Study Guide February 11 Spring 2021, questions and answers PDF

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PY 358 Study Guide Exam 1 Professor Tomeny Chapter 1 Key Terms: Abnormal behavior Conduct that is inconsistent with the individual’s developmental, cultural, and societal norms, and that creates emotional distress or interferes with daily activities Behavior genetics The field of study that explores the role of genes and environment in the transmission of behavioral traits Behaviorism The theory that the only appropriate objects of scientific study are behaviors that can be observed and measured directly Biopsychosocial perspective The idea that biological, psychological, and social factors probably contribute to the development of abnormal behavior and that different factors are important for different individuals Classical conditioning A form of learning in which a conditioned stimulus (CS) is paired with an unconditioned stimulus (US) to produce a conditioned response Culture The shared behavioral patterns and lifestyles that differentiate one group of people from another Developmental trajectory The idea that common symptoms of a disorder may vary depending on a persons age Diathesis-stress model psychological disorders may have a biological or psychological predisposition (diathesis) that lies dormant until environmental stress occurs and the combination produces abnormal Dimensional approach An approach to understanding behavior that considers if from a quantitative perspective (a little shy, moderately shy, a lot shy), not a qualitative perspective (shy or not shy) Mass hysteria A group of people share and sometimes even act upon a belief that is not based in fact (tarantism and lycanthropy) Neuron A nerve cell found throughout the body, including the brain Neuroscience Study of the structure and function of the nervous system and the interaction of that system and behavior Neurotransmitter Chemical substances that are released into the synapse and transmit information from one neuron to another Operant conditioning A form of learning in which behavior is acquired or changed by the event that happened afterward

Psychoanalysis A theory of abnormal behavior originated by Sigmund Freud that was based on the belief that many aspects of behavior were controlled by unconscious innate biological urges that existed from infancy Reinforcement/punishment A contingent event that strengthens the response that precedes it/ The application of something painful or the removal of something positive Scientist-practitioner approach An approach to psychological disorders based on the concept that when providing treatment to people with psychological disorders, the psychologist relies on the findings of research and in turn, when conducting research, the psychologist investigates topics that help guide and improve psychological care Sociocultural model The idea that abnormal behavior must be understood within the context of social and cultural forces Synapse A space between neurons Trephination The process in which a circular instrument was used to cut away sections of the skull, possibly in an attempt to release demons from the brain Viral infection theory The theory that during the prenatal period or shortly after birth, viral infections could cause some psychological disorders Application of terms/concepts: 1. How is abnormal behavior defined? What are the different criteria for abnormal behavior? What factors should be considered when defining and treating abnormal behavior? What are some of the challenges and limitations of defining abnormal behavior? Abnormal behavior is a behavior that is inconsistent with the individual’s developmental, social, and cultural norms, and creates emotional distress or interferes with daily functioning. The behavior should be evaluated in terms of its developmental, cultural, and societal contexts. Sex, race, and ethnicity are additional personal characteristics that should be considered. Age, socioeconomic status, education level, and biological changes should also be considered. Challenges can arise in defining abnormal behavior when looking at the various factors. It is not just different or dangerous behavior, because those can occur in various setting and contexts, and cannot be used as the sole criteria for determining abnormality. 2. Identify differences between categorical and dimensional approaches Categorical: you either meet diagnostic criteria or you don’t. Problems arise because people do not always neatly fit into defined symptoms and behaviors Dimensional: Abnormal behavior is constantly changing, can be placed on a continuum, incorporates quantitative criteria instead of ‘all or nothing” 3. How was abnormal behavior explained across history? What did the ancient Egyptians believe? The Greeks and Romans? During the Middle Ages and Renaissance? The Nineteenth Century? How did treatment of mental illness/abnormal behavior differ according the beliefs of each of these time periods? Ancient Egyptian cultures believed in spirits who controlled much of the environment, including

aspects of a person’s behavior. Some cultures used trephination to possibly treat mental illness by releasing the evil spirits in a person’s skull. The Greeks and Romans took a more scientific approach, as Hippocrates was the first person to identify hysteria. hallucinations, delusions, melancholia, and mania. All of these were believed to result from an imbalance in the four bodily humors. Treatment involved restoring balance and Hippocrates advocated for the removal of patients from their families as an element of treatment. During the Middle Ages, abnormal behavior was considered to be the “work of the devil”. Witchcraft was a popular explanation and many people who suffered from psychological disorders were executed on suspicion of witchcraft. During the Renaissance, thinking became more enlightened as a result of physicians Johann Weyer and Paracelsus. Weyer was the first physician to specialize in the treatment of mental illness, and Paracelsus refuted the idea that abnormal behavior was the work of the devil. Beginning in the sixteenth century, people with mental illness were housed in asylums. Asylums quickly filled to capacity and became “madhouses”, which were essentially warehouses to store the mentally ill. During the nineteenth century, Philippe Pinel and Benjamin Rush, among others were instrumental in the removal of patients from warehouse asylums and focused on humane treatment, with the use of respect, religion, kindness, and vocation. During this time, many believed that there was a biological basis to mental illness. 4. What are the major differences between each of the models/theories listed in the textbook? How does each theory explain abnormal behavior? Who are the major persons associated with these theories? Psychoanalysis- Sigmund Freud  3 regions of the mind- id, ego, superego  defense mechanisms prevent or cause abnormal behavior- rationalization, displacement, etc  psychosexual stages of development- could be stuck in a stage and develop a disorder  treatment options centered around dream analysis, interpretation, free association, insight, and catharis Modern Psychoanalytic  Carl Jung and the development of analytic theory  Alfred Adler and the development of individual psychology  Comtemporary models of psychoanalysis- ego psychology, object relation theory Behavioral- B.F Skinner  We are products and producers of our environment  vicarious conditioning is learning by observing a person’s behavior  Behavior is learned in a variety of fashions, such as social learning, operant conditioning, reinforcement, and punishment Cognitive- Aaron Beck  Perception is our reality, meaning how we perceive the occurance of an event or situation impacts how we act, think, feel  Depression= negative views of self, the world, and the future  Treatment is focused on changing distorted thoughts  cognitive distortions Humanistic- Carl Rogers  Incongruence between self image and actual self leads to mental illness  Client centered therapy- genuineness, empathetic understanding, unconditional positive response

