Studied by 75 people
correlate
variable (X) that is associated with an outcome of interest (Y)
risk factor
a factor or characteristic that is associated with an increased risk of developing condition Y.
variable risk factor
a risk factor that can change within a person
fixed marker
a risk factor that cannot change within a person
variable marker
a variable risk factor that, when changed, doesn't influence the outcome of interest (i.e., it can vary, but it is still a marker of increased risk for the outcome of interest)
causal risk factor
change in x leads to change in y
etiology
cause of disease
necessary cause
characteristic that must exist for a disorder (Y) to occur
sufficient cause
a condition that guarantees the occurrence of a disorder; rare
contributory cause
increases the probability of a disorder developing but is neither necessary nor sufficient for the disorder to occur.
distal risk factors
occur early in life but don't show effects for many years
proximal risk factors
factors that operate shortly before the occurrence of the symptoms of a disorder
reinforcing contributory cause
a condition that tends to maintain maladaptive behavior that is already occurring
diathesis-stress model
someone who has a preexisting vulnerability for that disorder experiences a major stressor.
additive model
the diathesis and the stress simply add up, or sum together.
interactive model
some amount of diathesis must be present before stress will have any effect
protective factors
decrease the likelihood of negative outcomes among those at risk
resilience
the ability to adapt successfully to even very difficult circumstances.
development psychopathology
concentrates on determining what is abnormal at any point in development by comparing and contrasting it with the normal and expected changes that occur in the course of development.
biopsychosocial approach
an integrated approach that incorporates biological, psychological, and social-cultural levels of analysis
4 biological factors
(1) genetic vulnerabilities, (2) brain dysfunction and neural plasticity, (3) neurotransmitter and hormonal abnormalities in the brain or other parts of the central nervous system, and (4) temperament.
genes
long molecules of DNA (deoxyribonucleic acid) that are present at various locations on chromosomes.
chromosomes
a threadlike structure of nucleic acids and protein found in the nucleus of most living cells, carrying genetic information in the form of genes.
polygenic
describes a characteristic that is influenced by many genes
genotype
total genetic endowment
phenotype
observed structural and functional characteristics that result from an interaction of the genotype and the environment
genotype-environment interaction
genetic factors are not necessary and sufficient to cause mental disorders but instead can contribute to a vulnerability or diathesis to develop psychopathology that only happens if there is a significant stressor in the person's life
genotype-environment correlation
genotypic vulnerability that can shape a child's environmental experiences
evocative effect
an increase in the current frequency of behavior that has been reinforced by the stimulus that is increased in reinforcing effectiveness by the same motivating operation
active effect
the child seeks out or builds an environment that is congenial
behavior genetics
the field that focuses on studying the heritability of mental disorders (as well as other aspects of psychological functioning): (1) the family history method, (2) the twin method, and (3) the adoption method.
family history/pedigree method
an investigator observe samples of relatives of each proband or index case (the subject, or carrier, of the trait or disorder in question) to see whether the incidence increases in proportion to the degree of hereditary relationship.
concordance rate
indicates the percentage of twin pairs or other pairs of relatives who exhibit the same disorder
linkage analysis
studies of mental disorders capitalize on several currently known locations on chromosomes of genes for other inherited physical characteristics or biological processes
association studies
two large groups of individuals, one group with and one group without a given disorder.
developmental systems approach
acknowledges that genetics influences neural activity, which in turn influences behavior, which in turn influences the environment, but also that these influences are bidirectional.
synapse
the junction between the axon tip of the sending neuron and the dendrite or cell body of the receiving neuron
neurotransmitters
chemical messengers that cross the synaptic gaps between neurons
hormones
chemical messengers secreted by a set of endocrine glands in our bodies.
pituitary gland
the master gland of the endocrine system
cortisol
stress hormone
tempermanent
child's reactivity and characteristic ways of self-regulation, which is believed to be biologically programmed.
mediator
lies between two other variables and helps explain the relationship between them.
object relations theory
the psychodynamic theory that views the desire for relationships as the key motivating force in human behavior
interpersonal perspective
emphasizes social and cultural forces rather than inner instincts as determinants of behavior.
attachment theory
the idea that early attachments with parents and other caregivers can shape relationships for a person's whole life
freud's contributions
some theories and techniques still used today
certain abnormal mental phenomena occur as an attempt to cope with difficult problems.
humanistic perspective
the psychological view that assumes the existence of the self and emphasizes the importance of self-awareness and the freedom to make choices
existential perspective
the emphasis is on person's uniqueness, freedom and choice, and responsibility.
behavioral perspective
the study of directly observable behavior and of the stimuli and reinforcing conditions that control it could serve as a basis for understanding human behavior, normal and abnormal.
learning
the modification of behavior as a consequence of experience
classical conditioning
a form of learning in which a neutral stimulus is paired repeatedly with an unconditioned stimulus that naturally elicits an unconditioned behavior.
extinction
the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced.
operant/instrumental conditioning
a learning process in which the consequences of an action determine the likelihood that it will be performed in the future
reinforcement
any event that strengthens the behavior it follows
generalization
the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses
discrimination
the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus
observational learning
learning through observation alone, without directly experiencing an unconditioned stimulus (for classical conditioning) or a reinforcer (for instrumental conditioning).
cognitive psychology
study of basic information-processing mechanisms such as attention and memory, as well as higher mental processes such as thinking, planning, and decision making.
self-efficacy
one's sense of competence and effectiveness
cognitive-behavioral perspective
a theory of abnormal behavior that focuses on how thoughts and information processing can become distorted and lead to maladaptive emotions and behavior
schema
a concept or framework that organizes and interprets information
assimilation
interpreting our new experiences in terms of our existing schemas
accommodation
adapting our current understandings (schemas) to incorporate new information
nonconsciously
outside awareness.
attribution theory
assigning causes to things that happen.
attributional style
a person's characteristic way of explaining outcomes of events in his or her life
types of detrimental social factors
(1) early deprivation or trauma, (2) problems in parenting style, (3) marital discord and divorce, (4) low socioeconomic status and unemployment, (5) maladaptive peer relationships, and (6) prejudice and discrimination.
authoritative style
very warm and very careful to set clear standards and limits on certain kinds of behaviors while allowing considerable freedom within these limits.
authoritarian style
high on control but low on warmth.
permissive/indulgent style
parents are high on warmth and low on control and discipline.
neglectful/uninvolved style
parents are low on warmth and low on control.
proactive aggression
where they initiate the aggressive behavior
reactive aggression
where they overreact when confronted
prosocial popular children
communicate with their peers in friendly and assertive yet cooperative ways
antisocial popular children
tend to be "tough boys" who may be athletically skilled but who do poorly academically. they are often highly aggressive and defiant of authority
prejudice
prejudgment based on personal characteristics
discrimination in race, gender, etc.
unjust treatment of others based on perceived group membership
access discrimination
members of a certain group (e.g., women, people of a certain race or ethnicity) are not hired because of their personal characteristics
treatment discrimination
certain types of people are given a job but are paid less and receive fewer opportunities for promotion
cultural perspective
impact of culture on the definition and manifestation of mental disorders.
cultural syndromes
sets of particular symptoms of distress found in particular cultures, which may or may not be recognized as an illness within the culture
cultural idioms of distress
ways of talking about or expressing distress that differ across cultures
cultural explanations
different ways of explaining the causes of different symptoms or disorders
Note
Flashcard