Psychology 023 Final Review Winter 2006 Final Exam

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Psychology 023 Final Review Winter 2006

Psychology 023 Final Review Winter 2006

Final Exam • Saturday April 22, 7 -10 p. m. , Alumni Hall 201

Final Exam • Saturday April 22, 7 -10 p. m. , Alumni Hall 201 • 100 multiple choice questions, up to 3 hours • 30% of course grade • all material from Winter semester – approx 20% on material from Lectures 1 -7 – approx 20% on material from Lectures 8 -14 – approx. 60% on material from Lectures 15 -22 …and Chapter 14 readings • questions for last third – similar in style to those on Term Tests 3 and 4 • questions from first two thirds – questions on lecture similar to Term Tests 3 and 4 – questions from text will be FQ-based and less nit-picky about the details of the readings

Homeostatis • homo (equal) + stasis (state) • body’s maintenance of a constant state

Homeostatis • homo (equal) + stasis (state) • body’s maintenance of a constant state – e. g. , body temperature, blood glucose, salts in bodily fluids, sympathetic vs. parasympathetic NS • analogy: thermostat • set point = optimal level Too little Just right Too much Stable internal state Too little Just right Too much Deviation produces a drive e. g. , too little food hunger Too little Just right Too much Drive gives motivation to restore homeostasis e. g. , hunger eating satiation

Eat Increase in blood glucose above set point Accumulation of body fat above set

Eat Increase in blood glucose above set point Accumulation of body fat above set point Inhibit LH Excite VMH Satiety Hunger Excite LH Inhibit VMH Decrease in blood glucose below set point Decrease in body fat below set point Stop Eating

Study this on your own Peter Gray FQ 6 -10 esp. Fig. 6. 4

Study this on your own Peter Gray FQ 6 -10 esp. Fig. 6. 4 Tuesday’s “Test Yourself” question will be based on the various factors that control hunger

1. 2. 3. Which body for your sex would be your ideal? Which body

1. 2. 3. Which body for your sex would be your ideal? Which body would the opposite sex find most attractive? Which body is most typical the modern average in our society?

Arousal • Imagine you’re writing an exam of average difficulty. How well would you

Arousal • Imagine you’re writing an exam of average difficulty. How well would you do if you were – really mellow or drowsy – average – really stressed (or hooped on chocolate-covered espresso beans)? QUALITY OF PERFORMANCE Low Medium High LEVEL OF AROUSAL

Yerkes-Dodson Curve Yerkes & Dodson (1908) • rats did best if: – the task

Yerkes-Dodson Curve Yerkes & Dodson (1908) • rats did best if: – the task was easy and they were highly aroused (by strong shocks) – the task was moderately difficult and they were moderately aroused (by moderate shocks) – the task was difficult and they were weakly aroused (by weak shocks)

Theories of Emotion 1. Common Sense Theory

Theories of Emotion 1. Common Sense Theory

Theories of Emotion 2. James-Lange “…we feel sorry because we cry, angry because we

Theories of Emotion 2. James-Lange “…we feel sorry because we cry, angry because we strike, afraid because we tremble, and not that we cry, strike or tremble because we are sorry, angry or fearful. ” -- William James

Theories of Emotion 3. Cannon-Bard Theory

Theories of Emotion 3. Cannon-Bard Theory

Theories of Emotion 4. Schachter’s Attribution Theory Cognitive appraisal = TYPE of Emotion Degree

Theories of Emotion 4. Schachter’s Attribution Theory Cognitive appraisal = TYPE of Emotion Degree of Arousal = INTENSITY of Emotion This figure is simpler than Fig. 6. 24 (which you can ignore) in your text

Desynchronized Cycles

Desynchronized Cycles

Sleep Waves • different waves characterize different stages • awake, REM sleep – irregular

Sleep Waves • different waves characterize different stages • awake, REM sleep – irregular high frequency waves indicate unsynchronized activity • middle stages – weird blips like spindles and K-complexes • deep sleep – low frequency waves (e. g. , delta waves in Stage 4) indicate synchronized activity

