).
-If you believe you did poorly due to noise in the classroom you are likely to study harder for the next exam compared to if you attribute your grade to your poor memory.
-Stability vs. Instability:
->"To what extent is a causal factor likely to be stable and consistent over time, or unstable and varying?
CHAPTER 9:
7) What are attributions and how do they impact our responses?
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CHAPTER 9:
8) What do I/O Psychologists do?
They help improve the work place, by showing employers how to treat employees, making jobs interesting and satisfying, etc.
CHAPTER 9:
9) Explain Equity Theory.
-Equity Theory: workers are motivated to maintain fair or equitable relationships with other relevant persons.
-Workers take note of their inputs and their outcomes and then they compare these with the inputs and outcomes of other workers.
-When their ratio of inputs to outcomes is equal to other workers they will feel satisfied.
-When the ratios are not equal they will feel dissatisfied.
-Workers will be motivated to restore equity by changing the relevant
inputs and outcomes.
->Inputs: less effort, "My work really isn't that good"
->Outputs: asking for a raise, "I'm lucky I get a paycheck
CHAPTER 9:
10) Explain Expectancy Theory.
-Expectancy Theory: workers are motivated when they expect that their effort and performance on the job will result in desired outcomes.
-Individuals will engage in work they find attractive and achievable.
-Three Components:
->Expectancy: the perceived likelihood that a worker's effort will result in a certain level of performance.
->Instrumentality: the perception that performance will lead to certain outcomes, such as rewards.
->Valence: the perceived attractiveness of particular outcomes.
-Workers assess the probabilities of these three components and
combine them by multiplying their individual values.
-Highest levels of motivation result when all three components have high probabilities.
-Low levels of motivation result when any single component is zero.
CHAPTER 12:
1) Define emotion and explain how emotion differs from mood.
-A complex pattern of bodily and mental changes that includes physiological arousal, feelings, cognitive processes, visible expressions, and specific behavioral reactions made in response to a situation perceived as personally significant.
-Differ from moods:
->Less intense
->May last several days
->Weaker connection with triggering events.
CHAPTER 12:
2) Summarize the evolutionary and cultural aspects of emotions.
-Darwin:
-Emotions evolve alongside other important aspects of human structures and functions.
-Looked at the adaptive functions of emotions
-Viewed emotions as "inherited, specialized mental states designed to deal with a certain class of recurring situations in the world."
--(Paul Ekman): all people share an overlap in "facial language"
-Demonstrated Darwin's theory that a set of innate emotional expressions is universal to the human species.
-Universally recognized emotions: happy, surprise, anger, disgust, fear, sadness, and contempt.
-Cultures have different dialects for facial expressions
-Similar cultural variations in the production of facial expressions.
-Specific movements of facial muscles
-Easier to recognize the emotions of someone from your own culture.
-Culture also impacts the way people gather information when they view a face.
-Cultures have different standards for managing emotions.
-Establish social rules related to the appropriateness of expressing emotions in particular situations.
CHAPTER 12:
3) Describe the James-Lange and Cannon-Bard theories of emotion.
▪️James-Lange Theory of Emotion:
-Perceiving a stimulus causes autonomic arousal and other bodily reactions that lead to a specific emotion.
-The viseral (physiological) reaction is most prominent aspect of the reaction.
Stimulus
ANS Emotion arousal
▪️Cannon-Bard Theory of Central Neural Processes:
-Focuses on the role of the central nervous system
-An emotion-arousing stimulus has two simultaneous effects:
-Causing bodily arousal via the sympathetic nervous system
-The subjective experience of emotion via the cortex
-Viewed the physiological and psychological responses as independent.
CHAPTER 12:
4) Identify and describe the two cognitive appraisal theories presented in class.
▪️Two-Factor theory (Schachter)
-The experience of emotion is the joint effect of the two factors of physiological arousal and cognitive appraisal.
▪️Cognitive Appraisal Theory (Lazarus)
-Appraisal includes past experiences.
