| Question | Answer |
|---|---|
| 3 phases of prenatal development | germinal, embryonic, and fetal |
| germinal phase | 0-2 weeks following conception- egg and sperm combine into one cell and nucleus on day 1 – zygote |
| embryonic phase | 3-8 weeks, called an embryo-embryo is attached to the uterus- major organ systems begin to develop (heart begins to beat, neural plate occurs, can move toward the end) |
| at day 17 | the neural plate occurs |
| fetal phase | weeks 9-birth- called a fetus (rapid development)- movement, hearing, cognition- weight gain and getting stronger occurs |
| when does the 20 week ultrasound occur | during the fetal phase |
| when do fetuses begin to hear | around 6 months |
| when does attachment begin | before birth, begins with hearing, immediately attached to the mother |
| why are female infants more likely to survive than male | males use testosterone to build muscle mass rather than other structures and parts of their bodies |
| teratogens | harmful substances that affect development (alcohol or drugs) |
| thalidomide | teratogen, was prescription drug prescribed to mothers with morning sickness- created lots of fatalities, missing arms/legs, underdeveloped limbs in the babies |
| viruses and bacteria | food poisoning–> can be fatal to the babyflu–> increases rate of schizophrenia and autism |
| newborn reflexes | grasping, rooting, sucking, stepping. gagging, and moro |
| grasping reflex | holding a finger-can lift baby if they are holding onto your two fingers |
| rooting and sucking | rooting– looking for food (turning head)sucking– how the baby eats |
| stepping reflex | when a baby is held in the air and tilted forward, baby starts stepping |
| gag reflex | prevents choking, often occurs when they first try baby food, doesn't go away |
| moro reflex | regaining balance, if a baby feels like it's falling back their arms whip up into the air |
| true or false: reflexes never go away | false, reflexes disappear and are replaced by purposeful behavior (voluntary actions) |
| zygotes | fertilized egg–> 2 week period of rapid cell division -fewer than half survive the first two weeks-10 days after it attaches to the uterine wall |
| embryo | developing human from 2 weeks after fertilization through the second month |
| placenta | life link that transfers nutrients and oxygen from the mom to the embryo |
| fetus | developing human from 9 weeks to birth |
| full term | 40 weeks |
| development | is a slow, continuous shaping process |
| number of eggs in mother | mother is born with all of the eggs that she will ever need |
| number of sperm that travel to one egg | 250 million sperm |
| fetal alcohol syndrome | physical and cognitive development abnormalities in children caused by heavy drinking while pregnant- can leave marks on DNA to turn abnormalities on |
| increased stress levels can cause | increase in hypertension, obesity, heart disease, and psychiatric disorders in babies |
| habituation | decreasing responsiveness with repeated stimulation – as infants increase familiarity with repeated exposure to stimulus, interest decreases and looks away sooner |
| maturation | biological growth process that enables orderly changes in behavior, relatively uninfluenced by experiences |
| neurons and babies | we are born with the most neurons a person will have |
| last things to develop | thinking, memory, and language |
| sequences of physical development | universal, child crawls before walking |
| back to sleep position | babies sleep on their backs to decrease the risk of smothering -associated with later crawling |
| when do we start to remember memories | -unconscious memories until age 3- by age 7, childhood amnesia wanes |
| cognitive | all mental activities associated with thinking, knowing, remembering, and communicating |
| Jean Piaget | -began thoughts on cognitive development-children reason differently than adults-mind develops through stages-our intellectual progression reflects an unceasing struggle to make sense of our experiences |
| schema | concept or framework that organizes and interprets info |
| assimilation | interpreting new experiences in terms of existing schemas |
| accomodation | adapting current understandings to incorporate new information |
| Piaget's 4 stages | sensorimotor, preoperational, concrete operational, and formal operation |
| sensorimotor stage | birth to age 2, know the world in terms of sensory impressions and motor activities (object permanance and separation anxiety forms) |
| object permanence | awareness that things continue to exist even when not perceived – at 8 months babies notice when objects go missing- babies stare at unfamiliar objects and can detect mass changes |
| preoperational stage | ages 2-6, child uses language but doesn't comprehend mental operations- lack idea of conservation-symbolism, pretend play, theory of mind develops. egocentrism, conservation not yet achieved yet-pretend play |
