Cram Packet a la Thompson aka THE BEAST (2020/21)

Scientific Foundations of  CASE STUDY:

Adv. Studies ONE person (usually) in
Psych (10-14%) great detail – lots of info Disadv: No
 Psychology is derived from physiology cause and effect
(biology) and philosophy  DESCRIPTIVE STATS:shape of the
 EARLY APPROACHES data
o Structuralism – used INTROSPECTION o Measures of Central Tendency:
 (act of looking
Todayinward to examine  Mean: Average (use in normal
mental experience) to determine the distribution)
underlying STRUCTURES of the mind  Median: Middle # (use in skewed
o Functionalism – need to analyze the distribution)
PURPOSE of behavior  Mode: occurs most often
 APPROACHES KEY WORDS
 Double-Blind: Exp. where neither the
o Psychoanalytic/dynamic – unconscious,
participant or the experimenter are
childhood
aware of which condition people are
o Behavioral – learned, reinforced
assigned to (drug studies)
o Humanistic – free will, choice, ideal,  Single-Blind: only participant blind –
actualization used if experimenter can’t be blind
o Cognitive – Perceptions, thoughts (gender, age, etc)
o Evolutionary – Genes  Operational Definition: clear, precise,
o Biological – Brain, NTs typically quantifiable definition of your
o Sociocultural – society variables – allows replication
o Biopsychosocial – combo of above  Confound: error/ flaw in study
 PEOPLE: Often confused
 Random Assignment: assigns
o Mary Calkins: First Fem. Pres. of APA participants to either control or
o Margaret Floy Washburn–1st fem. PhD experimental group at random –
o Charles Darwin: Natural selection & minimizes bias, increase chance of equal
evolution representation among groups
o Dorothea Dix: Reformed mental  Random Sample (selection): method for
institutions in U.S. choosing participants for your study –
o Stanley Hall: 1st pres. of APA1st journal minimizes bias, everyone has a chance to  INFERENTIAL STATISTICS:
2 dadso William James: Father of American take part establishes significance (meaningfulness)
Psychology – functionalist o Assignment and sampling can be  STATISTICAL SIGNIFANCE = results
o Wilhelm Wundt: Father of Modern done via names in a hat, computer not due to chance, exp.manipulation
Psychology – structuralist generation caused the difference in means
 RANDOM TERMS  Representative Sample: Sample mimics  ETHICAL GUIDELINES (APA)
o Basic research – purpose is to increase the general pop. (ethnic, gender, age) o Confidentiality: names kept secret
knowledge (rats)  CORRELATION: o Informed Consent: must agree to be
o Applied research – purpose is to help Adv: identify relationship between two part of study
people variables Disadv: No cause and effect o Debriefing: must be told the true
o Psychologist – research or counseling – (CORRELATION DOES NOT EQUAL purpose of the study (done after for
MS or PhD CAUSATION) deception)
o Psychiatrist – prescribe medications and o Positive Correlation – variables o Deception must be warranted
diagnose – M.D. increase & decrease together o No harm– mental/physical
o Negative Correlation – as one
Research Design
variable increases the other decreases Biological Basis
 EXPERIMENT :
Adv: researcher controls variables to o The stronger the # the stronger the (8-10%)
establish cause and effect Disadv: relationship REGARDLESS of the *NT = neurotransmitter, AP = action
difficult to generalize pos/neg sign. Cannot be < or > than 1. potential, NS = nervous system
o Independent Variable: purposefully  3rd variable problem (lurking  NEURON: Basic cell of the NS
altered by researcher to look for effect o Dendrites: Receive incoming signal
 Experimental Group: received the variable)– diff. variable is responsible o Soma: Cell body (includes nucleus)
treatment (part of the IV); can have for relationship (breast implants & o Axon: AP travels down this
multiple exp, groups suicide)
o Myelin Sheath: speeds up AP down
 Control Group: placebo, baseline  Illusory correlation – belief of
axon, protects axon, MS destroys this
(part of the IV); can only have 1 correlation that doesn’t exist (old man
o Terminals: release NTs – send signal
 Placebo Effect: show behaviors predicts rain from arthritis)
onto next neuron
associated with the exp. group when o Vesicles: sacs inside terminal contain
having received placebo  NATURALISTIC OBSERVATION:
Adv: real world validity (observe people NTs (rhymes w/?)
o Dependent Variable: measured o Synapse: gap b/w neurons
variable (is DEPENDENT on the in their own setting) Disadv: No cause
independent variable) and effect
 Action Potential: movement of Na and K say what they saw; image shown to L
ions across membrane sends an electrical  AREAS OF THE BRAIN: eye processed in R hemi, can’t say
charge down the axon (more Na outside –  Hindbrain: oldest part of the brain what was seen
like a salty banana) o Cerebellum – movement/balance  BRAIN PLASTICITY: Brain can “heal”
o All or none law: stimulus must trigger (walking a tightrope balancing a bell) itself (brain is malleable)
the AP past its threshold, but does not o Medulla – vital organs (HR, BP)  NATURE VS. NURTURE: ANSWER
increase the intensity of the response o Pons – bridge b/w regions – basic IS BOTH
(flush the toilet) functions o Twin Studies:
o Refractory period: neuron must rest  Midbrain  Identical twins – Monozygotic (MZ)
and reset before it can send another o Reticular formation: alertness  Fraternal twins – Dizygotics (DZ)
AP (toilet resets  Forebrain: higher thought processes o Genetics: MZ twins will have a higher
o Limbic System percentage of also developing a disease
 Amygdala: emotions, fear (Amy, da! o Environment: MZ twins raised in
You’re so emotional!) different environments show differences
 Hippocampus: memory (if you saw a  ENDOCRINE SYSTEM: sends
hippo on campus you’d remember it!) hormones throughout the body
 Hypothalamus: Reward/pleasure o Pituitary Gland: Controlled by
center, eating behaviors – link to hypothalamus. release growth hormones
endocrine system o Adrenal Glands: related to sympathetic
o Thalamus: relay center for all but NS: releases adrenaline
smell (you MUST (thalaMUST) use  BRAIN IMAGING:
your thalamus, unless its MUSTY – o EEG: brain activity – not specific
  Sensory neurons – receive signals smell) o XRAY: not useful, doesn’t show tissues
 Afferent neurons – Accept signals o Cerebral Cortex: outer portion of the o CT / MRI: shows structures (tumors)
 Motor neurons – send signals brain – higher order thought processes o PET: glucose shows brain activity (when
 Occipital Lobe: vision – mom’s eyes! in doubt pick this one)
 Efferent neurons – signal Exits  Frontal Lobe: decision making, o fMRI: oxygen shows activity: real time
 Interneurons – cells in spinal cord planning, judgment, movement, o lesion – destruction of brain tissue
responsible for reflex loop personality  STATES of CONSCIOUSNESS:
 CENTRAL NS: Brain and spinal cord  Parietal Lobe: sensations o Higher-Level: controlled processes –
 PERIPHERAL NS: Rest of the NS  Temporal Lobe: hearing and face totally aware
o Somatic NS: Voluntary movement recognition o Lower-Level: automatic processing
o Autonomic NS: Involuntary (heart,  Somatosensory Cortex: map of our
(daydreaming, phone numbers)
lungs, etc) Must include bio response (HRsensory receptors –in parietal lobe
o Altered States: produced through drugs,

increase / decrease) for FRQ
 Sympathetic NS: Arouses the body for Motor Cortex: map of our motor
credit fatigue, hypnosis
fight/flight (generally activates – receptors – located in frontal lobe
o Subconscious: Sleeping and dreaming
sympathetic to you getting eaten by a o No awareness: Knocked out
tiger helps you run away) o Left
 SLEEP:
 Parasympathetic NS: established
homeostasis after a sympathetic
response (generally inhibits)
 NEUROTRANSMITTERS (NT):
Chemicals released in synaptic gap,
received by neurons
o GABA: Major inhibitory NT
hemisphere only – damage
o GlutamatE: Major Excitatory NT
