Eppp 2

Front 1

Actor Observer Effect

Back 1

In causal attribution, the tendency for an observer to OVERESTIMATE the effects of DISPOSITIONAL factorsu when making attributions about an ACTORS behavior but to OVERESTIMATE the effects of SITUATIONAL factors when making SELF-ATTRIBUTIONS

Front 2

Attitude Inoculation

Back 2

A method for reducing the effectiveness of a persuasive message that is based on the medical model. It involves giving the recipient of the message argument against his/her own position and weak counterarguments (refutations against those arguments)

Front 3

Autokinetic Effect

Back 3

SHERIF used the autokinetic effect (a perceptual phenomena in which a stationary point of light appears to move in a darkened room) to study conformity to group norms

Front 4

Balance Theory

Back 4

Balance theory uses the principle of cognitive consistency to explain attitude change and focuses on the relations among three entities : the PERSON (P), ANOTHER person (O) and a THIRD PERSON, EVENT, or OBJECT (X). It proposes that the relations may be balanced or unbalanced depending on the pattern of likes and dislikes among the entities

Front 5

Barnum Effect

Back 5

The Barnum effect i the tendency to accept vague, general descriptions of oneself (e.g. horoscope) as accurate

Front 6

Base Rate Fallacy

Back 6

THE base rate fallacy is the tendency to UNDERUTILIZE or ignore relevant stats (base rate) data and to rely, instead, on IRRELEVANT INFO when making probabilsitc judgments about an event or charactersitic

Front 7

Bases of Social Power

Back 7

FRENCH AND RAVEN identified 6 bases of social power that induce compliance in another person:

COERCIVE

REWARD

EXPERT

LEGITIMATE

REFERENT

INFORMATIONAL

Front 8

Bystander Apathy

Back 8

Bystander apathy refers to the tendency of people to NOT intervene in emergency situations when others are present. It has been attributed to 3 factors:

Social Comparison

Evaluation Apprehension

Diffusion of Responsibility

Front 9

Catharsis Hypothesis

Back 9

Predicts that an act of aggression reduced an individuals arousal level which then decreases the likelihood that he/she will act aggressively again in the near future. The research has not been supportive of this claim

Front 10

Characteristics of the Communication

Back 10

Several characteristics of a communicaiton affect its persuasiveness, eg the level of discrepency between the positions of the recipeint and the message, the order in hich the 2 sides of an argument are presented (primacy/recency effects), and whether the message is intentionally delivered or is overheard

Front 11

Characteristics of the Communicator

Back 11

Research on attidue change has confirmed that credible communicators are more persuasive and that one factor that contributes to credibility is TRUSTWORTHINESS (eg if the person is arguing against his/her own best intersts, the person may seem more trustworthy)

Front 12

Cognitive Dissonance Theory

Back 12

FESTINGERS cognitive dissonance theory proposes that inconsistencies in cognitions produce discomfort (dissonance) that motivates the individual to reduce the dissonance by changing his/her cognitions

Front 13

Confirmation Bias

Back 13

The confirmation bias is the tendency to seek or pay attention to information that confirms one's hypothesis or current beliefs and to ignore disconfirming information

Front 14

Contact Hypothesis

Back 14

Proposes that prejudice may be reduced through contact between members of majority and minority groups as long as the following conditions are met:

Members of different groups have equal status and power

Members are provided with opportunities that disconfirm negative stereotypes about members of the other group

Intergroup cooperation is necessary to acheive mutual (Superordinate) goals

Front 15

Deindividuation Model

Back 15

Deindividuation is a state of relative anonymity that allows an individual to feel unidentifiable. It has been associated with increases in antisocial behavior, apparently because the deindividuated persons behavior is no longer controlled by guilt, fear of evaluation, or other inhibitory controls

Front 16

Effects of CROWDING

Back 16

Crowded conditions tend to enhance positive experiences and increase the unpleasantness of negative experiences. Men seem to be more stressed by crowded conditions than women and are more likely to react with increased aggressiveness, apparently because men require more personal space

Front 17

Effects of MEDIA VIOLENCE

Back 17

The research has generally confirmed that viewing media violence increases aggression by providing viewers with models for aggressive behavior. In addition, media violence can affect attudes as well as behavior - eg frequent viewent of media violence has been linked to a tendnecy to overestimate the likelihood that one will be a victim of vioelnce

Front 18

Effects of PORNOGRAPHY

Back 18

Studies investigating the effects of porn have shown that, while exposure to mild eortica may reduce agressiveness, exposure to porn with violent themes tend to increase aggressive behaviors toward women as well as increase acceptance of rape myths and the adoption of callous attitudes towards sexual violence

Front 19

Elaboration Likelihood Model (ELM)

Back 19

ELM is a cognitive theory of attidue change that distinguishes between 2 informational processsing routes - CENTRAL and PERIPHERAL

CENTRAL ROUTE: likely when the listner's motivation is HIGH, the listner has the ability to process the info contained in the message, and/or the listener is a NEURTRAL or Slightly Negative mood

PERIPHERAL ROUTE: likely when the listner is UNMOTIVATED, listner LACKS ability to process info, and listenr is in a POSITIVE MOOD

Front 20

Emotion-in-relationship Model

Back 20

Model of emotion that provides an explanation for the experience of strong emotions in close relationships and proposes that there is an innate mechanism that gnerates emotion in response to unexpected events taht disrupt ongoing sequences of behaviors

Front 21

Epinephrine Studies

Back 21

SCHACHTER AND SINGER

Supported the predictions of Self Perception Theory by confirming that, when internal cues are insufficient or difficult to interpret, peopel acquire info about themselves by observing their external behaviors and/or the ocntext nwhich those behaviors occur

Front 22

Equity Theory

Back 22

Predicts that motivation (eg motivation to remain in relaitonship) is affected by a comparison of the input/outcome rations of oneslef and ones' partner

Front 23

Field Theory

Back 23

LEWIN's Field Theory describes human behavior as being a product of INTERDEPENDENT Factors in the person and his or her physical and social environment

Front 24

Frustration Aggression Hypothesis

Back 24

Aggression is motivated by frustration, and a revised version predicts that frustration leads to aggression in the presence of aggressive cues

Front 25

Fundamental Attribution Bias

Back 25

The tendency for an observer to OVERESTIMATE DISPOSITIONAL CAUSES and UNDERESTIMATE SITUATIONAL CAUSES when making attributions about an actors behavior

Front 26

Gain Loss Effect

Back 26

Predicts that people tend to be most attracted to individuals who show increasing likling for them and to be least attracted to indivduals who show decreasing liking for them

Front 27

Gender Differences in Affiliation

Back 27

The research has shown that women generally spend more time than men engaged in conversation, are more likely to talk to people of the same gender, and may affiliate more than men do in public places

Front 28

Hardiness

Back 28

Research by KOBASA found that the personality trait of HARDINESS acts as a protective factor against stress and has three primary characteristics:

COMMITMENT (a sense of purpose and involvement in ones relationships and life events)

CHALLENGE (an openness to new experiences and change)

CONTROL (belief that one has the ability to influence or manage life events)

Front 29

Heuristics

Back 29

Mental Shortcuts that people use when making attributions and other social judgments and include the REPRESENTATIVENESS, AVAILABILITY, SIMULATION, and ANCHROING and ADJUSTMENTS herutitics. ALthough herusitcs allwo su to reach conclusions quickly, they may result in errors

Front 30

Intraindividual Conflict

Back 30

LEWN and MILLER distingued between 4 intraindividual (MOTIVATIONAL Conflicts)

Approach-approach

Avoidance-avoidance

Approach-avoidance

Double approach-avoidacne

Of those, the double approach avoidance (Which occur when we have to choose between 2 goals that both have postive and negative qualities) is the most difficult type to resolve

Front 31

Jigsaw Method

Back 31

Method of learning in which assignments must be completed by teams with each team meber being assigned a difference piece of the project. It has been fuond to improve intergroup relations, cooepration, and self esttem as well as acaemic ahcheivement, espeically afor members in minority groups

Front 32

Law of Attraction (BYRNE)

Back 32

BYRNE: we are attracted to others who have similar attitudes because of interacting with those individuals is more rewarding than interactingwith people who have dissimilar attidues and is, therefore, more likely to generate positive affect

Front 33

Levels of Racism

Back 33

Several investigators argue, to understand the effects of racism, it is necessary to recognizethat it operates on multiple levels. These levels may be categorized as cultural, institutional, inteprerosnal, and internalized

Front 34

Minority Influence

Back 34

The research shows that a minority can influence the majority by maintaining a consistent (but not dogmatic) position

Front 35

Misery Loves Miserable Company

Back 35

SCHACHTER concluded that people like to affiliate most with others who are in similar circumstances (anxious people preer to afficlate with other anxious people)

Front 36

Obedience to Authority (MILGRAM)

Back 36

Famous and controversial studies evaluated participants willingness to obey the diret order or command of a high status individual (authority) even when doing so seemed to harm another person

Front 37

Overjustification Hypothesis

Back 37

Predicts that when peopel are externally rewarded for a task they previously found intrinsically interesting, their intrnic intrest in the task will decresae

Front 38

Prison Study (ZIMBARDO)

Back 38

Zimbardo's prison simulation study demonstrated that peopel alter their behaivors tofit their assigned roles

Front 39

Pseudopatient Study (ROSENHAN)

Back 39

Rosenhan's study demonstrated the effects of the social context on impression formation. Once admitted to a mental hospital, the pseudpatiens were viewed, espeically by hositpal staff, as being schizophrenic even though they did not exhibit any abnormal behaviors

Front 40

Psychological Reactance

Back 40

Tendency to resist being influenced or manipulated by others, usually by doing the opposite of what is expected or requested

Front 41

Robber's Cave Study (SHERIF)

Back 41

Sherif's research with boys at a summer camp demonstrated that the most effective way to reduce intergroup hostility is having the members of the groups cooperate to acheive a mutual (Superordinate) goal

Front 42

Schemata

Back 42

or Schemas are COGNTIIVE STRUCTURES that organize past information and experience and provide a framewrk for processing and understanding new info and experiences

Front 43

Self-Monitoring

Back 43

The need for and ability to manage the impression that others form of us.

High Self-Monitors are most concerned bout their "public self" and consequently, strive to match their attitudes and behaviors to the situation.

Low Self-Monitors are guided primarily by their own beliefs and values and attempt o alter the situation to match their "private self"

Front 44

Self Perception Theory

Back 44

Predicts that people make attributions about their own attitudes and bheaviors on the basis of observations of their behaviors and other external cues

Front 45

Self Serving Bias

Back 45

Refers to the tendency to attritube our own successes to Dispositonal INTERNAL factors and failures to Situational EXTERNA factors

Front 46

Self Verification Theory

Back 46

Predicts that people prefer to receive feedback from others that is consistent with their own self evaluations

Front 47

Social Comparison Theory

Back 47

PRedicts that people use other (usually similar) people as sources of comparison to evaluate their own attitudes and behaviors

Front 48

Social Exchange Theory

Back 48

Predicts that a person's decision to leave a relationship depends ont he relationshps COSTS and REWARDS; ie a person is liekly to stay in a relationshp with the rewards exceed the costs but leave when costs are greater than rewards

Front 49

Social Learning Theory

Back 49

Predicts that learning can occur simply by observing the behavior of a model. It has been used to explain the acquisition of aggressive bheviors (effects of media vioelnce)

Front 50

Social Judgment Theory

Back 50

preidcts that people have 3 categories of judgmet by which they evaluate persusaisve messages

A Latitude of Acceptance

A Latitude of Non-Committment

Latitdue of Rejection

and that people are most likely to be presuaded when the message is within their lattidue of acceptance

Front 51

Superordinate Goals

Back 51

Can be acheived only when individuals or members of different groups work together cooepratively and have been found usefl for reducing inergorup conflict

Front 52

Symbolic Racism

Back 52

SEARS propose that symoblic (modern) racism has gradually taken the place of "old fashioned" racism and that symoblic racists belive that African Americans and other minorities violate such traditionl AMerical values as individuism, self-reliance, and the work ethic.

THey also deny their prejudice and attribute the social and economic problems of minority group members to internal factors (eg lack of efort and dicipline)

Front 53

Theory of Planned behavior

Back 53

PRedicts that attitudes are accurate predictors of bheavior when the attidue measure assesse all 3 components of the bheavioral intention -

the person's attiude toward engaging in the behavior,

what the person believes other people think he or she should do,

and the person' perceived behavioral control

Front 54

Zeigarnik Effect

Back 54

Tendency to remember interrupted and unfinished tasks better than completed ones, especially in non stressful situations

Front 55

Amygdala

Back 55

Substructure of the Limbic System and is ivolved int he control of emotional activities, including the mediation of defensive-aggressive behaviors and the attachment of emotions to memories

Front 56

Kluver Bucy Syndrome

Back 56

Bilateral lesions in the amygdala and temporal lobes of primates produces KBSYNDROME, which is characterized by reduced fear and aggression, increased dociility and compulsive oral exploratory behaviors, altered deitary habits, hypersuxaility, and "psychic blindness" (an inability to recognize the signficant or meaning of vents or objects

Front 57

Anticholinergic Effects

Back 57

Caused by Several drugs including the antipsychoticsand tricycilc antidepressants. THey include dry mouth, blurred vision, tachycardia (rapid heart rate), urinary retention, constipation, memory impariment, and confusion

Front 58

Aphasia

Back 58

Aphasia refers to impairments in the production and or comprehsnion of language

Front 59

Broca's Aphasia

Back 59

Produced by damage to Broca's area. It involves difficulty in PRODUCING written or spoken langue with little or no toruble in understanding language and often included Anomia and imparied repetition

Front 60

Wernicks Aphasia

Back 60

Caused by damage to Wernicks area. Charcterized by an inability to COMPREHEND written or spoken lanaugae along with the production of rapid, seemingly effortless speech that is lacking in content and may include anomia, paraphasia, and imparied repetiion

Front 61

Conduction Aphasia

Back 61

Produced by damage to the Arcuate Fasciculus. Does NOT significantly affect language comprehension but does result in Anomia, paraphsia, and impaired rentetion

Front 62

Atypical Antipsychotics (Clozapine)

Back 62

Clozapine and other atypical (newer) antipsychotic drugs affect receptors for several neurotransmitters including dopamine, serotonin, and glutamate. These drugs are effective for both positive and negative symptoms of Schizophrenia and are less liekly to produce tardive dyskineisa than the traditional antipsychotics. HOwever, they can produe agranulocytosis and other blood dyscrasis as well as neuroleptic malignant syndrome

Front 63

Autonomic Nervous System (Sympathetic and Parasympathetic)

Back 63

ANS is a division of the peripheral nervous system and is involved in the control of visceral functions (heart rate, blood pressure, respiration, digestion, and sweating). It consists of the Sympathetic and Parasympathetic branches

Sympathetic: invovled in the mediation of FLIGHT OR FIGHT (emergency) reactions. Acitviation of sympathetic branch produces increased heart rate, pupil dialaiton, increased blood sugar, and inhibiton of the digestive processes.

Parasympathetic: inovled in the conservation of energy and relaxation. Activation is associated with slowing of heart rate, lowered body pressure, contraction of pupils, reudction of sweat gland output, and icnreased civity of the digestive system

Front 64

Basal Ganglia

Back 64

Subcortical structures (caudate nucleus, putamen, globus pallidus, substanta nigra) that are involved in planning, organizing, and coordinating VOLUNTARY MOVEMENTS. Linked to Huntington's Disease, Parkinsons, Tourettes, OCD, and ADHD

Front 65

Beta-Blockers (Propranolol)

Back 65

Propranolol and other beta blockers blck or diminish the cardiovascular excitatory response to the hormones of epinephrine and norepinephrine. They are used to treat cardiovascular disorders, glaucoma, and migraine headaches, and are also useful in reducing the PHYSICAL SYMPTOMS OF ANXIETY.

Common side effects include bradycardia, nausea, diarrhea, dizziness, decreased sexual ability, and trouble sleeping

Front 66

Brain Laterilization / Split Brain Patients

Back 66

Left (Dominant Hemisphere) dominates in VERBAL activities (speaking and writing, word recognition, memory of words and numbers), analytical, lgoical thought; and POSITIVE EMOTIONAL STATES

Right (Non-Dominant): VISUAL SPATIAL ACTIVITIES, such as facial recognition, spatial inteprreation and memory for shapes and in NEGATIVE EMOTIONS.

Specializiation of 2 hemispehres is referred to as brain laterilzation and was intially studied in split brain patients, whose corpus colllasums had been severed to control severe epileipsy

Front 67

Cerebellum

Back 67

Involved in the EXTRAPYRAMIDAL control of MOTOR ACTIVITIES (coordination, balance, posture). Damage can resultin ataxia

Front 68

Ataxia

Back 68

Slurred SPeech, severe tremeros, and loss of Balance

Front 69

Cerebral Ventricles/Hydrocephalus

Back 69

Ventricles are the 4 cavities of the brain that contain cerebrospinal fluid. Blockgae of the ventricles and a resulting build up of fluid can cause Hydrocephalus

Front 70

Cerebrovascular Accident

Back 70

Cerebrovascular accident (CVS) is also referred to as Cerebral Stroke and refers to brain damage that occurs when a bood clot or other obstrucion or hemorrhage dirupts the flow of blood to the brain. Commonsymptoms include contraletral hemiplegia, hemianesthesia involving the face, arm, and leg, and contraolteal visual field lsos

Front 71

Contralateral Representation

Back 71

FOr most sensory and motor fucntions, the cortex exhicbits controlateral representation, which means that the Left Hemi controls the functions of the RIght side of the body and vice versa

Front 72

Corpus Callosum

Back 72

Right and Left Hemis are connected by several bundles of fibers, largest of which is the CC. If the CC is severed, the 2 hemis operate essentailly as sepreate, independent brains

Front 73

Depth Perception/Retinal Disparity

Back 73

Depth Perception depends on a combniation f binocular and monocluar cues.

Retinal Disparity is a binocular cue and refers to the fact that our 2 eyes see objects int eh worl from 2 different views; and the cloer an object, the greater the disparity of the two images

Front 74

Dopamine Hypothesis

Back 74

Schizophrenia is due to overactivity of dopamine recpeters either as a result of oversensitivity of the recpetors or excessive dopamine levels

Front 75

Effects of Psychoactive Drugs

Back 75

Agonists: produce effects similar to those produced by a NT

Inverse Agonists: produce an efect opposite the effect produced by a NT or an agonist

Partial Agonists: produce effects that are similar to but less than the effects produced by NT or an agnoist

Antagonists: Produce no activity in the cell on their own, but instead reduce or block the effects of a NT or an agonist

Front 76

Emotion Areas of the Brain

Back 76

Amygdala: role in the perception and expresson of anger, fear, sadness, hapiness, and other emotions and attaches emotions to memories

Hypothalamus: translation of emotions into physical responses

Cerebral Cortex: left hemi governs happiness and other Positive emotions, Right Hemi mediates sadness, fear, and toher negative emotions

Front 77

Frotnal lobe and Broca's Area/Prefrontal Cortex

Back 77

Frontal lobe occupies major portion of cortex and included primary motor cortex, supplemntary motor area, premotor cortex, Broca's area, and prefrontal cotex

Involved in intiative, plannign ability, abstarct thinking, and other executive functions; personality and mood; and motor functions.

Damage to Broca's area produces Broca's (expressive) aphasia.

Damaage to the prefrontal cortex produces personality changes and deficits in higher level cognitive abilities

Front 78

Gate Control Theory of Pain

Back 78

There are Mechanisms inthe Spinal Cord that mediate (block) the perception of pain

Front 79

General Adaptation Syndrome

Back 79

According to SELYE, the human response to stress is mediated by adernal pituitary secretions (cortisol) and invovles 3 stages

Alarm Reaction, Resistance, and Exhaustion

Model predicts that prolonged stress can result in illness or death

Front 80

Hippocampus

Back 80

Limbic System Structure that is importat for SPATIAL and EXPLICIT MEMORY and the CONSOLIDATION of DELCARITIVE memories

Front 81

Huntington's Disease

Back 81

Inherited degenerative disease that is transmitted by a single autosomal dominant gene and involves emotional cognitive and motor symptoms

Emotional and Cognitive symptoms appear first and include depression, apathy, anxiety, antiosical endencies, and frogetfulness

Early motor symptoms include fidgeting, and clumsiness, which are followed by facial grimaces and "piano-playing" movements of the fingers

Bleieved to be due t a loss of GABA secreting neurons and glutamate excitotoxicity in the basal ganglia especially in the caudate nuclues, putamet, and globus pallidus

Front 82

Hypertension

Back 82

Two types of hypertension

Primary (Essential) Hypertension: diagnosed when high blood pressure is not due to a known physiological cause. Accounts for aobut 85 to 90% of all cases of high blood pressure, untreated it can lead to cardiovascular disease, and it is a major cause of heart failure, kidney failure, and stroke

Secondary Hypertension: diagnosed when elevated blood pressure is related to a known disease.