| conservation | principle that properties stay the same despite changes in formex. transferring milk |
| ecocentric | preoperational child's difficulty taking another's point of view |
| theory of mind | people's ideas about their own and other's mental states-ability to recognize what behavior gets them a toy-autistic children often lack this ability |
| Concrete Operational | ages 7-11, children gain mental operations that enable them to think logically about abstract concepts-conservation achieved -able to comprehend transformations and conservation-able to pick up on jokes |
| formal operational | begins around age 12, people start to think logically about abstract concepts-ability to form if, then-abstract reasoning and concepts -hypothetical situations |
| Lev Vygotsky | Russian psychologist studied how children think and learn-believe they use words to solve problems and the social environment influences the mind |
| kids related to adult logic | kids are uncapable of adult logic, aren't waiting to be filled with knowledge and cognitive immaturity is adaptive |
| Autism spectrum disorder | appears in childhood and is marked by significant deficiencies in communication and social interaction-often have rigidly fixated interests and repetitive behaviors-impaired theory of mind-struggle to empathize |
| number of americans with autism | 1 in 68increasing rates of autism and decreasing rates of cognitive disability |
| Aspergers | high functioning (intelligence) but lack social and communication skills-more common in boys |
| children are more likely to have autism if | -they are a boy-their older sibling has it |
| underconnectivity | fewer than normal fiber tracts connect the front of the brain to the back -occurs in autism |
| stranger anxiety | fear of strangers that infants display starting around 8 months |
| attachment | emotional tie with another person, shown in young kids seeking closeness to caregiver and showing distress on seperation |
| critical period | optimal period early in life of an organism when exposure to certain stimuli/experiences produces normal developmentex. ducks attach to first moving thing, usually mother |
| imprinting | process by which certain animals form strong attachments during lifeex. ducks follow human if first to see move |
| strange situation experience | putting kids in different rooms with or without mothers |
| insecure attachment | cling to mom–> cries loud when leaves -often occurs when mom is unresponsive |
| tempermant | characteristic emotional reactivity and insensitivity |
| sensitivity tempermant | can help train child to increase secure attachment |
| when does child separation anxiety peak | 13 months |
| basic trust | sense that world is predictable and trustworthy -formed during infancy by appropriate experiences with responsive caregiver |
| if abused during childhood | 30% will abuse their kids-most don't but around 30% do |
| abuse | leaves footprints on the chemical ID tags on genes |
| self-concept | all our thoughts and feelings about ourselves, answer to the question "who am I?"-develops around age 12 |
| effects of positive self-concept | more confident, independent, optimistic, assertive, and sociable |
| 3 parenting styles | authoritarian, permissive, and authoritative |
| authoritarian | coercive–> impose rules and expect obedience |
| permissive | unrestraining –> few demands and little punishment |
| authoritative | confrontative–> demanding and responsive -often increases self-esteem, self-reliance, and social competence |
| association between parenting styles and childhood outcomes | true |
| drive | unpleasant state ex. hunger or thirst |
| drive reduction theory | reducing the drive making someone feel better-meets biological needs |
| cupboard theory | mom is a cupboard that contains food, takes away unpleasant drive of hunger-feeling better-believed this is the way babys attach to mom |
| Harlow | wondered if comfort would be more important-used wire and cloth monkeys |
| Harlow experiment | wire and cloth mothers-wire provides food and cloth provides comfort-monkeys spend 17-18 hours on cloth monkey-when scared goes to cloth mother |
| why was it a strength to use inanimate objects | -control for food and behaviors of real animals-couldn't test comfort in nature because real monkeys provide comfort and food -only way to separate variables: food and comfort |
| ethics of harlow study | -taken from original mother and completely isolated from all other monkeys-couldn't interact with other monkeys–> saw repetitive behaviors |
| adolescence | transition period from childhood to adulthood-begins with sexual maturity ends with social achievement |
| puberty | period of sexual maturation, person is capable of reproducing-sequence of physical change |
| early puberty in boys | popular, self-assured, increased risk of alcohol use |
| early puberty in girls | increased sexual harassment, more likely to hang with older people |