results in aphasia (damaged speech)
(get excited when seeing your mates! Beta Waves: awake (you betta be awake for
 Broca’s Area: Inability to produce
o Dopamine: Reward & movement the exam)
speech (Broca – Broken speech)
o Serotonin: Moods and emotion  Wernicke’s Area: can’t comprehend Alpha Waves: high amp., drowsy
o Acetylcholine (ACh): Memory speech (Wernicke’s what?) NREM (non REM) stages-
o Epinephrine & Norepinephrine: o Corpus Callosum: bundle of nerves that Stage 1: light sleep
sympathetic NS arousal connects the 2 hemispheres – sometimes Stage 2: bursts of sleep spindles
o Endorphins: pain control severed in patients with severe seizures – Stage 3 Delta waves: Deep sleep
o Oxytocin: love and bonding leads to “split-brain patients” Rapid Eye Movement (REM): dreaming,
 Agonist: drug that mimics a NT  Split-brain experiments: done by Sperry cognitive procesing
 Antagonist: drug that blocks a NT & Gazzaniga. Entire cycle takes 90 minutes, REM
 Reuptake: Unused NTs are taken back up  Image shown to R eye processed in L occurs inb/w each cycle. REM lasts
into the sending neuron. SSRIs (selective hemi – patient can longer throughout the night
serotonin reuptake inhibitors) block  CIRCADIAN RHYTHM: 24 hour
reuptake – treatment for depression biological clock
o Body temp & sleep
 o Controlled by the Suprachiasmatic to notice a door slam outside when  Stroboscopic movement: motion
nucleus (SCN) in the brain waiting on the pizza guy) Common FRQ produced
terms by a rapid succession of slightly
o Explains jet lag  Sensory Adaptation: diminished varying images (animations)
sensitivity as a result of constant  MONOCULAR CUES (how we form a
 SLEEP DISORDERS stimulation (can you feel your 3D image from a 2D image)
o Insomnia: Inability to fall asleep (due underwear?) o Interposition: overlapping images appear
to stress/anxiety) o Sensory Habituation: diminished closer
o Sleep walking/talking: (due to fatigue, sensitivity due to regular exposure (do o Relative Size: 2 objects that are usually
drugs, alcohol) – NOT during REM you notice the train?) similar in size, the smaller one is further
o Night terrors: extreme nightmares –  Perceptual Set: tendency to see away
NOT in REM sleep – typical in something as part of a group – speeds up o Relative Clarity: hazy objects appear
children signal processing further away
o Narcolepsy: fall asleep out of nowhere o Texture Gradient: coarser objects are
(due to deficiency in orexin)  closer
o Sleep Apnea: stop breathing suddenly o Relative Height: things higher in our
while asleep (due to obesity usually) field of vision look further away
 DREAM THEORIES: o Linear Perspective: parallel lines
o Freud’s Unconscious Wish Inattentional Blindness: failure to notice converge with distance (think railroad
Fulfillment: Dreaming is gratification something added b/c you’re so focused on tracks)
of unconscious desires and needs another task (gorilla video) o Motion Parallax: closer objects appear to
 Latent Content: hidden meaning  Change Blindness: failure to notice a move faster than objects that are farther
 Manifest Content: obvious storyline change in the scene (door study)  BINOCULAR CUES: (how both eyes
 Activation Synthesis: Brain produces  Cocktail party effect: notice your name make up a 3D image)
random bursts of energy – stimulating across the room when its spoken, when Retinal Disparity: Image is cast slightly
lodged memories in limbic sys. Dreams you weren’t previously paying attention different on each retina, location of
start random then develop meaning  VISUAL SYSTEM: image helps us determine depth
 PSYCHOACTIVE DRUGS: o Cornea – protects the eye Convergence: Eyes strain more (looking
o Triggers dopamine release in the o Pupil/iris – controls amount of light inward) as objects draw nearer
Pathway of light follows this direction 
brain entering eye  TOP-DOWN PROCESSING: Whole 
Today
o Depressants: Alcohol, barbiturates, o Lens – focuses light on retina smaller parts (painting w/ faces)
tranquilizers, opiates (narcotics) o Retina – contains rods and cones  BOTTOM-UP PROCESSING: Smaller
 Decrease sympathetic NS activation, o Fovea–area of best vision(cones here) Parts  Whole (dog of bunch of dots)
highly addictive o Rods – black/white, dim light  AUDITORY SYSTEM:
o Stimulants: Amphetamines, Cocaine, o Cones – color, bright light (red, green, blue) o Pathway of sound: sound  pinna 
MDMA (ecstasy), Caffeine, Nicotine o Bipolar cells – connect rods/cones and auditory canal ear drum (tympanic
 Increase sympathetic NS activation, ganglion cells membrane)  hammer, anvil, stirrup
highly addictive o Ganglion cells – opponent-processing (HAS)  oval window  cochlea 
o Hallucinogens: LSD, Marijuana occurs here auditory nerve  temporal lobes
 Causes hallucinations, less addictive o Blind spot – occurs where the optic o Outer Ear: pinna (ear), auditory canal
o Tolerance: Needing more of a drug to nerve leaves the eye o Middle Ear: ear drum, HAS (bones
achieve the same effects o Feature detectors – specialized cells vibrate to send signal)
o Dependence: Become addicted to the that see motion, shapes, lines, etc. o Inner Ear: cochlea – like COCHELLA
drug – must have it to avoid withdrawal located in occipital lobe (experiments by (sounds 1st processed here); basilar
symptoms Hubel & Weisel) membrane is IN the cochlea
o Withdrawal: Psychological and  THEORIES OF COLOR VISION:  THEORIES OF HEARING: both occur
physiological symptoms associated o Trichromatic – three cones for in the cochlea
with sudden stoppage. Unpleasant – receiving color (blue, red, green) o Place theory – location where hair cells
can kill you.  Explains color blindness - they are bends determines sound (high pitches)
Sensation & Perception missing a cone type Key word o Frequency theory – rate at which action
o Opponent Process – complementary potentials are sent determines sound
(6 – 8%) colors are processed in ganglion cells – (low pitches)
 ABSOLUTE THRESHOLD: detection of explains why we see an after image  COMMON ILLUSIONS:
signal 50% of time (is it there)  Visual Capture: Visual system O Muller-lyer – doesn’t work
 DIFFERENCE THRESHOLD (also overwhelms all others (nauseous in an on cultures w/o exposure to
called a just noticeable difference (JND) IMAX theater – vision trumps vestibular) modern architecture
and follows WEBER’S LAW: two  Constancies: recognize that objects do O Ponzo – happens due to
stimuli must differ by a constant not physically change despite changes in linear perspective
minimum proportion. (Can you tell a sensory input (size, shape, brightness) O McGurk effect – see mouth saying ba or
change?)  Phi Phenomenon: adjacent lights blink fa overrides what you actually hear (va)
 SIGNAL DETECTION THEORY: on/off in succession – looks like  OTHER SENSES:
detection depends on experience, movement (traffic signs with arrows) o Touch: Mechanoreceptors  spinal cord
expectations, alertness, etc. (more likely  thalamus  somatosensory cortex
 o Vestibular: Sense of balance CONDITIONED TASTE AVERSION O Variable Ratio schedule: Rewarded
(semicircular canals in the inner ear (ONE-TRIAL LEARNING): John after a random number of responses (slot
effect this) Garcia – Innate predispositions can allow machine
o Kinesthetic (proprioception): Sense of classical conditioning to occur in one trial O Variable Interval schedule: Rewarded
body position (neurons in ligaments & (food poisoning) after a random amount of time has
body tell you this) John Watson (father of behaviorism) and passed (fishing)
o Pain (nociception): Gate-control theory: Little Albert – conditioned a fear in a baby O Variable schedules are most resistant to
we have a “gate” to control how much – eventually leads to behavioral treatments extinction (how long will keep playing a
pain is experienced for fear (counterconditioning) slot machine before you think its
o Taste (gustation): 5 taste receptors: All operant conditioning broken?)
