PSYCHOLOGY FINAL EXAM REVIEW June 8th, 2008
Ms. Lametta P age |1
ESSAY TOPICS [senior -4, junior -2] I. Howard Gardner’s Types of Intelligence (Explain All, Make Four Examples) a. Logical-Mathematical Intelligence (programmer) b. Linguistic Intelligence (poet) c. Spatial Intelligence (sculptor/pilot) d. Musical Intelligence (composer) e. Kinesthetic Intelligence (athlete/dancer) f. Interpersonal Intelligence (salesman/teacher) i. Ability to understand other people. g. Intrapersonal Intelligence i. Ability to understand yourself. II. Theories of Emotion (Describe and Compare) a. Cannon-Bard i. Event Simultaneous Emotion + Response b. Commonsense i. Event Emotion Response c. James-Lange i. Event Response Emotion III. The Harry Harlow Monkey Love Experiment (What was Learned + Importance) a. Because the monkeys preferred the soft mother without food to the wire mother with food, it showed that safety and love and belongingness were more important to them. b. Important because it taught us a lot about development, attachment and loss c. Not having contact comfort is psychologically stressful and can affect physical aspects d. Isolation leads to emotional anorexia and shock. IV. Freud’s Structural Model of the Psyche (Explain all and relate it to yourself) a. Id i. “The Devil” ii. Wants instant gratification b. Ego i. “The individual” ii. Self; reality principle that forms a compromise between the Id and Superego. c. Superego i. “The angel” ii. criticizes and prohibits drives, fantasies, feelings, and actions V. Maslow’s Hierarchy of Needs (no drawing)
PSYCHOLOGY FINAL EXAM REVIEW June 8th, 2008
Ms. Lametta P age |2
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a. Obsessive Compulsive Disorder a. Obsession – the act that you want to do (thoughts) b. Compulsion – the feeling that you need to do it (behaviors) c. Common OCD Behaviors – ritualistic, repetitive things d. Treatments i. Cognitive Behavioral Therapy (CBT) ii. Medication (SSRI, Zoloft, Prozac) Bipolar Disorder a. Very Little Sleep b. Feel like “energy-suckers” in relationships c. Phases – Shifting i. Depressive ii. Manic 1. Very impulsive 2. Lots of energy 3. “Life on fast-forward” d. Treatments i. Antidepressants ii. Mood Stabilizers iii. ECT Schizophrenia (describe and compare) a. Common symptoms – isolated, disorganized thinking, auditory hallucinations, and delusions b. Unique symptoms i. Paranoid – usually Violent people 1. Grandiose – belief that they are some supreme being, God or a prophet 2. Persecution – belie that they are constantly being chased or watched ii. Catatonic – “comatose” trances c. Treatments i. Antipsychotic Medications – but it isn’t a cure 1. People with schizophrenia have it for life.
PSYCHOLOGY FINAL EXAM REVIEW June 8th, 2008 MULTIPLE CHOICE QUESTIONS: (mainly on development and personality) I.
Ms. Lametta P age |3
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Intelligence Tests a. Alfred Binet b. Lewis Madison Terman – re-invented Binet’s test, it became known as the StanfordBinet IQ test. c. Wechsler Adult Intelligence Scale – invented by David Wechsler, this test defined intelligence by “The global capacity of a person to act purposefully, to think rationally, and to deal effectively with his/her environment.” IQ Formula a. Mental Age / Chronical Age * 100 i. The distribution of IQ’s is a statistical bell curve, and most of the population is around 100. Above 100 is genius, below is retardation. Theories of Motivation and Emotion a. Refer to Theories of Emotion on Page 1 b. Motivation – A stimulus that moves a person to behave in certain ways. i. Intrinsic – from within the self, lasts longer ii. Extrinsic – from external source (form of a reward), lasts as long as the reward lasts. 1. Instincts – innate patterns of behavior that occur in all members of a specific species. 2. Drive Theory – physiological condition that activates behavior towards a goal (generally biological) 3. Behavioral Theory – (rewards/punishments) – base our capacity to make choices. Avoid pain/seek pleasure. 4. Psychoanalytic Theory – base on subconscious desires/needs 5. Humanistic Theory – Maslow’s Hierarchy of Needs (pyramid) iii. Biological Motivation 1. Thirst a. Regulatory – replace a water deficit b. Non-regulatory – other reasons (social) 2. Hunger a. Dual Hypothalamic Theory i. hyperphasia (never get the feeling of being full) ii. Aphasia (never feel hungry) b. Glucostatic Theory – blood sugar level drops, hungry c. Lipstatic Theory – reduce calories, starvation. Lowers the metabolism, body uses less energy, and it goes into powersave mode. iv. Psychological Motivation 1. Approval – from other people mostly 2. Achievement – the need to succeed and increase competency 3. Altruism – the need to help other people (diffusion of responsibility) 4. Affiliation – the desire to be with someone other than friends 5. Aggression – behavior intended to do physical or psychological harm a. Types i. Direct – on the source
PSYCHOLOGY FINAL EXAM REVIEW June 8th, 2008
Ms. Lametta P age |4