5. What is the Biopsychosocial model? This model acknowledges that many factors probably contribute to the development of abnormal behavior and that different factors may be important for different people. It examines biological, social, psychological, and cultural factors related to abnormal behavior. 6. What is the diathesis‐stress model? Be able to define each part of this model and to identify examples of each of the parts of this model. Diathesis- biological and/or psychological vulnerability Stress- environmental factors Diathesis and stress during distress and/or dysfunction can lead to a psychological disorder

Chapter 2 Key Terms: brain stem part of the brain located at its base that controls fundamental biological functions such as breathing case study The comprehensive description on an individual (or group of individuals) that focuses on the assessment or description of abnormal behavior and its treatment central nervous system One part of the human nervous system that includes the brain and the spinal cord cerebral cortex largest part of the forebrain; contains structures that contribute to higher cognitive functioning including reasoning, abstract thought, perception of time, and creativity comorbidity presence of more than one disorder control group the comparison group for an experimental study in which the variable to be studied is absent correlation the relationship between variables correlation coefficient a statistical figure that describes the direction and strength of a correlation dependent variable the variable in a controlled experiment that is assessed to determine the effect of the independent variable endocrine system system in the body that regulates bodily functions but uses hormones rather than nerve impulses to do so epidemiology A research approach that focuses on the prevalence and incidence of disorders and the factors that influence these patterns familial aggregation The process of examining whether family members of a person with a particular disorder are more likely to have that disorder than family members of people without the disorder forebrain A part of the brain that includes the limbic system, basal ganglia, and the cerebral cortex frontal lobe

One of the four lobes of the brain; seat of reasoning, impulse control, judgment, language, memory, motor function, problem solving, and sexual and social behaviors that sends messages to the bodily organs via hormones hippocampus brain region that is part of the limbic system that also has a role in memory formation hormones chemical messengers that are released into the bloodstream and act on target organs independent variable the variable of a controlled experiment that the experimenter controls left hemispheres the region of the brain primarily responsible for language and cognitive functions limbic system brain region involved with the experience of emotion, the regulation of emotional expression, and the basic biological drives such as aggression, sex, and appetite longitudinal design a research design in which participants are assessed at least two times and often over a more certain time interval midbrain a portion of the brain stem that coordinates sensory information and movement; includes the reticular activating system, the thalamus, and the hypothalamus neuroanatomy the brain structure neurotransmitters chemical substances that are released into the synapse and transmit information from one neuron to another occipital lobe one of four lobes of the brain; located in the back of the skull; center of visual processing parietal lobe one of four lobes of the brain; integrates sensory information from various sources and may be involved with visiospatial processing peripheral nervous system one part of the human nervous system that includes the sensory-somatic nervous system (controls sensation and muscle movement) and the autonomic nervous system (controls involuntary movement) prevalence the number of cases of a disorder in a given population at a given time right hemisphere the region of the brain associated with creativity, imagery, and intuition single-case design an experimental conducted with a single individual temporal lobe one of four lobes of the brain; associated with understanding auditory and verbal information, labeling objects, and verbal memory translational research a scientific approach that focuses on communication between basic science and applied clinical research

