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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 201 100 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

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Psychology 023 Final Review Winter 2006

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  1. Psychology 023 Final ReviewWinter 2006

  2. 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 • 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 …and Chapter 14 readings

  3. Just right Just right Too little Too much Too little Too much Deviation produces a drive e.g., too little food  hunger Drive gives motivation to restore homeostasis e.g., hunger  eating  satiation 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 Just right Too little Too much Stable internal state

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

  5. 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

  6. 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?

  7. QUALITY OF PERFORMANCE Low High Medium LEVEL OF AROUSAL 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)?

  8. 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)

  9. Theories of Emotion1. Common Sense Theory

  10. Theories of Emotion2. 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

  11. Theories of Emotion3. Cannon-Bard Theory

  12. Theories of Emotion4. 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

  13. Desynchronized Cycles

  14. 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

  15. 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

  16. IQ scores follow a bell curve (normal) distribution (Gray p. A-7) Number of Scores 0.1% 0.1% 2% 13.5% 34% 34% 13.5% 2% -3SD -2SD -1SD 0 +1SD +2SD +3SD Z-Score The standard deviation is 15 IQ Scores 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 How Can We Measure Intelligence? • Average IQs • high school graduate: ~105 • University (Bachelor’s) graduate: ~115 • Advanced professional degree graduate: ~125

  17. How much do you like Dr. Pepper? r = .70 How much do you like Coke Classic? Factor Analysis CORRELATION CORRELATION MATRIX

  18. Is IQ hereditary?

  19. Assembling Sounds Sounds  phonemesmorphemes  words  sentences  meaning • hard to identify word transitions in speech • 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”

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

  21. How do we learn grammar? • B. F. Skinner • language and grammar are learned through operant conditioning • Noam Chomsky • 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”

  22. 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?

  23. 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

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

  25. Why are human brains so big?

  26. 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

  27. 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 Asperger’s (high functioning autism) Williams Syndrome??? Females Males Autistics Better at understanding people than things 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)

  28. Harlow’s Attachment Studies

  29. Attribution 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

  30. 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?

  31. 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

  32. 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

  33. Discrimination vs. Prejudice • Discrimination • unfair treatment of a group • Prejudice • negative attitudes toward or beliefs (stereotypes) about members of a group

  34. 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

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

  36. 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)

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

  38. Social Impact Theory Convergence of social forces Diffusion of social impact

  39. Adolf Eichmann supervised the deportation of 6,000,000 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? Are the people who commit such acts inherently evil?

  40. We do what we’re told “We do what we’re told. 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)

  41. Sigmund’s Greatest Hits See text, Ch. 15, FQ 26-32 • Psychoanalysis • Id, Ego, Superego • Psychosexual stages of Development • Freudian slip • Oedipal Complex (and Electra Complex) • Defense Mechanisms • Interpretation of Dreams • Penis Envy • Influence on later psychologists • Cocaine

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

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

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

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

  46. 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?!

  47. 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

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

  49. 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 Mood Time • Normal • minor mood fluctuations

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