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Psych1000 in class notes, Study notes of Psychology

This is a first-year in-class notes. They are taken from the slides and are summarized

Typology: Study notes

2021/2022

Uploaded on 12/14/2022

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Psych Note Sept. 15
Important principles of scientific research (5 steps)
Reduce bias: researcher, participant, observer (Hawthrowne)
Eye tracker- detects eye movement. If participant knows of tracker- then participant will change eye
movement. Can be influenced to focus or not focused
Sharing results: academic journals, peer review
Peer review: other experts in a field critically reviewing your work prior to publication
Knowledge translation: moving research to others for practical use
Integrated knowledge translation
Goal: share leading evidence
Collaborating with others
Videos, posts, images
Replication: repeating studies (double checking)
Replication crisis: impossible to replicate
Research design: a set of methods that allows a hypothesis to be tested. Have variables, operational
definitions, and data
Descriptive research: equative and quantivie research (Genie Wiley)
Correlation: the degree of association
THE TEST WILL HAVE EXPERIMENTOR NAME THEIR EXPERIMENTS, SITUATIONS AND HOW THE APPLY TO
PEOPLE
Sept 20
Statistics: bigger picture, understand meaningful picture
Using statistics: we want to make conclusions about a larger group of people
Statistics helps us to understand the population
Generalization: how our findings can be applied more broadly
Ideal: large random samples
Descriptive statistics: organize, summarize and interpret data
Frequency: the number of observation that is plotted on a graph
Central Tendency: measure of the central point of the score of distribution
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Psych Note Sept. 15 Important principles of scientific research (5 steps) Reduce bias: researcher, participant, observer (Hawthrowne) Eye tracker- detects eye movement. If participant knows of tracker- then participant will change eye movement. Can be influenced to focus or not focused Sharing results: academic journals, peer review Peer review: other experts in a field critically reviewing your work prior to publication Knowledge translation: moving research to others for practical use Integrated knowledge translation Goal: share leading evidence Collaborating with others Videos, posts, images Replication: repeating studies (double checking) Replication crisis: impossible to replicate Research design: a set of methods that allows a hypothesis to be tested. Have variables, operational definitions, and data Descriptive research: equative and quantivie research (Genie Wiley) Correlation: the degree of association THE TEST WILL HAVE EXPERIMENTOR NAME THEIR EXPERIMENTS, SITUATIONS AND HOW THE APPLY TO PEOPLE Sept 20 Statistics: bigger picture, understand meaningful picture Using statistics: we want to make conclusions about a larger group of people Statistics helps us to understand the population Generalization: how our findings can be applied more broadly Ideal: large random samples Descriptive statistics: organize, summarize and interpret data Frequency: the number of observation that is plotted on a graph Central Tendency: measure of the central point of the score of distribution

Variability: the degree to which scores are dispersed in a distribution. High vs low. Helps understand measures of central tendency. Measured by standard division. Correlational Research: do the scores of the variables go up, change, positive, negative Biology: psychical health Biology psychology: studying the links between biology and psychological processes Neuroscience; behavioral genetics, evolutionary psychology, behavioral microbiology Neurons: type of cell in nervous system

  • Basic unit of brain
  • Sends, integrates, and receives messages through the body Neurons ‘fire’ (receive input and transmits the information forward)
  • Neuronal network- combined result in behaviors Cell body: holds nucleus with genetic material, gene synthesize proteins Dendrites: receives messages from other valves Axon: transports information Neuron activity Resting potential: cell is at rest
  • Stable, negative charge Action potential: brief shift in neurons electrical charge, travels along axon 8 steps of Synaptic Transmission
  1. Synthesis: chemical made in presynaptic neuron
  2. Transportation: and storage
  3. Release:
  4. Binding:
  5. Deactivation: stops releasing neurotransmitter
  6. Auto receptors: helps regulate neurotransmitter that affects post synaptic cell
  7. Reuptake: leftovers are brought back to

Sensory neurons Motor neurons Glial cell: protects cerebral spinal fluid, blood brain barrier, immune system contributions Sept 22 Know connections in the brain

Perception: what's happening when it gets to you, how we interpret our sensations Where does sensations come from: sensory receptors, 5 senses Exteroceptors: take data from external world