Progression through the stages Things to note: • progress from Stage 1 to 4

Progression through the stages Things to note: • progress from Stage 1 to 4 then back up and into REM • first REM period after ~90 minutes (if not sleep-deprived) and ~every 90 minutes thereafter • spend more time in deep stages in early evening, more time in light stages towards morning – REM periods typically get longer as evening progresses

How Can We Measure Intelligence? IQ scores follow a bell curve (normal) distribution (Gray

How Can We Measure Intelligence? IQ scores follow a bell curve (normal) distribution (Gray p. A-7) Number of Scores • Average IQs • high school graduate: ~105 • University (Bachelor’s) graduate: ~115 • Advanced professional degree graduate: ~125 0. 1% 2% Z-Score IQ Scores 13. 5% 34% 13. 5% 0. 1% 2% -3 SD -2 SD -1 SD 0 +1 SD +2 SD +3 SD 55 70 85 100 115 130 145 Retarded Gifted Dull Average Bright Borderline Superior The mean is 100 IQ scores can be used to classify intelligence The standard deviation is 15

Factor Analysis CORRELATION How much do you like Dr. Pepper? r =. 70 How

Factor Analysis CORRELATION How much do you like Dr. Pepper? r =. 70 How much do you like Coke Classic? CORRELATION MATRIX Coke Classic Dr. Pepper 7 -UP Ginger Ale Coke Classic Dr. Pepper Coke Classic --- . 70 . 65 . 75 Dr. Pepper --- . 59 7 -UP --- Ginger Ale --- 7 -UP Ginger Ale Coke Classic --- . 70 . 20 . 33 . 51 Dr. Pepper --- . 16 . 18 --- . 68 7 -UP --- --- . 77 --- Ginger Ale --- ---

Is IQ hereditary?

Is IQ hereditary?

Assembling Sounds phonemes morphemes words sentences meaning • • • hard to identify word

Assembling Sounds phonemes morphemes words sentences meaning • • • hard to identify word transitions in speech recognition systems require slow, paused speech misunderstandings – – mondegreens “It’s a doggy-dog world” “Our father wishart in heaven; Harold be thy name” Jimi Hendrix • “’scuse me while I kiss this guy” – Red Hot Chili Peppers • “Wait for the shed; it’s a lonely view”? – Flight 301 “hijack”

Broca’s Area Wernicke’s aphasia – occurs with left hemisphere damage – problems with language

Broca’s Area Wernicke’s aphasia – occurs with left hemisphere damage – problems with language comprehension – fluent nonsense visual cortex auditory cortex Wernicke’s area Broca’s area motor cortex (language comprehension) (language generation) (mouth, lips tongue)

How do we learn grammar? B. F. Skinner Noam Chomsky • language and grammar

How do we learn grammar? B. F. Skinner Noam Chomsky • language and grammar are learned through operant conditioning • there is an innate language module or instinct -- Language Acquisition Device (LAD) • there are too many combinations to learn • kids say things they’ve never heard adults say, e. g. , “I gived it to her” • people can determine whether novel nonsense is grammatical, e. g. , “Colorless green ideas sleep furiously”

Orienting and Habituation • Orienting reflex – humans, including infants, pay more attention to

Orienting and Habituation • Orienting reflex – humans, including infants, pay more attention to novel than familiar stimuli • Habituation – infants get bored with repeated presentations of the same thing • Habituation paradigm – repeat the same stimulus over and over again, then change it slightly – does infant spend more time looking at new stimulus?

Habituation Paradigm Baby looks at one stimulus for several minutes… baby habituates…gets bored with

Habituation Paradigm Baby looks at one stimulus for several minutes… baby habituates…gets bored with that stimulus Then baby is shown two stimuli, the original and a new one. If baby looks more at new stimulus --> conclude baby can tell the difference. If baby looks equally at two stimuli --> conclude baby cannot tell the difference

Jean Piaget • sensorimotor – develops object permanence partway through • preoperational – egocentric

Jean Piaget • sensorimotor – develops object permanence partway through • preoperational – egocentric – no conservation • concrete operational Jean Piaget 1896 -1980 – can take others’ perspectives – conservation • formal operational – can think abstractly and hypothetically

Why are human brains so big?