-May occur without conscious thought
CHAPTER 12:
5) Identify the myths of stress.
#NAME?
CHAPTER 12:
6) How did Selye define stress? What is the difference between Eustress and Distress?
-Defined stress as "the nonspecific response of the body to any demand made upon it."
-Includes both positive and negative stressors
->Eustress: good things to which one has to adapt and that can lead to a stress reaction.
->Distress: bad things to which one has to adapt and that can lead to a stress reaction.
CHAPTER 12:
7) Explain the General Adaptation Syndrome.
▪️Stage 1: Alarm: Sympathetic nervous system is activated.
-Increased heart rate and respiration
▪️Stage 2: Resistance: when the body tries to resist
stress and persist.
▪️Stage 3: Exhaustion: following prolonged resistance of a longterm stressor.
CHAPTER 12:
8) Explain the model of stress discussed in class.
-Stress begins with a life situation that knocks you out of balance (disequilibrium).
-The same situation may result in different reactions from different people due to each individual's cognitive appraisal of the situation.
-Interpretation of a stressor.
-A life situation to which you must adapt is therefore a necessary but not sufficient component of stress. What is also necessary is your perception of that life situation as stressful.
-Emotional arousal to the distressing life situation occurs next.
-Fear, anger, insecurity, frustration, helplessness, overwhelmed, rushed, etc.
-These feelings lead to physiological arousal.
-If this physiological arousal is chronic or prolonged, illness or disease may result.
-Other consequences of stress include poor task performance and disrupted interpersonal relationships.
CHAPTER 12:
9) Identify the short-term and long-term effects of stress.
#NAME?
CHAPTER 12:
10) Define Burnout, including a description of the three dimensions of burnout.
-Burnout: A prolonged response to chronic emotional and interpersonal stressors on the job:
-Three dimensions:
->Emotional Exhaustion: feeling emotionally depleted and tired
->Depersonalization: feeling detached from work and worksite
->Lack of Personal Accomplishment: feeling incompetent and lacking achievement at work
CHAPTER 12:
11) What is a Health Psychologist?
-"Psychologists interested in the psychological and behavioral aspects of physical and
mental health."
-View "psychology as critical component in advancing human wellness."
-Incorporate "psychological theory and research to develop methods to assist patients in maintaining healthy lifestyles."
-Areas of focus include:
The management of chronic diseases.
Avoidance of preventable diseases.
Rehabilitative services for acute injuries and chronic diseases.
CHAPTER 12:
12) Define Psychoneuroimmunology.
-The study of both the illness-causing and the healing effects of the mind on the body.
->Study the link between the nervous system and the immune system.
CHAPTER 12:
13)Describe the Biopsychosocial model of health.
-Bio: the reality of biological illness
-Psycho: the psychological components of health -Social: the social components of health
->Focuses on the links among the nervous system, the immune system, behavioral styles, cognitive processing, and environmental demands on health.
CHAPTER 11:
1) Define personality and identify the central goal of personality theories.
▪️"Personality is that which gives order and congruence to all the different kinds of behavior in which the individual engages" (Hall & Lindzey, 1958, p.9).
-Personality is "the dynamic organization within the individual of those psychophysical systems that determine his unique adjustment to hisenvironment" (Allport, 1937, p.48).
-"personality is what a man really is"
-A complex set of unique psychological qualities that influence an individual's characteristic pattern of behavior across different situations and over time
▪️The central goal of theories of personality is to specify the differences among people that allow predictions to be made about their course of life.
CHAPTER 11:
2) With regard to Psychodynamic theory, define intrapsychic, drives, and psychic determinism.
▪️"The psychoanalytical definition of the mind is that it comprises processes of thenature of feelings, thinking, and wishing, and it maintains that there are suchthings as unconscious thinking and unconscious wishing" (Freud, 1943, p.23)
▪️Intrapsychic: the core of personality are events within the mind.
▪️Drives: the source of motivation for human actions is psychic energy found within each individual.