  • Distal receptors (associated with vision)
  • Proximal receptors Interceptors: internal system monitors Proprioceptors: monitor body position relative to reference point Threshold: what is detected = individual independent
  • Absolute threshold= minimum amount of stimulation that is detected at least 50% of the time
  • Different based on stimuli
  • Smallest difference can be detected Oct. 13 Classic conditioning: when neural stimulus gains the ability to elicit a response from an organism because it is associated with some other stimulus in the past
  • Nural stimulus was paired with a stimulus that is already known of a motivational significance
  • Can be positive or negative Unconditioned stimulus: unlearned reflexes response Unconditioned response: response to unconditioned stimulus Neutral stimulus: with conditioning will stimulate response Conditioned stimulus: once neutral, paired with unconditioned stimulus, now is conditioned response Conditioned response: elicited by conditioned stimulus Generalization: a response from a specific stimulus also occurs for other stimulus Discrimination: response to original stimuli but not to other stimuli Extinction: weakening of cr as the cs and us are no longer paired Memory is the content remembered from the past
  • Often influences subsequent responses and behaviour.
  • Information that is encoded, stored, and retrieved at a later time
  • Multistage process
  • Learning that has persisted over time Encoding: getting information (long term) Storage: retaining information (short term)

Retrieval: recall previous information Atkinson-Shiffrin Three-Step Model of Memory External events ---- sensory memory----short term memory----long term memory Unconscious------^Sensory input-----^Encoding-----------------^Encoding/retrieving Key Memory Processes

  • Encoding: getting information into memory o Role of attention Improving the process of encoding
  • Elaboration: linking stimuli to something else at the time of encoding. Make more meaningful links
  • Visual imagery: creating visual imaging the represent what you need to remember o Dual-coding theory
  • Maintenace rehearsal: repeating information
  • Self-referent: deciding how/whether information is relevant to you Effortful Processing Strategies
  • Chunking
  • Mnemonics o Imagery o Peg Words o Acronyms o Sentences
  • Organizational Encoding
  • Distributed practice Organizational Hierarchy
  • A few broad concepts divided into Organizational Encoding Applied to Studying
  • Pay attention to outlines, headings, preview questions, and summaries Encoding for Verbal Information Key Memory Processes
  • Sensory memory: momentary image or sound echo o Iconic memory: fleeting visual memory. Fraction of a second o
  • Short term memory: store with limited capacity and duration o 30 seconds, magic number 7 o Amount which can be rehearsed before dropping one
  • To satisfy motivational states, thought is put into it
  • Where we put attention and behaviour
  • Are they emotionally significant, is is negative or positive Approach motivation Facilitate processing Suppress processing: suppressing interferences, paying attention to things Repel hunger: push for food Incentive: pull for a degree Goal: is a representation as the internal image of a future outcome that a person plans to achieve: end state
  • Means to satisfy motives
  • Means to obtain incentives: how attractive goal is
  • Enhancing brain signals associtated with external stimuli
  • Enhanced brain signals associated with internal representation, mental states, emotional states Need vs Value
  • Since goals are means for obtain incentives, whether it pulls or pushes, it achieves different behaviors Influencing Motivation
  • Underline confidence
  • Intrinsic, extrinsic, functional autonomy of motives, culture, factors interact with each other Homeostasis
  • Internal body environment is maintained at a relatively stable rate
  • Physiological needs; blood level, temperature Incentives: reducing physiological needs-drinking water to stop thirst Energy: different metabolism levels, different body heat, different activity levels November 10 Perception and impression: how factors influence opinion Attributions: key role in explaining behaviour Mental illness: defining what mental health is by using diagnosis. A clinically significant pattern of behaviors that are associated with distress, suffering or impairment in one or more areas of interaction Mental health: how we respond to challenges. The capacity of each and all of us to feel, think, and act in ways that enhance our ability to enjoy life and deal with the challenges we face. It is the positive sense

of emotional and spiritual wellbeing that respects the importance of culture, equity, social justice, interactions and personal dignity. Components of positive mental health