Why are human brains so big?

 • Normal children do well with both the other person (false belief) and

• Normal children do well with both the other person (false belief) and the camera (false picture) • Autistic children to worse with the other person and better with the camera

The Extreme Male Brain Theory of Autism “The autistic personality is an extreme variant

The Extreme Male Brain Theory of Autism “The autistic personality is an extreme variant of male intelligence. ” -- Hans Asperger, 1944 “The male brain is defined… as those individuals in whom systemising is significantly better than empathising, and the female brain is defined as the opposite cognitive profile. ” -- Simon Baron-Cohen, 2002 Williams Syndrome? ? ? Asperger’s (high functioning autism) Females Males Better at understanding people than things Autistics Better at understanding things than people Williams Syndrome • genetic disorder • 1/20, 000 births • mirror image of autism? • mild retardation • pixie-like faces • very sociable, endearing personalities • expressive language skills, poor spatial skills • equal in males and females Autism • strongly heritable condition • 1/200 children in “autism spectrum” • more common in males than females (10: 1) • some brain abnormalities (esp. amygdala)

Harlow’s Attachment Studies

Harlow’s Attachment Studies

Attribution • the process by which people infer the causes of other people’s behavior

Attribution • the process by which people infer the causes of other people’s behavior • Example: Why did your boss yell at your co-worker? – co-worker was slacking off and deserved it? – boss is always a hothead? – boss is usually easygoing but is undergoing a divorce that has her stressed out? – boss really needed this particular job to be done right because her job is on the line External factors • people, events, situation, environment Internal Factors • traits, needs, intentions

Consider an Example Kelley’s 3 questions in making an attribution • does this person

Consider an Example Kelley’s 3 questions in making an attribution • does this person regularly behave this way in this situation? • do others regularly behave this way in this situation? • does this person behave this way in many other situations?

Cognitive Dissonance • • attitudes must be consistent with behavior if they are not,

Cognitive Dissonance • • attitudes must be consistent with behavior if they are not, people experience discomfort must either change behavior or change attitude usually it’s easier to change the attitude

Insufficient Justification Effect • If people cannot justify their behavior, they’re likely to change

Insufficient Justification Effect • If people cannot justify their behavior, they’re likely to change their beliefs about it • Experiment (Festinger & Carlsmith, 1959) – gave subjects a boring task – asked subjects to lie to the next subject and say the experiment was exciting – paid ½ the subjects $1, other ½ $20 – then asked subjects to rate boringness of task – $1 group rated the task as far more fun than the $20 group – each group needed a justification for lying • $20 group had an external justification of money • since $1 isn’t very much money, $1 group said task was fun

Discrimination vs. Prejudice No relevant behaviors A restaurant owner who is bigoted against Jews

Discrimination vs. Prejudice No relevant behaviors A restaurant owner who is bigoted against Jews treats them fairly because she needs their business An executive with favorable views toward Hispanics doesn’t hire them because he would get in trouble with his boss A professor who is hostile toward women grades his female students unfairly No Discrimination Prejudice • Discrimination – unfair treatment of a group • Prejudice – negative attitudes toward or beliefs (stereotypes) about members of a group

Origins of Prejudice • Social Categorization – “us vs. them” • In-group – one’s

Origins of Prejudice • Social Categorization – “us vs. them” • In-group – one’s own group (e. g. , UWO students) • Out-group – group outside one’s own group (e. g. , Fanshawe students) • In-group bias – evaluation of one’s own group as better than others – can lead to racism, sexism, prejudice, discrimination • Out-group homogeneity bias – members of out-groups are viewed as more similar to one another than are members of in-group – “We are diverse; They are all alike. ” – white Americans see Hispanics as all alike; Mexican Americans see themselves as different from the other types of Hispanics who they see as all alike (Cuban-Americans, Puerto-Rican Americans) – stereotypes

Logic of IAT slower Reaction Time (ms) Bias in favor of white faster White

Logic of IAT slower Reaction Time (ms) Bias in favor of white faster White + Good, Black + Bad White + Bad, Black + Good

