Lecture Notes for Test 4
Click
on the day that you need:
Current lectures:
All current
lectures for this test will be PowerPoint. Unfortunately, too many people simply
used the notes and are not coming to class. Thus, I will only put up the power
point presentations.
My strong
suggestion is to print the PowerPoint presentation BEFORE coming to class. Print
is as "notes". That way you can take notes DIRECTLY on the PowerPoint, and you
won't have to try and write out each slide- just write out the "filler"
information.
Click on the date you need to open
that particular PowerPoint presentation.
4/14/08
4/16/08
4/18/08
4/21/08
4/23/08
4/25/08
4/28/08
4/30/08
5/2/08
In addition, here
are some hints for how to study for the next test:
Each day:
1. read the corresponding section of the book
chapter (see what the topic is for lecture) BEFORE coming to class
2. come to class. Take your own notes
3. After class, download the PowerPoint and REWRITE your class notes. Fill in
information on the powerpoint slides and make a separate page to ask questions
for next lecture.
4. EACH night....start making your vocabulary study note cards.
a. make a note card for any new vocabulary from lecture
b. make a note card for any new vocabulary from the matching section of the
book
5. Each day, even when we don't have class:
a. reread your notes.
b. memorize the note cards you have made so far.
c. write three multiple choice questions that I might ask from the material we
had from last lecture/week.
That way you are studying a little everyday.
The week before the test:
1. go over the note cards. Make a list of the cards you are having trouble
with. Focus on those.
2. Divide the reading/notes into 5 sections. Read the reading and notes from
that section. Write 5 questions from that section.
3. Take the practice test online. Look up any answers you can't find.
a. practice the questions you are having trouble with
b. review the questions you are sure you know.
The night before:
1.focus on those note cards.
2. review the questions you have written and practice answering them
3. Take the practice test all at once- then "grade" it and see how you
do....focus on the questions you missed.
4. get a good night's sleep
5. in the morning, just review and take a deep breath. EAT before the
test....and you are ready!
Old Lectures:
11/14/07
11/16/07 11/26/07
11/28/07
11/30/07 12/3/07
12/5/07
12/7/07
11/14/07
Social Psychology
I. Social psychology
A. Social perceptions
1. social
behavior is
a. homogeneous within a group
b. heterogeneous across groups
2.
social psych is studying why different groups and different individuals are
different
a. social interactions
b. how individual’s behavior changes when alone vs. in a group
c. social psych is different in that it examines “group behavior” rather
than individual behaviors
3.
people make perceptions about individuals and groups using several lines of
“reason”
a. people are together by chance
b. disposition and affiliation: like people affiliate or hang together
c. people within the group influence one another- social influence
4.
earliest studies on social influence:
a. Asch line study
b. Adjectives and prejudiced the subjects
B. Attribution theory
1.
attributions are the “causes” an individual places on a person’s behavior
2. 2 basic
causes:
a. Dispositional: its an inherent part of the person
b. Situational: the situation produced the result
3.
several important factors:
a. looking at the action:
i. social desirability
ii. non normative (peer groups)
iii. non common effects: was it unusual for that person
iv. we assume free choice
b. use the answers to these questions to determine the “cause” of the
behavior
4. Errors
in making causal attributions
a. False consensus bias: we assume that everyone else……….
b. Illusion of control: we think we have more control over the social
situation than we really do!