Prevelance of hypertension i related to age, race, and gender. Older adults hvae higher rates than younger adults, African AMerican have higher rate then Whites, although gnerally higher for men, among older adutls and african maericansthey are higher for owmen

Front 83

Hyper and Hypothyroidism

Back 83

Hyperthyroidism caused by hypersecretion of thyroxine and by the thyroid gland, and is charactersized by a speeded up metabolism, elvated body temperature, accelerrated heart rate, increased appetite with weight loss, nervousness, and insomina

Hypothyroidism; caused by hyposeretion of thyroxine and invovles a slowed metabolism, slowed hear rate, lethargy, lowered body temperature, imparied concentraiton and memory, and depression

Front 84

Hypoglycemia

Back 84

(Low Blood Glucose) is caused by excessive secretion of insulin by the pancreas and is characterized by hunger, dizziness, headaches, blurred vision, palpitations, anxiety, depresion, and confusion

Front 85

Hypothalamus and Suprachiasmatic Nucleus

Back 85

The hypothalamus consists of a cluster of nuclei that control the autonomic nervous system and endocrine glands, mediate basic drives, and regulate emotional expression.

The Suprachiasmatic Nucleus (SCN) which is located in the hypothalamus, is involved in regulation of the body's CIRCADIAN RHYTHMS

Front 86

Learning and Memory (Areas of the Brain)

Back 86

Temporal Lobes: essential for the encoding, storage, and retrieval of long term declarative memories

Hippocampus: responsible for the CONSOLIDATION of long term declarative memories (transfrering info from short trm to long term)

Amygdala: key role in fear conditioning, learning bout rewards and punishments, and adding emotional signficiance to memoreis

Prefrontal Cortex; implictaed in short term memory, episodicmemory, and propsecitve memory

Thalamus: Processing Info and transferring it to the neoortex

Front 87

Learning and Memory (Neural Mechanisms) (LTP)

Back 87

Long Term Potentiation (LTP) = physiological process inolving the modification and nerve synapses, especailly at glutamate recpetors in the hippocampus.

Inhibiting the synthesis of protien or RNA at the time of learing prevents the formation of long term mmoreis

Front 88

MAOIs and Hypertensive Crisis

Back 88

MAOIs are antidepressants that work by inhibiting the enzyme monoamine oxidase, which is involved in deactivating dopamine, norepineprhine, and seroonin.

Most dangerous side effects is hypertensive crisis, which can ocur when an MAOI is taken in conjunction with barbiturates, amphetamines, antihistaimines, or certain other drugs, or with foods containing the amino acid tyramine (eg aged cheeses and meats, beer, red wine, chicken liver, avacado, bananas, fava bens).

Symptoms of a hypertensive crisis include severe headaches, stiff neck, rapid heart rade, nausea, vomiting, sweating, and sensitivity toilght

Front 89

Medulla

Back 89

Controls the flow of info between the spinal cord and the brain, and regulates a number of vital functions including breathing, heartbeat, and blood pressure

Front 90

Menopause/Hormone Replacement Therapy

Back 90

Decreased estrogen levels that accompany menopause produce a variety of emotional and physical symptoms including hot flashes, fatigue, mood swings, nausea, vaginal dryness, and loss of bone mass.

Hormone Replacement Therapy (HRT) alters estrogen levels only or both estroen and proestrogen levels and is effective for eliminating hot flashes, mood swings, and vaginal dryness, and reduces the risk for bone loss

Front 91

Methylphenidate

Back 91

(Ritalin, Concerta, Metadate) is a psychostimulant drug used to treate ADHD in children and adults.

Common side effects nclude decreased appetite, insomina, dysphoria, and growth suppression

Front 92

Migraine Headache

Back 92

Recurrent vascular headche characterzied by severe throbbing pain, suually on one side of the head. Triggers include certian foods, alcohol, brigh lights, and relaxation follwoing phyiscal or psycholgocial stess.

Migraine may be preceded by an AURA (classic migraine) or gastrointesitnal or other sypmtoms (common migraine)

Front 93

Mood Stabilizing Drugs (Lithium, Anticonvulsant Drugs)

Back 93

Mood stabilizing drugs are used to alleviate mania and mood swings in Bipolar Disorder and include lithium and anticonvulsants (eg carbamazepine).

Lithium is usually the drug treatment of choice for classic Bipolar, while an anticonvulsant drug may be more effective for patients who experience rapid mood sings or who have dysphoric mania

Front 94

Multiple Sclerosis (MS)

Back 94

Progressive disease of the nerovus system that invovles adegenertaion of the myelin that surrounds nerve fibers int he cnetral nervous system

Common intiinal symptoms are optic neuritis, motor impariments, sensory abrnomatiles, fatigue.

Adiditonal symptoms that arise as the disease progresses include tremors, speech problems, mood sypmtoms, andcognitive impairment

Front 95

Naltrexone

Back 95

(Revia, Vivitrol) is an opioid antagonist that blocks the craving for and reinforcing effects of alcohol and is used to treatment Alcohol Abuse and Dependence.

Side effects include abdominal cramping, nausea, vomiting, insomina, nervousness, headache, and joint and msucle pain

Front 96

Narcotic-Analgesics

Back 96

Drugs classified as NA (opioids) have both SEDATIVE and ANALGESIC properties. Medically, the NA are used for teh same reasons they were used centries ago (as analgesics treatents for diarrhea, and cough supressants)

Chronic use of a NA results in tolerance and psycholigcla nad phsyical depdendence. Withdrawal symptoms resemble those associated with a bad case of the flue

Front 97

Neuroimaging Techniques

Back 97

Make it possible to study both structure and function of the living brain

Computed Tomography (CT) and Magnetic Resonance Imaging (MRI) are STRUCTURAL techinques

Positron Emission Tonography (PET) single proton emission computed tomography (SPECT) and funcitonal magnetic resonance imaging (fMRI) provide informaiton on the FUNCTIONAL activities of the brain

Front 98

Neuroleptic Malignant Syndrome

Back 98

NMS is a rare, but potentially fatal side effect of the antipsychotic drugs. It involves a rapid onset of motor, mental, and autonomic symptoms including muscle rigidity, tachyardia, hyperthermia, and altered consicousness.

To avoid potentially fatal outcome, the drug must be sopped as soon as sypmtoms of NMS developed

Front 99

Neuron (Action Potential and All or None Principle)

Back 99

Conduction: messsages within a neuron are transmitted from dendrites to the end of its axon through electrical pocess called conduction

With sufficient stimulation from other cells, a cell becomes depolarized (interior of cell becomes less negative) which triggers ACTION POTENTIAL = an electrical impulse that travels quickly through the cell

The All or None Principle Predicts that an action potential will always be of the same magnitude regardless of the amount of stimulation received by a neruon as long as the minial elvel of stimulaiton (threshold) has been reached

Front 100

Neurotransmitters

Back 100

Chemical substances that are released from axon terminals, diffuse across synapses, and excite or inhibits receptor sites on postsynaptic nerve cells

Acetycholine = mediates neuromusclar transmission, parasympathetic arousla, and memory (eg memory loss in Alzhemiers dementia)

Dopamine = involved in inhibitory motor regulation and motivational/emotional functions. Insufficient dopamine in the basal ganglia is believed to underlie Parkinsons. Excessive activity at dopatime recpetrs has been linked to Schizophrenia and Tourettes

Serotonin: orinarly inhibitis behavior and is inovled in teh regulation of mood, hunger, arousal, sleep, temperature, and pain and in the Bipolar and Depressive DIsorders, Schizohrenia, and OCD

GABA= is the most common inhibitory neurotransmitter and is believed to be involved in anxiety, sleep, and seizures. Low levels of GABA in the motor region are associated with Hungtionton's disease

Front 101

Occipital Lobe and Visual Agnosia/Prosopagnosia

Back 101

Occipital Lobe contains the visual cortex. Damage to Occipital Lobe can result in visual Agnosia, color agnosia, word blindness, and/or scotomas (blind spots)

Visual Agnosia: Inability to recognize familiar objects

Lesions at the junction of the occipital, temperal, and pariteatl lobes can produce PROSOPAGNOSIA = inabilty to recognize familiar faces

Front 102

Papez's Circuit

Back 102

Papez's circuit was proposed as a brain mechanism (circuit) that meidates the expereince and expression of emotion. It includes the hipocampus, mammilary bodies, anterior nuclei of teh thalamus, and cingulated gyrus

Front 103

Parietal Lobe and Apraxia/Anosognosia/Gerstmann's Syndrome

Back 103

Parietal Lobe; contains somatosensory cortex. damage can lead to following disorders

Apraxia: inability to preform skilled MOTOR MOVEMENTS in the absence of imparied motor functioning

Anosognosia: inability to recongize ones own neurolgoical symtoms or another disorder

Gerstmanns Syndrome: combinaion of finger agnosia, right left confusion, agraphia, and acalculia

Front 104

Parkinsons Disease

Back 104

Progressive degenerative disease characterized by tremor, musuclar rigidity, akathisia, akinesia, and speech difficulties, and it may eventually include dementia

Symptoms are temporarly relieved by L-Dopa, a dopamine agonist.

Believed to be due to degeneration of dopamine containing cells, especially in the substnatia nigra

Front 105

Postconcussional Syndrome

Back 105

When using DSM 5, would receive a diagnosis of Major or Mild Neurocognitive DIsorder due to Traumatic Brain INjury when following criteria are met:

Persons symptoms meet criteria for Major or Mild Neurocog disrdoer

and

There is evidence of a traumatic brain injury with at least one of the following: loss of consciousness, postrauamtic amnesia, disorientation and confusion, and or nuerolgoical signs (seizers visiual field cuts, hemiparesis

and

the neurocognitive disorder occurs immediately after the trauamtic brain injury or immediately after recovery of consouness and continues past the acute post injury period

Front 106

Psychophysical Laws (Weber's Law, Fechner's Law, Stevens's Power Law)

Back 106

Psychophysical Laws attempt to predict the relationship between perception and sensation

Weber's Law: states that the just noticeable difference in stimulus intensity is a constant proportion of the initial stimulus intensity

Fechner's Law: states that physical stimuls changes ore logarithmically related to their psycholgical sensations

Steven's Power Law: the magnitude of a sensation is equal to the phsyical magnitude of the stimulus producing the sensation raised to a certain power (Exponent) which varies, depending ont he specific sensation being measured

Front 107

Reticular Activating System

Back 107

RAS is a network of nerve fibers involved in Wakefulness, arousal, and consiousnes

Front 108

Secondary Sex Characteristics/Hypothalamic-Pituitary Gonadal Axis

Back 108

At puberty, an increase in gonadal hormones influences the emergence of secondary sex characteristics, adn the developent of the reproductive system. Although the mechanisms that trigger the developement of the secondary sex characteristics are not well understood, it occurs when teh hypothalamus secretes chemicals that stimulate the anterior pituitary gland, which then realses the gonadorpic hormones that stimualte testosterone and sperm production by the testes or ovulationa dn estrogen production by the ovaries

This system is referred to as the Hypothalamtic-Pituatiry Gonaodal Axis

Front 109

Sedative Hypnotics (Benzodiazepines)

Back 109

Barbiturates, anxiolytics, and alcohol. These drugs are generalized CNS depressants, and their effects, for the most part, are dose dependent

At low doses, these drugs reduce arousal and motor activity

At moderate doses, they induce sedation and sleep;

At high doses, they can produce anesthesia, come and death

Benzo's are a type of anxiolytic. Side effects include drowsiness, ataxia, slurred speech, and other signs of CNS depression. Abrupt cessation can cause rebound hyperexcitatbility

Benzo's are most commonly percribed anxiolytic and are used to alleviate anxiety and treat sleep disturbances, seizures, cerebal palsy, and alochol withdrawl.

Common side effects of Benzo's include drowsiness, dizziniess, lethary, slurred speech, and imparied psychomotor ability. They also produce paraodixical agitation, impaired sexual functioning, confusion and sleep disturbances

Front 110

Seizures (Tonic Clonic, Absence, and Partial)

Back 110

Generalized Seizures: bilaterally symmetrical and do NOT have a focal onset. Included in this category are tonic clonic and absence seizures

Tonic Clonic (GRAND MAL) include a tonic stage in which the muscles contract and the body stiffens, a clonic stage invovles rhytmic shaking of the limbs, and posteseizue depression or confusion with amenisa for the ictal event

Absence (PETITE MAL) brief attacks involving a loss of consiousness without prominent motor symptoms

Partial Seizures : begin on one sde of the brain and affect only one side of the body, at least initailly but sometimes spread and beocme generalized seizures

Front 111

Sexual Dimorphism

Back 111

Refers to sex related differences in physical appearance, and the research has confirmed that the human brain is sexually dimorphic

Studies using structural brain imaging techinques have found sex related differences in the size of specific regiions of the brain including the Corpus Callosum, Hippocampus, and SCN

Front 112

Sleep (Stages, Effects of Age)

Back 112

Sleep is divided into 5 stages on the basis of EEG pattern

Stage 1: Alpha Waves are replaced with Theta Waves

Stage 2: Primarily of Theta Waves that are ineruppted by bursts of sleep spindles and K complexes.

Stage 3: large slow Delta Waves appear

Stage 4: Deep Sleep stage, delta waves dominate

Stage 5: presence of rapid eye movements, REM DREAM SLEEP

Sleep patterns vary with age, in newborns sleep rpeidos begins with REM sleep with gradually changes to NREM sleep, but this pattern begins to reverse by about 3 months of age.

TOtal sleep time, Stage 4 sleep, and REEM sleep all decrease from childhood to adulthood

Front 113

Somatic Nervous System

Back 113

SNS consists of sensory nerves that carry info from the body's sense receptors ot the CNS and motor nerves that carry info from the CNS to the skeletal muscles SNS governs activities that are ordinally considred voluntary

Front 114

Spinal Cord (Quardiplegia and Paraplegia)

Back 114

Spinal Cord carries info between brain and Peripheral Nervous System, coordinates activites of the left and right sides of the body, contorls simple reflexes that do not invovle the brain.

It consists of 31 segments, which are divided into 5 groups. From the top of the spinal cord to the bottom these are:

Cervical, Thoracic, Lumbar, Sacral, and Coccygeal.

Damage at the cervical level ordinally results in Quadripelgia = loss of sensory and voluntary motor fucnitoning int he arms and legs

Dmage at the Thoracic level causes Paraplegia = loss of functioning in the LEGS

Front 115

SSRIs (Fluoxetine)

Back 115

SSRIs are antidepressant drugs that exert their effects by blocking the reuptake of serontin at nerve synapses

Side effects include Gastrointestinal disturbances, sexual dsyfucntion, insomina, anxety, headaches, and anorexia

In comparison to the TCAs, the SSRs ar eless cariotoxic, safer in overdose, less liekly to produce cognitive impariments

Fluoxetine (PROZAC) = one of the most widely prescribed antidepressants but its use is surrounded by controversy due to evidence linking it to an icreased risk for suicide

Front 116

Synesthesia

Back 116

JOINING SENSES: rare condition in which the stimulation of one sensory modality triggers a sensation in another sensory modality.

For example, person might hear a color or taste a shape

Front 117

Tardive Dyskinesia

Back 117

Potentially irreversible extrapyramidal side effect associated with long term use of traditional antipsychotic drugs.

Symptoms include rhytmical, stereoytped movements of the msucles of the face, lmibs, and trunk (similar to Huntington's chorea)

In some cases, symptoms are alleviated by GABA agonist or by gradutal withdrawal from the drug

Front 118

Temporal Lobe and Wernicke's Area

Back 118

T Lobe containes the primary auditory cortex and Wernicks' area. Damage can result in Audtory agnosia, cortical deafness, impariments in long term meory, and or Wernick's (receptive) aphasia

Front 119

Thalamus and Wernicke Korsakoff Syndrome

Back 119

Thalamus: RELAY STATION FOR ALL SENSES except olfaction and is also invovled in language and memory

Wernicke Korsakoff Syndrome: due to a thiamine deficiency that causes atrophy of neurons in certain areas of the thalamus and the mammilary bodies of the hypothalamus and is usally the rsult of chrnoic alcolosim

It begins with Wernicke's encephalopathy: mental confusion, abnormal eye movements, and ataxia. It i then followed by Karsakoff's syndrome: which involves severe anterograde amnesia, retrograde amnesia, and confabulation

Front 120

Theories of Color Vision (Thrichromatic and Opponent Process)

Back 120

Two theories of color vision:

Trichromatic Theory: 3 types of color receptors that are each recpetive to a different primary color (red blue or green). All other colors are produced by variations in the activity of these three receptors

Opponent Process Theory: 3 bipolar receptors; red-green, yellow-blue, and white-black. Some cells are excited by red and inhibited by green, and so on. The overall pattern of stimulation of these cells produces the various colors that we perceive

Front 121

Theories of Emotions (James-Lange, Cannon-Bard, Cognitive Appraisal)

Back 121

James Lange Theory: stresses the importance of peripheral factors and proposes that emotions represent perceptions of bodily reactions to sensory stimuli

Cannon Bard Theory: places greater emphasis on the brain mechanisms that mediate emotion. It proposes that emotional and bodily reactions to stimuli occur simultaneously as a result of thalamic stimulation of the cortex and the perpheral nervous system

Lazarus's Cognitive Appraisal Theory: emotions are UNIVERSAL but that there are differences in how emotional arousing events are interpreted or appraised. It distinguishes between 3 types of cognitive appraisal: primary, secondary, and re-apprasial

Front 122

Traditional Antipsychotics

Back 122

(Phenothiazines) used for the managment of Schizophrenia and other psychoses. They are most effective for positive symptoms (delusions, hallucinations, agitation, thought disorders)

Side effects include anticholinergic, extrapyradimal effects, and neuroletpic malignant syndrome.

These drugs exert their beneficial effects primarily by blocking dopaimine receptors, and their effectiveness provides support for the dopamine hypothesis which attributes schizophrenia to overactivity at dpamine receptors

Front 123

Traumatic Brain Injury (Postraumatic Amnesia, Retrogrde Amnesia)

Back 123

TBI refers to an injury to the brain that is caused by an external force and inovles a temporary or permant impariments in cogntivie, emotional, behavioral, and or physical functioning. IT can be due to a closed or open head injury.

A closed head injury usually causes an alteration or loss in consiousness followed by anterograde and retrograde amenisa

Anterograde amenisa is referred to as POSTTRAUMATIC AMENISA = druaiton is good predictor for recovery

Retrograde Amensia: affects Recent memories more than remote memoreies, when long term memoreis beign to return the more remote mremories return first

Front 124

Tricyclics (Imipramine, Clomipramine)

Back 124

Tricyclic antidepressants (TCAs) block the reuptake of norepineprhine, dopamine, and or serotonin.

They are most effective for alleviating somatic, vegetative symptoms.

Side effects include anticholoinergic effects, confusion, drowsiness, weight gain, and cardiovascular sypmtoms.

Imipraimine has also been found useful in treatinng ENURESIS,

Clomipramine is an effective treamtne for Panic DIosrder, Agropahiboa, Bulimia, and OCD

Front 125

Type A Behavior Pattern

Back 125

Highly competitive, acheivment oriented, sense of time urgency, and tend to be hostile, easily irritate,d and impatient.

Number of studies confirm that TYpe A charctersitics, cynical or antagonistic hositliy is most strongly assoicated with health problems, especially coronary heart disease in males

Front 126

Absolute Techniques (Critical Incident Technique, Forced-Choice Rating Scale, BARS)

Back 126

Absolute techniques are methods of subjective performance in absolute terms (i.e. NOT in terms of the performance of other employees).

Critical Incident Technique = Using a checklist of critical incidents (descriptions of successful and unsuccessful job behaviors) to rate each employee

Forced Choice Rating Scale - each item consists of 2 to 4 alternatives that are considered to be about equal in terms of desirability, and the rater selects the altenative that best or least describes the ratee

BARS = graphic rating scale that requires the rater to choose the one behavior for each dimension of job performance that best describes the employee

Front 127

Adverse Impact/80% Rule

Back 127

Adverse impact occurs when use of a selection test or other employment procedure results in substantially higher rejection rates for members of a legally protected (minority) group than for the majority group.

The 80% rule can be used to determine if adverse impact is occurring, When using this rule, the hiring rate for the majority group is multiplied by 80% to determine the minimum hiring rate for the minority group

Front 128

Americans with Disabilities ACT (ADA)

Back 128

Employer must consider the person qualified and make "REASONABLE ACCOMODATIONS" that help the person perform the job as long as the accommodations do not result in undue hardship for the employer.

