Cumulative Exam

Psychologist

* Ph.D.
* Therapy to treat mental illness
* Trains as a psychologist but specializes in clinical or counseling
* Views mental illness as a combination of disease and enviromental and personality factors

Psychiatrist

* M.D.
* Primarily medication to treat mental illness
* Trains as doctor and completes additional training in the field of psychiatry
* Views mental illness as a disease

Wilhelm Wundt

* “The first psychologist”
* 1879 first documented psychological/experiment

William James

* The “father” of psychology
* Functionalism
* Behavior is on purpose

B.F. Skinner

* Rule of Consequence and what types of consequences are most effective
* Skinner Boxes

True Experiments must:

* MUST
* Have randomly assigned
* Have manipulation of an IV and measurement of a DV

Correlation Methods

* Access two variables that may be uncontrollable to the researcher
* Most common in psychological studies

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* Advantages
* Allows prediciton of behavior
* Disadvantages
* Correlation =/= Causation
* Directional Problem
* Third Variable Problem

Experimental Methods

* Manipulation of an IV in a controlled enviroment in order to observe change in DV
* Allows us to make judgements about causation
* Most controll over variables

Cones

* Needs a Lot of Light Information
* Located in Center of the Retina
* Used in Fine Details of an Image
* Percieves Color of the Light

Rods

* Sensitive to Light
* Needs very Little Light to Send Signals
* Located on the Edge of the Retina
* Only percieves in Black and White

Gate Control Theory

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Limited Amount of Processing of a Certain Amount of Information from One Part of the Body

Neuron Structure

* Cell Body
* Dendrites
* Myelin Sheath
* Axon

Types of Neurotransmitters

* Serotonin
* Norepinephrine
* Dopamine
* Glutamate and GABA
* Acetylcholine

The Four Lobes

1. Frontal Lobe
2. Parietal Lobe
3. Temporal Lobe
4. Occipital Lobe

Frontal Lobe

Primary Motor Cortex

* Voluntary movements

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Pre-Frontal Cortex

* Judgement
* Planning
* Attention

Parietal Lobe

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Primary Somatosensory Cortex

* Touch
* Pain
* Temperature
* Body position

Temporal Lobe

Primary Auditory Complex

* Process incoming sounds from ears

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Recoginition of Visual Stimuli

* Objects
* Familiar People

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Language Center

* Understanding speech
* Coherent Speech

Occipital Lobe

Primary Visual Cortex

* Interprets sensory information from the brain
* Connects to Temporal Lobe
* Identify what we see
* Connects to Parietal Lobe
* Process movement in what we see

Dendrites (Neuron Structure)

* Recieves Information

Axon (Neuron Structure)

* Sends Information

Myelin Sheat

* Glia cell that support communication

Cell Body (Neuron Structure)

* Brains of the Neuron

Neurotransmitters

* Chemical messages that changes charges of the fluid that neurons sit in

Depolarization

* Neuron becomes more-like its fluids charge
* More positive
* Positive Charge continues communication (Action Potential)

Hyperpolarization

* Neuron becomes even more negatively charged
* Negative Charge stops communication

Excitatory (Neurotransmitters)

* Depolarize the neuron
* Good communication

Inhibitory (Neurotransmitters)

* Hyperpolarizes the neuron
* No communication

Subcortical Structures

* Sensory Processing
* Emotional Reaction

Thalamus (Subcortical)

* Sensory information processing

Basal Ganglia (Subcortical)

* Voluntary movement

Amygdala (Subcortical)

* Deals with fear and aggression response

Hippocampus (Subcortical)

* Create long term memories

Hypothalamus (Subcortical)

* Regulates human functions
* Themperature
* Hunger
* Sexual Arosual

Brain Stem

* Basic Functions
* Keep the human alive

Medulla (Brain Stem)

* Controls
* Blood Pressure
* Heart Rate

Pons (Brain Stem)

* Controls
* Sleep Alertness
* Awake Alertness

Cerebellum (Brain Stem)

* Controls
* Motor Coordination
* Motor Balance

Recticular Formation (Brain Stem)

* Controls with hormones (Sertonin/Norepinephrine)
* Mood
* Some Sleep
* Norepinephrin
* Important in the “fight/flight” response

Cornea

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* Outer-Most Layer
* First Part of Eye that Bends the Light
* Protects the Eye from Debri

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Pupil

* Center of the eye (literal black hole)
* Allows Light to Enter the Depths of the Eye

Retina

* All Light Information is Directed into the Retina
* Neurons that Translate Light to Neuron Signals

Forea

* Middle of the Retina
* Perception of Fine Details

Iris

* A Muscle that can Relax, Constrict, and Constract
* Controls Size of Pupil // Light Allowed into the Eye
* Substances can also Control Constriction and Constraction

Lens

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* Adjusts the Bending of the Light
* Makes the Image Sharper or Less Sharp

Pinna (Outer Ear)

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Outer-most part of the ear that Funnels Sound Waves into Ear

Cochlea (Inner Ear)

Filled with Fluid that Vibrates with Input

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* Cochlea Duct has Basiler Membrane

Basiler Membrane (Inner Ear)

Turns Vibrations into Neuron Signals

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* Movement of Organ of Corti causes Transduction

Ear Canal (Outer Ear)

A Hole in the ear that Carries Sound Deeper into the Ear

Ear Drum (Outer Ear)

Seperates Outer Ear from Middle Ear, Waves of Sound Turn into Vibrations

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* also known as Tympanic Membrane

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Oscicles (Middle Ear)

Carries Vibrations Deeper into the ear

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Made of:

