Psychology
Mr. Tyner-Rm. 148
Topics Covered in Intro to Psych
 Psychology
as a profession
 Psychological Research
 Infancy, Childhood, Adolescence,
Adulthood, Old Age
 Death and Dying
 Altered States of Consciousness
 Dreams, Sleep, Hypnosis,
Biofeedback, Meditation, Drugs
Topics
Covered in Intro to Psych, cont.
 Personality
 Stress
 Psychological
Disorders
 Individual Interaction
 Group Interaction
Research Methods and Statistics
Hypothesis—An assumption or
prediction about behavior or an
educated guess about the relationship
between two variables that is tested
through scientific research.
 Sample—The small group of
participants, out of the total number
available, that a researcher studies.
 Case Study—research method that
involves an intensive investigation of
one or more participants.

Correlation—the measure of a
relationship between two variables or
sets of data.
 Variable—any factor that is capable of
change. Independent/one that
experimenters change. Dependent/one
that changed in relation to the
independent variable.
 Experimental group—the group to
which an independent variable is
applied.


Control group—the group not exposed
to the independent variable.

Self-fulfilling prophecy—a situation in
which a researcher’s expectations
influence that person’s own behavior,
and thereby influence the participant’s
behavior.

Single-blind experiment—an experiment
in which the participants are unaware of
which participants received the
treatment.
Double –blind experiment: an experiment
in which neither the experimenter nor the
participants know which participants
received which treatment.
 Placebo effect—a change in a participant’s
illness or behavior that results from a
belief that the treatment will have an
effect, rather that the actual treatment.
 Theory—a set of assumptions used to
explain why something is the way it is and
happens the way it does.

Unit 3—Infancy and Childhood
Section 1: Physical, Perceptual and
Language Development
Developmental Psychology: The study of
changes that occur as an individual
matures.
 Grasping reflex: An infant’s clinging
response to a touch on the palm of his or
her hand.
 Rooting reflex: An infant’s response in
turning toward the source of touching that
occurs anywhere around his or her mouth.


Maturation: the internally programmed
growth of a child.
Unit 3—Infancy and Childhood
Section 2: Cognitive and Emotional Development

Schema: a conceptual framework a person
uses to make sense of the world.

Assimilation: the process of fitting objects
and experiences into one’s schema.

Accommodation: the adjustment of one’s
schemas to include newly observed events
and experiences.

Egocentric: a young child’s inability to
understand another person’s perspective.

Critical Period: A specific time in
development when certain skills or abilities
are most easily learned.
Section 3: Parenting Styles
and Social Development

Authoritarian Family: Parents attempt to
control, shape, and evaluate the behavior
and attitudes of children in accordance
with a set code of conduct.

Democratic/authoritative Family:
Adolescents participate in decisions
affecting their lives.

Permissive/laissez-faire family: children
have the final say; parents are less
controlling and have a nonpunishing,
accepting attitude toward children.

Socialization: The process of learning
the rules of behavior of the culture
within which an individual is born and
will live.

Identification: The process by which a child
adopts the values and principles of the
same-sex parent.

Role taking: Children’s play that involves
assuming adult roles, thus enabling the
child to experience different points of view.
Unit 4—Adolescence: Physical
and Sexual Development
Initiation Rites: Ceremonies or rituals in
which an individual is admitted to new
status or accepted into a new position.
 Puberty: Sexual maturation; the end of
childhood and the point when
reproduction is first possible.
 Menarche: The first menstrual period
 Spermarche: The period during which
males achieve first ejaculation


Asynchrony: The condition during
adolescence in which the growth or
maturation of bodily parts is uneven.
Barbie—
The “Perfect” Body
Barbara
Millicent Roberts
52 years old, Wisconsin
7 feet tall, 125 lbs.
32-20-42
Neck is twice as long as the
average woman
Feet are ½ the size
In 2000 she got a bellybutton
Ran for President in 1992
It’s not what you say….
What the sexes first notice about each other
What Men Notice About
Women
1. Figure or build--44%
2. Face--33%
3. Clothing--26%
4. Eyes--18%
5. Smile--18%
6. Hair--18%
7. Legs--8%
What Women Notice
About Men
1. Clothing--33%
2. Face--31%
3. Eyes--29%
4. Smile--23%
5. Figure or build--20%
6. Hair--17%
7. Teeth--10%
8. Height--10%
Section 2—Personal Development
Rationalization—a process whereby an
individual seeks to explain an often
unpleasant emotion or behavior in a way
that will preserve his or her self esteem.
 Identity Crisis—A period of inner conflict
during which adolescents worry intensely
about who they are.
 Social Egocentrism—Where teens
overestimate their impact upon the
immediate environment.