Asch’s Line Judgment Experiment • On average, subjects conformed on ~40% of trials •

Asch’s Line Judgment Experiment • On average, subjects conformed on ~40% of trials • 26% of subjects never conformed • 28% conformed on more than half the trials • Conformity dropped to ¼ of its peak if one other person dissented (even when the dissenter made an inaccurate judgment) • Conformity dropped dramatically when subjects recorded their responses privately (so actually it was compliance -- yielding to public pressure without changing private views)

Why Don’t People Help? • • ambiguity risks to self anonymity diffusion of responsibility

Why Don’t People Help? • • ambiguity risks to self anonymity diffusion of responsibility

Social Impact Theory Convergence of social forces Diffusion of social impact

Social Impact Theory Convergence of social forces Diffusion of social impact

Are the people who commit such acts inherently evil? Adolf Eichmann • supervised the

Are the people who commit such acts inherently evil? Adolf Eichmann • supervised the deportation of 6, 000 Jews to Nazi gas chambers • Were Germans generally evil? • Was Eichmann an evil sadist or merely a cog in the wheel? • How would you have behaved in his situation?

We do what we’re told “We do what we’re told. Told to do. ”

We do what we’re told “We do what we’re told. Told to do. ” -- lyrics to “Milgram’s 37” by Peter Gabriel Psychologists’ predictions (Milgram, 1974)

Sigmund’s Greatest Hits See text, Ch. 15, FQ 26 -32 1. Psychoanalysis 2. Id,

Sigmund’s Greatest Hits See text, Ch. 15, FQ 26 -32 1. Psychoanalysis 2. Id, Ego, Superego 3. Psychosexual stages of Development 4. Freudian slip 5. Oedipal Complex (and Electra Complex) 6. Defense Mechanisms 7. Interpretation of Dreams 8. Penis Envy 9. Influence on later psychologists 10. Cocaine

The BIG Five OPENNESS Openness Imaginative Independent Curious Broad interests CONSCIENTIOUSNESS Non-openness Unimaginative Conforming

The BIG Five OPENNESS Openness Imaginative Independent Curious Broad interests CONSCIENTIOUSNESS Non-openness Unimaginative Conforming Incurious Narrow interests Conscientiousness Careful Reliable Persevering Ambitious EXTROVERSION Extroversion Sociable Fun-loving Talkative Spontaneous Undirectedness Careless Undependable Lax Aimless AGREEABLENESS Introversion Reserved Sober Quiet Self-controlled Agreeableness Courteous Selfless Trusting Cooperative Antagonism Rude Selfish Suspicious Uncooperative NEUROTICISM Neuroticism Worrying Vulnerable Self-pitying Impatient Stability Calm Hardy Self-satisfied Patient Mnemonic: OCEAN

Extroverts vs. Introverts Baseline arousal for extroverts Baseline arousal for introverts QUALITY OF PERFORMANCE

Extroverts vs. Introverts Baseline arousal for extroverts Baseline arousal for introverts QUALITY OF PERFORMANCE Extroverts seek more external arousal Low Introverts seek less external arousal Medium LEVEL OF AROUSAL High (Hans Eysenck, 1967)

Investment Strategies Nortel bonds tech stocks Canadian stocks global stocks Smart Strategy: Diversified Portfolio

Investment Strategies Nortel bonds tech stocks Canadian stocks global stocks Smart Strategy: Diversified Portfolio Air Canada Martha Stewart Inc. Dumb Strategy: Single Investment

Maslow’s Hierarchy of Needs Abraham Maslow 1908 - 1970 • Once basic needs have

Maslow’s Hierarchy of Needs Abraham Maslow 1908 - 1970 • Once basic needs have been satisfied, people seek psychological needs and growth

What is “Normal”? Normality is the average of deviance. -- Rita Mae Brown Sanity

What is “Normal”? Normality is the average of deviance. -- Rita Mae Brown Sanity is making your pathology work for you rather than against you. --Anonymous Estimates of lifetime prevalence of mental disorders: ~30 -50% of population for both males and females Is abnormality normal? !