bitter, salty, sweet, sour, umami (savory)
o Smell (olfaction): Only sense that does OPERANT CONDITIONING: SOCIAL (OBSERVATIONAL)
NOT route through the thalamus 1st. SKINNER! LEARNING: BANDURA!
Goes to temporal lobe and amygdala O LAW OF EFFECT (Thorndike):  Modeling Behaviors: Children model
 GESTALT PSYCHOLOGY: Whole is Behaviors followed by pos. outcomes (imitate) behaviors. Study used BoBo
greater than the sum of its parts are strengthened, neg. outcomes weaken dolls to demonstrate the following
Gestalt Principles: a behavior (cat in the puzzle box) O Prosocial – helping behaviors
 Figure/ground: organize information  PRINCIPLES OF OPERANT COND: O Antisocial – mean behaviors
into figures objects (figures) that stand O Pos. Reinforcement: Add something  MISC LEARNING TYPES
apart from surrounds (back ground) nice to increase a behavior (gold star for O Latent learning (Tolman!) – learning is
 Closure: mentally fill in gaps turning in HW) hidden until useful (rats in maze get
 Proximity: group things together that O Neg. Reinforcement: Take away reinforced half way through,
appear near something bad/annoying to increase a performance improved
each other behavior (put on seatbelt to take away  Cognitive maps – mental
 Similarity: annoying car signal) representation of an area, allows
group things O Pos. Punishment: Add something bad to navigation if blocked
together decrease a behavior (spanking) O Insight learning (Kohler!) – some
based off of O Neg. Punishment: Take away learning is through simple intuition
looks something good to decrease a behavior (chimps with crates to get bananas)
 Continuity: (take away car keys) O Learned Helplessness (Seligman!) – no
tendency to O Primary Reinforcers: innately matter what you do you never get a
mentally form a continuous line satisfying (food and water) positive outcome so you just give up
O Secondary Reinforcers: everything else (word scrambles)
Learning (stickers, high-fives)
 Token Reinforcer: type of Cognition
(7-9 %) secondary- can be exchanged for other (13 – 17%)
CLASSICAL CONDITIONING: PAVLOV! stuff (game tokens or money) ENCODING: Getting info into memory
o Unconditioned Stimulus (UCS): causes O Generalization: respond to similar  Automatic encoding – requires no effort
response w/o needing to be learned (food) stimulus for reward (what did you have for breakfast?)
o Unconditioned Response (UCR): response O Discrimination: stimulus signals when  Effortful encoding – requires attention
that naturally occurs w/o training (salivate) behavior will or will not be reinforced (school work)
o Neutral Response (NS): stimulus that (light on means response are accepted)  Shallow, intermediate, deep processing:
normally doesn’t evoke a response (bell) O Extinction / Spontaneous Recovery: the more emphasis on MEANING the
o Conditioned Stimulus (CS): once NS that same as classical conditioning deeper the processing, and the better
now brings about a response (bell) O Overjustification Effect: reinforcing remembered
o Conditioned Response (CR): response behaviors that are intrinsically  Imagery – attaching images to information
after conditioning, follows a CS (salivate) motivating causes you to stop doing makes it easier to remember (shoe w/
o Contiguity: Timing of the pairing, NS/CS them (give a child 5$ for reading when spaghetti laces)
must be presented .5-1 sec BEFORE the US they already like to read – they stop  Self-referent encoding – we better
o Acquisition: process of learning the reading) remember what we’re interested in (you’d
response pairing O Shaping: use successive approximations remember someone’s phone number who
o Extinction: previously conditioned to train behavior (reward desired you found extremely attractive)
response dies out over time behaviors to teach a response – rat  Dual encoding – combining different
o Spontaneous Recovery: After a period of basketball) types of encoding aids in memory
time the CR comes back out of nowhere O Continuous Reinforcement schedule:  Chunking – break info into smaller units
o Generalization: CR to like stimuli (similar Receive reward for every response to aid in memory (like a phone #)
sounding bell) O Fixed Ratio schedule: Reward every X  Mnemonics – shortcuts to help us
o Discrimination: CR to ONLY the CS number of response (every 10 envelopes remember info easier
CONTINGENCY MODEL: Rescorla & stuffed get $$) o Acronyms – using letter to remember
Wagner – classical conditioning involves O Fixed Interval schedule: Reward every something (PEMDAS)
cognitive processes X amount of time passed (every 2 weeks o Method of loci – using locations to
get a paycheck) remember a list of items in order
 o Peg-word – using a rhyme w/ over time with repeated stimulation (more  Syntax: rules for combining words into
imagery to remember lists in order firing of neurons) sentences (white house vs casa blanca)
 Context dependent memory – where RETRIEVAL: Taking info out of storage  Surface structures: actual written/ spoken
you learn the info you best remember  Serial Position Effect: tendency to message (I bought colorful clothes)
the info (scuba divers testing) remember the beginning (primacy effect)  Deep structures: intended meaning (what
 State dependent memory – the and the end (recency effect) of the list best types, why? How do you feel?)
physical state you were in when  Recall: remember what you’ve been told  Babbling stage: 1st stage of speech
learning is the way you should be when w/o cues (essays)  One-word stage: duh
testing (study high, test high)  Recognition: remember what you’ve been  Two-word stage: duh duh (telegraphic
told w/ cues (MC) speech)
 Flashbulb memories: particularly vivid  Theories of language development:
memories for highly important events o Behavioral Theory (SKINNER):
STORAGE: Retaining info over time (9/11 attacks) learn language through pos.