Companies with 15 or more employees avoid using procdrues that discirminate against physical or mental disabilites

Front 129

Big Five Personality Traits

Back 129

Factor analyses have identified 5 basic personality tratis:

Neuroticism

Extraversion

Openness to Experience

Agreeableness

Conscientiousness

Of these, conscientiousess has been found to be the best predictor for job perofmrance across different jobs, jobs settings, and cireterion measures

Front 130

Brainstorming

Back 130

Method of generating creative ideas that requires indivdiauls or group members to freely suggest any idea or htough without critiscm, evaluation, or censorship.

Research suggests that individuals brainstorming alone do better than the same number brainstorming together

Front 131

Centralized and Decentralized Networks

Back 131

Centralized communication netwroks are best for SIMPLE TASKS

Decentralizied communication networks are better for COMPLEX tasks and are associated with GREATER OVERALL SATSIFCATION

Front 132

Comparable Worth

Back 132

ALso known as PAY EQUITY and refers to the principle that jobs that require the same educaiton, experrience, skills, and other qualifications should pay the same wage/salary regardles of the eomployees age gneder race/ethnicity

Front 133

Compressed Workweek

Back 133

An alternative work schedule that involves decreasing the number of work days by incresaing the number hours worked each day.

Associated with better supervisor ratings of employee performance, employee overall job satsification, and employee satisfcation with the work schedule, with the effects being strongers for eomplyee attitudes

Front 134

Consideration and Initiating Structure

Back 134

The Ohio State University studies found that the behavior of leaders can be described in terms of 2 independent dimensions:

Consideration (Person Centered Style)

Initiating Structure (Task-Oriented Style)

Front 135

Contingency Theory (Fiedler)

Back 135

Proposes that a leader's effectiveness is related to an interaction between the leaders STYLE and the nature (FAVORABLENESS) of the situation.

Low LPC leaders - leaders who describe their least preferred coworker in engative terms are MOST EFFECTIVE in VERY UNFAVORABE or VERY FAVORABLE situations

High LPC leaders - leaders who describe their least preferred coworker in positive terms - are better in MODERATELY favorable situations

Front 136

Criterion Contamination

Back 136

Occurs when a criterion measure assesses factors other thanhose it was designed to measure.

For example, contimatino is occuring when a rater's knowledge of a ratee's performance on a predictor affects how the rater rates the ratee on the ciriterion. IT can artifically inflate the criterion related validity coefficient

Front 137

Dawis and Lofquist's Theory of Work Adjustment

Back 137

Theory of work adjustment describes satisfaction, tenure, and other job outcomes as the result of the correspondence between the worker and his/her work environment on 2 dimensions:

Satisfaction and Satsifactoriness

Satisfcation = with the job depends on the degree to which the characteristics of the job correspond to his or her needs and values

Satsifactoriness = dpeneds on the extent to which the worker's skills correspond to the skill demnads of the job

Front 138

Demand-Control Model (KARASEK)

Back 138

Predicts that job demand and job control are the primary contributors to job STRESS. Jobs associated with the hihglest levels of stress are characterized by a combination of HIGH JOB DEMAND and LOW JOB CONTROL and include mahcine paced jobs and service jobs

Front 139

Differential Validity and Unfairness

Back 139

Differential Validity exists when the validity coefficient of a predictor is significantly different for one subgroup than for antoher subgroup (eg lower for African American job applicants than for White applicants)

Unfairness = members of the minorty group consistently score lower on a predictor but perform approximately the same on the crietiron as members of the majority group

Differential validty and unfairness are potnetial causes of Adverse Impact

Front 140

Downsizing/Survivor Syndrome

Back 140

Downsizing occurs when an organization attempts to reduce its costs by reducing the size of the work force and/or by eliminating entire divisions or businessness

Workers who are NOT DOWNSIZED may exhibit SURVIVOR SYNDROME -depression, anxiety, guilt, stress related illness, and decreased job satisfaitona nd organizaitnal committment

Front 141

Equity Theory

Back 141

Proposes that an employee's motivation is related to the employees comparison of his input/outcome ratio to the input/outcome ratio of others performing the same or similar jobs.

A perception of inequity leads to attempts to restore equity, with the perception of underpayment inequity (the bleief that one is putting more into the job than one is getting from it) leading to more adverse outcomes than overpayment inequeitydoes (the belief that onei s puttin less into job than one is getting from it)

Front 142

Expectancy Theory

Back 142

Regards job motivation as the result of 3 elements:

Expectancy

Instrumentality

Valence

Highest levels of motivation occur when an employee bleieves that high job effort results in high task success (high expectancy), that high success leads to the attainment of certain outcomes (high instrumentality), and that the otucomes are desirable (postiive valence)

Front 143

Flextime

Back 143

An alternative work schedule that allows workers to choose the times they begin and end work. It is associated with increased employee productivity, overall job satisfaction, and satisfaction witht he owrk schedule and decreased absenteeism

Front 144

Force Field Analysis (Lewin)

Back 144

Model of Planned Change, organizaitonal change invovles 3 stages:

Unfreezing

Changing

Refreezing

Front 145

Formative and Summative Evaluation

Back 145

Fromative Eval; conducted while a training program is being developed, and their results are used to make necessary modficaitons to the program

Summative Eval; condcuted after a program has been implemented in order to assess its outcomes

Front 146

Four levels of criteria (Kirkpatrick)

Back 146

Identified 4 levels of criteria for evaluating the effects of a training program:

Reaction

Learning

Behavioral

Results

Front 147

Frame of Reference Training

Back 147

Type of rater training that emphasizes the multidmensional nature of job performance and focuses on the ability to distinrguish between good and poor work related behaivors. It is useful for eliminating rater biases.

Front 148

Gender Differences in Leadership

Back 148

Eagly and Johnson meta analysis of the research found that MALE and FEMALES DO NOT consistently DIFFER in terms of conideration or initiating structure

However, FEMALE leaers are more likely than male leaders to RELY ON DEMOCRATIC (PARTICIPATIVE) deision making style

Front 149

Goal Setting Theory

Back 149

Proposes that employees will be more motivated to acheive goals when they havE exPLicity accpeted those goals and are committed to them. It also proposes that assigning specific, moderatly difficult goals and providing empoyees with feedback bout their progress towards acheiving goals increases productivity

Front 150

Group Norms/Idisyncrasy Credits

Back 150

Group Norms = standard rules of conduct that maintain uniformity of behavior among group members.

Idiosyncrasy Credits = positive sentiments within a group toward a member that allow that member to occasionally deviate from group norms. A person accumulates idioscynracsy credits when he/she has a history of confroming to norms, has contriubted in some speical way to the group, or has served as the group leader

Front 151

Group Polarization

Back 151

Tendency of groups to make more extreme decisions (either more conservaitive or more risky) than individuals memers would have made alone

Front 152

Groupthink

Back 152

Occurs when the desire of group members for unanimity and cohesiveness overrides their ability to realistically appraise or determine alternative courses of action.

It can be allievated when the group leader encourages dissent, has someone play devil's advocate, and refrains from stating his/her deciison or solution too quickly

Front 153

Hawthorne Effect

Back 153

Refers to an imporvment in job performance resulting from participation in a research study (i.e. due to the novelty of the situation, increased attention, etc.)

Front 154

Holland (RIASEC, Differentiation)

Back 154

Career Theory emphasizes the importance of a good personality/work environment match and distinguisehs between six perosnality and enviroment types (RIASEC)

Realistic

Investigative

Artisitc

Social

Enterprsiing

Conventional

A personality environment match is most accurate as a predictor of job outcomes when the indivdiaul exhibits a high degre of differnetiaton = has clear interests as evidenced by a hig score on oe of the Holland's six types and low scores on all the others

Front 155

Identical Elements

Back 155

Providing IE (i.e. ensuring that training and perofrmance environemnts are simiar in terms of materials, conditions, etc, maximizes transfer of training

Front 156

Incremental Validity (Selection Ratio, Base Rate)

Back 156

The increase in decision making accuracy resulting from the use of a NEW PREDICTOR.

It is maximized when the PREDICTOR VALIDITY COEFFICIENT is HIGH, and the SELECTION RATIO is LOW, and the BASE RATE is MODERATE

Selection Ratio = ratio of number of jobs to job applicants

Base Rate = proportion of successful decisions without the new predictor

Front 157

Internal and External Change Agents

Back 157

A change agent is a person who is responsbile for guiding change effort

Internal change agent is a member of the organization, is already familiar with the company's culture, norms, and power structure, and has a perosnal interest in the change effort

External change (Consultant) is often able to see the situation more objectively, to bring in a new perspective, and to be better received by the members of the organization because of his/her impartiality

Front 158

Job analysis versus job evaluation

Back 158

Job analysis - systematic process of determining how a job dfferes from other jobs int erms of required responsiblities, activities, and skills. It is often the first step in the development of a predictor or criterion and is used for other purposes inlcuding idnetifying training needs and detrmining the cuaes of accidents

Job Evaluation - which may begin wit a job analysis but is conducted for the pruposes of setting WAGES and SALARIES

Front 159

Job Burnout

Back 159

Caused by accumulated stress associated with overwork.

Primary symptoms; feeling of low personal accomplishemnt, depersonalization, and emotional exhaustion.

An early sign of burnout is as udden increase in work effot without an icrease of productivity

Front 160

Job enrichment and Job enlargement

Back 160

Enrichment = method of job redesign that is based on HERZEBERGS 2 FACTOR THEORY - involves making a job more challenging and rewarding in ordre to increase job motivation and satisfcation

Enlargment = increaseing the number and variety of tasks included in a job without increasing the worker's autonomy, responsbility, etc

Front 161

Job Satisfaction (Disposition, age, pay, turnover)

Back 161

High levels of satisfaction are associated with certain worker and job characteristics (eg older employees, high lervel employees, and employees whose jobs allow them tou se their skills and abilities tend to be most satisfied

Twin studies suggest that there is a genetic componenet to job satisfcation.

Relaitonship between pay and satisfcaion is complex and seems to be related more to the pERCPETION that one is bieng aid fiarly than the actual amount of pay

In terms of job outcomes, the strongst relationhsip is betwen Satisfcation and Turnover (r = -0.40)

Front 162

Krumboltz's Social Learning Theory

Back 162

Focuses on career decision making and proposes that a person's decision are influenced by FOUR FACTORS:

Genetic Endowment and Special Abilities

Environmental Conditions and Events

Learning Experiences

Task Approach Skills

Front 163

Levels of Organizational Culture (Schein)

Back 163

According to Schein, organizational cutlure can be decribed in terms of 3 basic levels

Artifacts

Espoused values and beliefs

Basic underlying assumptions

Front 164

Mediation and Arbitration

Back 164

Methods of alternative dispute resolution that involve the use of a neutral third-party

Mediator cannot dictate an agreement between disputants, bu instead helps clarify the issues, facilitates communication, and offers alternatives and a recommended solution.

Arbitrator has more authority than a mediator and controls both the process and outcome of conflict resolution

Front 165

Methods of Training (Job Rotation, Behavioral Modeling, Vestibule Training)

Back 165

Training in organizations can beon the job or off the job.

Job Rotation example of the former = ON THE JOB

Behavioral Modeling and Vestibule traning are examples of the latter - OFF THE JOB

Vestibule training takes place in a simulated work enviornemtn adn is useful when on the job training woudl be too dagnerous or disruptive

Front 166

Models of Individual Decision Making (Simon)

Back 166

According to the rational-economic model, decision makers attempt to maximize benefits by systematically searching for the best decision or solution.

In contrast, the bounded rationality (administrative) model proposes that rational decision making is limited by internal and external contraints so that decision makers often satisfice rather that optimize (i.e. they consdier deicsions or soluation until a farily good one is encountered and then stop searching dueto limited time and resrouces)

Front 167

Multiple Regression and Multiple Cutoff

Back 167

Methods of using multiple predictor scores

Regression is a compensatory method

Cutoff is non compenstory method

Front 168

National Culture (Hofstede)

Back 168

Culture of nations can be described in terms of five dimensions

Power Distance

Uncertainty Avoidance

Individualism

Masculinity

Long term Orientation

Front 169

Need for Achievement (McClelland)

Back 169

Researching using the TAT revealed that 3 basic needs underlie work motivation

Need for Affiliation

Need for Power

Ned for Achievement

Employees with high need for acheivement usually choose tasks of moderate diffiuclty and risk, apparently because sucess on these tasks depends more on effort than on uncontrollable factors

High acheivers also prefer frequent, concrete feedback, and although their motivation does not depend on money, they view monetary rewards as a source of feedback and recognition

Front 170

Need Hierarchy Theory (MASLOW)

Back 170

People have 5 basic needs that arranged in a hierarchical order such that a need higher in the hierarchy doesn't serve as a soruce o motivation until all lower needs have bene fulfilled.

Physiolgoical

Safety

SocialEsteem

Self Acutalization

Reaserch not been very supportive of htis theory

Front 171

Needs Assessment

Back 171

Needs analysis - a systemaic process of idnetifying job performance requirements and employee perofrmance deficits for the puprose of IDENTIFYING TRAINING NEEDS and hte content of training programs.

It included organizational, task (job), person, and demographic analysis

Front 172

Normative (Decision Making) Model

Back 172

Vroom-Yetton-Jago normative model of LEADERSHIP distinguishes between 5 decision making strategies that vary in terms of degree of emploe participation in the deicion making process an provides a DECISION TREE to help leaders selct the optimal strategy for their situation

Front 173

Organizational Commitment

Back 173

The strength of an employee's identificaiton with the organization.

ALthough committment seems to have minimal effects on productivity, a high degree of affective commitment is related to higher levels of motivation and satisfcation, lower rates of absentesim and turnover, and a greater willingness to make sacrifieces for the company

Front 174

Organizational Justice

Back 174

Refers to workers' evaluations of organizational policies and procedures that are based on their perceived fairness. Three types of organizational justice are distinguished:

Procedural

Distributive

Interactional

Front 175

Overlearning

Back 175

Refers to practicing or studying beyond the point of mastery and is associated with enhanced recall

Front 176

Path Goal Theory

Back 176

Based on the assumption that an effective leader is one who can help carve a path for subordinates that allows them to fulfill personal goals through the achievment of gorup and organizaitonal goals

Proposes that the best leadership style (directive, supportive, participative, or achievement oritented) depends on certain charactestics of the worker and the work

Front 177

Person Machine Fit

Back 177

A distinguishing charactersitic of the human factors psychology is its reliance on general systems theory, which is manifested in its emphasis on the person machine fit (also known as human machine fit)

Performance is the result of an interaction between people and machines (or any other non human element in the work environment), and any failure in performance is due to a person machine mismatch

Front 178

Person Organization Fit

Back 178

The degree to which a person's values and beliefs match those of the organization's culture. A good fit is associated with a number of benefits including higher levels of job satisfaction, motivation, and organiziaotnal committment and lower levels of stress and voluntary turnover

Front 179

Predictors (General Mental Ability Tests, Biodata, Interviews, WOrk Samples, Assessment Center)

Back 179

General mental ability tests are considered to be the best predictor of job perforamnce acros differetn jobs and job settings

BIodata = good predictors of performance, espcially whenitmes are empriccally derived

INterveiws = most commoly used predictor in organizations but generally have LOW levels of reliability and validity

WOrk Samples = require the applicatn to perrom a task or operation acutally required by the job

Asessment Center - used toe valuated and train appicants and current employees at the managment or admisnstrative level and incoprate a variety of techinqeus (ie interviews, objects tests, situaitons tests)

Front 180

Process Consultation

Back 180

An organizational development intervention in which a consultant helps members of the organization perceive, understand, and idnetify ways of improivng the processes that are underming their ineteractions and the oraginzaitons effectiveness

Front 181

Quality Circles

Back 181

Consists of a small voluntary group of employees who work together on a partciular job and met regularly to discuss job related problems and solutions.

Representatives of the quailiyt circle then present ehir solutions to managment

Front 182

Rater Biases

Back 182

Contaminating factors in the rating process that are related to the way that the rater assigns ratings.

Common biases include the central tendency bias, the leniency/strictness bias, and the halo bias.

Best way to REDUCE rater biases is to provide raters with adequate TRAINING, especially training that helps the obseve and distinguish between different levels of performance (e.g. frame of reference training)

Front 183

Realistic Job Preview

Back 183

Method of providing accurate and complete information about the job and the organization to job applicants. Its primary goal is to reduce turnover by reducing disillusionmet caused by unrealistic expectaions about the job

Front 184

Relative Techniques (Paired Comparison, Forced Distribution)

Back 184

Subjective measures of job performance that compare an employee's performance to that of other employees

Paired Comparison Technique = rater compares each ratee with every other ratee in paris on one or more dimesions of job performance

Forced Distribution Techinque = rater assigns ratees to a limited number of categories based on a predifined normal ditribution on oeor more dimensions of job perofrmance

Front 185

Scientific Managment

Back 185

Scientifically analyzing jobs into their component parts adn then standardizing those parts

Scientifically selecting, training, and placing workers in jobs fro which they are mentally and physically suiteid

Fostering cooperation between supervisors and workers to minimize deviation from scietnific methods of work

Having managers and workers assume responsbility for their own share of their work

Front 186

Self Managed Word Teams

Back 186

Autonomous work groups whose members are trained in the skills needed to effectively perform the grou task. Their function is to make hiring, budget, and other deicsion that were prveiously made by managers

Front 187

Situational Leadership

Back 187

Hersey and Blanchard model propses that the best leadership style depends on the JOB MATURITY of the workers, which is a functionof ability and willingess to assume responsbility.

It distinguishes between 4 leader styles:

Telling

Selling

Participating

Delegating

Front 188

Social Cognitive Theory

Back 188

BANDURA theory of motivation emphasizes the self-regulation of behavior and proposes that self regulation involves FOUR processes:

Goal Setting

Self Observation

Self Evaluation

Self Reaction

Front 189

Social Facilitation and Inhibition

Back 189

Social Facilitation refers to the increase in learning and performance that occurs in the presence of others - mostly likely to ocur when the task is SIMPLE or WELL LEARNED

Social Inhibition refers to the decrease in learning and performance that occurs in the presence of others ; it is most liekly to occur when the task is NEW or COMPLEX

Front 190

Social Loafing

Back 190

Tendency of an individaul to exert less effort when acting as a member of a team than when working alone. I can be alleiviated by ensuring that the indivdiuals contribution is IDENTIFIED and REWARDED

Front 191

Stages of Group Development

Back 191

TUCKMAN AND JENSEN distinguishes between 5 stages of group development

Forming

Storming

Norming

Performing

Adjourning

Front 192

Super (Self-Concept, Career Maturity, Life Career Rainbow)

Back 192

Super's life space, life span theory, the selection of a job involves finding a job that MATCHES ONE SELF CONCEPT (reflect one's values, personality, interests, etc).

Importance of CARER MATURITY - ability to cope with the developmental tasks of ones life stage

Life Career Rainbow = relates an indivdiuals major life roles to 5 life stages and is useful for helping a career counselee recongize the impact of current and future roles and stages on career planning

Front 193

Taylor Russell Tables

Back 193

Used to estimate a predictor's incremental validity when the criterion related validt coefficient, selction ratio, and base rate are known

Front 194

Theory X and Theory Y

Back 194

According to MCGREGOR, Theory X managers believe that employees DISLIKE work and AVOID it whenever possible and as a result must be DIRECTED and CONTROLLED

Theory Y managers view work as being "as natural as PLAY" and assume that employees are CAPABLE of self control and self direction

Front 195

Tiedman and Ohara's Career Decision Making Model

Back 195

Describes vocational identity development as an ognoing process that is tied to EGO IDENTITY development and distinguishes between 2 phases of deicsion making

Anticipation

Implmentation/Adjustment

Front 196

Total Quality Management (TQM)

Back 196

Managment Theory that emphasizes customer service, employee involvement, (especially teamwork), and continuous improvemnet in goods and services

Front 197

Transformational and Transactional Leaders

Back 197

Transformational leaders = ability to recongize the need for change, create a vision for change (including using "Framing" to escribe the need for change in way that is meaningful to followers), and effectively executing change

Tansactional Leaders = tend to maintain the status quo and rely on REWARDS and PUNISHMENT to motivate behavior

Front 198

Two Factor Theory (HERZBERG)

Back 198

Theory of both MOTIVATION and SATISFACTION places satisfacaiton and disatisfaction on 2 separate continua.

Motivator factors (increased autonomy, responsbility, control, etc) contriubte to satisfcation and motivation when they are present;

while HYGIENE factors (pay, pleasant working conditions) contriubte to dissastifcation when they are absent

Front 199

Types of Group Tasks

Back 199

Tasks performed by group can be classified in terms of five types

Additive

Compensatory

Disjunctive

Conjunctive

Discretionary

Front 200

Utility Analys

Back 200

Used in organization to evaluate the effectiveness of training programs and other programs and procedure sand invovles using a mathmaetical equation to botain an estimate of hte programs finacnial return on investment

Front 201

Work Family Conflict

Back 201

Conflicts caused by incompatible work and family role demands.

