Psych Exam #2

Knowing

Having the right answer and realizing you have it

Ability to express whats known and how you learned it

How do you know that you know?

You know more than you think you do

It is impossible to learn what you think you already know

It is possible that what I and others know is unture

Why is knowing difficult?

Old unanswered questions with no clear solutions

New situations we haven’t delt with before

With each passing generation, knowledge is forgotten or rejected

Two habits that interfere with or prevent us from gaining knowledge

Assuming & Guessing

Emotions

human, natural, our birthright

Ignoring our feelings or constantly hositiality/ranting leads to physical or ill

Expressing is due more to social learning than gender, race, ethnicity

The Crucial Triangle

Emotion, logic, intuition

Logic

Helps us recognize that we’re being influence by emotion

Intuition

A hunch, gut feeling, inkling, suspicion, sixth sense

Seen as unimportant, unreliable, imaginary

Can save your life

Those high in self knowledge and comfortable w/ feelings are best at using intuition

Stress

An arousal of mind and body in response to demands made upon it.

Physiological response of stress

Fight or Flight response

Mental response of stress

Increased production of cholesterol. Creates plaque that travels to and blocks our arteries, generating the potential for a heart attack or stroke. Cortisol levels remain high, resulting in further damage to the body and brain

General Adaptation Syndrom

Phase 1: Alarm Reaction

Phase 2: Resistance

Phase 3: Exhaustion

Quality of life is determined by

The quality of your decisions

quality of your decision is determined by the quality of your thoughts

Freuds 3 parts of personality

ID, Ego, Superego

Id

"I want it now”, child part of personality

immature, emotional, impulsive, instant gratification

Ego

“Lets think about this”, mature adult, rational

logical, mediator between id. and super ego, delays gratifcation

Superego

“I shouldnt” Conscience, moral guide/ judge, self-conscious emotions

guilty, shame, pride, embarrassment.

Inductive parenting

Parenting style that involves setting limits with children, including discipline that helps them understand their behavior and effects on themselves and others

Freud

What are self conscious emotions

positive and negative feelings about self; aid in evaluation of one’s behavior

Types of self conscious emotions

pride, guilt, shame, and embarrassment

Denial

“I don’t have a problem” – claiming that no problem or issue exists.

Repression

“What problem?” – usually goes hand in hand with denial; “forgetting” that there is or was a problem.

Displacement

“These slow drivers are making me angry!” – when in fact you are upset with your boss. Occurs in road rage; we take out our feelings on a safer target than the original source of our emotions.

Projection

“I don’t like that woman; she’s very aggressive!” – says the female who has been accused of behaving the same way. Whatever we don’t like in ourselves we criticize in others.

Rationalization

“I’m glad I didn’t get the job. I don’t want to work there anyway.” – also known as sour grapes. We make excuses for our failures or poor decisions.

Sublimation

“I’m going on a 5 mile run to clear my head.” – using a socially acceptable way to deal with stress or emotion, usually through exercise, acting, dance, or artwork. This can also lead to excess physical activity and injury.

Reaction Formation

“Cigarette smoking is bad for you!” – says the new ex-smoker. This happens when we act in opposition of our true feelings or when we have recently implemented a life-altering decision and have “seen the light,” especially in religion, politics, or sexual behavior.

Regression

“I hate you and I’m not talking to you until you apologize!” Under stress, we return to more childlike ways of responding. 

Factors included in Emotional Intelligence

Managing emotions

motivating oneself

handling relationships successfully

feeling empathy

delay of gratification (most important)

Poor EQ

tend to be more dependent on others, depressed, and engage more often in aggressive behavior

Coping skills

a psychological term for how we deal with stress

Ego strength

the psychological and emotional stamina we possess in defending ourselves from maltreatment while still feeling good about ourselves. Sometimes we refer to this as resilience

Authoritative Parenting

High acceptance, high involvement

highly accepting of their children and are significantly involved in their lives. They are warm, attentive, and sensitive to the child’s needs. 

Authoritarian Parenting

Low acceptance, high involvement

These adults tend to be rejecting, cold, even degrading by mocking or putting down their children.  They control by using threats, yelling, hitting, withdrawing attention and love, or criticizing

Permissive Parenting

High acceptance, low involvement

overly tolerant and but not very involved. They are warm and loving, but are either overindulgent or inattentive, exerting little control over their child’s behaviors.

Uninvolved Parenting

Low acceptance, low involvement

unaccepting and has low to no involvement.  These guardians are emotionally detached, withdrawn, and neglectful.