* Hammer
* Anvil
* Stimup

Oval Window (Inner Ear)

Seperates Middle Ear and Inner Ear

Ear Anatomy

Maslow’s Needs

* Self-Actualization
* Esteem
* Belongingness
* Saftey Needs
* Physiological Needs

Physiological Needs (Maslow’s Needs)

* Most important and Least Gratisfying

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Food, Water, and Shelter

Belongingness (Maslow’s Needs)

Relationships

Saftey (Maslow’s Needs)

Weather, Predators, Coldness/Hotness

Esteem (Maslow’s Needs)

Respect Ourselves and Feel Respected by Others

Self Actualization (Maslow’s Needs)

The Last Layer of the Pyrimad

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* Met Your Full Potential

Yerkes-Dodson Law

Perfect or Right Amount of Emotion/Arousal to Perform a Certain Level of Task

James-Lange Theory

Physical Sensation Results in Specific Conscious Feeling

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* “I’m crying so I must be sad”
* Problem: Too Simple

Schacter-Singer Theory

Physical Sensation Evaluation First, then take into Account Subjective Feelings

SAME Theory

Physical Responses Vary in Intensity and Specificity

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Specificity Levels Determines Level of Processing

* Dissappiontment (less Specific. more Processing)
* Disgust (more Specific, less Processing)

Classical Conditioning

Neutral Simulus paired with One Which Generates a Response

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* Pavlov
* Bell (Neutral)
* Food (Salvation)

Operant Conditioning

Behavior and Conseqeunces of a Behavior

Positive Reinforcement

Continuation of a Behavior with the Addition of Something (Reward)

Negative Reinforcement

Continuation of a Behavior with the Taking Away of Something (Chores)

Positive Punishment

Stopping of a Behavior with the Addition of Something (Chores)

Negative Punishment

Stopping of a Behavior with the Taking Away of Something (Free Time/Phone)

Albert Bandura

was interested in explaining how people learn from others

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* The Bobo Doll Experiment

Observational Learning Requires

* Attention
* Retention
* Production
* Motivation/Reinforcement

Observational Learning

Learning from observation through seeing punishment or reinforcement

Atkinson-Shiffrin Model of Memory

Declarative Memory (Long-Term)

Know it’s happening

Non-Declarative (Long-Term)

Things you use on daily basis but you don’t know it’s a memory

Semantic Declarative

Knowledge or Facts memory

Episodic Declarative

Personal experience memory

Classical Conditioning Non-Declarative

Learned associations between things through experience

Procedural Memories Non-Declarative

* Motor Skills/Procedures


* Hard to Verbalize without gesturing

Priming Non-Declarative

Change in our reaction due to a previous experience

Retrograde Amnesia

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Inability to remember all or some of past memories

* Loss of memory just before head injury

Anterograde Amnesia

Inability to form new memories but can access old ones

* Damage to Hippocampus

Improve Memory

* Distribute Practice Over Time
* Take Practice Test
* Sleep
* Recite
* Mnemonic Devices

Accomodation

Adaptation of schema based on new information

Assimilation

Compare new experience to current schemas

Piaget Stage Theory

* Sensorimotor (birth to 2)


* Preoperational (2 to 7)
* Concrete Operational (7-11)
* Formal Operational (12-Adulthood)

Sensorimotor (birth to 2)

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* Begins as reflex response interaction with the world aroun them


* Circular Reaction: Developement of schema through accidental reflex at first
* 8 - 12 months → Intentional behavior
* Object Permanence

Preoperational Stage (2 to 7)

* Make-believe play
* Strengthen/Practice representational schema
* Ex. Drink from cup → drink from hat
* Major cognitive advancement:
* Symbols, Planning/Spatial Understanding

Concrete Operational Stage (7-11)

Developement to perform tasks that previously could not be done

* Egocentrism is lost
* Spatial Reasoning is gained
* Directions
* Use of Map

Formal Operational (11+)

* Understand Abtract Thinking
* Have Horizontal Decalage
* Hyphothetico-Deductive reasoning
* Baby form of Scientific Reasoning

Authoritative Parenting

* Best style of parenting
* Middle Childhood:
* Upbeat mood, self-control, persistance, and cooperative
* Adolescence:
* Academic acheivement, high self-esteem, social and moral maturity

Authoritarian Parenting

Ideal child building

* Acceptance: Low
* Involvement: Low
* Control: High
* Autonomy: Low

Permissive Parenting

Child has almost full control

* Acceptance: High
* Involvment: Too Low or Too High
* Control: Low
* Autonomy: High

Uninvolved Parenting

Self explanatory

* Acceptance: Low
* Involvment: Low
* Control: Low
* Autonomy: Indifference

Trust v.s Mistrust (Erikson)

* Infant
* Basic needs met
* Basis of future relationships

Autonomy v.s Shame/Doubt (Erikson)

* Terrible 2’s
* Experiment with independence
* Self efficancy or self doubt develops

Identity v.s Role Confusion

* Adolecence
* Who Am I?

Initiative v.s Guilt (Erikson)

* 3 to 6 years old
* Imitation of adults
* Ambition or Guilt develops

Aviodant Attachment

* Explores independently not concerned with parent
* When parent leaves there is no reaction to that or stranger
* When parent returns child continues to aviod and ignore

Disorganized/Disoriented Attachment

* Counterdictatory behavior, mix of different patterns previously listed

Resistant Attachment 

* Clinges to parent in new enviroment
* When parent leaves child throws full tantrum
* When parent returns child refuses to be comforted however does go to parent for it