5. self
bias error or the fundamental attribution error
a. if you do something good it is dispositional
b. if you do something BAD it is situational
c. if someone else does something good it was situational
d. if someone else does something BAD it was dispositional
C. attributions depend on the
amount of information about the situation you have:
1. more
info, more accurate
2. study
using actors and observers:
a. actors acted out different emotional scenarious- character background
b. observers watched the scene
c. asked to make attributions about the person’s emotions
3. “walk
around in another person’s moccasins”
a. Explaining behavior vs.
b. Excusing behavior
II. Attitudes
A. attitude:
1. learned
approach to a concept or person(s) via direct experience or modeling
2.
relatively enduring
3. causes
predisposition in your actions
B. attitudes are important for
many reasons:
1.
increased understanding of the situation
2. social
identification
3. means of
social adjustment
4.
impression management
5. value
expression
6. ego-
defensive
C. attitudes go with our
behavior\
1. our
behaviors and our attitudes are usually the same
2.
cognitive dissonance:
a. discrepancy between your attitude and your behavior
b. one of them has to change!
c. Which one? The one that is reinforced more
3. we
know how to change attitudes: Elaboration likelihood model
a. central route to attitude change:
i. people are open and motivated to new ideas or change
ii. focus on the message
b. peripheral route:
i. people are not motivated to change
ii. make the change attractive and focus on peers
D. people’s attitudes influence
their behavior in very specific ways:
1.
bystander intervention:
a. when do help a person in trouble
b. Kitty Genovesee in NY city in early 1960’s
c. People don’t want to get involved, or think another person is taking
care of it: Diffusion of responsibility
2. how make
people feel more responsible?
a. Neighborhood watch
b. People are more likely to help kids
c. Peace project for bullying
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I. Social behavior in groups
A. research conducted by Robert
Zajonc: how do people work in groups?
1. people
either work harder or work less hard
2. social
facilitation: work harder
a. When you are the most or more skilled than others
b. You work harder and turn out a better product
3. social loafing: work less hard
a. when you are least competent
b. you loaf or let others carry the load
4. too many competent people or competitive people: ingroup competition
a. studies show that this decrements performance
b. Too busy fighting rather than working!
5. de-individuation: lose who you are unless you feel a worthy member of
the group
B. authority
and groups
1.
compliance to an authority: degree to which an individual has control over
things other individuals should be doing
2. greater
control = greater compliance
3. not
actual control, but PERCEIVED control by the members of the group
C. studied
this after several world events:
1. Hitler
and WWII behavior
2.
Manson killings
3. Vietnam:
Mi Lai killings
D. several
ways to get people to comply:
1. two main
ways:
a. Foot in the door effect: start small and work your way up
b. Door in the face effect: start with a ridiculous request and work down
2. Billboard study:
a. Foot in the door effect
b. Asked people to put up a small sign in their window regarding some
event
c. If you agreed once, you feel guilty not agreeing again
3. ask for a pony when you want a fish!
a. Make a ridiculous request, then replace it with a modest request,
people comply
b. Feel guilty about not giving, but will give a reasonable amount
c. Context: large compared to reasonable
E. Milgram
study: 1963
1. Stanley
Milgram at Yale
2. intro
psych male student: paid $4.50 to participate
3. supposed
random assignment to teacher or learner
a. in reality the learner was in on the experiment
b. “teacher” was the subject
4. teacher read a list of words, learner say them back
a. each time the learner made an error, received a shock
b. shock increased from very minor shock to lethal shock
c. importantly: shocks were labeled
5. determine how many subjects would go to the end- would comply
6. professor sat in the room and “read a script” about continuing
7. 65% of subjects “killed” their learner
F. redo of Milgram study with gang
kids from New Haven, Conn.
1. tough
city with tough kids
2. who are
the gang members: Italian and Irish gang members
3. same
study: almost NO gang members complied
4. no
authority over the gang members!
G. when are
you more likely to comply: for high pay or low pay?
1. asked
subjects to promote a candy
2. paid
them $100 or $1
3. who were
the better salepeople?
4. $1
subjects were more convincing
5. why?
a. Cognitive dissonance with compliance
b. Why complying?
i. Got paid (no moral dilemma)
ii. Low pay: convinced themselves they really liked it!