-> When activated, these energy sources can be expressed in many different ways:
-Self-preservation: meeting basic needs (ex. hunger).
-Eros: sexual urges and preservation of the species.
-Libido: the sexual energy that underlies psychological tension.
▪️Psychic Determinism: all the mental and behavioral reactions are determined by earlier experience. These Earlier experiences are buried in the unconscious.
CHAPTER 11:
3) Describe the unconscious as it relates to Freud's theory of personality.
-The portion of the mind that is inaccessible to usual conscious thought.
-According to Freud, the unconscious is the "depository of sexual and aggressive drives, defenses, superego mandates, memories, and feelings, that have been repressed" (Strean, 1994, p. 16).
CHAPTER 11:
4) Define fixation and regression
#NAME?
CHAPTER 11:
5) Identify and describe the three components of Freud's structure of personality.
▪️ID: storehouse of fundamental drives, operating irrationally on impulse, pushing for expression and immediate gratification(Pleasure Principle).
▪️Supergo: storehouse of values, including morals.
▪️Ego: reality based aspect of the self.
CHAPTER 11:
6) Explain defense mechanisms.
Help a person to maintain a favorable self-image and to sustain an acceptable social image.
CHAPTER 11:
8) Define Unconditional Positive Regard. How does Unconditional Positive Regard relate to Self-actualization?
▪️Unconditional Positive Regard: complete love and acceptance of an individual by another person, such as parents for a child, with no conditions attached.
▪️The "real-self" requires favorable environmental circumstances to be self- actualized (parental love, warmth, friendship)
CHAPTER 11:
9) Identify and briefly describe the 5 needs that make up Maslow's Hierarchy of Needs.
#NAME?
CHAPTER 11:
10) Identify and define the fours characteristics of Humanistic theory.
-Holistic: explain the individuals acts in terms of their whole personality.
-Dispositional: focus on innate qualities that exert a major influence over the direction behavior will take.
-Subjective: emphasize the individual's frame of reference.
-Existential: focus on higher mental processes.
CHAPTER 11:
11) Describe B.F. Skinner's theory of personality.
There is no such thing as personality it is just traits learned.
CHAPTER 11:
7) What is the central idea of Humanistic Theory?
The motivation for behavior comes from a person's unique tendency to developand change in positive directions toward the goal of self-actualization (striving for inherent potential).
CHAPTER 11:
13) Define self-efficacy and describe the aspects of self-efficacy judgments presented in this chapter.
-Self-Efficancy: the belief that one can perform adequately in a particular situation.
-Self-efficacy judgments include:
-> Vicarious experience: your observations of the performance of others
-> Persuasions: others convincing you that you can do something, you
convincing yourself.
->Monitoring emotional arousal when thinking about a tasks (ex. Anxiety suggest low expectations)
CHAPTER 11:
14) Explain cognitive approaches to personality.
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CHAPTER 11:
12) Explain Reciprocal Determinism.
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CHAPTER 11:
15) Briefly explain evolutionary personality theory.
-Individual differences are due to either adaptive strategies or random variations.
->Difficult to determine the precise cause of any behavior or personality characteristic
(Nature vs. Nurture).
CHAPTER 11:
17) Summarize the impact of culture on personality.
#NAME?
CHAPTER 11:
16) Explain trait approaches to personality.
#NAME?
CHAPTER 13:
1) Define psychopathology and psychological diagnosis.
-Psychopathology: Disruption in the emotional, behavioral or thought processes that lead to personal distress or that block one's ability to achieve important goals.
-Psychological Diagnosis: the label given to an abnormality by classifying and categorizing the observed behavior pattern into an approved diagnostic system.
CHAPTER 13:
2) Identify and describe the criteria presented to determine abnormality.
1) Biological approaches: disturbances are directly attributable to underlying biological factors.
-> Abnormalities in the brain, genetic influences, etc.
2) Psychological Approaches: disturbances ore attributable to psychological or social
factors.
->Personal experiences, trauma, environmental factors, etc.