3 Components of morality

Emotional - empathy

Cognitive - thought

behavior - actions

Bandura Social Learning Theory

moral development due to observing/imitating other role models

most positively imitate those who show warmth/responsiveness, competent/power, consistency between words + actions

Kohlberg’s 3 levels of moral development

Evaluation of good v. bad

Empathy

Sharing and cooperation

Percentage of college students who cheat

Many students unsure what is cheating

75-98% of students admit to cheating in college

Moral self-relevance

Doing the right think because it is part of who you are

Social referencing

when infants look at the facial expressions of others to help figure out how they should proceed in a certain situation

Diffusion of Responsibility

each group member’s obligation to act weakens he/she they perceives that responsibility is shared by all group members.

Bystander effect

Sociological concept stating that people are less likely to provide help when they are in groups than when they are alone.

Moral self-regulation

How we monitor and adjust our conduct when temptation is present

Narcissism

Not always a bad thing

excessive preoccupation with self and lack of empathy for others

Egocentrism

Being so focused on oneself, one’s needs, beliefs, opinions, that we ignore those of others

Ethnocentrism

excessive focus on one’s group

belief that ones group is superior and sus of the motives of other groups

Personal Fable

Belief that one is so special/unique that no one could understand their experiences

“No one’s ever loved the way I have”

Imaginary audience

Belief that one is or should be the center of attention/concern

“Everyone’s staring at me”

Characteristics of egocentric people

Limited CT skills don’t investigate their own or other viewpoints

Little empathy for others, insecure, lack responsibility

Characteristics of ethnocentric people

Challenge other groups’ views but not their own

Oversimplify complex issues

No middle ground

Believe negative stereotypes about other groups

Need to have an “outgroup” or scapegoat to balme for individual or world problems

Helicopter parents

Hover around their children rescue them from conflict

constant planning of kids activities

over involved in kids college/career/life choices

Trophy kids

over inflated egos, expect special treatment at work

Difficulty making decisions

hard working achievement oriented

poor leadership solving skills

3 Processes of Memory

Encoding - changing info so it can be stored in memory

Storage - keeping info in memory

Retrieval - bringing stored materials to mind

Sensory memory

everything we experience with senses

held memory for 1 - 2 seconds

Short term memory

Working memory

limited capacity, 7 plus or minus 2 items kept for 30 sec without rehersal

overload leads to forgetting

long term memory

relatively permanent storage

unlimited capacity

holds all past knowledge

Recall

producing info from memory without retrieval cues (essay test)

Recognition

recognizing familiar material (multiple choice test)

Relearning

studying for past materials again (comprehensive exam)

Ebbinghaus meaningful material is

remembered best/longest

Curve of forgetting

largest amount of forgetting occurs quickly after study than tapers off

Flashbulb memory

type of memory that results in a powerful, immediate retention of information involving emotional content

serial position effect

Tendency to remember beginning and ending items in a list better than the middle items.

State dependent learning

Recall of information is best if learning and recall are implemented in the same physical, physiological, emotional, or psychological “place.”

Causes of forgetting

encoding failure - info never entered in long term memory

decay - use it or lose it

interference - Competition between old and new material

motivated forgetting - occurs when we purposely ignore painful memories, usually prefaced by the statement

retrieval failure - Inability to remember information

prospective forgetting - Forgetting to carry out an action. This is mostly influenced by motivation

Classical conditioning

Pavlov

Extinction

Termination of response to a stimulus.

Spontaneous Recovery

Reproducing an extinguished response.

generalization

One of my relatives was bitten by a dog when he was a toddler. He became fearful of that particular dog. As time went on, he became afraid of all dogs. If you are rejected in one relationship after another, you might generalize that pain comes with all intimate relationships.

discrimination

Ability to distinguish between similar stimuli

taste adversion

learning to avoid a certain food if eating it was followed by illness.

Operant conditioning

Skinner

shapes or “conditions” voluntary responses. Skinner noted that we perform in order to either earn a reward or avoid punishment. 

positive reinforcement

A response is followed by a reward; money, praise, good grades, a promotion, etc.

negative reinforcement

A response is followed by the end or avoidance of discomfort.

punishment and effects

The opposite of reinforcement; it lowers the probability of a response. It discourages behavior from occurring

It may not end negative behavior; it temporarily suppresses it

It doesn’t help to develop more appropriate behavior

It can lead to anger, aggression, hostility, and resentment.

Observational learning

Bandura

we learn by watching others as well as paying attention to the consequences of their behavior.

Bobo doll experiment and outcome

social referencing, kids matched behavior of adults