II. Prejudice and discrimination
A. prejudice vs discrimination
1.
prejudice is a negative, unjustifiable and inflexible attitude toward a group
and its members based on erroneous information
2.
discrimination: acting on the basis of your prejudice
a. behavior that is discriminatory towards that group
b. favorable towards others NOT in that group
B. causes of
prejudice:
1. outgroup
vs. ingroup
a. ingroup: your group
i. tendency to see one’s own group positively, other groups negatively
ii. fundamental attribution error
b. outgroup = competitors for the same resources
i. a little sociobiology
ii. tend to include in our in group those most like us
2. as resources get low: frustration and scapegoating:
a. blame the out groups for the situation
b. attack the out group
3. modeling teaches prejudice and discrimination
4.
prejudiced personality
a. cold and rigid
b. intolerant
c. unquestioning and over submissive to authority
d. show stereotyped thinking
e. identify with individuals prone to discriminatory and prejudiced
behavior
C. what do we
do about it?
1. minimize
differences between in group and out group
a. have neutral interactions
b. start young
c. has to be reinforced
2. make resources more equivalent
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I. Stress
--Stress
slides---
A. Behavioral medicine
1.
psychology of health
2. novel
idea: preventative rather than reactive!
3. “mind”
–body interactions
4. how
psychological factors can create physical factors
B. Stress
defined
1. occurs
as the result of demands-
a. physical demands
b. psychological demands
2. invokes
the fear-flight-fight reaction which really is a “stress” reaction
a. increase in blood pressure
b. increased heart rate
c. decreased digestion, etc.
d. “stress” is considered long term
3. different kinds of psychological stress:
a. eustress – positive stress
b. Distress – negative stress
c. But it doesn’t matter, the effects are highly similar
4. good stress is stress that is short lived and serves a purpose
5. problem
with humans: we anticipate upcoming stress events
II. Models of stress
A. Hans Selye: GAS model
1. Selye
was a Swiss physician
2. general
adaptation syndrome or GAS:
a. Alarm reaction: short- days to weeks
b. Resistance stage: months to years
i. Because it lasts SO long
ii. Major body damage begin to occur
c. Exhaustion stage
i. Collapse
ii. Die
B. Richard
Lazarus: cognitive component
1. our
thoughts and attitudes can create “stress”
2. our own
cognitions create the anxiety
3.
psychological “anxiety” is just as bad, or worse, than physical stressors
4. trick to
dealing with anxiety or psych. Stress = cognitive appraisal:
a. Primary appraisal: how bad is the
stressor?
b. Secondary appraisal: How much should I react, and how well can I adapt
or control to the stressor?
C. sources of
stress: important to identify these!
1. Holmes
and Rahe (1967)
a. List of stressing events
b. Gave a point system
c. 300 or higher: 90% chance of major illness or injury
d. 150-300: 50%
2. coping mechanisms:
a. short or long stressor
i. college: short term stressor by semester
ii. break after finals
iii. rest up and recover from the stress
b. can use cognitive appraisals
c. other coping mechanisms
3. what about
personality?
a. Several
types of people
i. Type A: highly competitive
ii. Type B: laid back
iii. Type T: thrill seekers
b. research that shows that Type A and Type B people are affected
differently
i. type A are much more likely to show deleterious (bad) effects of
stress
ii. type B avoid bad effects
III. Results of stress (long term)
A. immune system reactions
1.
psychoimmunology
2. when
stressed, you elicit the autoimmune system
3. immune
reactions:
a. Lympocytes and T-cells get activated
b. Look for antigens (bad things)
c. Make antibodies to attack the antigens
d. Antibodies tag the antigens and destroy them
4. with stress: not necessarily any “antigen” there
a. wears itself out using up all the immune resources- nothing left to
fight real disease
b. Attacks your own body
c. Autoimmune disorders much more likely with stress
i. Allergies
ii. Asthma
iii. Lupus
iv. Fibromyalgia
v. Schleroderma
vi. MS
B. Cardiac
and cardiovascular issues
1.
chronically increased blood pressure, heart rate
2. wear the
muscle out faster
C. digestive
issues:
1. more
stomach and digestive problems
2.