CHAPTER 13:
3) Briefly describe Generalized Anxiety Disorder, Panic Disorder, and Phobias.
▪️Generalized Anxiety Disorders(GAD): feeling anxious or worried most of the time, when not faced with any specific danger.
▪️Panic Disorder: unexpected, severe panic attacks that begin with feelings of intense apprehension, fear, or terror.
▪️Phobias: a persistent and irrational fear of a specific object or situation that is excessive and unreasonable given the reality of the threat.
CHAPTER 13:
4) Briefly describe Obsessive-Compulsive Disorder (OCD) and Post-Traumatic Stress Disorder (PTSD).
▪️Obsessive-Compulsive Disorder(OCD):
->Obsessions: thoughts, images, or impulses that recur or persist despitethe individual's efforts to suppress them. Unwanted invasions that seemsenseless, and are unacceptable to the individual experiencing them.
->Compulsions: repetitive, purposeful acts performed according to certain rules, in a ritualized manner, and in response to an obsession. Performed to reduce the discomfort associated with the obsession.
▪️Post Traumatic Stress Disorder (PTSD): Characterized by the persistent re-experiencing of a traumatic event through distressing recollections, dreams, hallucinations, or flashbacks.
CHAPTER 13:
5) What is the difference between major depressive disorder and bipolar disorder?
▪️Major Depressive Disorder: characterized by the presence of a major depressive disorder.
▪️Bipolar Disorder: characterized by periods of severe depression alternating with manic episodes.
CHAPTER 11:
18) Summarize gender difference in personality.
#NAME?
CHAPTER 13:
7) Describe Dissociative Identity Disorder.
-Dissociative Identity Disorder (DID): previously called Multiple Personality
Disorder
->Two or more distinct personalities exist within the same individual.
->Commonly confused with Schizophrenia
->Each personality has a unique identity, name, and behavior pattern
CHAPTER 13:
8) Describe Schizophrenia
-NOT SPLIT PERSONALITY
-Severe form of psychopathology in which personality seems to disintegrate,
thought and perception are distorted, and emotions are blunted.
-Involves illogical thinking, associations among ideas that are remote or without apparent patterns, and bizarre sensory experiences.
->Hallucinations: hearing voices is the most common (+)
->Delusions: false or irrational beliefs (+)
->Language: illogical, incongruent, word salad (-)
CHAPTER 13:
9) Identify and describe the 4 main categories of child and adolescent disorders.
#NAME?
CHAPTER 13:
10) What are the 4 social-cognitive processes of the stigma of mental illness?
1) Cues: psychiatric symptoms, social skills deficits, and physical appearance
2) Stereotypes: commonly heard stereotypes about people with mental illness(violence, incompetence, to blame).
3) Prejudice: negative emotional reactions and negative evaluations.
4) Discrimination: avoidance, not associating with an individual with mental illness.
CHAPTER 13:
11) Identify and describe the 3 approaches presented to diminish the stigma of mental illness.
1) Protest: protest inaccurate and hostile representations of mental illness and for people to stop believing negative views.
2) Education: provides information so that the public can make more informed decisions about mental illness.
3) Contact: stigma is further diminished when members of the general public have contact with people with mental illness who are able to hold down jobs or live as good neighbors.
CHAPTER 14:
1) What are the goals of therapy?
1) Reaching a diagnosis
2) Proposing a probable etiology (cause)
3) Prognosis: the course of the problem
4) Treatment for the Presenting Problem
5) Decreasing problematic behavior
6) Increasing functioning in all areas
7) Gaining insight so that the client can help themselves
CHAPTER 14:
2) Briefly describe psychodynamic therapy, including the goals of psychodynamic therapy.
-Psychodynamic therapy: an individual's difficulties are caused by the psychological tension between unconscious impulses and wishes and inner conflicts that are repressed.
-Goal: establishment of intrapsychic harmony and understanding of the client's use of defense mechanisms to handle conflict
CHAPTER 14:
3) Define Free Association, Resistance, and Dream Analysis.