| frontal lobes develop | at age 24-25, teens are more likely to engage in risky behaviors, hard to long term plan, often given lesser punishments in jail due to brain development |
| moral reasoning | thinking that occurs as we consider right and wrong |
| 3 levels of moral reasoning | preconventional, conventional, post-conventional |
| moral intuitions | gut feelings or actively laden intuitions -gross looking person –> know to stay away from scary people |
| punishment is driven by..,. | emotional reactions and moral reasoning comes up with ways to describe why we did something |
| moral actions | doing the right thing-depends on social influence |
| delay gratification | pass on small rewards now for bigger ones later on -self discipline is a major part of moral development-basic to future academics, vocational, and social success |
| Erik Erikson | says adolescents search for identity and are influenced by own life |
| identity | sense of self-erikson believed adolescents task is to solidify sense of self by testing and integrating various roles |
| social identity | 'we' aspect of our self-concept-part of the answer to 'Who am I" comes from group membership |
| intimacy | Erikson's theory, ability to form close and loving relationships-primary developmental task in young adulthood-have increased quality from family and friend relationships will have increased romantic relationships |
| emerging adulthood | period from 18 to mid 20s when you're no longer adolescents but have not yet achieved full independence as adults -currently large gap between adolescence and independence |
| adolescents and parents | -typically grow away from parents –> fighting-1st borns fight more-typically fight more with moms-girls fight about relationships and boys about hygiene and behavior-tense relationships with parents and misbehaving teens |
| parents greatest influence | in religion and college decisions |
| Romanian Orphans | prime example of deprivation of attachment-given tons of caregivers and didn't have stranger anxiety-weren't able to attach to anyone-increased levels of anxiety and lower IQ levels |
| ages of early adulthood | 20-30 |
| ages of middle adulthood | 30-65 |
| ages of late adulthood | 65 and older |
| physical development | -begins to decline in the mid 20s-physical vigor has to do with health and exercise habits-aging decreases fertility-sexual activity lessens with age |
| menopause | time of natural cessation of menstruation -occurs within a few years of age 50 |
| why does sexual activity decrease with age | bad health, no desire, and no partner |
| late adulthood physical develppment | -women live 4.6 years longer than men-muscle strength weakens, prints get smaller, reaction time decreases, hearing declines, immune system weakens, pupils shrink, neural processing lag, speech slows |
| telomeres | tips of chromosomes -wears down with age-as they shorten, aging cells die and might not be replaced |
| exercising and aging | it slows aging by increasing energy and strength, preventing heart disease and obesity-increases oxygen to the brain and body |
| cognitive development | -adults recall major events from teens–> 20s (lots of firsts)-early adulthood –>peak time for learning and remembering |
| younger people tend to | remember/recall info better than old people-teens and young adults surpass kids and adults at prospective memories |
| prospective memory | needing to remember to do something -remains strong in old people when events trigger memories-old people often use notes and reminders to remember |
| brain fitness | computer training programs to build mental muscles and stare off cognitive decline-can sharpen mind, doesn't boost overall cognitive fitness |
| cross-sectional study | people of different ages are compared with one another |
| longitudinal study | research when same people are restudied and retested over long period of time |
| terminal decline | 3-4 years before death, major brain decline and negative feelings |
| factors that damage brain | strokes, tumors, and alcohol |
| neurocognitive disorders | marked by cognitive deficits (dementia)-related to Alzheimers, substance abuse, and brain injuries |
| Alzheimer's disease | neurocognitive disorder marked by neural plaques –> often shows up after age 80-progressive decline in memory and other cognitive abilities-memory deteriorates first then reasoning-living death-less common in those who exercise mind and body |
| symptoms of alzheimers | loss of brain cells and deterioration of neurons that produce acetylcholine |
| social development | midlife transition in 40s knowing life will soon be behind and not ahead-some say its a crisis but it isnt |
| how many adults have a midlife crisis | 1 in 4 and due to major life events |
| social clock | culturally preferred timing of social events such as marriage, parenthood, and retirement-varies era to era-much freer these days compared to the past |
| divorce rates | 1 in 2-hope too much for love, money, caregiver, and intimacy-increase of online relationships |