Social learning theory: A view of human
development that emphasizes
interaction.
Chapter 4, Unit 3:
Social Development
Clique: a small, exclusive group of
people within a larger group.
 Conformity: Acting in accordance with
some specified authority.
 Anorexia Nervosa: A serious eating
disorder characterized by a fear of
gaining weight that results in prolonged
self-starvation and dramatic weight
loss.


Bulimia Nervosa: A serious eating
disorder characterized by compulsive
overeating usually followed by selfinduced vomiting or laxative abuse.
Signs of Suicide in Teens
pulling away from friends or family and
losing desire to go out
 trouble concentrating or thinking clearly
 changes in eating or sleeping habits
 major changes in appearance (for
example, if a normally neat person
looks very sloppy - as if they're not
taking the usual care of themselves )
 talk about feeling hopeless or feeling
guilty

Signs—cont.
talk about suicide
 talk about death
 talk about "going away"
 self-destructive behavior (drinking
alcohol, taking drugs, or driving too
fast, for example)
 no desire to take part in favorite things
or activities
 the giving away of favorite possessions
(like offering to give away a favorite
piece of jewelry, for example)

Section 4: Gender Roles and
Differences
Gender identity: the sex group
(masculine or feminine) to which an
individual biologically belongs.
 Gender Role: the set of behaviors that
society considers appropriate for each
sex.
 Gender stereotype: an oversimplified or
distorted generalization about the
characteristics of men and women.


Androgynous: combining or confusing
traditionally male and female
characteristics.

Gender Schema: a set of behaviors
organized around how either a male or
female should think and behave.
Unit 5-1 Adulthood

Physical Changes

Cellular breakdown
Cells less able to repair themselves
 Cells having a “time limit”


18-30—physical peak
Unit 5-1--Adulthood

Menopause: the biological event in
which a woman’s production of sex
hormones is
sharply reduced.
Usually occurs between
ages 45-55
 Halt of egg production
 Halt of menstruation
 Emotional side effects

Leading Causes of Death
Heart disease: 616,067
 Cancer: 562,875
 Stroke : 135,952
 Chronic lower respiratory diseases: 127,924
 Accidents: 123,706
 Alzheimer's disease: 74,632
 Diabetes: 71,382
 Influenza and Pneumonia: 52,717

Unit 5-1--Adulthood

Male “Mental”pause
22-28--Early adult period. Need to
establish a stable life structure.
 28-30--Age 30 Crisis. Questioning of
values. Urge for “completion” before it’s
“too late.”
 36-40--Settling-down period. “Becoming
one’s own man.”
 40-45—Midlife transition. Questioning
accomplishments.

Unit 5-1--Adulthood

Generativity: the desire, in middle age,
to use one’s accumulated wisdom to
guide future generations.

Stagnation: a discontinuation of
development and a desire to recapture
the past.
Unit 5-1--Adulthood
Middle adulthood—Late 40s—60s

Self actualization. Understanding.
Sensitivity.
OR….

Frustration, unhappiness, resignation.
Physical Changes: Vision
Physical Changes: Sense of Smell
Physical Changes: Hearing
Physical Changes: Hearing
Overall Life Satisfaction
Overall Life Satisfaction
 Most
studies show the elderly as
happy and satisfied with life.
 People tend to mellow with age.
 Most regrets focus on what the person
didn’t do rather than mistakes they
have made in life.
Unit 5-1--Adulthood
No “Midlife Crisis” for women
 Empty nest syndrome
 Middle-age depression.

Commitment to Work
 Most
high school/college students
aren’t sure of their career goals.
 Happiness seems to be correlated with
work that is challenging, provides a
sense of accomplishment, and is
interesting.
Commitment to Love
 An
important factor in adult
happiness
 Lasting love includes:
 Intimate self-disclosure
 Shared emotional and material
support
 Similar interests and values
Commitment to Marriage
 90%
of the population gets married
 50% divorce rate
 75% of those who have divorced
remarry
Unit 5-2: Old Age

Decremental model of aging: the idea
that progressive physical and mental
decline are inevitable with age.