Application of terms/concepts: 1. Be able to describe the two parts of the nervous system. What does each part do? The two main parts of the nervous system are the central nervous system (CNS) and the peripheral nervous system (PNS). The CNS consists of the brain and spinal cord. The peripheral nervous system controls sensation and muscle movement as well as involuntary movement and returning the body to resting levels 2. Be able to describe the two parts of the peripheral nervous system. What does each part do? Sensory-somatic nervous system- consists of cranial nerves, which control sensation and muscle movement autonomic nervous system: sympathetic and parasympathetic nervous system SNS- involuntary movements PNS- Returns the body functions to resting levels after SNS has activated them 3. Be familiar with the basic structure of the neuron and how neurons communicate with one another. Why is an understanding of neurotransmitters and their function so important with regard to mental illness? Neuron- nerve cell found throughout the body and brain that send and receive messages  soma- keeps the cell alive  axon- tube-like structure that carry messages to the cell  synapse- space between neurons, point of communication  dendrite- tree-like branches that receive messages from the neurons  Neurotransmitters- transmit info (rely electronic signals) This is important because most drug treatments affect one or more of the core neurotransmitters by influencing their availability and/or action on the brain 4. Be familiar with the parts of the brain implicated in memory and emotion functioning and other complex mental processes. What do we know about memory from the case study involving the hippocampus? Forebrain- Includes the limbic system, basal ganglia, and cerebral cortex)  Limbic System- emotions, memory, information from the outside world  Amygdala, the cingulate gyrus, and the hippocampus- deals primarily with emotions and impulse. Hippocampus plays a role in memory formation, and has been linked to memory deficits  Basal ganglia- thought to inhibit movement H.M case study- Hippocampus was removed to fix epilepsy, suffered amnesia. Could not save new long term memories. Able to recall long-term memories that occurred before the surgery. Short term memory is not dependent on the hippocampus 5. How is the brain structured? What do we know about the two hemispheres and the types of information they process? What type of information does each lobe process? The brain is broken up into a left and right hemisphere and 4 separate lobes.  Left hemisphere- language and cognitive function  Right hemisphere- creativity, imagery, and intuition  Temporal Lobe- Understanding auditory and visual information, labeling, processing  Occipital Lobe- visual processing  Parietal Lobe- Integrates sensory information  Frontal Lobe- reasoning, judgement, impulse control, language, memory, motor

functioning, problem solving, and social and sexual behavior 6. How is the endocrine system involved with behavior and mental illness? Certain hormones, produced and monitored by the endocrine system, are elevated in people with anxiety, depression, and other psychological symptoms. 7. How/why are the following types of research important for our understanding of abnormal behavior: neuroimaging, genetics, behavioral genetics, molecular genetics Neuroimaging  Technology that takes pictures of the brain  MRI, CAT scan, CT scan, PET  Helps psychologists understand what brain structures and functions appear to be affected when someone has a mental illness Genetics  Influence of genes on characteristics  Personality, attitude, abnormal behavior Behavioral Genetics  Describes the approach to the study of behavior that do not examine genes directly, but infer the action of genes and environment  Adoption studies  Familial aggregation  Twin studies- MZ and DZ twin pairs  Genetic influences Molecular Genetics  The study of the structure and function of genes at a molecular level  Genome wide linkage analysis- allows research to narrow the search for genes from the whole genome to specific areas on specific chromosomes  Candidate gene association study-compare specific genes in a large group of individuals that have a particular disorder with a well-matched group without a disorder  Genome wide association study- hundreds of thousands of possible genetic variants scattered across the genome are tested for association in the same study 8. Be able to define the following and describe the information they can provide and their limitations: case study, single-case design, group level research, population studies Case study- A comprehensive description of an individual or group of individuals that focus on assessment or description of abnormal behavior or it’s treatment  BenefitsCan focus on assessment and description of abnormal behavior and its treatment Examination of a rare phenomenon Generate hypothesis for group study  Limitations Amount of time and data may vary Impossible to replicate Limited in ability to understand abnormal behavior Inability to make firm conclusions Do not include control groups Single-Case Design- Experimental studies conducted with a single individual, most common ABAB (A=controlled, B=experimental)  Benefits

Controlled study Individual serves as his/her control group  Limitations Do not allow researchers to generalize the results to heterogeneous groups of people Do not address the impact of individual differences (age, sex, ethnicity) Group Level Research- Most common type of research, experiments in which groups of participants are exposed to different conditions at least one of which is experimental and one is controlled  Benefits Allow for strong inferences about causality  Limitations Historically has excluded certain groups, leading to limited research Must maintain balance between external and internal validity Population studies- permits a bird’s eye view of the study of causes, course, and outcome of psychological disorders  Benefits Can tell us about the prevalence and incidence rates of a disorder Determine whether certain subsets are likely to suffer from a disorder  Limitations Very large scale 9. What are controlled group designs and why are they helpful/important? A controlled group design is where groups of participants are exposed to different conditions that the investigator manipulates and controls. Participants in the control group are compared to participants in the experimental group. The strongest inferences about causality come from randomized control designs. 10. What are some common problems (both current and in the past) in research with regard to poor diversity of research samples? Historically, women have been excluded from many scientific studies, due to the difficulty in controlling for the differences between men and women, the impact of the menstrual cycle, and the threat of a pregnancy during a drug trial experiment. Older adults were often excluded from research because of the complex medical, psychological, and social changes that accompany aging. As a result of unethical practices that occurred in the first half of the 20th century, lack of trust and fear of stigmatization make some participants from ethnically diverse backgrounds reluctant to participate in research. 11. What are differences between cross-sectional and longitudinal designs? A cross-sectional design provides a snapshot in time, while a longitudinal design is a study that takes place over time.

Chapter 3 Key Terms: behavioral Observation the measurement of some behavior as it occurs by someone other than the person whose behavior is being observed clinical assessment the process of gathering information about a person and his or her envir...