irritable bowel syndrome
3. ulcers
(caused by bacteria)
a. bacteria + increased stomach acid
b. together, eats through the lining of gut
D. Cancers
1. cancers
are basically cells that have “gone wild”
2. appears
to be somewhat related to autoimmune dysfunction
3. this
allows cancers to proliferate
IV. fight stressors
A. Develop 2 things:
1. way to
identify appropriately stressors in your life
2. way to
identify coping mechanisms
B. when you
identify a stressor:
1. avoid it
2. change
it
3. plan for
it
C. develop
coping skills
1. exercise
helps because it produces physical exhaustion
2. healthy
diet
3.
relaxation
4. laughter
5.
planning: count down calendars
6. “throw
away day”
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I. Psychopathology
A. technically translated: study of
the diseases of the mind or psyche
1. mental
illness or mental disorders
2.
difficulty: how do we determine what is “pathology” or abnormal and what is
normal?
3. define
mental disorders from several perspectives:
a. social appropriateness or acceptability
b. self help: are you harmful to yourself or others
c. medical model: idea that you have an ILLNESS that needs treatment
B. treatment
approaches:
1.
basically we follow the big “schools” of psychology
2. most
therapists treat their clients from a theoretical perspective:
a. psychoanalytic approach of Freud and the neoFreudians
b. humanism
c. cognitive/behavioral approach
d. organic or medical perspective
e. eclectic: uses more than one theoretical approach
C. Big Book
of Mental Disorders: DSMIV-R
1.
Diagnostic and Statistical Manual, fourth edition, revised
2. produced
by a committee from the American Psychiatric Association with consultation from
psychologists
3. divide
the diagnosis into three parts or axes
a. Axis I or primary: major psychological disorder (more than one)
b. Axis II: secondary diagnosis or contributing factors
i. Mental retardation or autism
ii. Drug addiction if not primary
iii. Physical disease
c. third axis: level of functioning
II. Anxiety disorders
A. anxiety disorders are the MOST
common
1. 6-10% of
the population has a diagnosable anxiety disorder at any one time
2. most
people will have at least one episode of diagnosable anxiety within their
lifetime
B. several
KINDS of anxiety
1.
generalized anxiety
a. chronic state of free floating anxiety
b. persistent state of apprehension and worry
c. lasts at least 2 weeks AND it is interrupting every day activities
d. sleep and eating disturbances, somatic effects (pounding heart,
heartburn, higher blood pressure)
2. agoraphobia:
a. “fear of open places”
b. Avoidance of fear provoking situations
c. You are afraid of going where anxiety occurs
3. panic disorders
a. attack of anxiety
b. mimics heart attack or asthma attack in symptoms
c. occurs to specific or generalized situations
4. simple phobia
a. persistent fear of something or someone
b. you realize it is irrational, but you still are afraid
c. 15% of population has a true phobia of something
5. social phobias
a. fear of performing in public
b. public speaking
c. more frequent in men: bathroom phobia
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11/30/07
Anxiety disorders, con't and Dissociative, somatoform and personality disorders
Be sure to check
your grades on the website and either let me know that I have lost your
assignment or quickly turn in any missing assignments....Friday, 12/7 is the
last day to turn anything in!
I. Anxiety disorders
A. anxiety disorders include:
1.
generalized anxiety
2. panic
attacks
3.
agoraphobia
4. simple
phobias
5. social
phobias
B. Obsessive
Compulsive disorder
1. emerges
out of anxiety disorder
2. coping
response gets out of control
3. for
example: if you are afraid of getting sick……wash your hands
a. start washing hands to avoid getting sick
b. over-wash hands to point of damaging their skin
4. coping
response becomes a negative reinforcer
a. if you don’t do the response- anxiety increases
b. doing the response DECREASES anxiety
5. changes in the brain occur:
a. decreases of serotonin
b. chicken and egg question- does the behavior cause the brain change or
does the brain change cause the behavior?