| cohabiters | people who live together-more likely to get divorced |
| what dominates adulthood | love and work |
| how to have a successful marriage | need to have a 5 to 1 ratio of positive to negative comments |
| percentage of ppl who marry for money and love | 31% for money93% for love |
| postlaunch honeymoon | a period of happiness after the children leave home |
| life satisfaction declines as | death approaches in terminal decline |
| with age emotions tend to | stabilize and become more accepting-less friendships but still enjoy being with people |
| most difficult separation | is death of partner-women tend to experience this five times more |
| integrity | feeling that one's life has been meaningful and worthwhile |
| personality | individual's characteristic pattern of thinking, feeling, and acting |
| psychodynamic theories | view personality with a focus on the unconscious and importance of childhood experiences |
| psycholanalysis | personality that attributes thoughts and actions to unconscious motives/conflicts-Freud's ideas |
| Sigmund Freud | widely known and popular-university of vienna, opened practice, and studied disorders-created personality during victorian era –> rules of society were at odds with what people wanted to do-believed on of main issues with mental illness was society |
| unconscious | Freuds idea, a reservoir of mostly unacceptable thoughts, wishes, feelings, and memories -motivates our behavior-thoughts and desires we aren't aware of-processing we are unaware of |
| free association | a method of exploring the unconscious in which the person relaxes and says whatever comes to mind |
| frued's personality structure | id, ego, superego-unconscious mind is below and takes up a lot more space, conscious floats on top |
| id | reservoir of unconscious psychic energy that strives to satisfy basic sexual and aggressive drives-operates on pleasure seeking principles (selfish)-seeks immediate gratification |
| ego | largely unconscious, executive part, mediates among demands of id, superego and reality-seeks to gratify id's impulses in realistic ways-reality principle-delays catharsis to maximize wish fufillment and minimize punishment |
| superego | represents internalized ideas and provides standards for judgement and future aspirations-how we know we should behave-moral watch dog and rule follower-internalized social norms (heavily influenced by parents) |
| psychosexaul stage | childhood development when id's pleasure-seeking energies focus on distinct erogenous zones (sexual thoughts) |
| phallic stage | boys desire of their mom and are jealous of dad but fear punishment |
| oedipus complex | boy's sexual desire towards mom and feelings of jealousy and hatred for their rival dad |
| identification | process when kids incorporate parent's values into their developing superegos |
| gender identity | our sense of male, female, or both |
| early relationships… | influence identity, personality, and frailities |
| fixation | lingering focus of pleasure-seeking energies at an earlier stage –> conflicts are unresolved |
| defense mechanisms | ego's protective methods of reducing anxiety by unconsciously distorting reality-all are indirect and unconscious-anxiety produced between ID and superego |
| repression | basic defense mechanism that banishes consciousness anxiety-arousing thoughts, feelings, and memories-underlies all other defense mechanisms-freud believed this was in unconscious, not true!! we remember vividly traumatic experiences |
| neo-freudian | psychoanalysts that adopted Freud's interviewing techniques and others-behaved greater role of conscious mind and doubted sex and aggression were all-consuming motivations |
| collective unconscious | Jung's concept of shared/inherited reservoir of memory traces from our species history |
| projective tests | personality test, provides stimuli that is designed to trigger projection of one's inner dynamicsex. kids see pics as more scary after playing the game murder |
| thematic apperception test | people express inner feelings and interests through stories they make up about ambiguous scenes |
| rorschach inkblot test | widely used, have an inkblot made from pouring ink on paper then told to write down what you see (projective test)-useful to get child to start talking about traumatic issues-not always accurate, not scientific |
| challenges on repression | -humans repress bad things that happen to them-stress increases hormones and enhances memory therefore a person cannot forget the trauma |
| terrormanagement theory | theory of death- related anxiety, explores people's emotional and behavioral responses to reminders of their impending death-people act to enhance self esteem and answer questions on life's meaning-facing death aspires us to affirm life |
| assimilation | applying schema to new situation –> often worksex. puling brings things closer |