Associated with a number of negative consequences including reduced job, marital and life satisfaction, job burn out, job turnover, decreased job produtivity, ad metnal and physical health probelms

Front 202

Work Shifts

Back 202

Of the three fixed shifts (day, swing, graveyard), the GRAVEYARD shift is associated with the MOST PROBLEMS

However these problems may be alleviated if the worker VOLUNTARILY CHOOSES the grave shift.

The rotating shift is associated with even more probelms than the gave shift (high accident rates, lower productivity)

Front 203

Yerkes Dodson Law

Back 203

Predicts that the highest levels of performance are associated with moderate levels of arousal

i.e. the relationship between arousal and performance takes on teh shape of an INVERTED U

Front 204

Actuarial versus Clinical Predictions

Back 204

Actuarial predictions are based on empirically validated relationships between test results and target criteria and make use of a multiple regression equation or similar tehinque

Clinical Predictions = based ont he deicsion makers intuition, expericne and knowledge

STudies copmaring these 2 methods have generally found that the ACTUARIAL method alone is MORE ACCURATE than clinical judgment alone

Front 205

Aging and Intelligence Processing Speed

Back 205

Increasing age is associated with a decline in speed of informaiton processing and fluid (vs crystalized) intelligence, but for some adults, declines may be reveristed with realively simply training and practice

Front 206

Becks Depression Inventory

Back 206

0 to 13 minimal

14 to 19 mild

20 to 28 modreate

29 to 63 severe

Front 207

Functional Behavioral Assessement

Back 207

TYpe ofbehavioral assesment that invovles identifying and altering the antecedents and consequences that are maitnaing and undersitable behavior

Front 208

Behavioral Assesment

Back 208

Focuses on overt and covert behaviors and utilizes various techinques including behavioral intereviews, behavioral observatino, protocol analysis, and other cogntiive measures, and psychophyiscigoal measures

Front 209

Bender Gestalt II

Back 209

Measure of Visual Motor integration that is used as a screening tool for Neuropsycholgical imapriment

INcludes 16 stimlus cards consitetn of gemoretric figures tha tthe exmamnees first copies and the draws from memory

Front 210

Big Five Personality Traits

Back 210

The initial identification of the personality traits that make up the Big 5

Extraversion

Agreeableness

Conscientiousness

Neuroticsim

Openness to Experience

..utilized an atheoretical LEXICAL approach that entailed identifying perosnality charactersitcis listed in the dicitonary and then using factor analysis to dientfiy the core traits (factors)

Front 211

Cyrstallized and Fluid Intelligence

Back 211

HORN AND CATTELL general intelligence can be described in terms of two types

Crystallized intelligence (Gc) = acquired knowledge and skills and is affected by educaitonal and cultural experiences,

Fluid Intelligence (Gf) = enables an inidivdual to solve novel problems and percieve relations and similairites and does not dpend on specific instruction

Front 212

Curriculum Based Measurment

Back 212

Involves perioic assessment of school aged children with brief standardized and validated measures of basic academic skills athat reflect the current school curiculm for the purposes of evaluating instructional effectiveness and making insturcitonal decisions

Front 213

Differential Validity

Back 213

Has 2 meanings:

In the context of multiaptitude batteries, diff validity is DESIRABLE, and a battery lack differnetial validity when each test or subtest has similar validity coefficients for each criterion group or caregory

In the context of job selection, diff validty is UNDESIRABLE and occurs when a predictor has different valdity coefficients for differetn groups of indivdiuals (i.e. men and women)

Front 214

Dynamic Assessment/Testing the Limits

Back 214

Dynamic assessment - derived from VYGOTSKYs method for evaluating a childs mental development and involves deliberate deviation from standardized testing procedures to obtain additional information about an examinee and or deterimne if he/she woudl benefit from assitance or insturction

Testing the LImits - type of dynamic assessment, invovles providing an examinee with additonal cues, suggesitons, or feedback and is ordinarly done after standard administration of the test to perseve the applicability of the tests norms.

Front 215

Flynn Effect

Back 215

IQ test scores consistently increased over the previous 70 years in the US and other countries.

Increase is referred to as Flynn Effect, invovles a rate of at least 3 IQ points per decade, and is apparently due primarily to INCREASES IN FLUID INTELLIGENCE.

Recent research suggests, however, that the Flynn Effect has reversed in some countries, and in the US, for indivdiauls with IQs of 110 and above

Front 216

Glasgow Coma Scale

Back 216

Used to assess level of consciousness following brain injury

Involves rating the patient in terms of 3 responses:

Visual Response (eye opening)

Best Motor Response

Best Verbal Response

Front 217

Halsted-Retain

Back 217

Neuropsych Battery is used to detect brain damage and determine its severity and possible location. It produces a Halstead Impariment Index that ranges from 0 to 1.0, with high scores indicating greater impairment

Front 218

Heredity and Intelligence

Back 218

Correlations between the IQ scores of people with varying degrees of genetic similarity are used to demonstrate the impact of heredity on intelligence.

The studies have found that, the closer the genetic similarity, the higher the correlation (eg idential twins reared together r = 0.85, identiral twins reared apart r = 0.67)

Front 219

Indivdiauls with Disabilities Education Act (IDEA)

Back 219

requires all disbled people from infancy to 21 years old must be evaluated by a team of specialists to determine specific needs, IEP must be developed for each disbled child enroled in school for teh student "least restricted environment" and approed by paretns, test can be used, special ed classes CANNOT be made on the bsis of IQ tests only

Front 220

Infant and Preschool Tests

Back 220

Infant and preschool tests are generally considered valid as screening devices for development delays and disabilities, but when administered to children aged 2 or younger, they have LITTLE PREDICTIVE VALIDITY.

Example includ the Denver Development Screening Test, Bayley Scales, and Fagan TEst and INfat Intillgence

Front 221

ITPA-3

Back 221

Illinois TEst of Psycholinguistic abilities ; appropate for indivdiuals ages 5 to 13

Designed to evaluate a child's strenghts and weaknesses in terms of LINGUISTIC ABILITIES, assist in the dx of DYSLEXIA and problems related to phonological coding, and trck a childs progress s the result ofan intervention

Front 222

KABC-II

Back 222

Kaufman Assessment Battery for Children

Mesure of cognitive ability for hcildren ages 3 to 19

Designed to be a culture fair test by minimizing verbal instructions and reospnses

Interpertaion of scores can be based on one of 2 models:

Cattell Horn Carroll (CHC) model of cognitive abilities or Luria's neuropsychoogicla processing model

Front 223

Kuder Occupational Interest Inventory

Back 223

Survey was designed for HIGH SCHOOL juniors and seniors, COLLEGE students, and ADULTS. It was developed on the basis of empirical criterion keying but, unlike the Strong tests, did NOT include a general reference group. Instead, items selected for inclusion were those that distinguished between different occupational groups

Front 224

Larry P v Riles

Back 224

The case of Larry P was brought by plantiffs on behalf of African American children who were disproportionately enrolled in special education classes in the San Fran school system.

Based primarily on the testimony of experts, the judge handed down the opinoin that "IQ tests are RACIALY AND CULTURALLY BIASED" and have a discriminatory impact on Black children, and enjoined San Fran public schools form using them to palce Black children in special ed classes

Front 225

Leiter-3

Back 225

Designed as a culture-fair measure of cognitive abilities for indivdiuals aged 3 to 75 years. It can be administered without verbal instructions and is also useful for indivduals with language problems or hearing impariment.

Examinees are required to match a set of response cards to corresponding illustrations on an easel. Test items emphasize fluid intelligence and vealuate four domains of cogntiive functioning:

Visualization

Reasoning

Memory

Attention

Front 226

Mini Mental State Exam

Back 226

MMSE is a screening test for cognitive impairment for OLDER ADULTS and assess 6 aspects of cognitive functioning:

Orientation

Registration (Immediate Recall)

Attention and Calculation

Delayed Recall

Language

Visual Construction

Maximum score is 30, and a score of 23 or 24 is ordinarily used as a cutoff, with scores blow the cutoff indicanig cognitive impairment

Front 227

MMPI-2

Back 227

Validity Scales include the L, F, and K Scales, which are designed to assess test taking attitudes and determine if an examinees results are valid

A high score on the L scale indicates an attempt to present oneslef in a favorable light

A high score on the F scale suggests response carelessness or an attempt to FAKE BAD

A high score on the K scale indicates DEFENSIVENESS or an attempt to FAKE GOD

Scores on the MMPI2 are reported as T scores, have a mean of 50, SD of 10, 65 or higher considered clinicially significant.

Consider the examinees two or three highest scale scores for profile analysis

Front 228

Norm, Criterion, and Self-Referenced Scores

Back 228

Scores provided by most tests can be categoreized as norm, criterion, or self referenced.

Norm Referenced: permit comparisons between an examinees test performance and the performance of indivduals in the norm group

Criterion Referenced: permit interpreting an examinees test performance in terms of what the examinee can do or knows with rgard to a CLEARLY DEFINED CONTENT DOMAIN or in terms of performance or status on an EXTERNAL CRITERION

Self Referenced: Provided by IPSATIVE scales, permit INTRAINDIVIDUAL comparisons i.e. comparisons of an examinees score on one scal with his/her scores on other scales

Front 229

PPVT-4

Back 229

Peabody Picture Vocabulary Test

Measure of Receptive Vocabulary and provides an estimate of VERBAL INTELLIENCE

Designed for examinees ages 2:6 to 90+ years, and is useful fo rpeople with a mtor or speech impairment and can be administered to any examinee who is able to hear the stimulus word see the drawing on teh cards, and in some way cmmunicate a response

Front 230

Raven's Progressive Matrices

Back 230

A NONVERBAL meaure of GENERAL INTELLIGENCE and is consdred useful as a MULTICULTURAL test because it is relatively independent of the effects of specific education and cultural learning.

There are several version including the Standard Progressive Matrices and Colored Progressive Matrices

Front 231

Rorschach Inkblot Test (administration, scoring categories, interpretation)

Back 231

Projective personality test that presents the examinee with 10 inkblots,

Based on the premise that an examinees responses to the inkblots REFLECT his/her UNDERLYING PERONSALITY, CONFLICTS

Administration usually entiales two phases: free association and inquiry

Scoring inovle looking at following categoreis: location, determinants, form quaility, content, and popularity AND interpretation involves considernig the number and ratio of repsones in each category

Front 232

SB5 (Age Range, Cognitive Factors, Routing Subtests)

Back 232

Standfard Binet: intelligence test for indivduals ages 2 to 85+

Based on HIERARCHICAL model of intelligence that included "g" and 5 cognitive factors:

Fluid Reasoning

Knowledge

Quantitative Reasoning

Visual Spatial Processing

Working Memory

Administration tailored to examinees level of cognitive functioning through teh use of 2 routing sbutets (Object Series/Matrices and Vocabularly) which indicate the appropate staritn gpoint for the remaining subtests

Full Scale IQ and Factor scores hav emean of 100 and SD of 15, and subtest scores of mean of 10 SD of 3

Front 233

Seattle Longitudinal Study

Back 233

A cross-sectional design is more likely to find early age related declines in IQ because it is more vulnerable to the confounding effects of educational and other differences between different age groups ("cohort effects")

It utilized a cross sequential design (which combines cross sectional and longitudinal methods) and found that, of the 6 primary mental abilities studied, only PERCEPTUAL SPEED DECLINED substanially prior to age 60

Front 234

Self Directed Search/RIASEC

Back 234

Holland classified ocucpations and occupatioanl interests into 6 themes, which he believed reflect basic personality charactersitics.

The relationship between these themes is conceptulaized in terms of a hexagon with themes lcoated closer to one another being more similar.

Starting in the Upper Left of the hexagon, the themes are Realistic, Investigative, Artistic, Social, Enterpresing, and Conventional.

These themes are measured by the self DIrected Search

Front 235

Standardization

Back 235

Refers to 2 characteristics of a test:

A test is standarized when the administration and scoring procedures are CLEARLY DEFINED

A test is standardized when it has been administered under STANDARD CONDITIONS to a representative sample for hte purpose of establishing NORMS

Front 236

Strong Interest Inventory

Back 236

Provides scores on General Occupational Themes, Basic Interest Scales, Occupational Scales, and Personal Styles Scales

Development of the Occupational Scales used an empricial criterion keying strategy and indicate the degree to which the examinees interests are similar to those of satsifed workers of ths amee gender in 122 ocpcaitons

Front 237

Stroop Color Word Association Test

Back 237

Assesses the degree to which an examinee can suppress a (prepotent) habitual response in favor of an unusal one and measures cognitive felxibilty, selective attention, and response inhibiton.

It is sensitive to frontal lobe damage, and poor preformance ahs been associated with ADHD, mania, depression, and schizophrenia

Front 238

Thematic Apperception Test

Back 238

TAT is based on Murray's theory of needs and present the examinee with vague black white pics that include one or more human figures

The examinee is asked to ake up a story bout each picture and reposnes are scored and intepreted int erms of several factors including the story's "hero" the intesntiy, frequency, and duraiton of needs, enviornmetnal press, thema, and outcomes expresesd in ech story

Front 239

Triarchic Theory

Back 239

Sternbergs theory defines "successful intellgience" as the ability to adapt to, modify, and choose environments that accomplish one'es goals adn the goals of society and proposes that it is composed of 3 abilities: analytical, creative, and practical

Front 240

Types of Test Bias (Slope and Intercept)

Back 240

Slope and intercept biases are types of test bias that can invalidate the interperation of test scores for members of certain groups

Slope Bias: occurs wen there is differntial validity: ie when there validity coefficients for a test differ for different groups

Intercpet Bias: UNFAIRNESS, occurs when the validity coefficients and criterion performance for different groups are the same, but their mean scores ot he predictor differ

Front 241

Vineland

Back 241

Adaptive Behavior Scales = evaluate personal and social skills of children and adults with Intellectual Disability, Autism, ADHD, brain injury, or dementia, and toa ssit in the development ofeducaitonal and treatmen tplans

Front 242

WAIS-IV

Back 242

16 to 90

Full Scale IQ

Four Indexes, Working Memory, Verbal Comp, Processing Speed, ad Perceptual Reasonig) uses 10 core and 5 suPpElmenetal subtests

Meanof 100, SD of 15

Mean10, SD of 3

Front 243

WISC-IV(V)

Back 243

6 to 17

Full Scale

four indexs

subet s

COmpare scores tos core patterns abotained by several clincal gorups, inclduing children tih ADHD and Autism

Front 244

Wisconsin Card Sorting Test

Back 244

Asses the ability to form abstract concepts and shift cogntivie straregies in repsonse to feedback

Sensitve to frntal lobe damage, and imparied perofmrance has been linked to alcoholism, atuism, schizophrenia, depression, and malingeirng

Front 245

Alternative Forms Reliability

Back 245

Evaluated by administering two forms of the test to the same group of examinees and correlating the two sets of scores

When alternate forms are administered at about teh same time , this form of reliability produces a coefficient of equivalence; when forms are admiinistered at different times, it produces a coefficient of equivalence and stability.

It is consdiered by some experts to be the best (most thorough) method for assessing reliability

INTERNAL CONSISTENCY RELIABILITY IS NOT APPROPRIATE FOR SPEED TESTS

Front 246

Classical Test Theory

Back 246

Describes observed variability in test scores as consisting of two compontents:

True differences between examinees on the attributes measured by the test

and

the effects of measurment (random) error

Reliability is a measure of true score variability

Front 247

Coefficient ALpha/KR-20

Back 247

Coefficient alpha and the Kuder Richardson Formula 20 are sued to assess INTERNAL CNSISTENCY RELIABILITY andprovide an index of average inter-item consistentcy. Kr-20 can be used as a substitue for coefficinet alpha when tet items are scored dichotomously

Front 248

Construct Validity

Back 248

Refers to the extend to which a test measures the hypothetical trait (Construct) it is intended to measure

Methods forestablishing constuct vlaidity include correlating test scores with scores on measures that do and do not measure the same trait (convergent and discriminant validity), conducting a factor analysis to assess the test's factoirail validity, determing if changes int est scores reflect expected developmetnal changes, and sesing if experimental maniuplations have the expected impact on test scores

Front 249

Content Validity

Back 249

Refers to the extent to which a test adequately samples the domain of information, knowledge, or skill that it purports to mesaure

itis determined primarily by the judgment of subject matter experts and is imorpant, for the achievemnet tests and job sample tests

Front 250

Convergent and Discriminant Validity

Back 250

Types of CONSTRUCT VALIDITY

Convergent = when a test correlates hghly with measures of the same and related contsructs

Divergent = when a test has low correlation with measures of unrelated constructs

Both methods for assessing CONSTRUCT VALIDITY and be familiar with names and interpretations of the various types of correlation coefficients contained in a multi trait multi method matrix

FOR EXAMPLE A LARGE MONOTRAIT HETEROMETHKD coefficient provides evidence of a CONVERGENT VALIDITY

Front 251

Criterion Contamination

Back 251

Refers to bias introduced into a person's criteiron rating as a result of the rater's knowledge about the person's perfromance on the predictor

Tends to aritfically inflate the correlation between scores on the predictor and criterion

Front 252

Criterion-referenced interpretation

Back 252

Interpreting a test score in terms of a prespecified standard

IE In terms of percent of content correct (percentage score) or by using a regression equation or expectancy table to predict perfromance on an external criterion based on score or status on a predicttor

YOU CAN SQUARE A CORRELATION COEFFICIENT TO INTERPRET IT ONLY WHEN IT REPRESENTS THE CORRELATIONS BETWEEN TWO DIFFERENT TESTS OR OTHER VARIABLES

WHEN THE CORRELATION BETEEEN TEO DIFFERENT MEASURES IS SQUARED, it provides a measure of SHARED VARIABILITY.

Terms that suggest SHARED VARIABILITY include "ACCOUNTED FOR BY" or "EXPLAINED BY"

If an exam question gives you the correlation coefficient for Variable X and Variable Y and asks you how much variability in Variable Y is EXPLAINED BY Variable X, you need to SQUARE THE CORRELATION COEFFICIENT

Front 253

Criterion related Validity/Concurrent and Predictive

Back 253

Criterion related validity is important when predictor scores will be used to predict or estimate scores on a criterion - example: when selection test scores will be used to predict or estimate job performance ratings

It is evaluated by adiminstering the predictor and crierion to a sample and correlating their scores to obtain a criterion related validity coefficient

Criterion related vlaidity can be either CONCURRENT (Predictor and criterion scores obained at about the SAME TIME)

or PREDICTIVE (Predictor scores obtained BEFORE criterion scores)

Front 254

Cross Validation and Shrinkage

Back 254

Cross validation is the process of re assessing a test's criterion related valdity on a new sample to check the generalizability of the original validity coefficient

Ordinarily, the validity coefficient "shrinks" (becomes smaller) on cross validation because the chance factors operating in the original sample are not all present in the cross validaiton sample

Front 255

Factor Analysis

Back 255

A multivariate stasticial technique used to determine HOW MANY FACTORS are needed to account for the intercorrelations among a set of tests, subtests, or test items

Can be used to assess a test's CONSTRUCT VALIDITY by indicating the extend to which the test correlates with fators that it would or woudl not be expted to correlate with

Factors identified in a factor analysis can be either ORTHOGONAL (uncorrelated) or OBLIQUE (Correlated)

A SQUARED FACTOR LOADING PROVIDES A MEASURE OF "SHARED VARIABITY"

When factors are ORTHOGONAL, a tests communality can be calculated by squaring and adding the tests factor loadings

orthogonal factors are UNCORRELATED while oblique factors are CORRELATED

Front 256

Factor Loadings and Communality

Back 256

Factor loading is the correlation between a test (or other variable included in the analysis) and a factor and can be squared to determine the amount of variability in the test that is acounted for by the factor

The Communlity is the total amount of varibility in scores on the test that is accounted for by the factor analysis i.e. by all the identifeid factors

Front 257

Incremental Validity/True Positives, False Positives, True Negatives, and False Negatives

Back 257

Incremental validity refers to the extend to which a predictor increases deicsion making accuracy. It is caluatled by subtracting the base rate from the postiive hit rate.

Terms have linked with incremental validity are preidctor and criterion cut off scores, true and false postiives, and true and false negaitves

True + = people who scores high on the predicto and criterion

False + = scored high on the predictor but low on the criterion

True - = scores low on predictor and the criterion

False - = scored low on the predictor but high on the criteiron

Front 258

Item Characterstic Curve

Back 258

Derived for each item by plotting the proportion of examinees in teh tryout sample who answered the item correctly aginst either the total test score, performance of an external criterion, or a mathematically derived estimate of a latent ability or trait.

Depending on which model is used, the curve provides info on one, two, or 3 parameters: difficulty, discriminaiton, and probabily of guessing correctly

For the licensing exam, have item response theory linked with item characteristic curve and know how DIFFICULTY LEVEL, DISCRIMINATION, and PROBABILITY OF GUESSING CORRECTLY are indicated by the ICC

Front 259

Item Difficulty

Back 259

Item diffiuclty level is calculated by dividng the numbe of individuls in teh tryout sample who answered the item correctly by the total number o indivdiauls

The item diffiuclty index (p) ranges in value from 0 (very difficult item) to 1.0 (very easy item).