6. difference between an obsession and a compulsion:
a. obsession: obsessive thought or feeling
b. compulsion: behavior that must be performed to avoid anxiety
C.
post-traumatic stress disorder
1. anxiety
disorder
2. known
and established cause or elicitor
3.
traumatic event
a. war
b. car accidents
c. rape or attack
d. divorce
4. individual with this disorder
a. have symptoms for at least 3 months after the event
b. re-experience the event
c. avoid stimuli that remind them of the event
d. generally emotionally numb
e. increased arousal
II. Dissociative and somatoform disorders
A. dissociative disorders are
1. problems
with memory or changes in consciousness or self identity with no obvious
physical cause
2. two
kinds:
a. dissociative identity disorder
b. dissociative amnesia
B.
dissociative amnesia
1. you
forget who you are and your friends and family
2. occur
with or without flight (run away)
3. most
common of the dissociative disorders, but it is rare
4. you are
under tremendous stress, you have anxiety, you just forget and often leave
C.
dissociative identity disorder
1. multiple
personality disorder
2. very
controversial
3.
extremely uncommon
4. person
develops alternative personalities
a. real to that person
b. may or may not be of the same age or gender
c. typically the “new” personalities are unaware of the original
5. coping mechanism
a. we all have different “personalities”
b. almost all individuals with DID have traumatic experience
c. isolate themselves from the experience by creating another persona
d. compartmentalize their “private” personalities to an extreme- develop
into another person
III. Somatoform disorders
A. definition
1. physical
ailment or complaint with no obvious primary physical cause
2.
psychological stress is producing the physical symptom
3.
sometimes the symptoms are “imaginary”, other times they are real
4. often
times, the symptoms give the individual “secondary gains”- you win by being sick
B. Somatization disorder
1. physical
symptoms produced by stress
2. stress
disorder
C.
hypochondriasis
1. you
think you are sick, but you aren’t
2. research
symptoms and think you have them all- Reader’s digest disorder
3. rare
form: Muenchhausen by proxy: mother causes physical harm to the child and then
rescues the child
D. conversion disorders
1. manifest
(or show) a sensory or motor disturbance
2. one of
your senses or body appendages stops working- for no apparent physical reason
3. show “la
belle indifference” or a lack of interest in the problem
4. occurs
in reaction to a major traumatic event usually involving that body part:
a. you couldn’t rescue your child from the burning building- you can
longer walk
b. appear to be self-punishing
IV. Personality disorders
A. cluster of problems with
individual’s personality
1.
excessively rigid patterns of behavior
2.
behaviors are self-defeating or interfering with their life
3.
extremely resistant to change!
4.
difficult to treat because there is no impetus for change
B. several
kinds:
1. paranoid
personality: paranoid and suspicious-every one is out to get you always
2.
schizoid: aloof, distant with shallow and blunted emotions (cold fish)
3.
schizotypal: persistent difficulties with interpersonal interactions, bizarre in
dress and actions, very peculiar
4.
histrionic personality: dramatic and over emotional (eeyore)
5.
narcissistic: grandiose sense of self important: princess
6.
avoidant: avoid others
7.
dependent: can’t make their own decisions and depend on others
8.
obsessive compulsive: anal, but not full blown OCD
9.
antisocial personality:
a. sociopath or psychopath
b. truly have NO conscience
c. cannot feel guilt for inappropriate actions
10.
borderline personality
a. many of
these types
b.
dependent, obsessive, paranoid and low self image
c.
dangerous- stalkers
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12/3/07
Affective disorders and Schizophrenia
I. Affective disorders
A. definition
1.
disorders of mood or affect
2. not
moment to moment, but an overall trend or tendency
3.
abnormally high or low mood patterns
B. several
causes of mood disorders
1.
exogenous or external or situational: known stressor
2.
endogenous or innate: biological or even genetic predisposition
3.