| accomodation | updating of schema because it didn't workex. new schema formed–> pulling objects brings them closer |
| schemas typically start | broad and then narrow down |
| Jean Piaget's Cognitive development | believed humans form schemas to make sense of the world |
| conservation video | -kids can't figure out amt. stays same (putting juice in different glasses)-spread out quarters, think there's more-think it's fair to cut graham crackers in 2 to be equal when the sizes are different-can't mentally reverse action, think its dif |
| theory of mind video | -kids struggle switching shape and color (kids get stuck on one rule)-juicebox, think juice is inside and rope comes out.. ask what is inside and child says rope-tricking monkey with stickers (kids 18 months or older trick monkey) |
| modern view of piaget | -same order, earlier ages (object permanence at 4 months)-more continuous |
| due to frontal lobes developing last | adolescents are more impulsive and emotional |
| at age 24 | brain is fully developed |
| action of myelin in brain development | -increases speed of action potential-last step is myelination-myelin travels to it's final destination-frontal lobe controls limbic system (impulses and emotions) |
| humanistic theories | view personality with a focus on the potential for healthy personal growth |
| Abraham Maslow | -motivated by hierarchy of needs-studied healthy and normal adults-believed in self-actualization |
| self-actualization | one of the ultimate psychological needs that arises after basic physical/psychological needs are met and self-esteem is achieved-motivation to fulfill one's potential |
| Carl Rogers | -person centered perspective (ppl are good and endowed with self actualizing tendencys)-asses personality by quesitonnaires, interviewing, conversations-need genuiness, acceptance, and empathy to grow |
| unconditional positive regard | attitude of total acceptance of other |
| self-concept | all thoughts and feelings about ourselves, answers "Who am I?"-major key to happiness |
| trait | enduring personality characteristic that tends to produce certain behaviors-assessed by self-report inventories and peer reports-traits are a continuum |
| MBTI | Myers-Briggs Type Indicator test that decides if you are a feeling or thinking type-created by Isabel Briggs Myers |
| factor analysis | statistical procedure that's used to identify clusters of test items that tap basic components of intelligence-able to mix into 2-3 dimensionsex. extraversion, emotional stability |
| personality inventory | questionnaire in which people respond to items designed to gauge a wide range of feelings/behaviors |
| reactive autonomic nervous system | responds to stress with high levels of anxiety |
| Minnesota Multiphasic Personality Inventory | most widely researched and clinically used of all tests-created by Hathaway -500 true/false questionnaire that has validity and lie scale-originally used for emotional disorders, now many other purposes |
| empirically derived | test developed by testing pool of items and then selecting those that discriminate between groups-score objectively, doesn't guarantee validity |
| MMPI-2 | asses work attitudes, anger, family problems |
| big five personality traits | conscientiousness, agreeableness, neuroticism, openness, and extraversion |
| how much of personality is heritable | about 50% |
| influences on personality | different sizes of brain regions, culture changes, family life and childhood |
| Big 5 traits | -common worldwide-predict our behaviors |
| person-situation | -personality expression can change depending on the situations/environments-looks for traits that persist over time and across situations-consistency of behaviors form 1 situation to another matters most |
| in unfamiliar situations | we follow social cues and don't show our true traits |
| why talk about Freud | he was very influential and helps us try to understand what happened back then |
| layers of consciousness | conscious, preconscious, unconscious |
| conscious mind | current thoughts |
| preconscious mind | thoughts and info we could activate if needed |
| how does unconscious surface | dreams (psychoanalyst looks at what's going on), behavior (impulsively doing actions and don't know why), and freudian slips (saying wrong word, reveals how you feel |
| iceberg representation | Freud chose iceberg to show mind-unconscious is under water (id, most of superego, and part of ego)-conscious mind is above water |
| anatomy of a dream | -vivid sensations (higher sensory areas are on during REM)-intense emotion (amygdala is activated during REM)-illogical thoughts and uncritical acceptance (prefrontal cortex off)-difficulty remembering afterwards (prefrontal cortex off) |
| amygdala is associated with | negative emotions, people tend to have more negative dreams than positive |
| prefrontal cortex in sleep | off during REM-controls working memory and critical thinking |