  1. Ability to enjoy life
  2. Dealing with life’s challenges
  3. Emotional well-being: our awareness of our state and how we regulate it
  4. Spiritual well-being: doesn’t mean religious, meaningful connection with purpose
  5. Social connections and respect for others: feeling connection with others to ensure positive mental heal, a belonging What is a diagnosis
  • Deviation: thought and behavioral pattern that are from normal, extreme patterns
  • Dysfunctional: non adaptive, reduce performance, inability to cope with daily emotions
  • Cause personal distress: individual must do a self-assessment, they are causing problems Diagnostic and statistical manual of mental disorders
  • No definitive test, standard reference
  • Focus on describing patterns pf symptoms
  • Can lead to issues of misdiagnosis, mislabeling Try
  • Operational aspects for diagnosis
  • Frequency: how often
  • Intensity: how strong
  • Duration: how long
  • Overlapping of symptoms Critiques
  • The need for treatment
  • The genetic difference of men and women
  • Does not deify a person, stigmatization
  • Subjective
  • Difficulties with accuracy Culture
  • Main categories associated with serious psychological disorders are likely identifiable in all cultures
  • More cultural variations for less sever symptomatology
  • Culture bound disorders
  • Importance of consideration even in the contact of DSM Why diagnose
  • Conduct research, practice, diagnose, treatment

Fear of how we act and how others react Obsessive compulsive disorder

  • Presence of obsession, compulsive, or both Obsession: recurrent/persistent thoughts, images, urges, hard to ignore Compulsive: repetitive behaviors/mental acts in response to an obsession. Not connected in a realistic way Mood and Disorders
  • Feelings, represent clinically significant difficulties with mood that are impairing
  • 5 or more symptoms across a two-week period that represent a change from prior functioning
  1. Depressed
  2. No pleasure for activities
  3. Weight loss/pain
  4. Insomnia or hypersomnia
  5. Psychomotor agitation or slowing
  6. Fatigue/loss of energy
  7. Feeling worthless
  8. Distinguished concentrated abilities
  9. Recurrent thoughts of death Cognitive factors
  10. Rember thoughts, feelings, and behaviours impacted
  11. Explanatory style
  • May predispose, precipitate, or perpetuate
  • Personal, stable, and global attributes Reappraisal as therapy Symptoms to treatment
  • A way to view psychological disorders=mismatch between abilities and environmental demands
  • Can either alter the demands in the environment and/or try to enhance a persons abilities Treatments Lots available
  1. Which are the most effective
  2. What is the most efficacious for a specific person/symptom
  3. Being able to replicate it
  4. Use randomization: to eliminate biasness
  5. Survey, correlation data
  6. Large sample sizes

Psychotropics: medications that alter psychological functioning by crossing the blood-brain barrier and influence neurotransmitters (antidepressants, anti-anxiety, mood stabilizers) Psychopharmacotherapy: not more effective than psychological therapies

  • Often only effective for as long as the medication is taken
  • Many times a combination of treatment approaches will work best (biopsychosocial perspectives)  Antidepressant: multiple neurotransmitter involved: serotonin, norepinephrine, dopamine
  • Different medications target different neurotransmitters or combination of neurotransmitters Dendrites: receive messages from other cells, from the receptor cites Receptor sites: need little packages of vesical with neurotransmitters inside of them
  • Which release then in synaptic cleft
  • Neurotransmitter can do many functions SSRI: it increases the serotonin by inhibiting the reuptake
  • Blocks the neurotransmitters if released too much Neurotransmitters are broken down and removed as waste if too much Monoamine oxidates: break down neurotransmitter All this increases serotonin  Anti-anxiety: target GABA, trying to have an inhibitory affect  Benzodiazepines: anxiety or sleep disorders (valium)
  • GABA binds to receptors, allows for chloride (negative) ion in, has an inhibitory affect
  • Has a likelihood of not allowing neuron to send a chemical/action message
  • Has an allostatic affect
  • Chloride goes in, membrane potential lowers and becomes negative
  • No axon potential, reducing affect  Identify the exact type of medication talked about, what is the difference, describe the mechanism what works?  Psychological therapy: processes to resolve personal, emotional, behavioral and social problems and improving well-being
  • Broad term, many approaches Brief Long Term -Tend to focus on a specific area of difficulty -May be less structured -8-20 sessions -Concerns related to present and past -Focus more on the present -Therapy length indefinite (more than one year) -Active therapist role -Homework Behavioural vs. Cognitive Behavioural: changing behaviour rather than thoughts