2022 Psych 101 Test 3 (Prof. Nicolaou)

Psychoactive drug

a chemical that influences consciousness or behavior by altering the brain's chemical message system

Drug tolerance

the tendency for larger doses of a drug to be required over time to achieve the same effect

Dependence

a maladaptive pattern of substance use manifested by such symptoms as repeated substance ingestion despite physical or psychological problems caused by the substance, ingesting larger amounts of the substance over longer periods of time, unsuccessful efforts to limit substance use, tolerance to the substance's effects, and physiologic withdrawal (DSM-IV)

Psychological dependence

a strong desire to return to the drug even when physical symptoms are gone

Abuse

a problematic pattern of substance use that results in poor role functionin, interpersonal difficulties, recurrent substance use in physically hazardous situations, or repeated legal difficulties

Depressants

substances that reduce the activity of the central nervous system (alcohol, barbiturates, benzodiazepines, toxic inhalants)

Stimulants

substances that excite the central nervous system, heightening arousal and activity levels (caffeine, amphetamins (Adderall), nicotine, cocaine, ecstasy)

Narcotics/Opiates

highly addictive drugs derived from opium that relieve pain (heroin, morphine, methadone, codeine)

Endorphins/Endogenous Opiates

natural neurotransmitters that have similar structure to opiates and that appear to play a role in how the brain copes internally with pain and stress

Hallucinogens

drugs that alter sensation and perception and often cause visual and auditory hallucinations (LSD, mescaline, psilocybin, PCP, ketamine)

Marijuana

the leaves and buds of the hemp plant that produces a mildly hallucinogenic intoxication (THC is the active ingredient)

Hedonic principle

the notion that all people are motivated to experience pleasure and avoid pain (Aristotle)

Motivation

a process within a person or animal that causes movement either toward a goal or away from an unpleasant situation

Emotion

a state of arousal involving facial and bodily changes, brain activation, cognitive appraisals, subjective feelings, and tendencies towards action, all shaped by cultural rules

Primary emotions

considered universal and biologically based (fear, anger, sadness, joy, surpries, disgust, (contempt))

Secondary emotions

develop with cognitive maturity and vary across individuals and cultures

Facial Feedback

facial muscles send messages to the brain about the basic emotion being expressed

Darwin's Theory (FACE EMOTIONS)

facial expressions evolved to communicate our emotional states to others and to provoke response from them

Mood contagion

facial expressions of emotion can actually generate emotions in others

Slow Pathway of fear

sensory info goes from thalamus, to cortex, to amygdala. Cortex conducts full scale investication of info and importance. Cortex sends message to amygdala to either maintain or decrease fear response

Fast Pathway of fear

amygdala gets info from thalamus directly and makes a fast and simple decision

Automatic Nervous System

Sympathetic NS to adrenal gland to epinephrine (aka adrenaline) + norepinephrine to increase energy + alertness

Greek Philosophers

People don't become angry, sad, or anxious because of actual events, but because of their explanations of those events.

James-Lange theory

stimuli trigger activity in the autonomic nervous system (ANS), which in turn produces an emotional experience in the brain

Cannon-Bard theory

a stimulus simultaneously triggers activity in the ANS and emotional experience in the brain

Two-Factor theory (Schachter-Singer)

emotions are inferences about the causes of undifferentiated physiological arousal

William James

the paradox of the athlete who is "shamed to death" for coming in second place (but not 3rd)

Cognitive Appraisals

one's interpretation of a situation

Reappraising

suggests that you can change your feelings about something

Emotional Regulation

the use of cognitive and behavioral strategies to influence one's emotional experience. usually an attempt to turn negative emotions to positive ones

behavioral

avoid people, do distracting activities, take medications

Cognitive

try not to think about it, reappraisals

Display rules

social and cultural rules that regulate when, how, and where aperson may express (or must suppress) emotions

Emotion work

expression of an emotion that the person does not really feel, often because of a role requirement

Hedonic Principle

the notion that all people are motivated to experience pleasure and avoid pain (Aristotle)

Motivation

a process within a person or animal that causes movement either toward a goal or away from an unpleasant situation

Maslow's Hierarchy of Needs

Physiological Needs --> safety and security needs --> belongingness and love needs --> esteem needs --> need for self-actualization

Intrinsic Motivation

the desire to do something for its own sake and the pleasure it brings

Extrinsic Motivation

the desire to pursue a goal for external rewards

Motive to eat

motive to eat is biologically based

Ghrelin

tells the brain to switch the hunger on

Leptin

tells the brain to switch the hunger off

Lateral hypothalamus

increases eating (hunger center)