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ii. Indirect – displaced (take it out on someone else) b. Reasons i. Impulsiveness – environmental factor or instinct ii. Instrumental – someone is rewarded for aggression iii. Victim v. Combo Motive (Bio + Psych) 1. Sex c. Emotion – Feelings and moods connected with behavior Infant Development a. First 2 weeks of pregnancy – Zygote b. 2-8 Weeks – Embryo c. 8 weeks birth – fetus d. In the first year, infants grow the most in their whole lives. i. Also, they suck a lot, and that’s how they learn to eat. Erik Erikson’s Stages of Development a. Infant i. Trust vs Mistrust 1. Needs maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment b. Toddler i. Autonomy vs Shame and Doubt 1. Works to master physical environment while maintaining self-esteem c. Preschooler i. Initiative vs Guilt 1. Begins to initiate, not imitate, activities; develops conscience and sexual identity d. School-Age Child i. Industry vs Inferiority 1. Tries to develop a sense of self-worth by refining skills e. Adolescent i. Identity vs Role Confusion 1. Tries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure f. Young Adult i. Intimacy vs Isolation 1. Learns to make personal commitment to another as spouse, parent or partner g. Middle-Age Adult i. Generativity vs Stagnation 1. Seeks satisfaction through productivity in career, family, and civic interests h. Older Adult i. Integrity vs Despair 1. Reviews life accomplishments, deals with loss and preparation for death Jean Piaget’s Stages of Development (related to logical thinking) a. Sensorimotor stage: from birth to age 2 years (children experience the world through movement and senses and learn object permanence) Children are extremely egocentric,
PSYCHOLOGY FINAL EXAM REVIEW June 8th, 2008
Ms. Lametta P age |5
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meaning they cannot percieve the world from others viewpoints and explore using senses. b. Preoperational stage: from ages 2 to 7 (magical thinking predominates. Acquisition of motor skills) Children are still egocentric and cannot conserve or use logical thinking. c. Concrete operational stage: from ages 7 to 11 (children begin to think logically but are very concrete in their thinking) Children can now conserve and think logically but only with practical aids. They are no longer egocentric. d. Formal operational stage: after age 11 (development of abstract reasoning). Children develop abstract thought and can easily conserve and think logically in their mind. Theories of Personality a. Sigmund Freud [sexual] i. Oral Stage – 12/18 months – pleasure centers around the mouth. ii. Anal Stage – 18m – 3yrs – toilet training “hold it in or release it” iii. Phallic Stage – 3-6yrs 1. Boys a. Oedipus Complex – the boys want to have sex with their mother b. Castration Anxiety – the fear that the father will cut off their genitals 2. Girls a. Electra Complex – girls are jealous of not having a penis, hence penis envy iv. Latency Stage – 6-Puberty – Focus is non-sexual activity v. Genital Stage – Puberty + - sexual urges return, and adult sexuality begins. b. Karen Horney [social relations] – The goal is to relate effectively with others. A basic anxiety is the feeling of loneliness and helplessness in a hostile world. Basic evils are negative feelings in an environment that provoke insecurity. c. Abraham Maslow [self] – Everyone is capable of reaching their full potential (selfactualization). [Refer to pyramid] d. Carl Jung [the human mind] (tried to map the human psyche, or total personality): i. Ego – conscious mind ii. Collective unconscious – traits that all humans have iii. Personal unconscious - memories and experiences unique to people iv. Archetypes – universal thoughts to respond to the world in certain ways. Not fully in the consciousness, appears as symbolized pictures through dreams, arts, and myths. v. Persona vs Shadow – Persona Is the social role you play in society, and the shadow is the dark side of your personality. Elisabeth Kubler-Ross’s 5 Stages of Grief a. Denial: i. Example - "I feel fine."; "This can't be happening." b. Anger: i. Example - "Why me? It's not fair!" "NO! NO! How can you accept this!" c. Bargaining: i. Example - "Just let me live to see my children graduate."; "I'll do anything, can't you stretch it out? A few more years." d. Depression: i. Example - "I'm so sad, why bother with anything?"; "I'm going to die . . . What's the point?"
PSYCHOLOGY FINAL EXAM REVIEW June 8th, 2008
Ms. Lametta P age |6
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e. Acceptance: i. Example - "It's going to be OK."; "I can't fight it, I may as well prepare for it." Freud’s Defense Mechanisms a. Repression – subconsciously forgetting things that disturb you b. Rationalization – give reason to justify behavior c. Denial – refusing to recognize the cause of anxiety d. Projection – transferring blame e. Displacement – taking out emotions on someone else f. Sublimation – rechanneling forbidden impulses to more society-acceptable ways g. Regression – going back to earlier stages of development (ex: sucking your thumb) h. Reaction-Formation – replace unacceptable feelings with the opposite i. Compensation – make up a lack by doing really well in another area j. Procrastination – put off making decisions to the last minute k. Identification – associating with someone to feel better l. Idealization – overlooking faults because you put it on a pedestal Bandura’s Social Learning Theory a. Learning occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling.