Memorize Studies
On Being Insane in Insane Places (1973) by D.L. Rosenhan
Rosenhan’s research question was based on the question of whether or not sanity can be objectively discerned and differentiated from insanity. Rosenhan specifically asks whether or not “the salient characteristics that lead to diagnosis reside in the patients themselves (insanity) or in the environments and contexts in which observers find them?”
People who weren’t mentally ill got admitted to mental hospital: this study revealed weakness within both diagnosis and institutionalization.
Atwells et Al (2017)
Neuroinflammation as biological cause for OCD. Objective was to localize where this inflammation was present: elevated in the dorsal caudate, orbitofrontal cortex, thalamus, ventral striatum, dorsal putamen, and anterior cingulate cortex in OCD.
Patients with OCD underwent a scan that identified brain inflammation.
Neuroinflammation was significantly elevated in measured brain regions, and slightly lower elevations in TSPO VT were present in other gray matter regions. Regions that were affected were mostly responsible for information processing and decision-making. This makes sense considering many OCD patients are unable to distinguish real anxiety/threats from that which is induced by OCD. Immunomodulatory therapies should be investigated. Also implies that OCD is not as localized in one brain region as earlier studies may have implied.
Klein et al. (2024)
Aims to target adolescence with OCD through virtual Cognitive Behavior Therapy (vCBT) The study aims to develop vCBT further for children and adolescents. Creating a newly revised treatment approach it was hypothesized that this new approach would have a good feasibility. As a secondary hypothesis, at the end of treatment, there would be a decreased symptom severity in OCD as well as improved family life and general functioning.
Patients underwent therapy for 14 weeks, where all saw significanr decrease in symptoms. Had good implication for virtual CBT as a solution for patients who couldn’t leave the house.
Piaget Theory: Children development in 4 clear-cut stages (Social Cognitive)
Sensorimotor stage (birth to 2 years) children’s reasoning is subordinate to movement and sensation; that is, they “think” with their hands (and mouth) trying different things, achieving sensory results by accident and then repeating the actions that produced those results: children develop at this stage object permanence and egocentrism
Pre-operational stage (age 2–7 years) is when children engage a lot in playing and pretending, which means that they are mastering the world of symbols. Children develop at this stage: centration, irreversibility, and conservation.
Concrete operational stage (age 7–11 years) children are no longer egocentric, they understand conservation and reversibility. Children start solving problems logically. However, they can only solve problems that apply to concrete events or objects. children at this stage acquire mental reversibility, which means that they can understand relationships between mental categories
Formal operational stage (age 11–16 years) is when children develop abstract thought. Another new formation of this stage is metacognition (“thinking about thinking”). Adolescents become capable of deductive reasoning.
Vygotsky’s Theory: The Zone of Proximate Development (ZPD) (Cultural)
This theory stresses that the development of a child cannot be viewed separately from the child’s culture. As a consequence, the theory emphasizes the role of social interaction, language and a wider historical context
ZPD is broadly defined through the comparison of three areas: what the child can do by herself or himself, what the child can do with the help of an adult, and what the child cannot do even with a helping adult. The ZPD is the second zone.
Vygotsky disagreed with Piaget in the sense that Children should be taught at the level they are already at. He believed that education should be built in the ZPD: too challenging for children to accomplish by themselves, but perfectly manageable in communication with a helping knowledgeable adult.
Scaffolding-- having a more knowledgeable person ‘scaffold’ complex idea inside their ZPD until they can complete these tasks on their own
Empathy in early childhood: Buttelman Et Al (2007)
6 chimpanzees were tested in the rational imitation paradigm. Humans first demonstrate how to operate an apparatus then the chimpanzee is given a chance to imitate their actions. The human never uses his hand. In some cases there is a restraint from using hands and others there isn't
When there is a restraint, chimpanzees used their hands, when there isn’t, the chimpanzee would usually imitate the same thing
Theory of Mind in Children:
Meltzoff (1995)
Reenacted what would a child do if presented with the same situation as the chimpanzees in Buttelman et al (2007), they found children as young as 18 months could infer what the adults intended act was
Two groups: In the control adults would demonstrate how they would place a block of wood on a rectangular button to activate a buzzer
In the experimental condition the adult would fail to push the button.
No difference in children completing it first try; in the experimental children wouldn’t go through trial and error-- observance wasn't enough.
Gender Identity and Social Roles Gender Schema Theory (Bem 1981)
Some children and adults are more “gender-schematic” and some are “multi schematic”
Bem 1981 defines four categories of gender schemas:
Sex-typed people process information in line with their biological sex
Cross-sex-typed people process information in line with the sex opposite of theirs
Androgynous people process information in a way that relates to both people
Undifferentiated individuals find it difficult to process any sex-typed information
Gender Socialization by parents: Social Learning Theory (Bandura 1977) claimed that gender roles were developed through:
Direct tuition: Adults reinforce stereotypically accepted gender behavior and discourage stereotypically inconsistent behavior (reward)
Modelling: vicarious learning