In general, index of 0.5 is preferred because it maximizes differentiation between indivdiaul with ihg and low ability and helps ensure a high reliability coefficient

Front 260

Item Discrimination

Back 260

Refers to the extend to which a test item discriminates between examinees who obtian high versus low scores on the entire test

The item discrimination index ranges from -1.0 to +1.0: when all examiness in the upper scoring group and noe i the lower scroinggroup answered the item correctly, D is +1.0

vs

When none of the examinees in the upper scoring group and all the examinees in the lowe scoring grup answered the items correcttly, D = -1.0

Front 261

Kappa Statstic

Back 261

Also known as the kappa coefficient and is used to evaluate INTER RATER RELIABILITY when ratings represent NOMINAL or ORDINAL scale of measurmenet

Front 262

Multitrait Multimethod Matrix

Back 262

A table tha is used to roganize the correlation coefficient obtained when asessing a measures convergent and discriminant validity

Use of the matrix requires measuring at least two different traits using at least two different methods for each trait

Terms have linked with the Multitrait multimethod matrix are:

Monotrait-monomethod

Monotrait-heteromethod

Heterotrait - monomethod

Hetertraoit - heteromethod coeeficients

Front 263

Norm Referenced Interpretation

Back 263

Interpreting an examinees test score in terms of the scores obtained by examines in a normative (standardization ) sample

Percnetile ranks and standard scores (z scores and t scores) are types of norm refereced scores

Front 264

Orthognoal and Oblique Rotation

Back 264

When conducing a factor analysis, the intial factorsar rotated to simplify their interpretation.

An ORTHOGONAL rotaiton rproduces uncorrelated factors

OBLIQUE rotation produces correlated factors

Front 265

Relationshp between relability and validity

Back 265

Reliability is a necessary but not sufficient condition for validity

Validity coefficient can be no greater than the square root of the product of the reliabilites of the preictr and criterion

Front 266

Reliability/Reliability Coefficient

Back 266

Reliability = the ocnsitency of test scores (ie the extent to which a teast measures an attribute wihtout beng affected by random fluctuations (measurement error) that produce inconsistnecies over time, across items, and over different forms

Methods for establishing reliability include TEST RETEST, ALTERNATIVE FORMS, SPLIT HALF, COEFFICIENT ALPHA, and INTER RATER

Most produce a reliability coefificnet, hich is intepreted directly as a measure of true score varilaibilty (EG a reliatiblity coefficiant of 0.8 indicats that 80% of variablity in test cores is true scores variability

In contrast to other coefficients, the reliability coefficient is NEVER SQUARED to interpret it but is interpreted directly as a measure of true score variability. For example, when a test has a reliability coefficient of 0.89, this means that 89% of variability in obtained scores is true score variability

Front 267

Sensitivity and Specificity

Back 267

Provide info about a predictor's accuracy when adiinstered to a gorup of indivduals who are known to have or not have the disorder (or other charcteristic) of itnerest

Sensitivey = the precnet of poeple in the tryout sample who have the disorder and were accurately identified by the predictor as having hte disorder

Specificity = the percnet of poeple in the tryout sample who do not have the disodrer and were accurately idnetified by the predictor as nOT having hte disorder

Front 268

Split Half Reliability / Spearman Brown Formula

Back 268

Split Half Reliability is a methodfor assessing INTERNAL CONSISTENCY RELIABILITY and invlves SPLITTING the test in half (eg odd vs even number of items) and correlating examinees scores on the two halves of the test

The Split half reliability coefficnet tends to UNDERESTIMATE a test actual reliability and is uasually CORRECTED WITH TEH SPEARMAN BROWN FORMULA = estimates what the tests reliabilty woudl be if it were based on teh full lenght of the test

Front 269

Standard Error of Estimate/Confidence Interval

Back 269

SEE provides an index of eror when predicting criterion scores from predictor scores and is sued to contsruct a confdience interval around an examinees predictred criterion score

Its magnitue depneds on 2 factors: the criterion SD and the predictors criteiron related validity coefficient

Front 270

Standard Error Of Measurment / Confidence Interval

Back 270

SEM index of measuremnet erro and is used to contsuct a confidence interval around the examinees obtained test score. Its magnitude dpeneds on tw ofactors: the tests SD and its relibility coeffieicnet

Front 271

Test Length/Range of Scores

Back 271

Two ways to increase a tests reliability are to inrease the tests length by adding items f simlar content and quialtiy and to increase the range of scores

the range of scores can be increased by increasing the hterogeneity of the sample in terms of the attributes measured by the test and/or choosing items to include in the test so that the average difficult level is in the mid range (p=0.5)

Front 272

Test Retest Reliability

Back 272

Evaluated by adiminresting the same test to the same group of examinees on 2 different occasions and correlating the two sets of scores.

It yields a coefficnet of stability

Front 273

Alpha (Level of Significance)

Back 273

Alpha determines the probability of REJECTING THE NULL HYPOTHESIS when ITS TRUE

TYPE 1 ERROR

The value of alpha is set by the experimenter prior to collecting/analyzing the data.

In psychololgical research, alpha is commonly set at 0.01 to 0.05

Front 274

ANCOVA (Analysis of Covariance)

Back 274

Version of the ANOVA that is used to increase the efficiency of the analysis by statsitically REMOVING VARIABILITY in the DV that is due to an EXTRENEOUS VARIABLE

When using the ANCOVA, each person's score on the DV is adjusted on the basis of his or her score on the EXTRENEOUS VARIABLE

Front 275

Between-Groups Designs

Back 275

Experimental research designs that allow a researcher to assess the effects of the different levels of one ore more IVs by administering each level or combination of levels to a different group of subjects

Front 276

Central Limit Theorem

Back 276

Derived from probability theory and predicts that the sampling distribution of the mean

(A) will approach a normal shape as the sample size increases, regardless of the shape of the population distrribution of scores

(B) has a mean equal to the population mean

(C) has a standard deviation equal to the population standard deviation divided by the square root of the sample size

This Standard Deviation is referred to as the standard error of the mean

Front 277

Chi-Square Test (Single Sample and Multiple Sample)

Back 277

Chi Square Test is a Nonparametric statistical test that is sued with nominal data (or data that are being treated as nominal data) (i.e. when the data to be compared are frequencies in each category)

The Single Sample Chi quare Test is used when the study includes ONE variable

The Multiple Smaple Chi Square Test when it includes 2 or more variables (When counting variables for the chi square test, independent and dependent variables are both included)

Front 278

Cluster Analysis

Back 278

A multivariate technique that is used to group people or objects into a smaller number of mutually exclusive and exhaustive subgroups (clusters) based on their simalirites (i.e. to group people or objects so that the identified subgroups have within group homogeneity and between group heterogenity)

Front 279

Correlation Coefficient (Pearson R, Spearman RHO, Point Biserial, Biserial, ETA)

Back 279

Correlation coefficient is a numerical index of the relationship (degree of association) between variables.

The magnitude of the coefficient indicates the strength of the relationship.

Its sign indicates the direction (positive and negative)

The Pearson R = used when data on both variables represent a CONTINUOUS scale

Spearman RHO = both variables are RANKS

Point Biserial Coefficient = when one variable is a true dichotomy and the other is continuous

Biserial Coefficient = one variable is an artifical dichotomy and the other is continous

ETA = variables are both continous and have a nonlinear relationship

Front 280

Cross Validation/Shrinkage

Back 280

Cross Validation = refers to validating a correlation coefficint (e.g. a criterion related validity coeffiecietn) on a new sample

Becase the same chance factros operating int he original sample are not operating in the subsequent sample, the correlation coeffiicent tends to "shrink" on cross-validation.

In terms of the multiple correlation coefficient (R) shrinkage is greatest when the original sample is samll and the number of preidctors i slarge

Front 281

Discriminant Function Analysis

Back 281

The appropriate multivariate technique when 2 or more continuous predictors will b e sued to predict or estimate a person's status ona single discrete (nominal) criterion

Front 282

Effect Size

Back 282

Measure of the magnitude of the relationship between independent and dependent variables and isuseful for inteprreting the relationships clinical and practical significance (eg for comparing the clinical effectiveness of two or more treamtents)

Sevreal methods are used to calculate an affect size including COHENS D (which indicates th differetn between two groups in terms of SD units) and ETA SQUARED (which inidcates the percent of variance in the dependent variable that is accounted for by variance in the IV)

Front 283

Experimental Research (True and Quasi-Experimental)

Back 283

Experimeintal research invovles conducting an emprical study to test hypothesis about the relationships betwen IVs and DVs

A true experimental study permits greater control over experimental conditions, and its "hallmark" is random assignment to groups

A Quasi-Experimental study permits Less Control

Front 284

Experimentwise Error Wise

Back 284

The experimentwise error rate (also known as the familywise error rate) is the probability of making a Type 1 eror.

As the number of statistical comparisons in a study increases, the experimentwise error rate increases

Front 285

External Validity (Pretest sensitization, reactivity, multiple treatment interference)

Back 285

External validity refers to the degree to which a studys result can be generalized to other people, settings, conditions, etc.

Threates include Pretest Sensitization (which occurs when pretesting affects how subjctes react to the treatment)

Reactivity (subjects respond differently to treatment because they know they are paricipating in a research study)

Multiple Treatment Interference (sbjects recive more than one level of an IV)

Counterbalncing can be used to control multple treatmet interference and invovles administering different levesl of the IV to different groups of subjtcts ina different order

Front 286

Factorial Anova

Back 286

The appropriate statistical test when a study includes 2 or more IVs (when teh study has used a facotrial deisgn) and a single DV that is measrued on an interval ratio scale.

Also referred to as a 2 WAY ANOVA, 3 WAY ANOVA, etc. with the words 2 and 3 referreing to the number of IVs

Front 287

Factorial Deisgn (Main and iNteraction Effects)

Back 287

Factorial designs are research designs that inclue 2 or more facros (IVs).

THey permit the analysis of main and interaction effects:

Main effect = effect of a single IV on the DV

Interaction = effects of one IV at different levels of an other IV

Front 288

Independent and Dependent Variables

Back 288

the IV is the variable that is believed to have an effect ont he DV and is varied or manipulated by the researcher in an experiment research study

Each IV in a study must have at least 2 levels

The DV is the variable that is belived to be affected by the IV and is observed and measured

Front 289

Internal Validity (Maturation, History, Stasitical REgression, Selection)

Back 289

Internal Validity refers to the degree to which a research study allows an investigator to conclude that observed variablity in a dependent variable is due to the indpeendnet variable rather than to other factors

Maturation = one threat to internal validity and occurs when a physical or psycholgoical process or event occurs as the restul of the PASSAGE OF TIME (e.g. increasing fatigue, decrasing motvation) and has a systematic effect on subjcts status on the DV

History = a threat when an event that is external to the research sutdy affects subjet performance ont he DV in a systematic way

Staistical REgresson = threat when subjects are selcted to paritipate because f their extreme status on the DV or ameasrue that correlates iwth the DV and refers to the tendency of exremete scores to "regress to the mean" on retesting

Selection = threats internal validity whn groups differ at the beginning of the study because of the way subjcets were assigned to groups and is apotnetial threat whenver subects are not randomly assigned to groups

Front 290

Interval Recording/Event Sampling

Back 290

Interval Recording = a method of behavioral sampling that involves dividng a period of time into discrete intervals and recording whether the behavior occurs in each interval. Particularly useful for behaviors that have no clear beginning or end

Event Sampling = method of behvairoal sampling that is useful for behaiors that are RARE or that leave a PERMANT PRODUCT. IT invovles recording each occurence of a behior during a PREDEFINED OR PRESELECTED EVENT

Front 291

LISREL

Back 291

LISTREL is a structural equation (casual) modeling technique that is sued to verify a predefined casual model or theory

Itis more complex than path analysis, and it allows 2 way (non recrusive) paths and takes into acount observed variables, the latent tratis they are believed to measure, and the effects of measurment error

Front 292

MANOVA (Multivariate Analysis of Variance)

Back 292

Study includes 1 or more IVs and 2 or more DVs that are each measurd on an interval ratio cale.

Use ofthe MANOVA helps REDUCE the EXPERIMENTWISE ERROR RATE and INCREASES POWER by simulateneouly analyzing the effects of the IVS on all of the DVs

Front 293

Measures of Central Tendency (Mean, Median, Mode)

Back 293

Mean = average of a set of scores, used when scores represent an interval or ratio scale

Median = middle score in a distribution when scores have been ordered from lowest to highest.

Mode = most frequently occuring score in a category , nominal variables

Front 294

Mixed (split plot) Anova

Back 294

Used when study includes at least one between groups independent variable and one within subjets independent variable

Front 295

Mixed Designs

Back 295

At least one IV is a between groups variable and one IV is a within groups varible

Front 296

Moderator and Mediator Variables

Back 296

Moderator Variables = affect the strength or direction of the relationship between the IV and DVs. If treatment is more effective for reducing cig smoking for men than women, gender is a mdoerator varible

Mediating Variables = explain or account for the relationship between IV and DVs. Authoritative parenting may have postive effects on academics because authoritaive parenting lad sto high self efficiacy belifes (the mediatior) whi in urn leads to high leavel of acadmics

Front 297

Mutiple Regression/Multicollinearity

Back 297

Used for predicting sore on a continuous criterion based on performace on 2 or more continuous or discrete predictors.

The output of mutiple regression is a multiple correlation coefficinet (R) and mutiple regression equation

Ideally, preditors included in a multiple regression equation will have low correlations with each toher and high correlations with crietiion.

High correlation between predictors is rferred to as multicollineraity

Front 298

Normal Curve/Areas Under the Normal Curve

Back 298

A symmetrical bell shaped distribution

When normal distribution, possible to coculde that a speific number of observations fall within certain areas of the curve and dfined by the SD

68% of observations fall between the score -+1 SD of mean

95% =-2 SD of mean

99% = +-3 SD of mean

Front 299

Null and Alternative Hypothesis

Back 299

Null = the IV Does NOT have effect on DV

Alternative hypothersis = IV DOES have an effect on DV

Front 300

One Way Anova (Analsysis of Variance)/F-Ratio

Back 300

One Way Anova is used to compar the means of 2 or more groups when a study includes One V and one DV

One Way Anova yeilds an F Ratio that indicates if any group means are significantly different

The F Ratio represents a measrue of treatment effect plus error divided by a measure of error only (MSB/MSW)

When treatment has effect, F ratio is larger than 1.0

Front 301

Parametric and Nonparametric Tests

Back 301

Parametric = used when data represent an INTERVAL or RATIO scale and when certain assumptions about population have been met (ie when scores on the variable of interest ar enromally distributed and wen there is homoscedastiicty (pupation variances are equal)

Advantage of Parametric = they are more POWERFUL than nonparametric

Paraemteric = include Student's T test and ANOVAS

Nonparametric = analyze nominal or ordinal data .

Non paraemtric = Chi Square Test, Mann WHiteny U test, and Wilcoxon matched pairs test

Front 302

Path Analsyis

Back 302

Sturctural equation (casual) modeling techinuq that i sued to verify a pre defined casual model or theory.

It involves translating the theory into a path diagram, collecting data on the variables of interest (the observed variables) and calcualting the intepreting path coefficients

Front 303

Probability Sampling

Back 303

Each elmeent in target puplaiton has a known chance of being selected fo rinclusino in the sample

Methods include Simple Random Sampling, Stratified Rnadom Sampling, and Cluster Sampling

In contrast to simple random sampling and startified random sampling (which invlve selecting indivdiuals from the populatino), Cluster sampling invoels elcting units or groups of individauls from the poupatiln (Eg schools, hospitals, clinics)

Front 304

Random Assignment

Back 304

Randomly assigning subjects to treatment groups and is sometimes refered to as "randomization"

Considreed the "hallmark" of true experimental research because it enables to tusy any observed effect o an IV on the DV due to the IV rather than to error

Random Assignment DIFFERENT than Random Selection, which rfers to randomly slecting subjects form the population)

Front 305

Random Error

Back 305

Error that is unpredicatble (random).

Sampling error and measuremnt error are types of random error

Front 306

Randomized Block Anova

Back 306

Appropriate test when blocking has been used as a method for conorlling an extraneous variable (i.e. when the extraneous variable is treated as an IV)

Allows investigator to analyze the main and interaciton effects on the extraneuos varible

Front 307

Regression Analysis/Least Squares Criterion

Back 307

Regression Analysis = used to predict score on one criterion based on the persons obtained score on one predictor

It invoves identifying the location of the regression line (lie of best fit) and using the quationfor that line, the regression equation, to make redictions.

The least squares criterion is used to locate the regression line so that th amount of error in prediction is minimzed

Front 308

Rejection and Retention Regions

Back 308

Rejection Region of a sampling distribution contains the sample values, (eg means) that are unliekly to be obtained simply as the result of sampling error

When a test indicates that the obtianed sample value falls int he rejction region, the null hypoethsi is rejcted and the altnertaive hypothesis is retained

THis size of rejection region is defined by ALPHA

Retention Region = region of distrubiont that contains the values that are lieklyt o be obtained simply as the result of sampling error.

Null Hyphetiss is retianed and the altnerative hyptheresi is rejcted

Retneion region is equal to ONe Minus Alpha

Front 309

Sampling Distribution of the Mean/Standard Error of the Mean

Back 309

Sampling DIstributin of th eMean is the distribution of sample means that woudl b e botained if an infinte number of equal size smaples were randomly selcted form the popuation and the meanfor each sample was calcuted

Smapling distriubtion is normally hsaped, its mean is equal to hte popluation mean, and its SD (standar eror of the mean_ is equal to the population SD ivdied by teh square rot fo the sample size

Sample Distribution is used when stats detemrine how likely it is to obtain a particular sample mean given the opuopatlin mean, the populatino standard deviation, the sample size, and the level of signifinace

Front 310

Scales of Measrument

Back 310

Ways to categorize the various ways of measuring variables

Least ot most mathematically sophissticated:

Nominal

Ordinal

Interval

Ration

Nominal scale yields "Frequency Data"

Oridnal, interval, ratio sclaes privde sacle values or scores

Front 311

Shared Variability

Back 311

A correlation coefficient for 2 or more variables can be squared to obtain a measure of shared variability

For example, if the correlation between X and Y is 0.50, this means that 25% of variabiliyt in Y is shared with or is accounted for by variability in X

Front 312

Single Subject Designs (AB, Reveral, Mutiple Baseline)

Back 312

Single Subject designs include at least one A (baseline) and one B (treatment) phase and include multiple measuremnts onf the DV at regular inervals during each phase

The AB design = includes a single baseline phase and a single treatment phase

Reveral Designs = at a minimum, two baseline phases and one treamtne phase (ABA, ABAB design) with the treamtn being withdrawn (reversed) during the second and subseuqent baeline phases

Multiple Baselin = involves sequentially applying a treatment to different baselines (two different beahviors, settings, tasks or subjectcs)

Front 313

Skewed distribituions

Back 313

Asymmetrical distributions in which majority of scores located on one side

Postively Skewed = most scores are inthe low side and few scores are int he high side and the mean is greater than the median, which in turn, is greater than the mode

Psotiively = highest to lode, MEAN, MEDIAN, MODE

Negaitve skewed = morjoity are in high side, few on low slide,

Negative highset to lowest, MODE, MEDINA, MEAN

Front 314

Standard Deviation

Back 314

Measure of variability of scores around the mean of the distribtion

Square Root of the variance

Calcuated by dividng the sum of the squared devition scores by N or N-1 and taking the square root of the result

Front 315

Statistical Power

Back 315

The probability of rejcting a false null hypoethis

Power cannot be directly controlled but is increased by having a large sample, maximing hte effects of hte IV, increased the size of alpha, and reudcing error

Front 316

Student's T Test (Single Sample, Independent Samples, COrrelated Samples)

Back 316

Studnets t est= compared two means

Single Sample T test = compare a single obtained sample mean o a known or hypothesized population mean

T test idependent samples = compare means from two indepdneent groups

T etst of correlated samples = compare two smaple means hwens ubjects in two groups ar e related in some way (Because they wre matched on an extrenuous variable or beacasue a single group pre/test post/test deisgn was used)

Front 317

Systematic Error/Extraneous Variables

Back 317

Systematic Errors is predictable error

Extraneous (Confounding) variables are a source of systematic error that affectsthe relationhip between IV and DVs

Front 318

Trend Analysis

Back 318

Type of analysis of variance that is used to assess linear and nonlinear trends when the IV is quantitative

Front 319

Type 1 and Type 2 Errors

Back 319

Type 1 Error = true null hypoethiss is rejected

Probabiilty of TYpe 1 error = Alpha, set by investigator prior to collecting or analysizng the data

Type 2 Error = occurs when a false null hypoethsis is retained

Type 2 = BETA

Front 320

Within Subjects Designs

Back 320

Reearch in which each subject receives, a different times, each level of the IV so that comparisons ont eh DV are made wtihin subjects rather than betweengroups

Single Group time series desing is a type of within subjets design

Front 321

Adaptation (Assimilation and Accommodation)

Back 321

According to PIAGET, cognitive development occurs when a state of disequilbrium brought on by a discrepency between the person current udnerstanding of the world and reality is resolved through adaptation which entais two complemntary processes:

Assimiliation = incorportation of new knoledge into existing cognitive schemeas

Accommodation = modfication of existing schemas to incorporate new knowledge

Front 322

Adoelscent Egocentrism (ELKIND)

Back 322

Appears at the beginning of the formal operational stage. As defined by Elkind, its characteristics include the personal fable and the imaginary audience

Front 323

Adult Attachment Interview

Back 323

Relationship between parents own attachment experiences and the attachment patterns of their children

Children of adults callified as dissming on the AAI often exhibit avoidant attahcment apttern in teh strang situation

Front 324

Androgyny

Back 324

Research has found that, for both males and females, androgyny (which combines masculin and feminne characterstics and prefernces), and to a lesser degree, masculinity were associated with HIGHER LEVELS of SELF ESTEEM than femininity

Androgyny also linked to GREATER FLEXIBILITY when coping with difficult situations, higher levesl of LIFE SATISFACTION, and great COMFORT with ones sexuality

Front 325

Behavioral Inhibition

Back 325

KAGAN found evidence for both a biological contribution and stabliity for the temperament trait of beahvioral inhibition.