The Modern Psychiatric Bible • Diagnostic and Statistical Manual of the American Psychiatric Association

The Modern Psychiatric Bible • Diagnostic and Statistical Manual of the American Psychiatric Association • • • began in 1952 currently in fourth edition (1994) fifth edition is in the works for 2010 release dominant classification system for mental disorders throughout the world more recent editions place emphasis on criteria for diagnosis and on research results

Diathesis-Stress Model Diathesis “Predisposing Causes” (hereditary predisposition) Biopsychosocial Approach Disorder • emphasizes interaction of

Diathesis-Stress Model Diathesis “Predisposing Causes” (hereditary predisposition) Biopsychosocial Approach Disorder • emphasizes interaction of biological and social factors Recovery Stress “Precipitating Causes” (situational factors) “Maintaining Causes”

Mood • Normal – minor mood fluctuations Time • Major Depression – very severe

Mood • Normal – minor mood fluctuations Time • Major Depression – very severe symptoms that last for at least two weeks • Dysthymia – less severe symptoms than major depression that last for 2+ years • Bipolar disorder (Manic Depression) – includes upward mood swings as well as downward mood swings • Cyclothymia – less severe than bipolar disorder

≠ schizophrenia = “splitting of the mind” • refers to break between emotion and

≠ schizophrenia = “splitting of the mind” • refers to break between emotion and thought (the disorder formerly known as Multiple Personality Disorder or Split Personality) ≠

What is Schizophrenia? POSITIVE SYMPTOMS • symptoms that are present in schizophrenics but normals

What is Schizophrenia? POSITIVE SYMPTOMS • symptoms that are present in schizophrenics but normals 1. thought disorder – disorganized, irrational thinking 2. delusions – beliefs that are obviously false – delusions of persecution • false belief that others are plotting against oneself – delusions of grandeur • false beliefs in one’s power and importance (e. g. , believing one has godlike powers) – delusions of control • false belief that others are controlling oneself (e. g. , through radio receivers) 3. hallucinations – perceptions of stimuli that are not actually present – typically auditory hallucinations (often voices) – can occur with other senses

Personality Disorder Classification DRAMATIC/IMPULSIVE BEHAVIOR Histrionic Seductive behavior; needs immediate gratification and constant reassurance;

Personality Disorder Classification DRAMATIC/IMPULSIVE BEHAVIOR Histrionic Seductive behavior; needs immediate gratification and constant reassurance; rapidly changing moods; shallow emotions. Narcissistic Self-absorbed; expects special treatment and adulation; envious of attention to others. Borderline Cannot stand to be alone; intense, unstable moods and personal relationships; chronic anger; drug and alcohol abuse. Antisocial Manipulative, exploitative and dishonest; disloyal; lacking in guilt; habitually breaks social rules; childhood history of such behavior; often in trouble with the law. ANXIOUS/FEARFUL BEHAVIOR Avoidant Easily hurt and embarrassed; few close friends; sticks to routines to avoid new and possibly stressful experiences. Dependent Wants others to make decisions; needs constant advice and reassurance; fears being abandoned. Obsessive-compulsive Perfectionistic; overconscientious; indecisive; preoccupied with details; stiff; unable to express affection. ODD/ECCENTRIC BEHAVIOR Paranoid Tense, guarded, suspicious, holds grudges. Schizoid Socially isolated with restricted emotional expression. Schizotypal Peculiarities of thought, appearance and behavior that are disconcerting to others; emotionally detached and isolated.

Two Major Approaches BIOLOGICAL TREATMENTS • “It’s your neurotransmitters/brain. ” – Psychopharmacology – Electroshock

Two Major Approaches BIOLOGICAL TREATMENTS • “It’s your neurotransmitters/brain. ” – Psychopharmacology – Electroshock Therapy – Psychosurgery PSYCHOLOGICAL TREATMENTS • “It’s your life/behavior/reaction. ” – Psychotherapy • • • Psychoanalysis Humanistic Therapy Cognitive Therapy Behaviour Therapy Other