 Information Processing Model –  Repressed memories: unconsciously reinforcement
Sensory memory, short term memory, buried memories – are unreliable  Imitation: Kids repeat what they hear
long term memory model  Encoding failure: forget info b/c you o Nativistic theory (lang. acquisition
 Sensory Memory – stores all incoming never encoded it (paid attention to it) in the device): NOAM CHOMSKY –
stimuli that you receive (first you have first place (which is the real penny) language is innate / biological; we are
to a pay attention)  Encoding specificity principle: the more predisposed to learn
o Iconic Memory – visual memory, closely retrieval cues match the way we  Overregularization: grammar
lasts 0.3 seconds learned the info, the better we remember mistake- children over use certain
o Echoic Memory – auditory memory, the info (like state dependent memory) morphemes (I go-ed to the park)
lasts 2-3 seconds  Forgetting curve: recall decreases rapidly o Critical period: period of time where
 Short Term Memory – info passes at first, then reaches a plateau after which something must be learned or else it
from sensory memory to STM – lasts little more is forgotten (EBBINGHAUS) cannot ever happen (language must be
30 secs, and can remember 7 ± 2 items  learned young – Genie the Wild Child)
o Rehearsal (repeating the info) resets o Linguistic determinism: language
the clock influences the way we think (Hopi have
 Working Memory Model splits STM no words for past, do not think about
into 2 – visual spatial memory (from the past) developed by WHORF
iconic mem) and phonological loop THINKING
(from echoic mem). A “central  Metacognition: thinking about (reflecting
executive” puts it together before upon) the way you think
passing it to LTM  Concepts: mental categories used to group
 Long term memory – lasts a life time objects, events, characteristics
o Explicit (Declarative): Conscious Proactive interference
 Prototypes: all instances of a concept are
recollection OLD info blocks new info compared to an ideal example (what you
 Episodic: events  Retroactive interference first think of)
 Semantic: facts NEW info blocks old info  Algorithms: step by step strategies that
o Implicit (Nondeclarative):  Misinformation effect: distortion of guarantee a solution (formula)
unconscious recollection memory by suggestion or misinformation  Heuristics: short cut strategy (rule of
 Classical conditioning (Loftus – lost in the mall, Disney land) thumb)
 Priming: info that is seen earlier  Framing – the way a question is framed o Representative Heuristic: make
“primes” you to remember impacts how info is recalled / perceived inferences based on your experience
something later on  Anterograde amnesia: amnesia moves (like a stereotype) – assume someone
 Procedural: skills (muscle forward (forget new info – 50 first dates) must be a librarian b/c they’re quiet
memory)  Retrograde amnesia: amnesia moves o Availability heuristic: relying on
 Memory organization backwards (forget old info) availability to judge the frequency of
o Hierarchies: memory is stored  ALZHEIMER’S DISEASE: caused by something (over estimating death due to
according to a hierarchy destruction of acetylcholine in plane crashes due to recent events)
o Semantic networks: linked hippocampus  Functional Fixedness: keep using one
memories are stored together LANGUAGE strategy – cannot think outside of the box
o Schemas: preexisting mental concept  Phonemes: smallest unit of sound (ch  Belief bias: tendency of one’s preexisting
of how something should look (like a sound in chat) beliefs to distort logical reasoning by
restaurant)  Morpheme: smallest unit that caries making invalid conclusions
 Memory storage meaning (-ed means past tense)  Belief perseverance: tendency to cling to
o Acetylcholine neurons in the  Grammar: rules in a language that enable our beliefs in the face on contrary evidence
hippocampus for most memories us to communicate  Confirmation bias: look for evidence to
o Cerebellum for procedural  Semantics: set of rules by which we support what we already believe
memories derive meaning (adding –ed makes  Inductive reasoning: data driven
o Long-term potentiation: neural basis of something past tense) decisions, specific to general
memory – connections are strengthened
  Deductive reasoning: driven by logic, o Genetics: MZ twins have similar IQ, o Other senses are fairly developed
general to specific adopted kids more similar to biological o Brain development continues for a few
 Divergent thinking: ability to think about parents years
many different things at once (Creative) o Environment: early neglect leads to  JEAN PIAGET’S COGNITIVE DEV.
 Convergent thinking: limits creativity – one lower IQ, good schooling to higher IQ  Schemas – concepts or frameworks that
answer  Types of Tests: organize info
INDIVIDUAL THEORIES ABOUT o Aptitude: predicts your abilities to learn  Assimilation: incorporate new info into
INTELLIGENCE a new skill (ASVAB) existing schema (aSSimlation – same stuff)
 GALTON: 1st to suggest intelligence was o Achievement: tests what you know(SAT)  Accommodation: adjust existing schemas
inherited. Supported eugenics.  TEST CREATION: to incorporate new information
 CATTELL: 2 clusters of mental abilities o Standardization: administer a test to a (ACcommodation - All Change)
o Crystalized intelligence: reasoning and representative sample of future test takers  Sensorimotor Stage: Birth to 2 years:
verbal skills - what you learn in school – to establish a basis for meaningful focused on exploring the world around
hard (like crystals!) facts, increase w/ age comparison (test it out 1st) them
o Fluid intelligence: spatial abilities, o Should be reliable: same results over o Lack Object Permanence: Objects when
processing speed, abstract thinking – time removed from field of view are thought to
can’t learn in school. decrease w/ age  Split-half reliability: compare two disappear (peek-a-boo)
 SPEARMAN’S G FACTOR: said a halves of the test o Dev. Sense of Self: by 2 yrs can
general intelligence (g) underlies all mental  Test-retest reliability: use the same recognize themselves in the mirror (blush
abilities (typical IQ of today) test on 2 different occasions test)
 GARDNER: multiple intelligences (8): o Should be valid: test is accurate –  Pre-operational Stage: 2 – 7 years: use
linguistic, logical-mathematical, musical, measures what it is intended to pretend play, developing language, using
spatial, bodily-kinesthetic, intrapersonal  Content validity: test measures what intuitive reasoning
(self), interpersonal (social), naturalist you want it to (an IQ test actually o Lack Conservation: recognize that
 STERNBERG: TRIARCHIC THEORY measures IQ) substances remain the same despite
o Analytical: mental components to solve  Predictive validity: test is able to changes in shape, length, or position (girls
problems, what IQ tests assess (book accurately predict a trait (high math with juice in glasses)
smarts) scores predicts good engineer) o Lack Reversibility: cannot do reverse
o Practical: ability to size up new  Standardized tests establish a normal operations (count out both 4+2 and 2+4)
situations and adapt to real-life demands distribution o Are egocentric: inability to distinguish
(street smarts)  Standard deviations are used to compare one’s own perspective from another’s –
o Creative: intellectual and motivational scores. think everyone sees what they see
processes that lead to novel solutions, Standard deviation measures how much the  Concrete Operational Stage: 7-11 yrs: use
idea, products scores vary from the mean. The percentages operational thinking, classification, and
 BINET: developed 1st intelligence test, stay the same in every curve can think logical in concrete context
combined with TERMAN – developed the  Formal Operational Stage: 11-15 yrs: use
STANFORD-BINET IQ TEST Development abstract and idealist thoughts,
(7-9%) hypothetical-deductive reasoning
 Prenatal Development:  Problems with Piaget’s theory: stages to
o Zygote: 0 – 14 days, cells are dividing discrete, dev. differs b/w kids
o Chronological age = actual age  VYGOTSKY’S THEORY: cognitive
o Mental age = tested age compared to o Embryo: until about 9 weeks, vital
organs being formed development is a social process too, need to