His stdy demonstrated taht children identified as either INHIBITED or UNINHIBITED at 21 months of age can be slimilarly categoritzed at 5.5 and 7.5 years and that level of inhibition is related to PSYHCOLOGICAL RESPONSIVITY

Front 326

Bilingualism and Bilingual Education

Back 326

Bilingualism has been linked with several BENEFITS including HIGHER SCORES on COGNITIVE FELXILITY, cognitive COMPLEXITY, ANALYTIC REASONING, and metalinguistic AWARENESS.

Research on bilingual education has prouduced inconsistent results partly becasue the EXISTING PROGRAMS VARY considerabilty in approach an qulity

Probably th ebest overll coclusion, when language minority children pariticpate in high quality bi lingual programs, they acquire ACADEMIC ENGLISH and KNOWLGE of subject matter AS WELL OR BETER THAn whose who particpate in immersion english only programs

Front 327

Brain Development (Cerebral Cortex, Neurogenesis)

Back 327

Cerbral Cortex = largely underdveloped at birth, but shows dramatic grown first 2 years of life, as result of increase in INTERCONNECTIONS between neurons and myelination of nerve fibers

During the first few months of life, primary motor and sensory areas of the cortex undergo substainal developent, while the prefrontal cortex conitnuet o mature through childhood and adolescne and may not be fully developed until mid 20s

By age 30 brain starts to GRADUALLY SHRNINK as a result of ATROPHY of NEURONS, and there is an acceleration of cell death after 60

Brain attempts to compensate for neuronal loss by forming new interconnections betwee neurons and nerual pathways and by creating new neurons (NEUROGENESIS) in the hipocampus and possbly othe rbrain areas

Front 328

Bronfenbrenner's Ecological Model

Back 328

Development s inovlving interactions between the individaul and his/her context or enviorment,

Microsystem = immediate envirment home, school neighbroohood, parenst siblings peeers teachers

Mesosystem = interactions between components of microshsyesm egfamily influence on school behavior

Exosystem = emelens in borader enviorment ie parents workpace, school board, mass media

Macrosystem = overarching enviormental influences as cultural beliefs and practcies, econimic conditions, plitcal idealoligs

Chrnoosystem = enviornemtnal events that occur over an indivduals lifespaln

Front 329

Child Sexual Abuse

Back 329

No consistent gender differences in research BUT, when differences are found, outcomes are WORSE FOR FEMALES THAN MALES

Effects of sexual abuse also tend be LESS SEVERE when abuse was committed by STRANGER than by family member

Front 330

Childhood (infantile) amnesia

Back 330

Studies investigating epsidoic/autobiographical memry have found that adults are usually able to recall VERY FEW of evens they expreneices PRIOR to age 3 or 4.

Front 331

Coercive Family Interaction Model (PATTERSON)

Back 331

Patterson coercive family interaction model proposes children initially LEARN AGGRESSIVE bheaviors from their PARENTS who RARELY reinforce PROSCIAL BEHAVIORS, rely on HARSH DISCIPLINE to control their childrens behavior, and REWARDS their childrens AGGRESSIVENESS with approval and attnetion and over time aggressive parent child interactions escalate.

Developed the Oregon Model of Parent Management Training (PMTO) to help STOP this COERCIVE CYCLE by teaching parents EFFECTIVE PARENTING skills and providing parents iwth therapy to help cope with stres

Front 332

Compensatory Preschool Programs

Back 332

Reserach avaluating effects of HEAD START and other programs have found that, while initital IQ test score gains produced by these programms are usually NOT maintained, children who attend these programs have BETTER ATTITUDES TOWARDS SCHOOL and LESS LIEKLY to be RETAINED A GRADE, LESS LIKELY to be palced in SEPCIAL ED, less likely to drop out of school, and MORE LIKELY to attend COLLEGE than peers not in programs

Front 333

Conservation

Back 333

Defined by Piaget, conservation is ability to understand that the PHYSICAL characteristics of an object REMAIN THE SAME, even when the outward appearance of the object changes.

Depends on the operations of reversibility and decentration and develops gradually during the concerete operational stage,

Conservation of number occuring first, followe by conversation of liquid, lenght, weight, and then displacment volume

Front 334

Contact Comfort (HARLOW)

Back 334

Research with MONKEYS indicated that an ifnats attachment to mother is due to to CONTACT COMFORT , or the PLEASANT TACTILE SENSATION that is profvided by a soft cuddly parent

Front 335

Critical and Sensitive Periods

Back 335

Critical Period = time during which an organism is especially SUSCEPTIBLE to positive and negative environmental influences

Sensitive Period = more flexible than critical period, and is NOT LIMITED TO AGE.

Some aspects of human development may depend on critical periods, but, for many characteristics and behaviors, sensitive periods are probably more applicable

Front 336

Divorce and Diminished capacity to parent

Back 336

Divorced parents often experience emotional distress and changes in functioning that include a diminished capcity to parent

Custodial mothers may be uncommunicative, impatient, less warm and loving towards child (especially sons) and they monitor childs activiites less closely, ess consistent, but more authoaritarian in terms of punishment

Front 337

Down Syndrome

Back 337

Caused by an extra number 21 chromosome

Characterized by intellectual disability, retarded phsyical growth and motor development, distinctive physical characteristics, and increased suscpetiability to Alzheimers disease, leukemia and heart deficits

Front 338

Early Reflexes

Back 338

Unlearned responses to particular stimuli in the environment

BABINSKI REFLEX = toes fan out and upward when soles of feet are tickled

MORO REFLEX = flings arms and legs outwards and then twoard the body in reponse to a loud noise or sudden loss of phsyical support)

Front 339

Effects of Divorce on Children (child's age, sleeper effect, parental conflict)

Back 339

Effects of divorce are moderated by several factors, inclduing hcilds age and gender

Age = preschool children exhibit MOST PROBLEMS IMMEDIATELY after divorce,

but LONG TERM consequences may be worse for child who were in ELEMENTARY school at time of divorce

BOYS exhibit MORE problems than girls INITIALLY, but there may be a SLEEPER EFFECT for girls who do not exhibit negative consequences immediately after divorce, but exhibit problems in adolescence or early adulthood

Negative consequences of divorce are REDUCED when conflict between parents is minimized

Front 340

Effects of Age on Memory

Back 340

Several aspects of memory show age related declines, especially recent long term (secondary) memory

Deficits in secondary memory are believed to be due to a reduced spontaneous use of effective encoding startegies

Working memory aspect of short term memory also exhibits substantial age related decline

Front 341

Effects of Maternal Employment

Back 341

Research investigating the effects of maternal employment has found it to be associated with GREATER PERSONAL SATISFICATION for the working Mother, especially when she wants to work, and in terms of kids, FEWER SEX-ROLE STEREOTYPES and GREATER INDEPENDENCE

For Lower SES boys, maternal employment is associated with BETTER PERFOMANCE on measures of COGNITIVE DEVELOPMENT; but for Upper SES boys, it may result in LOWER SCORES on IQ and ACHEIVEMENT TESTS

Front 342

Empty Nest Syndrome

Back 342

Contrary to common belief, adults DO NOT usually experience DISTRESS and a SENSE OF LOSS when all children come to age and leave home

Instead, studies suggest they usually experience an INCREASE IN MARITAL SATISFACTION and other positive changes

Front 343

Erikson's Stages of Psychosocial Development

Back 343

Personality Development theory proposes that indivdiaul faces PSYCHOSOCIAL CRISES at different points of lifespan

Trust vs Mistrust

Autonomy vs Shame and Doubt

Initiative vs Guilt

Industry vs Inferiority

Identity vs Role Confusion

Intimacy vs Isolation

Generativity vs Stangation

Integrity vs Despair

Front 344

Fetal Alcohol Spectrum Disorder

Back 344

Prenatal exposure to alcohol

Largely irreversible phsyial, behaviorl, and/or cognitive abnromalities

Fetal Alcohol Syndrome (FAS) = most severe, facial anomalies, retarded physical growth; heart kidney liver deficits, vision hearing impariments; cognitive deficits, and behavioral problems

Alcohol related neurodevelopmental disorder (ARND) = cogntiive deficits and behavioral problems WITHOUT promient facial anomlies, retated phyiscla growh, phsyical defiicts

Alcohol Related Birth Defects (ARBD) inovles physical deficits without other promoinit symptoms

Front 345

Freud's Stages of Psychosexual Development

Back 345

Theory of Personality, five invariant stages

Oral

Anal

Phallic

Latency

Genital

Libido shifts from one area of the boyd to another

Front 346

Gay and Lesbian Parents

Back 346

Research suggests nature of parent child RELATIONSHIP is MORE IMPORTANT than a persons sexual ORIENTATION

Children of gay parents are SIMILAR to children of heterosexual parents in terms of social relations, phsyicogocla adjustments, cogntiive fnctioning, gnderder identity development, and sexual orientation

Front 347

Gender Identity (Kohlberg, Bem)

Back 347

Kohlbers Cogntiive Developmental Thoery = developmenet of ender dienty ivnovels a sequence of stages that parallesl cogntiive delveopment

By age 2 or 3, children acquire gender idnetity, that is they recongize that they are either male or female

Soon there after they realize that gender idnetity is STABLE over time (Gender Stability)

By age 6 or 7 children undertand that gender is constant over istuaitons and know that peop cannot change gender by superficially alternign their extrenal appearance or behavior (Gender Constancy)

Bem's Gender Schema Theory = attirubtes teh acquistion of ender dnetiyt o a combination of social learning and cogntiive development

Bem = children develop schemas of masculinity and femininity as the result of their SOCIOCULTURAL experiences

These schemeas then organize how the indivdual percives and thinks about the world

Front 348

Genotype vs Phenotype

Back 348

Genotype = persons genetic makeup

Phenotype = obesrvable charactersitics, which are due to a combination of genetic and enviormental factors

Front 349

Goodness of fit Model (Thomas and Chess)

Back 349

Behavioral and Adjustment outcomes are best for children when parents' CARE-GIVING behaviors MATCH their child's TEMPERMENT

Front 350

Heteronomous vs Autonomous Morality (Piaget)

Back 350

Piaget distinguished between two stages of moral development

Heteronoous Morality = morality of contsraint) extends from about age seven through age 10. During this stage, children believe that rules are set by authority figures and are unalterable. When judging whter an ct is right or wrong, they oconsdier whether a rule has been vioalted and what the consequcnes are

Autonomous Morality = motality of copoeration, begning about age 11, children view rules as being ARBITRARY and ALTERABLE when the poepl who are govenred by them aggree to change them. When judgin an act, they focus more on the INTENITON of the ACTOR than on the act's consequences

Front 351

Horizontal Decalage

Back 351

Piaget, the gradual development of an ability (e.g. conservation) within a particular stage of development

Front 352

Identity Statuses (Marcia)

Back 352

The achievement of an idneity (including values belifes goals) invovles 4 idnetity stages (statuses) that refulect the degree to which the individaul has experinced an indiet cirsi and is comitted to an indeity

Diffusion

Foreclosure

Moratorium

Acheivement

Front 353

Information Processing Theories

Back 353

Describe cognitive development as inovling increasing information processing cpacity and efficiency

Example; improvments in memory are due to increased memory capicity, enhances processing speed, and great automaticity

In contrast to Piagetinas, infomation processing theorires focus on dvelopment within a speific cognitive domain such as attention, memory, and reasoning rather than an idnetifying glboal princiles of devleopment

Front 354

Internal Working Model (Bowlby)

Back 354

Distinguished between 4 stages of attachment devleopment that occur ruding the first 2 years o flife

Preattachment

Attachment in the Making

Clearcut Attachment

Formation of Reciporcal Relationships

As a result of expeirences during these stages, a child devlepos an intenral working model, which is a MENTAL REPRESENTATION fo self and others that influence the hcilds future relationships

Front 355

Klinefelter Syndrome

Back 355

XXY

Occurs in MALES and is due to the preseence of two or more X chromosomes along with a single Y chromosome

Male with disorder has SMALL PENIS and testes, develops breats duing puberty, limited interest in sexual activity, often sterile, may have learning disability

Front 356

Kohlberg's Levels of Moral Development

Back 356

Cogntiive Developmental Theory= moral development coincides with changes in logical reasoning and social perspective taking and invlves three levels that eac include two stages:

Preconventional (Punishment and obedience; insturmental hedonism)

Convential (good boy /good girl; law and order)

Postconventional (moraltiy of conract, idnivdual rights and democratically accepted laws; moraltiy of individal princpels of conscioous)

Front 357

Malnutrition during Prenatal Development

Back 357

Associated with miscarriage, stillbith, low bith weight, may result in suppression of immune system, intellectual disability, othe rseirous problems.

SEvere malnutition in 3rd trimester (especially protien deficency) is particaularly detrimental for devlopmoing brain and can lead to reduced number of neruons, reduced myelnation, and neurtontasnmitter abnormalties

Front 358

Matneral Depression

Back 358

Children of depresed mothers are igher risk for emoitonal and behaivoral probelms, althought exact nature ans seveirty dpeend on several factors indluidg genetic predispoision and quailty of early mother child interacitons

Evidence that the physiological signs of distress in children associated with matneral depression (e.g. elevated hera trate, gerat right frontal lob assymetry) are apprarent by teh time the child is 3 months of age.

Studies of toddlers have linked maternal depression to PASSIVE NONCOMPLIANCE nad HIGHER THAN NORMAL rates of AGGRESSIVENESS when itneracitng with peers

Front 359

Memory Strategies of Children

Back 359

Preschoolers somtimes use nondelibreate memory stratageis but do so in an ineffecitve way, while chiren in early elementary shcol use somewhat more effect tenchineqs but are often distracted by irrelevatnt information

When taught rehears or other memory strategies, younger children may apply them to the immedate situation but do not subsequently use them in new situations

By age 9 or 10, children begin to regularly use rehearsal, elaboration, and organization, and in adolescence, these strategies are "fine tuned" and used more delibreately and selectively

Front 360

Montessori Method

Back 360

An approach to education that emphasizes CHILD CENTERED, EXPERIENTIAL LEARNING and sense discrimination (i.e. learning through seeing, hearing, smelling, and touching)

Front 361

Nativist Approach to language Acquisition (Chomsky)

Back 361

Stresse the role of BiOloGical MECHANISMS (Eg Chomsky language acquisiton deice) and universal patterns of development

Front 362

Niche Picking

Back 362

Active Genotype Environment Correlation

Occurs when inidvidauls deliberately seek enviorments that are conssitent with thier genetic make up

Front 363

Object Permanence

Back 363

Piaget, important accomplishment of SENSORY MOTOR stage,

Object Concept

Allows the child to recognize that objects and people continue to exist when they are ot of sight

Front 364

Parenting Style (Baumrind)

Back 364

4 parneting styles that refelct various combinations of responsibity and demandingness;

Authoritarian

Authoritative

Permissive

Rejecting-Neglecting

High parental responsivity combined with moderate control (authoritative style) is associated with BEST outcomes for children and adoelcnets, including greater self confidcen, self reliance, acheivmeent orienation, and social respONsiblity

Front 365

Patterns of Attachment (Ainsworth)

Back 365

Strange situation research revealed 4 patterns of attachment

Secure

Insecure/Ambivalent

Insecure/Avoidant

Disorganized/Disoriented

Each pattern associated with different caregier behaiors and idfferent perosnaly and behavoar outcomes

Ifnats who exhibit a disorganized atachment pattern are increased risk for aggressive bheiove and childhoodproblems

Front 366

Perception in Newborns (Vision, Auditory Localization, Pain)

Back 366

Of all sense, vision is LEAST well developed at birth. At birth, newborn sees at 20 feet what normal adutls see about 200 to 400 feet, but by 6 months, infancts visaul acuity is probably close to as normal adult

Nweporbns preer to look at HIGH CONTRAST PATTERNS, preference for MORE COMPLEX PATTERNS increases with inCreAsing age

Fetus hears sounds in uteurs during last months of devleopetn, newborns are slightly less sensitive sound itnensity than adtuls

Audtiory Localzation = evidnet shortyly after birth, seems to disappear between 2 and moths , reappears and improves during the rest of the first year

Newborns ARE SENSITTIVE TO PAIN

Male newborns who are cirucmsicsed WITHOUT anetshtisa often react with loud cry, ficial grimacen and increased hear tate blood pressure.

There is evidence that exposure to sever pain as a newobrn can ipact later reactions

Front 367

Phenylketonuria (PKU)

Back 367

Caused by a pair of recessive genes and produces severe intellectual disability unless the infnat is placed on a diet low in the amino acid phenylanine soon after birht

Front 368

Phonemes versus Morphemes

Back 368

Phonemes are the smallest units of sound tat are understood in a language.

English langage has 45 phenomes

Morphemes (eg "un" and "ing") are smallest unit of sound that convey meaning. Morphemes are made up of one or mroe phenomes

Front 369

Physical Maturation in Adolecence

Back 369

Early and late sexual maturation assocaited with severe conseuqences

Early maturation has mixed conseuqences fo rboys = GREATER POPULARITY with peers and SUPERIOR ATHELTIC SKILLS, but also DISATTISFCTION WITH BODY IMAGE and increased RISK FOR DRUG andalchol use, DELINQUINCY, and DEPRESSION

Early maturation Girls = primarily negative consequecnes = POOR SELF CONCPET, UNPOPULAR, DISASSTIFIED with physical development, low academic achievement, more likely to engage in sexual behavior, and drug use, increased risk for depressiona dn eating disorders

Front 370

Piagets Stages of Cognitive Develpment

Back 370

4 universial and invarient stages

Sensorimotor Stage = birth to 2 years = child learns about objects and other people tuogh sensory information they provideand the actions that can be performed on them.

Preoperational Stage = 2 to 7, developmetn of the symbolic (semotiic) function, which is an extension of representational thought and permits child to learn thorugh the use of language, mental images, and othe rsymbosl. Limitiations of this tage include precausal reasoning and egocentrism

Concerte Operational Stage = 7 to 11 = cpable of mental operations, lgoical rules for tranfomation and manipulation information. As a reult they are able to classify in more sophisticated ways, seriate, underatdn port whole relationships in relational terms, and conserve

Formal Operational Stage = 11+ = able tot hink ABSTRACTLY and is capable of hypothetico-deductive reasoning

Front 371

Precausal Reasoning (magical THinking/Animism)

Back 371

In Preoperational stage of piaget cognivie development theroy

Transductive Reasoning = an incomplete understanding of cause and effect

One manifestation of precausal reasoning is magical thinking (the bleief that thinking about something will casue it to occur)

Animsm = tendnety to attritue human charcteriscs to inanimate ojects

Front 372

Rejects or Negected children

Back 372

Distinction is made between rejects and negelcted children; studies have found that , overall, outcomes ar eworse for children who are actively rejected by their peers

Rejected chidlren expresss GREATER LONELINESS and PEER DISSASSITIFCATION and are less likely to experience an improvement in eper status when they chagne socia groups

Front 373

Relational Crisis (gilligan)

Back 373

In early adolescence, girls experience a relational crisis due to pressures to conform to cultural stereotypes of feminiity

As a result they become disconnected from themselves (eg. they expericne "LOSS OF VOICE)

Front 374

Remarriage (childs age/step fathers)

Back 374

When compared to children in intact families, children in stepfamilies have more adjustment probmels, however diffeverens between two gorups of hchildren are geneerally small

Problames are oven more SEVERE when remarriage occurs when children are in early adoelscence, and this paritciualry turue for girsl resideing with a biolgoical mother and stepfather.