diathesis stress model:
a. it takes BOTH a genetic predisposition AND a stressor to turn on the
severe forms of these disorders
b. either alone won’t do it
C. unipolar
disorders: depression
1. most
common major mental disorder
2. basic
symptoms:
a. problem: diffuse
b. prolonged duration
c. prolonged feeling of sadness or despair
d. low self esteem
e. sense of worthlessness and no will to go on
f.
marked shift in activity levels:
i. over or under eat
ii. over or under sleep
iii. sleep during day/up at night
g. agitated
h. difficulty focusing
i. can occur at ANY age
3. several levels of diagnosis
a. simple dysthymia
i. bad case of the blues
ii. meets criteria for clinical depression
iii. mild, little daily life interruption
iv. most people will experience at least one time in their life
b. simple depression
i. worse than dysthymia
ii. More life disruptions in sleeping/eating/fun activities
iii. Mild suidical thoughts
iv. Still functioning
c. acute depression
i. stop functioning in daily life
ii. withdrawn, stop most activities
iii. crying spells
iv. severe eating/sleeping disruptions
v. apparent to all around them
vi. medical intervention required
vii. suicidal thoughts are likely
d. depressive stupor
i. mostly bedridden
ii. no movement, no eating, no activity
iii. often psychotic-break with reality
iv. may have hallucinations (visions or hearing things)
v. suicidal, but unlikely to be able to perform the act
vi. can die from lack of food/water
vii. need hospitalization and intensive treatment
B. Bipolar
disorder
1. used to
be called manic-depressive disorder
a. was a better, more descriptive label
b. use bipolar because the diagnoses are based on which way you swing
2. etiology or causes
a. usually appears in teens or early 20’s
b. strong indication that it is lifelong disorder with symptoms in
childhood
c. client swings from very, very high to very, very low (severe or acute
depression)
1. acute depression
2. mania: extreme highs
a. uninhibited, highly extroverted
b. overconfident, but no skills to back up the confidence
3. may
become psychotic
a. lose contact with reality
b. may hallucinate
c. may have delusions
d. highly agitated and confused
4. swings occur typically several times across a lifespan
a. is something called rapid cycling (controversial)
b. rapid cyclers can cycle even daily
5. treatment:
a. medication
b. two kinds:
i. lithium carbonate: LiCa
ii. antiseizure medication
1. topomax
2. gabentin or neurotin
3. dilantin
4. tofranil
c. must also treat with talk therapy to develop social and coping skills
II. Schizophrenia
A. NOT multiple personality or
dissociative identity disorder
1. they
have ONE personality
2. they
just have lost contact with reality
3. most
severe and debilitating of all disorders
4. least
treatable with worst prognosis
B. incidence
and etiology
1.
approximately 2% of the population across the world has it
a. this strongly suggests a genetic component
b. stress affects the severity of the disorder
2. onset: typically late teens and early 20’s
a. probably symptoms early on
b. symptoms are too diffuse to diagnose earlier
3.
symptoms:
a. negative symptoms which occur first:
i. lose behavior (hence negative)
ii. lose social skills
iii. lose personal hygiene
iv. lose motivation
b. positive symptoms
i. occur later
ii. many types:
1. disturbance of thoughts
2. disturbances of perceptions
3. disturbance of social interactions
C.
disturbances of thought
1.
delusions: false beliefs which are NOT altered by contrary evidence
2.
delusions of grandeur or self importance
3.
delusions of persecution
a. can make them dangerous
b. believe that others are out to get them because they have this special
information
c. somatic delusions: delusions about the state of their body
d. delusions of influence and reference:
i. TV talks to you
ii. Certain words take on command meaning
e. delusions of nihilism: you believe you are dead or an alien
D.
disturbances of perceptions
1.
hallucinations: usually auditory or tactile
2.
loosening of associations
a. neologisms: make up new words
b. clang associations: rhyme or feed of the prior statement
c. word salad: words are tossed like a salad
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