other of that age interact w/ others
o 100 is average o Fetus: 9 wks to birth, overall
o Zone of Proximal Development: gap
 WECHSLER: developed the WAIS and development
o Teratogens: external agents that can b/w what a child can do on their own and
WISC – most commonly used today w/ support. Need scaffolding (teachers)
 FLYNN effect: IQ has steadily risen over cause abnormal prenatal development
SOCIOEMOTIONAL DEVELOPMENT
the past 80 years – probably due to (alcohol, drugs, etc)
 Fetal alcohol syndrome (FAS): large  Temperament: patterns of emotional
education standards and better IQ tests reactions and babies (precursor to
amount of alcohol leads to FAS, causes
 Extremes of Intelligence: high IQ = above personality)
deformities, mental disability, death
135; intellectually disadvantage = below 70  Imprinting: baby geese believe the first
 Physical Development:
 Causes of mild intellectual disadvantage: thing they see after hatching is their mom –
o Maturation: natural course of
o PKU – liver fails to produce an enzyme happens during a critical period (from
development, occurs no matter what
needed to breakdown chemicals – leads LORENZ)
(walking)
to brain damage  HARRY HARLOW: discovered that
o Reflexes: innate responses we’re born
o Down syndrome – extra copy of 21st contact comfort is more important than
with
chromosome feeding (monkeys fed on wire or cloth
 Rooting, sucking, swallowing,
o Fragile X – higher chance in boys due to mothers). Monkeys raised in isolation
grasping, stepping, babinski
ONE X chromosome couldn’t socialize
o Eyes have the most limited
 Influence on IQ:  BAUMRIND: parenting styles
development, takes till 1 year
 Visual cliff: babies have to learn depth
perception, so they will cross a “cliff”
 o Authoritarian: rules & obedience, “my o Integrity vs despair: (60s and up): o Extrinsic motivation: motivation to
way or the highway” – kids lack reflect on your life, feel satisfaction or obtain a reward (trophy)
initiative in college failure  COGNITIVE DISSONANCE:
o Permissive: kids do whatever – no rules  PUBERTY! (rapid skeletal and sexual (FESTINGER): two opposing thoughts
– kids lack initiative in college maturation) conflict w/ each other, causing discomfort
o Authoritative: give and take w/ kids – o Primary sex characteristics: necessary (dissonance), which makes us find ways to
kids become socially competent and structures for reproduction (ovaries, justify the situation (cult that was going to
reliable testicles, vagina, penis) be abducted by aliens, smokers)
o Secondary sex characteristics:
nonreproductive characteristics that dev
 MARY AINSWORTH: developed the during puberty (breasts, hips, deepening
strange situation paradigm (children left of voice, body hair)
alone in a room w/ a stranger, then reunited o Frontal lobe continuous dev (not fully  OPTIMUM AROUSAL (ALSO
w/ mom – determines your attachment style developed till 25) CALLED THE YERKES DODSON
o Secure attachment (60% of infants):  GENDER DEVELOPMENT: sex = LAW): humans seek optimum levels of
upset when mom leaves, easily calmed chromosomes, gender = what you identify arousal –easier tasks requires more arousal,
on return. Tend to be more stable adults yourself as harder tasks need less
o Avoidant attachment (20% infants): o Gender roles: expected behaviors 
actively avoids mom, doesn’t care when (norms) for men/women
she leaves o Social learning theory: we learn gender
o Ambivalent attachment(10% infants): roles and identity from those around us
actively avoids mom, freaks out when  AGING:
she leaves o Cellular clock theory: cells have a
o Disorganized attachment (5%): maximum # of divisions before they
confused, fearful, dazed – result of abuse can’t divide anymore
 KOHLBERG’S MORAL DEV o Free-radical theory: unstable oxygen
o Preconventional morality: Children: molecules w/in cells damage DNA
they follow rules to avoid punishment o Over time skills decrease (reaction
o Conventional morality: adolescents: time, memory)
follow rules b/c rules exist to keep order  CROSS-SECTIONAL STUDY: studies
o Postconventional morality: adults: they ppl of different ages at the same point in
do what they believe is right (even if it time
goes against society) o Adv: inexpensive & quick HIERARCHY OF NEEDS: theory derived
 Carol Gilligan: said moral reasoning and o Disadv: can be differences due to by MASLOW – needs lower in the pyramid
moral behaviors are two different things generational gap have priority over needs higher in the
(what you say isn’t always what you do)  LONGITUDINAL STUDY: studies same pyramid
 Also said mean use “justice” for postcon. ppl over time
women use “caring for others” o Adv: eliminates groups (cohort)
 ERIKSON’S SOCIOEMOTINAL DEV. : differences, lots of detail
8 stages, each stage represents a crisis that o Disadv: expensive, time consuming, high
must be resolved, results in competence or drop out rates
weakness
o Trust vs Mistrust (birth – 18 months): if
needs are dependably met infants dev Motivation, Emotion, and
basic trust Personality
o Autonomy vs shame&doubt (1 -3 yrs): HUNGER
(11-15%)
toddlers learn to exercise their will and  Signals of hunger:
think for themselves THEORIES OF MOTIVATION
o Stomach contractions tell us we’re hungry
o Initiative vs guilt (3-6 yrs): learn to  INSTINCT: complex behaviors have fixed
o Glucose (sugar) level is maintained by
initiate tasks and carry out plans patterns and are not learned (explains
the pancreas (endocrine system).
o Industry vs inferiority (6 yrs to animal motivation)
o Insulin decreases glucose. Too little
puberty): learn the pleasure of applying  DRIVE REDUCTION: physiological need
creates aroused tension (drive) that glucose makes us hungry.
themselves to tasks o Hormones signal eat: orexin, Ghrelin
o Identity vs role confusion: (adolescence motivates you to satisfy the need (driven by
homeostasis: equilibrium) o Hormones signal stop: PYY, leptin
thru 20s): refine a sense of self by testing o Lateral hypothalamus: stimulated
o Primary drive: unlearned drive based
roles and forming an identity makes you hungry; lesioned you will
o Intimacy vs isolation: (20s—40s): form on survival (hunger, thirst)
o Secondary drive: learned drive never eat again. (I’m LATE for lunch.
close relationships and gain capacity for I’m hungry. The LATEral
love (wealth or success)
 INCENTIVE THEORY: driven by hypothalamus makes you hungry.)
o Generativity vs stagnation: (40s-60s): o Ventromedial hypothalamus: when
discover sense of contributing to the external rewards
o Intrinsic motivation: inner motivation stimulated you feel full, when destroyed
world, thru family & work you eat eat eat eat (fat woman and cake)
– you do it b/c you like it
  Obesity:  Non-verbal cues: gestures, duchenne smile  Avoidance avoidance conflict : lose –
o Increased risk of heart attack, (you can tell a real smile from a fake one) lose; both outcomes are bad but you have
hypertension, atherosclerosis, diabetes  Facial feedback hypothesis: being forced to choose one (clean your room or do
o Can be genetic – adopted children to smile will make you happier (cartoon your homework)
resemble their biological parents study with pen in mouth)  Multiple approach avoidance conflict:
o Set point: control system dictates how  Display Rules: social group or culture’s two (or more) win-lose situations; conflict
much fat you should carry – every person norms of how to express certain emotions is which to choose (College A is good for
is different INDUSTRIAL/ORGANIZATIONAL your major but no scholarship, College B
Eating Disorders: PSYCH is bad for your major but has a
o Anorexia: weight loss of at least 15%  Industrial / Organizational Psych: scholarship)
ideal weight, distorted body image psychof the work – employee recruitment,
 Causes: overly critical parents, training, satisfaction, productivity
perfectionist tendencies, societal ideals
o Bulimia: usually normal body weight, go  Ergonomics / Human Factors: intersection
through a binge-purge eating pattern (eat of engineering and psych – focuses on PERSONALITY THEORIES
massive amounts, then throw up) safety and efficiency of human-machine PSYCHODYNAMIC EXPLANATION
 Causes: same as anorexia interactions SIGMUND FREUD said personality was
SEXUALITY  Hawthorne effect: productivity increases largely unconscious.