Terms of parenting style, typical stepfather tends to be distant and disengaged from stepchild

Front 375

Rutter's Indicators

Back 375

The greater the number or risk factors a baby is exposed to, the greater the risk for negative outcomes

Six family risk factors are accuracte predictors of psychopathology:

Severe Marital Discord

Low SES

Overcrowing or large family seize

Parental Criminality

Maternal Psychopathology

Placement of a child otuside of home

Front 376

Self Fulfilling Prophecy Effect

Back 376

Rosenthal and Jacobson found that teachers expectations about studnets cah have self ulffing prophecy effect on their academic performance, motivaton, and self esteem of students

Front 377

Semantic and Syntactic Bootstrapping

Back 377

Mechanisms that facilitate early language development

Semantic Bootstrapping = using knowledge of the meaning of the word to infer its syntactical category

Syntactic Bootstrapping = using syntatcic knowledge to deduce the meaning of an unfamiliar word

Front 378

Sexual Activity In Late Adulthood

Back 378

Sexual activity in mid life and earlier is a good predicitor of sexual activity in late adulthod

Sexually active adtuls 57 to 85 years of age reported freqeuncy of sex activity similar to freuency reported in earlier study of adults ages 18 to 59. However, their survey resutls also indicated that the number of older adults indentifying thesmelves as sexually active decreased withi increasing age

Front 379

Sibling Relationships

Back 379

Most interactions between young siblings involve prosocial, play oriented behaviors

Middle childhood= marked paradoxical combo of closeness/coflict and cooperation competitiong. Sibling RIVARLY increased and is most inesne in same gender siblings who are 1 to 3 years aprt in age, and parents provide inconsisnet discpoline

Adolescence = sibling spend less time egoether, relatinship becomes less emotionaly intense, more distnat, friciton betwen them usually declines, begin to veiw as equals

Front 380

Signs of Attachment

Back 380

Usually not apparent until 6 months of age

Social Referencing , seperationanxiety,and stranger anxiety

Front 381

Social Cognitive Factors of Aggression

Back 381

aggressive childreen differ from their less aggressive peers in terms of self-efficacy beliefs (they are more liekly to say that it is easy to preform aggressive acts but difficult to inhibit aggressive impulsives) and beliefs about the otucomes of their behaviors (they expect that aggression will be followed by postoive conseuqences including reduced aversive treatment by others)\\

Aggression has also been linked to hostile attrubition bias, = tendnecy to misintrpet th e psotoive or ambiguous acts of others as intetinonally hostie

Front 382

Socioemotional Selectivity THeory (Cartsensen)

Back 382

Social goals have 2 primary functions - The acquisiton of knowledge and the regulation of emotions - and social goals correspond to perceptions of time left in life as being limited or unlimted

Older adults perceive time as limited and conseqeunctly, tend to prefer emotionally close partners

Front 383

Stages of Greif (Kubler - Ross)

Back 383

people progress through 5 stages of greif when facing own death or othe rloss

Denail and Isolation (no this isnt hapenign to me)

Anger (why Me)

Bargaining (Ye sme, but not until my grandhcild is born)

Depression (yes me)

Acceptance (My time is close and thats arlight)

Front 384

Stages of Learning Acquisiton (Crying, Babbling, First WOrds, Telegraphic Speech)

Back 384

Occurs in predicatably sequence of stages

Infants produe3 distinct patterns of CRYING: a bsic hunger cry, an agner cry, and a pain cray

BABBLING = beings 4 months, consits of repietion of simple consontat and vowel sounds (bi bi bi). Early babbily includes sounds from all languges, but 9 to 14 months babies narow their repoertoire of sounds to hose of ative lanuge

Most infants speak first word between ages of 10 to 15 months, and by 18 onths, speak bout 50 words

First Words = most ofen nominals, labels of objects, people, or events, although action words, modifiers, and personal social words (plesae ) also occur

18 to 24 motnsh = TELEGRAPHIC SPEECH ; string two or morewords toeghet to make sentence. by 27 motnhs prepositions and prnoouns have been added

Front 385

Teacher Feedback

Back 385

Teachers tend to respond diffretlyto boys and girls.

BOYS = recieve more correction, critisism, praise, and ehlp than Girls do

BOys cirsiticzed fr sloppiness and inatetntion

Girl critizles for inadeqeuate intellectional perforamnce

Front 386

Turner Syndrome

Back 386

X

FEmales = cuased by presenceof a single X chromosone

Short in stature, physical features drooping eyelids, webbee neck, rertarede development and secndoary dsex chatcterics, cognitve deificts

Front 387

Underextension/Overextension

Back 387

During course of language development, child exhibits number of errors

Underextension = child applies a word too narrowly to objects or situaitons

Overextension = child aplies a word to a wider collection of objects or vents that is approapite

Front 388

Visual Changes in Adulthoos

Back 388

After 65, visual changes intefere with reading, driving, and other aspccts of dialy life

Presbyopia = loss of near vision

loss of visual cutiy, rediced peception of depth and color, increased light sensitiy, and deficits in visual search, dyamic vision (percieving hte details of moving obejcts ) andspeed in procesing what is seen

Front 389

Vygotskys Socialcultural Theory (Zone of Proximal Development)

Back 389

Cogntivie devleopment is always first INTERPERSONAL (child interacts with adult or teacher) and then INTRAPERSONAL (child internalizes what she/he learned).

Faciliated when instruction falls within the childs ZONE OF PROXIMAL DEVLEOPMENT = discrepnacy between a childs current deelopment level (level which cihld can function indpendently) and level ofd evleopetn that is just beyond his her curren level but can be reached when adult or more expeirneced peer provides apprioate SCAFFOLING (intruciton, assitsance, support)

Front 390

Behavioral Model/LEWINSOHN

Back 390

Attirubes depression to a low rate of response contingent reinformcent due to inadequate reinforcin stimuli in the enviorment and or the idivduals lack of skill in obtianing reinforcment

Front 391

Biofeedback

Back 391

provides individaul with immediate and continous feedback about ongoing phsyicolgoical processes (mucles tencion blood pressure) with goal of enabling the inidiual to exercise voluntary control over tha tprocess

FOr man ydisorders (hypertension, headches) relaxation is about equally effective as biofeedback. However, THERMAL biofeedback is a treamnt of choice for Raynauds Disease, and plus it with autogentic traning is effective for migraine headahces

Front 392

Blocking

Back 392

In classical conditionig, blocking is when an association has already been established between CS and US, and as a result, CS blocks an association between a second neutrol sitmillus and the US when the CS and the second nutrual stimlus presneted together prior rot eh US

Front 393

Classical Extinction and Spontaneious Recovery

Back 393

Classical Extinction = elimination of clasically conidtioned response by repeeatedly presenting the CS without the US

OFten, extinguisehd condiotned responses shows spontaneous recoers= recrus in response to teh CS follwoing extinction, without padditonal parintg fo the CS and US

Front 394

Cognitive Therapy/Beck (Schemas, Automatic Thoughts, Collobrative Empiricism, Socratic Dialogue)

Back 394

Beck's cogntiive therapy attributes depression and other psychopathology to certain cognitive phenomena including dysfucnitonal cognitive schemas (underlying cognitive sturctures) automaotic thoughts (suface level cogntions) and cognitive disotriton (systematic errors in info processing)

CT is referred to s collobrative emprircisms because of its empshaiss on a callobrative rleasitonship between therpaist and clinet

Cogntive therpaists use Socratic Dialauge = questioning / help client reach logical conclusion about problem

Front 395

Differential Reinforcement

Back 395

An operant techinque that combines positive reinforamcnet with exitinction

During speificed preiod of time, the individaul is reinfoced when she/she engages inbeavhiors other than the target behavior

Front 396

EMDR

Back 396

Research suggests that its effectiveness is not due to rapid eye movemens but instead to exposure to the feared event (extinction)

Front 397

Escape and Avoidance Conditioning

Back 397

Escape Conditioning = Negative reinforcement = target beahvior is an escape behavior (i.e. the organism engages in the behavior in order to escape th enegtaive renfirocer)

Avoidance Conditioning = combines classical doindtioning iwth negative reinforcments = a cue (positive discrminiative sitmluus) signals that the negative reinfocer is about to be applied so that the organism can avoid the negative reinforcer by perfomring the target behavior int he presnce of the CUE

Front 398

Higher Order Conditioning

Back 398

Occurs when a previously established CS serves as a US to establish a conidtioned resopnse for a new conditnonie (neurtral) stimlulus ie the new stmilus is paried with thee established CS so that evnetually the new stimluts prouces the CR

Front 399

Information PRocessing Model (Sensory Memory, STM, LTM)

Back 399

IP Model = describes memory as conissitng of 3 sepatare but ineracting stores: sensory memory (sensory register,) short term memory, and long term meory

Sensor Memory = capable of sorting great deal of info, not retained for more than few seoncs

STM = info becomes focus of attnetion, hold limited information, without rehearsal, beings to fade within 30 seconds

STM --> LTM when encoded, espeically when encoding inovles elaborative rehearsal (relateing new infomraiton to exhisting information). Cpatcity of LTM seems UNLMIITED

Front 400

Inisght Learning (Kohler)

Back 400

The AHA experience

Sudden undersatding of the relatiopnship between elments in a probelm solving situaiton

Kohler reserach with CHIMPANZEES

Front 401

Interference Theory (Retroactive and Proactive Interferce)

Back 401

The inability to learn or recall info due to the disruptive effects of previsouly or subsequently learned info

Retroactive = newly learned info interfers with the recall of preivsouly learned info

Proactive = prior learning inteferes with learning or recall of subseqent info

Front 402

In Vivo Aversion Therapy/Sensitization

Back 402

Utilizes COUNTERCONDITIONING to reduce the attractiveness of a stimlus or behavior by repeadetly paring that simuliu or beahvor in "REAL LIFE" (in vivo) with a sitmlus tha tporuces an udnersirable or unpleasnat resopnse

Pairing alcohol consupmption with electric shock to reudce ealchol use

Covert Sensitizaiton = simiarl to in vivo , excpet that the CS and US are presnted in imagination

Front 403

In Vivo Exposure with REsponse PRevention/Flooding

Back 403

Classical Extincition techinque invoels exposing invidaul in real life to anxiety arousing stimuli while preventing the indivdual form making his usual avoidance repsonse

Flooding = type of exposrue that invoels expoisng invdiuali to the MOST ANIETY AROUSING STIMLUILI FOR EXTENDED PERIOD OF TIME

Front 404

Latent Learning/Tolman

Back 404

Leanring can occur without reinforcement and without being manifested in perofmrance improvment

Rats formed "COGNTIIVE MAPS" of mazes without being reinforced in doing so

Front 405

Law of Effect/Thorndike

Back 405

When behaviors are followed by "SATISFYING CONSEQUENCES" they are more ikely to increase or occur again

Derived from studies invovling hungry cats placed in puzzle boxes, and had to perofrm partiular behavior to escape from box and obtian food

Front 406

Learned Helplessness Model/Reformulated Version

Back 406

Orginally derived from the observation that animals who were subected to uncontrollable negate event did not try to escape that eventwhen they wre able to do so :(

Reformulated Version = added attiruions to oringao theoary and propsed that some forms of depression re due to the tendnecy to attrubte negative evnts to interal ,s table, and global factors

imporant ontly to the textent they contribute to the sense of hoplessness

Front 407

Levels of Processing Model

Back 407

Differences in memory are not due to different stores or stages but to differnt levels of processing

3 levels;

Sturctural

Phonemic

Semantic

Semantic level deepest level and lead sto best retention

Front 408

Matching Law

Back 408

When using concurrent schedules of reinforcment, there are 2 ore more simultaneous and indepnden schedules of reinormancet, each for a differen response

The organizsm will mathc its relative frequency or fresponding the toe relative ferquencly of reinfrocment for each response

Front 409

Mnemonic Dvices (methods of Loci, keyword metohd, acronym, acrostic)

Back 409

Mnemoic deices are formal stratgies for improivng emory

Method of loci = mnmeoic that employs imagery in which itmes remembers ar emntally palces, one by one, in pre memories familir locatison, an drecall invovles mentally "walking through" the location and retreiving hte itmes

Keyword Method = aimagrey tehcineuq, usefl for paired assoicate tasks in which two words must be linked

Acronyms are Acrostics = verbal mnumocis

Acronym - word thats formed using the first letter of each item

Acrostic phrase or rhyme that iS ctOnsturcted frm the first letteer of each wrod

Front 410

Multi Component Model/Badeley and Hitch

Back 410

WOrking memroy conists of the Cnetral Executive and 3 subystems -

Phonological Loop

VisuoSpatial Sketchpad

Episodic Buffer

Central exeucive is prmiary compement for working memeory and serves as the attnetional control system

REpsonse for directing atteniton to relevneat information, supressing irrelvane informaitong, and cocirdaintg the three subsystems

Front 411

Observational Learning (Guided Participation/SElf Efficacy)

Back 411

Banduras Observational learning = bheaivors acquried simply by observing someone else (model) perform thos ebheaivors

Cognitivenly mediated and invoes four process:

Attention

Retention

Production

Motivation

Reserach finds participant modeling, which comibines modeling with guided particiaption, is MOST EFFECTIVE type of obsevation learning, espeically treating phobic reacions

Bandura theroy preidcts that SELF EFFICCLY BELIEFS (Beliefs about ones ability to perform a behavior or achieve ag oal) are primary source of motivation

Front 412

Operant Extinction and Extinction Bursts

Back 412

Operant Extinction = the elimination of a previusly reinfoced reopnsed thorugh the conistent witholding of reinforcment folloing that repsonse

Extinction Burst = temporary increase in the response

Front 413

Overcorrection

Back 413

Operant Techinque used to eliminate an undesirable behavior = having individaul correct he conseuqences of bheaivor (RESTITUTION) and Practice corrective bheaviors (PSOTIVE PRACTICE)

REquire constatn superivsion or phsyicla guidance

Front 414

Positive Reinforcement (Thinning/Satiation)

Back 414

PR occcurs when applicaiton of stimlus follwing behavor increases the occurance of bheaivor

Establshent of new bheavior most rapid when positve reinfocment is applied on CONTINUOUS SCHEDULE, while maintence of behaivore (resistance to exitnsitno ) is maximies when behivor is reinforced ona n intermittmetn schedule

Best procedure is to begin with a continous schedule of rienforement and change to intermittent schedule once behavior is establhised

Thinning = process of reducing the proportion of reinfrocments

Satiation = the reinfrocer has lost its reinfrocing value

Front 415

Premack Principle

Back 415

Application of positive reinfocment that invovles using a high frequency behavior as a postive reinfvcer for a low freqncy beahvior

Front 416

Procedural and Declaritive Memry

Back 416

LTM is conceptualized as consiting of pRoceural and declaritive

Procedural Memory = stores info on HOW TO DO THINGS

Declarive Memory = aquiztion of facts and toher information and is divided into SEMANTIC and EPSIDOIC MEMORY

Semantic = memores for gneeral knowelge that is indpeendnet of any context and is storage of facts, rules

Episodeic = info about events that hve been erposnally experienced

Front 417

Prompts/Fading

Back 417

Prompts = verbal or phsical cues that faciliate the acquisiton of a new bheaivor, and gaduaal removal of prompt is called Fading

Front 418

Prospective Memory

Back 418

Remember to Remember (remmber a future appointmetn)

Front 419

Punishment/Habituation

Back 419

Punsihment = applicaiton or withdrawl of stimlulus following behaivor decresaes the occurence of behavior

Major disadvantage - it supresess rather than eliminates behaivor

Usually most effeictve when it is initailly applied in moderation

Habiutaiton = punishment loses its effectiveness - occurs when punishmen is weak

Front 420

Rational Emotive Behavior Therapy / Ellis

Back 420

emtoions and beahviors are conseuqnces of chain of events ABC

A = external event

B = belief the indivaul has about A

C = emotin or behaivor that results from B

primary cuase of nerurosis is the continual repiton of certain commin IRRATIONAL BELIEFS which are targets of thearpy

Front 421

Recipriocal Inhibiton

Back 421

form of counterconditioning = WOLPE = alivate anxiety reactions y pairing a CS that procues anxiety with a US that produces relaxation or other reponse incompoaitble with anxiety

Front 422

Resposne Cost

Back 422

FOrm of neative punishment ha tinvovels removing a reinforcr (eg peific number of token or poitns) following a behavir in order to redue or elmiente that behavior

Front 423

Schedules of Reinforcment

Back 423

Fixed Interval = reinforcring for each predetimriend interval of tmime

Variable iNTeval = providing reifvodring after a varying amount of time,

Fixed Ration = reifrcrment after a prederimtined nubmer of responess

Variable Ratio = applying reiferce after a varying number of repsonses

VR schedule is associate diwth a high stable rate of repsonidng and the GREATEST RESISTICNE TO EXINTCITON

Front 424

Self Control Therapy/Rehm

Back 424

Deficits in 3 aspects of self control increase a persons vulnerablity to depression and make it difficult ot deal effeictvely with symptoms

Self Monitoring

Self Evaluation

Self Reinforcment

Front 425

Self INstructional Training

Back 425

CBTechinque = person learns to modify maladpative thoughts and behaviors thorugh t use of covert slf stameents

oringailly devleoped to help ADHD slwodown behaviors and guide through acadmcs

Front 426

Serial Positoin Effect

Back 426

When people are asked to recall list of unrelated items immediately after reading the list, the itmes in teh begninning and end of the list are recalled much butter than those in middle

Primacy effect - items beggining of list hae lready been rehearsed and stored in LTM

Receny effect - last items still in STM

Front 427

Shaping vs Chaining

Back 427

Shaping = successive approximation training = teahcing a new behavior thorugh prompting and reinforcing behviors that come closre nad closer to the targert beahivor

Chaining = establhing a sequence of reospnses (a behavior chain).