| REM sleep | -rapid eye movements-brain is active–>dreaming-twitching-everyone has dreams–> need enough sleep to go into REM-body is paralyzed (motor cortex is active whole time but brain stem prevents message to pass |
| REM sleep behavior disorder | -often happens in middle age to older men –> sign of parkinsons-act out dreams (not paralyzed)-often physical aggression-treatment is to sleep alone in different room with door locked and no furniture |
| Sleepwalking (stage 4) | -surges of autonomic interaction-random arousal increase (activates person to move yet still asleep)-some medications lead to this (sleep binge eating, driving, talking, and walking) |
| Nightmares | bad dreams that people remember -in REM sleep-easier to wake up in REM |
| Night Terrors | no story line, screaming with eyes closed, hard to wake up-typically don't remember -occurs in stage 4 |
| stage 1 of sleep | light sleep-just fallen asleep, easy to wake up-only occurs one time in sleep cycle |
| hypnagogic hallucinations | feeling like you're falling, can see some visual images-occurs during stage 1 |
| stage 2 of sleep | sleep spindles and k-complex-bursts of brain activity (spindles)–> help you stay asleep in busy environment-big, slow wave (k complexes)–> 1 every once in a while |
| stage 3 of sleep | slow waves begin-lots of delta waves (big, slow waves) |
| stage 4 of sleep | slow waves, deepest sleep-brain begins to rest, not the cortex |
| what happens when woken up during deep sleep | the brain can't immediately function–> feel groggy and confused as to where you are |
| sleep cycle | 1-2-3-4-3-2-REM-repeats every 90 minutes |
| in the beginning of the sleep cycle | deep sleep is more important than REM (spends more time in deep)- brain's main priority is deep sleep |
| with each cycle of sleep | deep sleep (stage 4) now gets shorter-REM sleep now gets longer |
| impression management | lying |
| positive impression management | when a person lies to look betterex. job interview |
| social desirabilty | people want to fit social norms so they lie better-people don't want to admit faultsex. how messy are you? |
| negative impression management | lie/exaggerate to look worseex. cry for help, suing someone for falling that lead to many issues-memory test that looks hard but is easy–> ppl get a lot wrong to look like have mem issues |
| How can we fix problem of lying? | -ask same question more than once-validity scores (ask about minor faults most ppl will admit or the MMPI |
| if a person has an increased score on the lie scale | all results are invalid |
| Domestic Violence Study | -involved men in a custody battle3 groups: documented violence (reported by police), high risk, low risk-took MMPI-thought high risk would have increase lie scale |
| results and conclusion of domestic violence study | -everyone has elevated lie scale scores-in high stakes, even innocent ppl lie (MMPI not scientifically accurate in high stakes) |
| potential problems with self-report questionnaire | -only take 1 time-we view ourselves differently than others-lying to look at oneself better |
| extraversion | personality: outgoing, social, dominantactivities: seeking out distractions, spending time with friends, listening to loud musicArousal: below optimal level |
| Introversion | Personality: quiet, reserved, passiveActivities: keeping distractions to a minimum, being alone, readingArousal: above optimal level |
| effects of caffinated drinks | increases stimulation -if you give an introvert caffeine before a test, they will panic |
| Optimal arousal | -typically in the middle of a curve-not everyone starts at the same place for arousal |
| negative affect | -relates to stress and copinghigh: anger, contempt, disgust, guilt, fear, nervouslow: calmness and serenity |
| positive affect | relates to life satisfaction and level of social activityhigh: energy, pleasure/interestlow: sadness and lethargy |
| PANAS | positive affect negative affect |
| humanistic perspective | positive things, opposite of Freudian theory-Carl Rogers idea |
| unconditional positive regard | unconditional love, no matter what happens you will be ok"You make each day special just by being you. People can lobe you exactly the way you are right now"-Mr. Rogers |
| positive self-concept | lots of overlap between real and ideal self-lots of similarities |
| negative self-concept | not a lot of overlap/similarities between real and ideal self-not very happy with self |
| freudian theory cons | -explains but doesn't predict-theory isn't testable/not falsifiable (can't be proven wrong or right)-legacy of blaming parents ('refrigerator mother') |
| freudian theory pros | -theory attempts to explain a lot of human behavior-some of our mental processes are unconscious (not the way he said–>rather feeling an emotion)-defense mechanisms (except repression)–> protects self-esteem-rationalization |
| rationalization | justifies wrong behavior of one person not all people |