 Biology of sex: when workers are made to feel important  Conscious: immediate awareness of current
o Hypothalamus: stimulation increases (teacher teaches when principal comes in) environment
sexual behavior, destruction leads to  Theory X management: manager controls  Preconscious: available to awareness
sexual inhibition employees, enforces rules. Good for lower (phone #s)
 Males – testosterone level jobs  Unconscious: unavailable to awareness
 Females - estrogen  Theory Y management: manger gives  id: our hidden true animalistic wants and
o Sexual Response Pattern: Excitement employees responsibility, looks for input. desires – operates on the pleasure principle,
phase, plateau, orgasm, refractory period Good for high level jobs all about rewards and avoiding pain (devil
(resolution phase) (cannot “fire” again STRESS AND HEALTH on your shoulder – entirely unconscious)
until you reset, guys only)  Problem-focused coping: solving or doing  superego: our moral conscious (angel on
o Alfred Kinsey: created Kinsey scale of something to alter the course of stress your shoulder, all 3 consciousness)
homosexuality (ranges on a spectrum) (planning, acceptance)  ego: reality principle, has to deal w/ society,
Studies lacked a representative sample  Emotion-focused coping: reducing the stuck mediating b/w the id and superego (its
o Homosexuality: biological roots: emotional distress (denial, disengagement) you! – conscious and preconscious)
differences in the brain, identical twins  GENERAL ADAPTATION When ego cannot mediate b/w the id and
more likely to both be gay, later sons SYNDROME (GAS): three phases of a superego, we use defense mechanisms
more likely to be (hormones from mom) stress response (SELYE came up w/ this)  Repression: push memories back into the
THORIES OF EMOTIONS o Alarm: body/you freak out in response to unconscious mind (sexual abuse is too
Older Theories stress traumatic to deal w/ so you repress it)
 James Lange – Stimulus  Arousal (SNS) o Resistance: body/you are dealing with  Projection: attribute personal shortcomings
 Emotion stress & faults on to others (man who wants to
 Canon Bard – Stimulus  Arousal / o Exhaustion: body/you cannot take any have an affair accuses his wife of having
Cog. Label is one)
Emotion simultaneous more, give up
New Theories the key  Denial: refuse to acknowledge reality
 Schacter Two Factor – Stimulus arousal (refuse to believe you have cancer)
 label / emotion simultaneous Displacement; shift feelings from an
 Lazarus Appraisal – Stimulus  Label unacceptable object to a more acceptable
Arousal / Emotion (LL – Lazarus Labels one (can’t tell at teacher, go home and yell
First) at the dog)
Biological Theory (Le Doux)  Reaction formation: transform
 Some stimuli are routed directly to the Not valid unacceptable motive into his opposite
today
amygdala bypassing the frontal cortex (gut  Type A Personality: rigid, stressful person, (woman who fears sexual urges becomes a
reaction to a cockroach) perfectionist. At risk for heart disease religious zealot)
 Type B Personality: laid back, nonstressed.  Regression: transform into an earlier
 development period in the face of stress
Theories of Conflict (Lewin) (during exam week you start to suck your
 Approach approach conflict: win – win thumb)
situation; conflict is which win you have  Rationalization: replace a less acceptable
to choose (you can eat out at ONE of your reasoning with a more acceptable one (don’t
two favorite restaurants – you can only get into your college – justify it was a sucky
choose one though) college anyway)
Behavioral factors: there are SIX universal  Approach avoidance conflict: win – lose  Sublimation: replace unacceptable impulse
emotions (happiness, anger, sadness, situation; outcome has positive and w/ a socially acceptable one (man w/ strong
surprise, disgust, feat) seen across ALL negative aspects (marriage) sexual urges paints nudes. Dexter)
cultures (Eckman’s theory) FREUD’S PSYCHOSEXUAL STAGES
 Oral stage (0-18 months): pleasure focuses  TRAIT THEORIES: {I’m outgoing (behavior), I choose to
on the mouth (id)  Big Five: (by Costa & McCrae) (acronym teach b/c it lets me be outgoing
 Anal stage (18 – 36 months): pleasure OCEAN) You vary on each of these (environment), and I have thought this
involves eliminative functions (ego forms) o Openness : high levels = imaginative, through which is why I teach despite
 Phallic stage (3 – 6 yrs): pleasure focuses independent, like variety making less money (cognitive)}
on genitals (superego forms) o Conscientiousness: high levels =  Self-efficacy: belief that one can succeed,
o Oedipal complex: young boys learn to organized, careful, disciplined so you ensure you do
identify w/ their father out of fear of o Extraversion: high levels = sociable, fun-  Internal locus of control: you control your
retribution (castration anxiety) loving, affectionate (opposite is own fate
o Electra complex: young girls learn to introversion: shy, timid, reserved)  External locus of control: chance / outside
identify w/ their mother b/c they cannot o Agreeableness: high levels = soft forces control your fate
with their father (penis envy) hearted, trusting, helpful What’s wrong with social-cognitive? – Too
 Latency stage (6 yrs to puberty): psychic o Neuroticism (emotional stability): low specific, cannot generalize
time out – personality is set neuroticism (high stability) = calm, secure What’s good about it? – Highlights
 Genital State (adulthood): sexual What’s wrong with trait theory? – ignores situations, and cognitive explanations of
reawakening – oedipal and electra the role of the situation in behavior personality
“feelings” are repressed, turn sexual wants What’s good about it? - identifying traits How do we test it? – Observations &
onto an appropriate person gives us perspectives about careers, interviews (time consuming)
 FIXATION: can become “stuck” in an relationships, health Clinical Psychology
earlier stage – influences personality (oral How do we test this approach?
stage smokes/drinks, anal is “anal  Personality Inventories like:
(12 – 16%)
retentive”, phallic is promiscuous) o MMPI – helpful for mental health and  Defining abnormal behavior:
What’s wrong w/ Freud theory? – job placement o Requires “clinically significant”
unverifiable, descriptive not predictive What’s wrong w/ these tests? disturbance in cognition, emotional
What’s good about it? – 1st theory about  They’re long, social desirability can be an regulation or behavior AND
personality, sparked psychoanalysis influence, and they’re too broad o Significant distress or disability social
How do we test this approach? HUMANISTIC PERSPECTIVE situations, occupations or other important
 Psychoanalysis: analyze a person’s  Emphasized personal growth and free will. activities
unconscious motives thru the use of: You don’t like yourself? So change!  Historical causes: biology, psychological
o Free Association: say aloud everything  CARL ROGERS: talked about our self- issues, supernatural issues (demons)
that comes to mind w/o hesitation concept (idea of who we are). Your self-  Medical model: emphasizes treatment of
o Transference: looks for feelings to concept is the center of your personality disorders, as they have a biological origin.
transferred to psychoanalyst o Actual (social) self: what others see Came through the reformation of
o Dream interpretation: analyze the o Ideal (true) self: who you WANT to be institutions in U.S. (DORTHEA DIX)
manifest (seen message) and latent o A positive self-concept makes us perceive  Biopsychosocial model: currently used
(hidden messages) content the world positively (optimist) model – stress biological, psychological,
o Projective Tests: ambiguous stimuli o A negative self-concept makes us feel and social causes
shown to look at your unconscious dissatisfied and unhappy  Diagnosing abnormal behavior:
motives (THESE SUCK B/C THEY What wrong with humanistic theory? - o DSM: manual listing all currently
ARE VERY SUBJECTIVE) too optimistic about human nature, abstract accepted psychological disorders.