With Shaping onlyt he final behavir is of conern, with CHianing , the ntire sequence of responess is imporntat

Front 428

State Dependent Learning

Back 428

Recall of info tends to be better when the learner is in the same emotional state during learnign and recall

Front 429

Stimlulus Contorl

Back 429

in Operant COnidtinoing, sitmlus control = process by which behavior does or does not occur due to presence of discriminitive stiluli

Postiitve discimintiive stimlui signal behavior witll be reinfced

NEgaive disctiminat stmiluli signal behaivor will NOT Be reinfroced

Front 430

Stimulus Discrimination and Experimental Neurosis

Back 430

in Classical conditioing, Stimilus discriminatino = used ot reduce stimulus generalization by teaching teh organism to respond with a CR only in the presence of the orignanl CS

WHen discrmination are dififuclt, organism may ehxibit EXPERIMNAL NERUOSIS = may not perform unusal behaviors such as reslessess aggressivenss or fear

Front 431

Stimlus Generalizaiton

Back 431

In operant and Classical = responding with a parituclar response to simluar stimlui

Front 432

Stress Incoculation

Back 432

CBTechinque = help cope with stresful and other aversive states by enhancing their coping sills

3 overlapping phases =

Cogntiive Preparation (Conceptualization)

Skills Acquisition and Rehearal

Applicaiton and FOllow THough

Front 433

Systematic Desensitzation / Dismantling Strategy

Back 433

Systmeatic Desinstiazaiotn = WOLPE = applicatino of counderconditnoing (reciprial inhibiton) for elminatino anxiety reposnes and ivnovels PAIRING HERIARICACLY ARRANGED ANXIEYT EVOKING sSTIMLULI WITH REALCATION

Research on Dsimalingilng strategy = extinction (rather than countercondingiong) is rsponsbile for its effectivness

Front 434

TiMe Out

Back 434

Form of Negative Punishment - person removed from all opporutnites for reinfromcent for a prespecified period of time follownig a misbeahvior in roder to decrease occurace of beahivor

Front 435

Trace Decay Theory

Back 435

Loss of memory (forgetting) is due to the gradual decay of memory traces (engrams) voer the times as a result of disuse

Front 436

Yerkes Dodson Law

Back 436

Moderate levels of arousal are associate diwth optimal learning and perforane

INveted U shape for arousal and learning

Front 437

Acculturation (Berry)

Back 437

Four categories that reflect the persons adoption of his/her own culture and the culture of the dominant group

Integration

Assimmiliation

Separation

Marginalization

Front 438

Acupuncture

Back 438

Explanation for effcts = illness is due to blockage of QI (vital life energy) and that cupuncture unblcks the flow of QI along pathways thought whcich it circulate in body

Research suggests benefits may be due to release of pain suppressing substances or an alteration of blood flow in areas

Front 439

Adler's Individual Psychology (Teleological Approach, Style of Life)

Back 439

The unity of the inividual and the belief that behavior is PURPOSEFUL and GOAL DIRECTED

Key concepts are inferiority feelings, striving for superiority, and style of life (unifies the various aspects of an indivdiauls personality)

Maladaptive bheavior represents a mistaken style of life that refelcts inadquate social interest

Teleological Approach - regards bhavior as being laregely motivated by a Pesrons FUTURE GOALS rather than determined by past events

Front 440

Alloplastic vs Autoplastic Interventions

Back 440

The focus of an intervention with regard to the environment

Alloplastic Intervention = make changes in the enviornment so it better accomodates the indivdiaul

Autoplastic = change the indivdiaul so that they are better able to fucntion effectively in enviroment

Front 441

Black Racial (Nigrescence) Identity Development Model

Back 441

4 stags:

Pre-Encounter Stage = race and racial identity have LOW SALIENCE

Encouter Stage = Person has greater racial awareness and is interested in developing Black Identity

Immersion/Emersion STage = race has HIGH salience and person moves from intense black invovlement (immerson) to strong anti whtie attidues (emersion)

Internalization stage = race continues toh ave HIGH SALIENCE, person adopts Afrocentric, biculturist, multiculturist orientation

Front 442

Symmetrical Communication vs Complementary Communication

Back 442

Symmetrical Communication = Occurs between equals but may escalte into a competitive one upsmanship game

Complemntary Communiction = occurs between idindiauls who are uneqeual and emphsiezes their differences

Front 443

Cultural Competence

Back 443

Sue and Sue = 3 competnecies

Therapists Awarenss of his cultural assumptions, values and beliefs

Konweldge about the Wordlviews of cluturlaly diverese clients

Skills that enable him to provide interventions that are appropiate and effetive for different clients

Front 444

Cultural Encapsulation (Wrenn)

Back 444

Interpert everyone's reality through their own cultural assumptoions and stereotypes and disregard cultural differences and their own cultural biases

Front 445

Cultural vs Functional Paranoia (RidleY)

Back 445

Ridley described nondisclosure by African American therapy clients as being due to two types of paranoia:

Cultural Paranoia = healthy reaction to racism, clien does not disclose to a white therapist due to a fear of being hurt or misunderstood

Functional Paranoia = due to pathology, when client is unwilling to disclose to any therapist, regardless of race or ethnicity, as a result of mistrust or supssicion

Front 446

Cybernetics (Positive and Negative Feedback Loops)

Back 446

Cybernetics = communication processes, distinguised between engative and postiive feedback lloops

Negative loop = reduces deiation and helps system maintain the status quo

Postive feedback loop = amplified deviation or change and therby disrupts the system

Front 447

Diagnostic Overshadowing

Back 447

The tendency to attribute all of a person's symptoms to his intellectual disabilities

Research found diagnosistic overshadowing also applies to other conditions and diagnoses

Front 448

Double Bind Communication

Back 448

an etiological factor for Schizprhenia nad involves conflicting negative injuctions (do that you'll be punished, dont do taht and youll be punished" - with one injuction often beeting everball and the other nonverbal

Recipeietn fo injuction not allowed to resopnse or comment on them

Front 449

Efficacy vs Effectiveness Research

Back 449

Experts who support efficacy studies (clinical trials) vs those who preferrer effictevness studies (correlational or quasi experimental in nature)

Front 450

Emic vs Etic

Back 450

Different oreintations to udnerstanding and describing cultures

Emic = culture speicifc and invovels undersatnding persepctive of that cultulre

Etic = cultlure general and assumes universal principles can be applied toa ll cutulres

Front 451

Extended Family Systesm Therapy (Differentiation, emtotional triangle, genogram)

Back 451

Bowen

Differentiation = persons ability to separate his intellectual and emotioanl functioning, heklps person from becoming FUSED with emotions and that dominate the family

Emotional Triangle = two person system attempts to reduce instability or stress by recruiting a third person

Genogram = therapy activity which depcits relationships between family members, dates of life events, and other info

Goal is to increase differentiation of all family members

Front 452

Existential Therapy

Back 452

Emphasis on personal choice and responsibility for developing a MEANINGFUL life.

Describe maladaptive behavior as the result of an inability to cope authentically with the ultimate concerns of existence (death, freedome, exisstnetial isoaltion, and meaninfulness)

Front 453

Eysenck

Back 453

Psychologist known for his Factor Analysis of Personality traits, contributions to behavior therapy, and 1952 review of psychotherapy outcome studies in which he found 72% of untreated neurotic people improved WITHOUT therapy, while 66% of people receiving eceletci therapy and 44% receiving psycholanlysic therapy showed a substantial decrease in sysmptoms

Any apparent benefit of therapy is due to SPONTANEOUS REMISSION

Front 454

Feminist Therapy (Nonsexist Therapy, Self-In-Relation Theory)

Back 454

Feminist therapy = the personal is policital, focuses on EMPOWERMENT and SOCIAL CHANE and ccknowleges and minimizes the power differnetial inherenet in client herapist relatioship

Self in relation = applies feminism to object relations theory and proposes that amny gneder differences can be traced to differences in the early mother duaghter and mother son relationships

Feminist therapy must be distinguished from nonsexit therapy = which focuses more on the PERONAL CAUSES of bhevaior and PEROSNAL CHANGE

Front 455

General Systems Theory

Back 455

Input and outpout family systems

HOMEOTSATSIS

Front 456

Gestalt Therapy (Boundary Disturbance, Transference, Awareness)

Back 456

Awareness = full understanding of ones thoughts feelnigs and actions in the HERE AND NOW

Awareness if primary curatitive factor and defines neurosis as a "GROWTH DISORDER", often attirubtuble to boundary disturbance

Boundary Distrubacne (eg introjection) lead sto an bandoment of the selfand self image

Transfered = counterproductive = reponse to it by helping the clinet RECOGNIZE the idfference between Transference FANTSAYS AND RELAITY

Front 457

Group Therapy (Formative Stages, Cohesiveness, Premature Termination)

Back 457

YALOM, group passes through 3 stages:

Orientation, partciipation, searhc for meaning, and dependency

Conflict, dominance, and rebellion

Development of choesiveness

Cohesiveness = most important curative factor provided by group therapy.

Premeature Termination = reduced by prescreening of members and post selectation prepration

Front 458

Health Belief Model

Back 458

Health behaviors are influeced by:

Persons readiness to take a particular action, which is related to perceived susceptibility to the illness and perceived severity of consequeces

Person's avaluation of the beniefts and costs of making a paritcular repsonse

Internal an External "Cues to Action" tha ttrigger the response

Front 459

High vs Low Context Communication

Back 459

High text = relies on shared clutulral undersatnding and nonverbal cues, helps unify a culture and is slow to change, many culturally diverse groups in america exhibit this

Low text = anglos more likely to ehxhbit, relies pirmary on the verbal message, less unitying than high context, can change rapidly and easily,

Differences in communications style can lead to misunderstandings in cross cultural therapy

Front 460

Homosexual Identity Development Model

Back 460

TROIDEN

Four stages:

Sensitization Feeling Different

Self REcongition IDentity Confusion

Iduenty Assumptoion

Idneity Commitement

Front 461

Howard et al. (Dose Dependent Effect; Phase Model)

Back 461

Dose Dependnet Effect of therapy = 75% of people show measurable improvment at 26 sessions and number icnreases to only about 85% at 52 sessions

Phase Model = effects of therapy are rleated to number of sessons and distinguises between 3 phases:

Remorlization

Remediation

Rehabilitation

Front 462

Hypnosis (repressed memories)

Back 462

Research suggests it can help recover repressed memories, research suggests it does NOT seem to enhance the ACCURACY of emmories, more produce PSEUDOMEMORIES (Inaccurate confabulated meories) and may EXAGGERATE a perosns conficdence int eh validity of unceratin memories,

Front 463

Interpersonal Therapy (Primary Problem Areas)

Back 463

Brief manual based therpay origianly devlepoed for depression, but appied to other coniditons

Focuses on reduction and resolving one or more primary areas of interpersonal functioning = unresolved grief, intepreosnal role disuptes, role tranisitons, and interposnal deficits

Front 464

Jung's Analytical Psychotherapy (Collective Unconscious, Archetypes, Individuation)

Back 464

Behavior determined by both CONSCIOUS AND UNCONSCIOUS factors,

Collective Unscounsous = memory passed down fro one generation ot next - ARCHETYMPES = primoridal images, cause eople to experience certain pheemon in universial ways

Interpretations of Dreams and Transferenes (reflect projections of both th epersonal and colletive unconscious)

Indivdiuation = an itegration fo the conscous and unconsciuos aspetcs of the psyche that occurs in the later years and leads to a unique idnetify and the devlopment of wistdom

Front 465

Mental Health Consultation

Back 465

CAPLAN, four types of conslutation:

Client Centered Case Consulttion = helping the consultee work more effecitvely with a particualr client

Counsultee cnetered cse consultaiton = enhancing consultees ability to deliever serves to apricular group or population of clients

Program cenetered admisnitrative consultation = workgn with one or more admiinstrators (consultees) to resove problems relate dto program

Consultee Centerd administerd cousltaion = enhcing bility of adminsiterators to devleop, implement and evalute programs

Front 466

Motivaitonal Interviewing (OARS)

Back 466

Developed for clinets who are ambivilant about chaing their behaivors and combines the TRANSTHEORETICAL (Stages of change) model with client cnetered therpay and self efficacty

OPEN ENDED QUESTIONS< AFFIRMATIONS, REFECTIVE LISTNEING, AND SUMMARIES (OARS)

Front 467

Multisystsems MOdel (Boyd Franklin)

Back 467

African American multi systems model, address multiple systems, extendend family , nonblood kidn,c hurch community

Front 468

Network Therapy

Back 468

Effective for AMerican INDIANS often used to treat AlCHOL AND DRU GABUSE

Incorporates family and community members into treament and situates an indivdauls problems within the ocntext of family, comumuity , others

Front 469

Object relations fmaily theRaPy (projective idnetification, mulitple transfserces)

Back 469

Maladpative behavior is result of both INTRAPSYCHIC and INTERPERSONAL factors

Primary source is Projective Identification = family member projects old inrojects onto another family member and then reacts to thtat person as though he actually has the proejcted charactersitcis or provkes that person to act inw ays ocnisntetn with those charctericits

Goal of therapy = roslve each family members attachmento family inrojects and invovles addressing multiples trasnfces

Multiple Transfereces = transferes of one family member to another, each member to the therapsit, family as a whle to the therapist

Front 470

Parallel Processes

Back 470

Happens in supervision when supervisee behaves towards supervisor inw ays that mirrir how clien is behaiving towards superivsee

Front 471

Person Cenetred Therapy (Facilitative Conditions)

Back 471

Rogers

People posses an inherent ability for growth and SELF ACUTALIZATION and maladtipve behavior occurs when "incongruence between self and expeirence" disurpts natural tendency

Therapists ROle = provide EMPATHY GENUINESS AND UCONDITOINAL POSITVEREAGARD

Front 472

Personal Construct Therapy

Back 472

George KELLY

How client experiences the world

Psychological process detremined by how person CONSTRUES (PERCEIVES INTERPRETS PREDITS) events, with construing involgint he use of PEROSNAL CONSTRUCTS, which are BIPOLAR DIMENSIONS 9happy sad)

Develops in infancy and operates on conscious unconscious level

GOal of therapy = help client idnetify and revise or replace malatiapte constucts so taht the clinet is better able to MAKE SENSE of experiences

Front 473

Prevention (Primary, Secondadry, Tertiary)

Back 473

Primary - intevention avialbe to all members of a targer group or poupaiton in order to keeop them from developing disorder

Secondary = idetnify at risk indivuls who are showing earl signs of disrder and offer them intervenitons

Teritarity = reudce duraiton and consuewnces of illness that already occured

Front 474

Psychiatric INaptients

Back 474

Resarch on deographic cahractersics of inaptiens:

For Both Men and Women: admission rates into hospitals are LOWEST among the WIDOWED, INTERMEDIATE for MARRIED/DIVORCED, HIGHEST for NEVER MARRIED

White repsresnt the largest number of inapatients, however when porprotions taken into acount, patietns form other races are OVERREPRESENTED

BOTH men and women, largest proproation of admissions is inthe 25 ro 44 range

Front 475

Racial Cultural Identity Developmental Model

Back 475

Atkinson Morten Sue

5 stages people experience as they attmept ot udnersadn thesmelves in terms of their own minority culture, dmoinatn culre, oprressive relationshio betwen cutlres

Conformity (Postive attidues for dominant group)

Dissonance (Confusion and clinfct over contraictory attidue)

Resistance and Immersion (Active rejction of domnant group)

Introspection (Uncernatin about the rigidity of stage 3 beliefs)

Integrative Awareness (Adoption of multicurula persepctive)

Front 476

Reality Therapy

Back 476

Baseon on Choice Theory - people are responsbile for the CHOICES they make and focuses on how people make choises that affect lives

5 basic needs:

Survival

Love and Belonging

Power

Freedong

Fun

Person adopts a success versus failure identiy when they fufill needs in responsible way

Front 477

Seperative Individauation Model (MAHLER)

Back 477

Version of object relations therory focues on the processes by which an ifnat assumes his own physical and psychologcial identity, and invovles several phses

Separation Idvidiaual Phase = object relations occur, begins 4 to 5 months

Adult Psychopathology can be traced to rpobelms that occured during spearation indivdaiuation

Front 478

Sexual Minorities (Internalized Homophobia, Coming Out)

Back 478

Internalized homophbia = LGBT people accpet engative stereotypes about sexual minories and incprorpate them into self conept. Consequences include low self esttem, self doubt, and self destructive behavior

Coming Out = disclong oreination to family members and others, ossicated with rejction and negative conseunces AS WELL AS HIGHER SELF ESTEEM adnd possitive affecitivty, lower anxiety, oth erpostiive conseuqences

Age of coming out is same for males and females

Front 479

Sexual Stigma, Heterosexism, and sexual prejudice (HEREK)

Back 479

Sexual Stigma = the hsared knowlege of societys negative reard for any nonheterosexual behvior, idnetiy relationship or community

Heterosexism = cultural ideologies, systems that provide the rationale for operaitong insturctions promote and perpreate hositliy and vioelnce against homosexuals

Sexual Prejudice = negative attitdues based on orenitation, whether homo or hetreo.

Hihger levels of sexual prejuidce among HETEROsexaul MEN vs women, and mong ODLER idnnivduals, LOWER EDUCATION, live in SOUTHERN MIDWEST RURAL AREAS, limited contact with homosexuals

Front 480

Smith, Glass, and Miller (Meta Analysis/effect size)

Back 480

Combine results of therapy otucome studies, found CONTRARTY TO EYSENCK, therapy DOES HAVE substantial benefits.

Average effect size of 0.85, indicats that the typical therapy clinet si better off than 80% of indivduals who need therapy but untreated

Front 481

Solution Focused Therapy

Back 481

Fcous on solutions to problems rather than ont he rpoblems thesves

theray cleint is viewed as EXPERT, while therapist is CONSULTANT COLAOBARATOR who poses questions designed to assit client to recongize strenghts and resources to achieve agoals

Front 482

Strategic Family Therapy (Paradoxical Interventions)

Back 482

Focuses on transactional patterns and views symptoms as interpersonal events that serve to control relationships.

Focuses on SYMPTOM RELEIF (rather than isight), and ivnles speific straegies including PI

Paradoxial Interventions = Ordeals, prescribing the symptom, reframing) that are designe dot alter behavior of family members, help the see symptom in alterantive way , reocnize you have control over bheaiovrs

Front 483

Structural Family Therapy (Boundaries, Rigid Triads, Joining)

Back 483

Alter family structure in order to change bheavior patterns

Boundares = rules that dertime the amount of contact that is allowed byetween family emmbers)

When boudnaries are rigid, family members are disengated and when they are too ffiuse or permale, family members are ENMESHED

Three chronic boundary problems:

Rigit Triatds, Detouring, Stable Coaliatin, Triangulation

Front 484

Therapist Clinet Mathcing

Back 484

Reacsearch in terms o race/culture has produceed inconsistnet results

Matching MAY REDUCE PREMATURE TERMINATION for members of some groups (Asian/Hsipanics)

Some reaserch suggests other factors (similariteis in values, worldvies) are more important than race or clutulre

Front 485

Transtheoretical Model (stages of change)

Back 485

6 stages

Precontemplation

Contemplation

Preparatoin

Actoin

Maintence

Termination

INternveiotns are most effective when they match a persons stage of change

Example: Consciousness raising, dramitic relief, and enviormental revaluation are usefl for helping clinets tranistion form the precontempato to the contemplation stage

Front 486

Treatment Manulas

Back 486

LImitation = may oversimplify therapeutic process

Front 487

White Racial Idneitity Develpoment Model

Back 487

HELMS, invovles two phases

Abandoning Racism

Devlopng a NONracist white idneitty

6 stages

Contact (little awareness of racism)

Disitngration (increasing awearenss of race adn racism which leads to confusion and clinclit)

Reintergation (IDealizaiton of white soicety and denigration of members of minority groups)

PseudoIndependence (quesitoning of racist views)

Immersion Emrsion (confrontation of own biases)

AUtonomy (Interliziaotn of a ninracist white identiy)

Front 488

Worldview (SUE)

Back 488

ffected by cultural backgorund and is dteremted by 2 facos:

Locus of COntrol and Locus of Repsonsiblity

Differences in wordview can affect therapuetic process

Example: white middle class therpaists tyically hae an intenral locus of contorl and intenral locus of responsibilty and are likey toh ave problems working wiht African Meica client with an intenral locus fo contrl and external locus of relatiosnpiblty who may challenge therpaist authority and trustowrithiess and relcutant to sel fdisclseo

Front 489

Korskakoff Syndrome

Back 489

Anterograde and Retrograde amensia and confabulation ans has been linked to a THIAMINE deficency

Front 490

Behavioral Pediatrics (hospitalization, compliance)

Back 490

Hospaitalized children are increased risk for emiotnal and behavioral problems, chidlren ages 1 to 4 have most negative reactions

Children and adoelscents with chrnoic medical contions have higher rates of school related proobems

(CNS IRRADIATION AND INTRATHERCAL CHEMOTHERAPY FOR LUKEMIA HAVE BEEN LINKED TO IMPAIRED NEUROCONGITVE FUCNITONING AND LEARNING DSIABILITIES)

compliance with meidcal reigmens is a paritcular pboelms for adoelscnets

Front 491

Concordance Rate for Shciozphrenai

Back 491

Higher among indivduals with genetic imsliarites, great the simlariites, the highter the concordance rates

Biological siblings = 10%

Idnetifidal twins = 48%

Front 492

Conversion Disorder

Back 492

DIsturbances in voluntary motor or sensory funcitoning, suggest serious neurolgical conidtion, with evidence of incompatibility between teh sysmpom and reconseinze neurolicial conidtion

Front 493

Delerium

Back 493

Disturbance in ATTENTION AND AWARENESS , flcuturate over cours eof day, adidtional dustrabnce in cognition, language memory

Front 494

Dialectical Behavior Therapy

Back 494

LINEHANS DBT = designed to treat BORDERLINE, 3 stages:

Group skills training to help clients regulate emotions and improve skills

Individaul Outpatient therapy to stenfghten clinets motivation

Telephone Consultations t prvodie additonal dsupport and between sessions coaching

Reasearch suggets it redues premature termination from therapy

Front 495

Dissociative Amenisa

Back 495

Inability to recall important perosnal information that cannto be attirubted to ordinary forgetfulness and causes clincially signiciant distress or impaire fucnioning

OFten related to epxourse to one or more traumstic events

Localized and SElective

Front 496

Factitious Disorder

Back 496

imposed on self = falsify symptoms that are associated iwth decpetion, present as being ill, engage in decpetive bheaivor

Imposed on ANother - falisfy symptoms of antoehr person, presnt htem as ill, engage ind ceopteive beahviors

Front 497

Learned Helplessness Model

Back 497

SELIGMANS = dperession is due toe xposure to unctonrollable negaive events and itnernal stalbe and gloabl attirubitons of those events

REFORMAULATIN = emphhsize HOPELESSNESS

Front 498

Prognosis for Schizophrenia

Back 498

Better prognosis is assoacted iwth good premorbid adjusting, an cute and late onset, female gender, and present of preciptiating event, berife duration of active phases symptoms, insight into illness, and family history of mood disorder, no faily history of Schiozprenia

Front 499

Schizophreniform Diosrder

Back 499

Crietnera for Schizphrenia excpet dustrabce is present for a least 1 month but leass than 6 months, social cocoupaitnoal dyfucion may occur but not required

Front 500

Social Anxiety Disorder vs Avoidant Personality Disorder

Back 500

Social Anxiety = fear about social situations in which you may be xplsed to scruintiy by others/ fear you will ehxibt symptoms and be negaviteevaluted,

Avoidant perosnaltiy = pervaisve pattern of social inhibition, feelings of inadquecy, hypestienesitvity to negative valuation, avoids