| refrigerator mother | mom's fault that child suffers from mental illness because the mom wasn't emotionally warm enough -no basis for this, not true! |
| what used to happen when the child went to the doc for autism | -separate mom and child-take moms in room to fix them and let kids play |
| how do all 3 parts of personality work together | -id makes demands-superego restricts how demands can be met-ego quiets id but satisfies superego |
| Veruka Salk case study | -wants the squirrel so throws tantrum-dad says ok but wonka says no-goes into pit with squirrels and they attack then push her down the garbage disposal-strong id and weak superego |
| consequences of strong id and weak superego | risky behaviors, don't think of consquences, not very likely |
| depression | increase in NA and decrease in PA |
| ppl with anxiety | can have increased NA and normal PA |
| when does superego develop | at toilet training-first real major demand on an individual from society |
| libido | psychosexual energy (can lead to tension if wishes are unfulfilled)ex. hate boss but don't want to lose job-> hold it in–> uncomfortable tension |
| catharsis | release of that tension when wish is fulfilled or imaginedex. imagine what you would say to boss |
| how do babies illustrate the id | selfish, illogical, want what they want and will cry until they get it -stomach size of marble–>cry to tell us hungry |
| interpretation of dreams — freud thinking | dreams are the royal road to unconscious mind-best way to access unconscious mind |
| purpose of dreaming –freud | -safety valve for unfulfilled wishes–>without this we would explode-method=free association –>person lays on couch not facing him and talks -don't want patients to see reactions and pausing meant hesistation |
| manifest content | what you remember when you wake up, obvious storyline |
| latent content | hidden meaning of dreams |
| Modern theories of dreaming | activation synthesis theory, cognitive view, and stimulate brain development |
| activation synthesis theory | -what happens during REM sleep-brainstem (pons) is activated and sends random messages to the cortex of the brain (makes events into story)-random neural activity-sensory and emotional areas active –>prefrontal inactive |
| if you think about something all day, neural networks.. | are active and newly being formed, typically dream of what happened that day because the recently used neurons are easiest to stimulate |
| cognitive view | -why REM happens-practice for dealing with problems–> ticking noise in class, ticking while sleeping–> did better on next problem-insight can occur–> Otto Loewi-learning/memory consolidation |
| Otto Loewi | -discovered neurotransmitters (acetocholoine)-new neurons weren't touching and chemicals went across, didn't how to make an exp.-dreamt of experiment –> wrote down in sleep and couldn't read his writing-dreamt it a second time and did experiment |
| learning and memory consolidation | -predicts that without REM we would have issues-some substances suppress REM –>alcohol, antidepressants, sleeping pills-they don't allow for REM and these people don't have learning and memory issues |
| Simulate Brain Development | -artificial stimulation from brainstem and pons that goes to brain and creates nerve activityex. baby's spend lots of time in womb without stimulation –>lots of REM-animals (deer) brain almost done at birth–> little REM, and walks at birth |
| carcadian rhythm | -biological clock- 24 hour cycle linked with light and dark cycles-suprachiasmatic nucleus |
| suprachiasmatic nucleus | -in hypothalamus-sleep/wake cycle–> in tune with light and dark-depends on boy temperatures-truly 25 hour cycle, light/dark keeps it at 24 |
| why do we get tired at night? | -since it is dark outside, the suprachiasmatic nucleus tells us it's time for bed and makes us sleepy |
| Why do we need sleep? | -recuperation theory and carcadian theory |
| recuperation theory | -stating that a person sleeps to repair their bodies and minds after a long day |
| circadian theory | -internal timing mechanism-helps conserve energy (little animals rest only when sleeping) and to be safeex. humans and large mammals have a cortex that is distinguished as much more important |
| problem with recuperation theory | -don't need to be asleep for this to happen–>growth hormones-cells repair at same time even if you are awake ex. Randy Garnder |
| Randy Gardner | 1960s scientific research project-went 11 days without sleep-zero caffiene used–> games, talked-no physical problems |
| time that damaged cells repair | 3 am |
| growth hormones | -released by humans to prepare for the fast (8 hours of sleep)-most animals don't have them because they get up at night to eat |
| sleep video | -tested to see what happens when REM sleep doesn't occur-easier to make distinctions between words in REM than during the day or other stages of sleep-memory tasks aren't affected by REM loss-understanding material is affected by REM loss |
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