 Thematic apperception test (TAT) : concepts are difficult to test Classifies them based on criteria –
tell a story about a picture (when What’s good about it? – emphasizes provides no explanation of causes or
someone has a tattoo (tatt) you ask conscious experiences and change treatments
what it means  Individualistic Cultures: give priorities to ANXIETY DISORDERS
 Rorschach inkblot: show an inkblot own goals over group goals. Define your Most common disorders in the U.S.
NEO-FREUDIANS identify in terms of you (American society)  Generalized Anxiety Disorder (GAD):
 CARL JUNG: believed in the collective  Collectivistic Cultures: give priority to the person is generally anxious, all the time, for
unconscious (shared inherited reservoir of goals of the group, your identity is part of NO REASON
memory – explains common myths across that group (China)  Panic Disorder: person is prone to frequent
civilizations & time) SOCIAL-COGNITIVE PERSPECTIVE panic attacks (feeling like you’re having a
 KAREN HORNEY: said personality  Behavior is a complex interaction of inner heart attack). Can come w/ agoraphobia:
develops in context of social relationships, process and environmental influence – anxiety about being in places you cannot
NOT sexual urges (security not sex is which influences personality escape (fear of public spaces / people)
motivation, men get womb envy)  Emphasizes conscious awareness, beliefs,  Phobias: irrational fear that disrupts your
TRAIT PERSPECTIVE expectations, and goals life
 Traits are enduring personality  BANDURA! Talked about RECIPROCAL CAUSES OF ANXIETY DISORDERS:
characteristics, people can be described by DETERMINISM: interaction of behavior,  Psychodynamic: repressed thoughts &
these – have strong or weak tendencies. feelings manifest in anxiety and rituals
cognitions, and
They are stable, genetic, and predict other  Behaviorist: fear conditioning leads to
environment anxiety, which is then reinforced. Phobias
attributes. make up you. might be learned through observational
 Use factor analysis to find these: statistical  learning
procedure used to identify similar
components
 Biological: natural selection favored those with “turned-on” by environmental stimuli an impairment in social relationships,
certain phobias (heights). Twins often share (like stress) –most commonly developed communication, and activities
disorders. Often see less GABA in the brain during college years TREATMENT OF PSYCHOLOGICAL
SOMATOFORM DISORDERS DEPRESSIVE DISORDERS DISORDERS
 Psych disorders w/ no physical cause  Major depressive disorder: extreme  PSYCHODYNAMIC APPROACH: SEE
o Conversion disorder: loss of feeling or sadness and despair, apathy towards life, w/ PERSONALITY SECTION
usage of a limb or body part (sight) – no known cause  HUMANISTIC APPROACH:
absolutely no physiological cause though  Disruptive mood regulation disorder: o Client-centered therapy: (developed by
o Illness Anxiety Disorder: person Frequent temper tantrums inconsistent with CARL ROGERS) techniques include
interprets normal symptoms as a major developmental level active listening, accepting environment,
disease – must disrupt their life  Seasonal Affective Disorder (SAD): form focuses on patient growth (you figure
of depression that occurs typically winter – out what needs to change and do it)
found mostly in Northern areas (Alaska,
Ireland) UNIQUE TREATMENT =
LIGHT THERAPY
DISSOCIATIVE DISORDERS
 Dissociative Identity Disorder: formerly BIPOLAR DISORDERS
multiple personalities – person fractures  Bipolar disorder: bouts of severe  COGNITIVE APPROACH:
into several distinct personalities who depression & manic episodes o Rational-emotive therapy: (developed
normally have no awareness of each other. o Mania: heightened mood, characterized by ELLIS) techniques include analyzing
NOT SCHIZOPHRENIA! by risky behaviors, fast talking, flights of self-defeating behaviors to change
o Usually caused by childhood abuse ideas thought patterns – and then change
o Legitimacy is doubted by some, more CAUSES OF DEPRESSIVE AND behaviors associated w/ said patterns
common in those w/ good health BIPOLAR DISORDERS  Best for anxiety disorders
insurance  Biology: lower levels of serotonin &  Very confrontational
o Treatment involves integration of the norepinephrine linked to depression, higher o Cognitive therapy: (developed by
personalities levels of norepinephrine linked to mania. BECK) illogical thoughts 
 Dissociative Amnesia + Fugue: following Runs in families suggesting GENES. Twin psychological problems, challenges
a traumatic event a person leaves, taking on studies also support this. those thoughts
a whole new life & personality w/ no  Cognitive: negative thought patterns leads  Best for depression
memory of the previous one to depression  Self-directed – you figure out your
SCHIZOPHRENIA PERSONALITY DISORDERS errors
NOT MULTIPLE PERSONALITIES!  Marked by disruptive, inflexible, enduring  BEHAVIORAL APPROACH (typically
THEY HAVE ONE PERSONALITY! behavior patterns – makes this very used for anxiety disorders / phobias)
 SYMPTOMS difficult to treat! AP exam favorite
o Classical Conditioning:
o Positive Symptoms (not good – means o Antisocial: NOT “avoidant of  Counterconditioning Little Albert &
something added)) socialization” – more like “anti-society” – Watson
 Hallucinations: sensory experiences disregard for others, manipulative, breaks  Aversive conditioning: associate an
w/o sensory stimulation (seeing and/or laws unpleasant experience (e.g. nausea)
hearing things) o Borderline: instable interpersonal w/ an unwanted behavior (e.g.
 Delusions: fixed, false beliefs (people relationships & self-image, “I hate you, drinking alcohol)
are out to get them, grandiose thoughts don’t leave me”  Exposure therapy: slowly expose
(I am God) o Histrionic: excessive emotionality & people to whatever it is that makes
 Disorganized thinking, Disorganized attention seeking them anxious
speech o Narcissistic: need for admiration & lack  Systematic desensitization:
o Negative Symptoms (something taken of empathy (who cares about everyone associate a pleasant relaxed state w/
away) else – look at me!) gradually increasing anxiety
 Flat affect: lack ability to show OTHER DISORDERS triggering stimuli (create a
emotions  Obsessive-compulsive Disorders desensitization hierarchy – ex. List of
 Impaired decision making, inability (OCD): person is overwhelmed with things about flying that makes you
to pay attention both: nervous – step through each one till
o Catatonia: become frozen over periods o Obsessions: persistent unwanted you can do it)
of time (exhibit waxy flexibility: can thoughts (did I leave the stove on?)  Intensive exposure therapy
move them into new positions) o Compulsions: senseless rituals (hand (Flooding): force someone to
 CAUSES OF SCHIZOPHRENIA washing) experience the fear (afraid of
o Brain abnormalities: enlarged ventricles drowning, throw you in a pool)
 Post-traumatic stress disorders
(atrophy), smaller frontal cortex (PTSD): characterized by flashbacks, o Operant Conditioning: use behavior
o Genetics: runs in families, MZ twins at problems w/ concentration, and anxiety modification (reward good behaviors w/
higher risk following a traumatic event (war, natural token reinforcers ). Used in schools, w/
o Dopamine hypothesis: too much disasters) autistic children, etc.
dopamine in the brain  Autism Spectrum Disorder: usually  OTHER THERPAIES:
o Diathesis – Stress: individual has a diagnosed in childhood, characterized by
genetic predisposition, disease must be
 o Family therapy: treats the family as a  Foot in the door phenomenon:  Ingroup bias: tendency to favor our own
system, individual behaviors are complying w/ a small request then leads group
influenced by family dynamics to going along w/ a larger request (can I  Scapegoat theory: prejudice offers an
o Group therapy: therapy through a group have $5? Yes. Now can I have $25?) outlet for anger by providing someone else
– lets patients see “they’re not alone”  Door in the face phenomenon: a large to blame
 BIOLOGICAL APPROACH: CALLED request is turned down, when then leads
BIOMEDICAL THERAPIES you to be more likely to comply w/ a Must have all 3 for FRQ – belief behavior change
 belief
o Drug therapies (psychopharmacology): small request (can I have $100? Heck no!