▪️Free Association: allowing the mind to wander and giving running account of thoughts and wishes while relaxing comfortably, thus not allowing for defense mechanisms to censor what is said.
▪️Resistance: an inability or unwillingness to discuss certain ideas, desires, or experiences
->Barrier between conscious & unconscious
->Interpret and discuss with clients
->Ex: changing the subject; showing up late; acting out.
▪️Dream Analysis: examining the content of dreams to discover underlying motivations and symbolic meaning of significant life experiences and desires.
CHAPTER 14:
4) Explain the difference between transference and countertransference.
▪️Transference: the development by the client of emotional feelings toward the therapist formerly held toward some significant person in a past emotional conflict.
▪️Countertransference: the therapist's development of emotional feelingstoward a client because the client is perceived as similar to significant peoples in the therapists life.
CHAPTER 13:
6) What is a Personality Disorder?
A chronic, inflexible, maladaptive pattern or perceiving, thinking, or behaving that can seriously impair the individual's ability to function and can cause significant distress.
CHAPTER 14:
6) Briefly describe social learning therapy.
-Social Learning Therapy: designed to modify problematic behavior patterns by arranging conditions in which the client will observe models being reinforced for a desirable behavior. 2 main aspects:
-Models: observing others
-Social Skills Training: training more effective social skills using rehearsal and models
CHAPTER 14:
7) Define cognitive distortions and cognitive restructuring.
#NAME?
CHAPTER 14:
8) What are the A,B,C of Rational Emotive Therapy?
A) Activating Experience
B) Irrational Belief or thought that follows
C) Consequences for the person.
CHAPTER 14:
5) Describe counterconditioning and contingency management.
▪️Counterconditioning: when a new response is substituted for a previous maladaptive on by means of conditioning. Behavior that is learned can be unlearned. Types include: (ex: anxiety)
▪️Contingency Management: (relies on operant conditioning) the general treatment strategy of changing behavior by modifying its consequences.
CHAPTER 15:
1) Define social psychology
The study of how individuals' feelings, thoughts, and behaviors are influenced by social stimuli.
CHAPTER 15:
2) What is Hindsight Bias and what is the main problem with engaging in Hindsight Bias when studying social psychology?
-Hindsight Bias: the tendency to exaggerate, afterlearning the outcome, one's ability to have foreseenhow something turned out.
-Main problems with the common sense idea is that it occurs after the fact.
CHAPTER 15:
3) Explain the Fundamental Attribution Error.
The tendency for observers to underestimate situational influences and overestimate dispositional influences upon the behavior of others.
CHAPTER 15:
4) Define Actor-Observer Effect and the Self-Serving Bias.
#NAME?
CHAPTER 14:
9) Briefly describe Humanistic Therapy.
-Attempts to help clients define their own freedom, value their experiencing selves and the richness of the present moment, cultivate their individuality, and discover ways to realize their fullest potential (self-actualization).
CHAPTER 15:
6) Identify and describe the three types of conformity.
1) Compliance: conformity that involves publicly acting in accord with an implied or explicit request while privately disagreeing.
2) Obedience: acting in accord with a direct order.
3) Acceptance: conformity that involves both acting and believing in accord with social pressure.
CHAPTER 15:
7) According to Milgram, what are the factors that determine obedience?
1) Emotional distance of the victim: personalizing the victim decreased obedience.
2) Closeness and legitimacy of the authority: the physical presence of the experimenter increased obedience.
3) Institutional Authority: being associated with a university increased obedience.
4) The presence of at least 1 person that disagreed -> decreased obedience.
CHAPTER 15:
8) Define Social Roles and Social Norms.
#NAME?
CHAPTER 15:
5) Explain the Self-Fulfilling Prophecy.
#NAME?
CHAPTER 15:
10) Describe the factors that inhibit altruism.
#NAME?
CHAPTER 15:
9) What is Altruism?
A concern for the welfare of others that is expressed through such prosocial acts as sharing, cooperating, and helping.