Ventromedial hypothalamus

stops eating (Satiety center)

Weight Set Point

genetically influenced weight range for individuals (10% flux throughout day)

Basal Metabolic Rate

the rate the body burns calories for energy

Bulimia Nervosa

characterized by binge eating followed by purging

Anorexia Nervosa

characterized by an intense fear of being fat and severe restriction of food intake

Passionate/Romantic Love

turmoil of emotions and sexual passion

Companionate Love

based on affection and trust

Proximity

you love the ones nearest to you

Similarity

you love the ones most like you

Secure

rarely jealous or worried about being abandoned

Avoidant

distrust and avoid intimate attachments

Anxious-Ambivalent

agitated about relationships, want t obe close but worry partner will leave them, clingy, more unrequited love

Attachment Theory of Love (similar to Parent/Child Attachment theory)

emotional dynamics of adult romantic relationship are governed by same systems that govern the infant-caregiver relationship

Passion

(more biological) often susides as intimacy increases

Intimacy

based on deep knowledge of person that accumulates over time

Words

how do women express love?

actions

how do men express love?

David McClelland and Thematic Apperception Test (TAT)

project feelings and fantasies onto ambiguous pictures and differences emergy

Goals (more likely to improve if)

Goal is specifc

Goal is challenging

Goal is framed in terms of getting what you want

Approach goals

a motivation to experience a positive outcome

Avoidance Goals

a motivation not to experience a negative outcome

Performance goals

framed in terms of performing well for others, being judged favorable, avoiding criticism

Mastery Goals

framed in terms of increasing one's competence and skills

Self-fulfilling prophecy

your expectations make you behave in ways that make the expectations come true

Bandura's Self-Efficacy

develops with experiencce of mastering new skills, overcoming obstacles, learning from occasional failure, having successful role models, receiving constructive feedback, getting encouragement

Glass Ceiling

No chance for promotion, men and women tend to down play the importance of achievement, fantasize about quitting, and emphasize social benefits instead of intellectual and financial benefits

Factors that increase work motivation and creativity

1. work feels meaningful

2. employees have control over aspects of their work

3. tasks are varied

4. company maintains clear and consistent goals and rules

5. employees receive feedback to show what they have accomplished and what they need to improve

6. employees have many sources of social support including from colleagues and supervisors

Developmental psychology

the study of continuity and change across the life span

Prenatal stage

from conception to birth

Germinal stage

from conception through the first two weeks

Zygote

a single cell that contains chromosomes from both a sperm and an egg

Embryonic stage

the period of prenatal development that lasts from the second week until about the eighth week

Fetal Stage

the period prenatal development that lasts from the nineth week until birth

Placenta

organ that links bloodstream from body to mom

Teratogens

agents that damage the process of development, such as drugs and viruses

Fetal alcohol Syndrome

a developmental disorder that stems from heavy alcohol use by the mother during pregnancy

Infancy

the stage of development that begins at birth and lasts between 18 and 24 months

Motor development

the emergence of the ability to execute physical action

reflexes

specific patterns of motor response that are triggered by specific patterns of sensory stimulation

Rooting reflex

turn to the side of face that is touched

sucking reflex

babies suck on anything put in their mouth

Babinski reflex

babies toes curl when you touch them

Moro reflex

Babies will try to grab and reach out when startled by something (loud noise)

Stepping reflex

babies will act like they are walking when holding them up above the ground

Grasping reflex

baby will hold onto anything it grabs

Cognitive development

the emergence of the ability to understand the world

Piaget's stages of development

sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage

Sensorimotor stage (birth to infancy)

a stage of development that begins at birth and lasts through infancy in which infants acquire info about the world by sensing it and moving around within it

Schemas

Theories about the way the world works

Assimilation

the process by which infants apply their schemass in novel situations

Accommodation

The process by which infants revise their schemas in light of new info

Object permanence

the belief that objects continue to exist even when they are not visible

Preoperational stage

the stage of cognitive development that begins at about two years and ends at about six years, during which children develop a preliminary understanding of the physical world

Egocentrism

the failure to understand that the world appears differently to different people

Concrete operational stage

the stage of cognitive development that begins at about six years and ends at about 11 years during which children learn how various objects or operations can affect or transform concrete objects

Conservation

the notion that the quantitative properties of an object are invariant despite changes in the objects appearance

Formal operational stage

the final stage of cognitive development that begins around the age of 11 during which children learn to reason about abstract concepts