 Anti-psychotics: decrease dopamine: How about $20? Okay)  Ethnocentrism: tendency to see your own
treats schizophrenia  Halo effect: if your 1st impression group as more important than others
 Side effects: TARDIVE someone is good you’ll interpret other  Just-world phenomenon: tendency for ppl
DYSKINESIA: hand tremors (similar info about them in a good way to believe that the world is just and
to Parkinson’s- due to lack of  STANFORD PRISON EXPERIMENT therefore ppl get what they deserve
dopamine), worsening of negative (ZIMBARDO): classic “experiment” (homeless ppl)
symptoms, extreme sedation where individuals were assigned to be AGGRESION
 Drug names: thorazine, clozapine guards / prisoners. w/in days they took on  Social learning theory (BANDURA) –
 Mood stabilizers: used in the treatment their roles and went too far. Highly observing violence in others makes us
of BIPOLAR disorder : LITHIUM unethical more violent for a time
 Anti-anxiety drugs: depress the SOCIAL INFLUENCE  Frustration-aggression hypothesis:
central nervous system (dangerous in  Conformity: classic experiment done by frustration creates anger, which leads to
combo w/ alcohol) Xanax, Ativan ASCH – showed lines of different lengths, aggression
 Anti-depressants: increase serotonin confederates gave wrong answers to see if  Hostile aggression: emotional /
through REUPTAKE inhibition others would go impulsive anger (setting car on fire)
 Side effects: drowsiness, anxiety, can along w/ it  Instrumental aggression: premediated –
increase suicide risk in teens o Normative goal is to get something (give me your
 Drug names: SSRIs (selective social lunch money)
serotonin reuptake inhibitors) like influence: we ATTRACTION
Prozac, Zoloft, Paxil. SNRIs (selective conform to gain approval or to not stand  Mere exposure effect: repeated exposure
norepinephrine reuptake inhibitors) out from the group (be part of the norm) to novel stimuli increases liking of them
Cymbalta, Effexor o Informational social influence: we (the more time you spend around
o Electroconvulsive therapy (ECT): send conform to others b/c we think their something the more you like it)
electricity to induce minor seizures. Used opinions must be right (change answers  Physical attractiveness: pretty ppl are
(rarely) to treat depression (when nothing to math hw) thought to be more credible, less likely to
else works). Thought to “reboot” the brain  Obedience: classic experiment done by do bad things
o Psychosurgery (frontal lobotomy): MILGRAM: participants were to “teach”  Similarity: we prefer ppl similar to us
frontal lobe is surgically destroyed. Used another individual using shocks. 60% of  Passionate Love: Early stage of romance
to treat depression or violent individuals – participants would administer lethal shocks – intense pos. obsession w/ another (due
almost never used anymore to another person simply b/c they were told to arousal)
GROUP INFLUENCE
Social  Companionate Love: Later stage – deep
 Social facilitation: perform better on attachment to someone who your life is
(8-10%) simple or well learned tasks in the presence intertwined w/ - best with equality and
SOCIAL COGNITION of others self-disclosure (revealing intimate details
 Attribution theory: we explain others  Social loafing: tendency for ppl in a group about self)
behaviors by crediting the situation or the to exert less effort when pooling their effort ALTRUISM
person’s internal disposition (they only together (tug of war)  Altruism: unselfish regard for the
passed b/c they cheated)  Deindividuation: loss of self-awareness welfare of others
 Actor-observer bias: when its and self-restraint occurring in group  Bystander effect: the more ppl around
others – blame the person, when its you, situations that foster arousal and anonymity the less likely we are to help someone in
blame the situation (mob mentality) need (Kitty Genovese)
 Fundamental attribution error  Group polarization: the more time spent  Social exchange theory: social behavior
tendency for observers to underestimate w/ a group the stronger their thoughts / (helping) is an exchange process – aim is
the importance of the situation and opinions will become to maximize benefits and minimize cost
overestimate the impact of personal  Groupthink: desire for harmony w/in a  Reciprocity norm: we give so we can get
disposition (that guy cut me off b/c he’s a group leads to everyone going along w/ the CONFLICT
jerk – not that his wife could be in labor) same thinking, ignoring other possibilities  Social trap: conflicting parties pursue
 Central route to persuasion: change or bad ideas their own best interests, which can result
people’s attitudes through logical  Risky shift: groups make riskier decisions in destructive results (prisoner’s dilemma
arguments and explanations. Leads to together rather than alone – game theory) (choose 5 or 15 demo)
long term behavior change PREJUDICE  Superordinate goals: two or more
 Peripheral route to persuasion: change  Ingroup: “US” – ppl w/ whom we share a groups work together to achieve a
people’s attitudes through incidental cues common identity common goal, creates cohesiveness
(like a speaker’s attractiveness). Leads to  Outgroup: “them” – ppl perceived as SOCIAL SELF
temporary behavior changes different or not part of the group
 False-consensus effect: we overestimate Define – DEFINE EVERY TERM.
the degree to which everyone else thinks / PERIOD.
acts the way we do
 Self-fulfilling prophecy: a belief that Apply – apply the concept to the
leads to its own fulfillment (I expect you
scenario given – make sure to
all to pass, you know this, you study –
fulfilling my prophecy) refer to the prompt, don’t give
 Self-serving bias: readiness to perceive random examples with no
ourselves as favorably context
 Spotlight effect (self-objectification) :
tendency of an individual to overestimate Synonyms – don’t parrot the prompt –
the extent to which others are paying try to use synonyms when
attention to them possible
 Stereotype threat: feel at risk of
conforming to the group, influences your Created by C.Thompson; 2013 - updated March 2021
behaviors, cognitions
[email protected]
AP Exam Formatting:
THOMPSON’s FRQ Tips:
100 Multiple Choice Questions – 70
minutes 1. Answer what you know on EACH
FRQ first. (you have MORE than
10 minute break enough room to space out your
terms and keep them in order)
TWO FRQs – 50 Minutes 2. Then answer what you think you
know
 One FRQ specific to research 3. Check your time – if you have <5
methods minutes reread what you’ve wrote
 One FRQ conceptually based and fix anything – if you have >10
minutes –BS the terms you didn’t
know at all, then reread and fix what
you wrote on the ones you did
FRQ TIPS: 4. Finally, DEFINE DEFINE
DEFINE.
Remember to CHUG SODAS:

Concise – answer the prompt as THOMPSON’s Last Minute

Cramming Tips:
concisely as possible
1. Review Social. 95% likeliness to be
Handwriting – write legibly and in on the FRQ
black and/or blue pen. If you 2. Review Cognition. 80% likeliness to
have trash handwriting then be on the FRQ.
write on every other line 3. Review Research – ENTIRE FRQ
GUARANTEED
Underline – underline the vocab term 4. Review Confusing Pairs.
you’re talking about (or write 5. Make sure you know what the
sympathetic nervous system does
it in a different color)
and what correlation means.
6. Sleep.
Get rid of intro and concluding 7. Eat.
paragraphs (just answer the 8. Don’t chug 3 Red Bulls.
bloody question!)

Spacing – leave a space between each

term that you are writing about

Order and organize – write in order

and organize each term into its
own paragraph