Ageism: prejudice or discrimination
against the elderly.
Life Spans
Ancient Rome—20-30
 Medieval England—20-30
 Early 1900s—30-40
 Current world ave.—66.12
 World Leader—



Japan, 82
United States—

77, Ranked 42nd in the world
Aging and Memory
Unit 5-2: Old Age

Chronic Diseases of the elderly
Heart disease
 Hypertension
 Diabetes
 arthritis

Unit 5-2: Old Age

Major causes of death of the elderly:
Heart disease
 Cancer
 Strokes

Unit 5-2: Old Age

Crystallized Intelligence: the ability to use
accumulated knowledge and learning in
appropriate situations.

Fluid Intelligence: the ability to solve
abstract relational problems and to
generate new hypotheses.
Senile Dementia:
Decreases
in
mental abilities
experienced by
some people in
old age.
Unit 5-2: Old Age
Alzheimer’s disease: a condition that
destroys a person’s ability to think,
remember, relate to others, and care
for her or himself.
 6th leading cause of death in elderly.
 No effective treatments

Dementia
1-in-3 seniors die with Alzheimer’s or
other types of dementia.
 30 percent of 70-year-olds who don’t
have Alzheimer’s are expected to die
before their 80th birthday.
 61 percent are expected to die if they
do have Alzheimer’s.

Unit 5-3: Death and Dying

Thanatology: the study of death and dying.

Kubler-Ross’ Five Stages of Death:
Denial
 Anger
 Bargaining
 Depression
 Acceptance

Unit 5-3: Death and Dying

Hospice: a facility designed to care for
the special needs of the dying.

Euthanasia: a deliberate termination of
one’s life with the assistance of
someone else. Usually the patient is
suffering from an incurable illness.
Signs death is approaching:
Drowsiness, increased sleep, and/or
unresponsiveness.
 Confusion about time, place, and/or identity of
loved ones; restlessness; visions of people and
places that are not present; pulling at bed linens
or clothing.
 Decreased socialization and withdrawal (caused
by decreased oxygen to the brain, decreased
blood flow, and mental preparation for dying).

Decreased need for food and fluids, and
loss of appetite (caused by the body's need
to conserve energy and its decreasing
ability to use food and fluids properly).
 Loss of bladder or bowel control.
 Darkened urine or decreased amount of
urine.
 Skin becoming cool to the touch,
particularly the hands and feet; skin may
become bluish in color, especially on the
underside of the body.

Rattling or gurgling sounds while
breathing, which may be loud (death
rattle); breathing that is irregular and
shallow; decreased number of breaths per
minute; breathing that alternates between
rapid and slow.
 Turning of the head toward a light source.
 Increased difficulty controlling pain.
 Involuntary movements, changes in heart
rate, and loss of reflexes in the legs and
arms are additional signs that the end of
life is near.

Elisabeth Kubler-Ross
“It is not the end of the physical body that
should worry us. Rather, our concern must
be to live while we're alive - to release our
inner selves from the spiritual death that
comes with living behind a facade designed
to conform to external definitions of who
and what we are.”
Elisabeth Kubler-Ross

“The most beautiful people we have
known are those who have known defeat,
known suffering, known struggle, known
loss, and have found their way out of the
depths. These persons have an
appreciation, a sensitivity, and an
understanding of life that fills them with
compassion, gentleness, and a deep
loving concern. Beautiful people do not
just happen.”
Unit 7-1—Sleep and Dreams

Consciousness: a state of awareness,
including a person’s feelings, sensations,
ideas, and perceptions.

Altered States of Consciousness: different
levels of awareness.
Why do we sleep?
Restorative
 Conserve Energy
 To Dream


REM Sleep: a stage of sleep
characterized by rapid eye movements,
a high level of brain activity, a deep
relaxation of the muscles, and
dreaming.
Unit 7-1—Sleep and Dreams

Circadian Rhythm: the rhythm of activity and
inactivity lasting approximately one day.

Narcolepsy: a condition characterized by suddenly
falling asleep or feeling very sleepy during the day.

Insomnia: the failure to get enough sleep at night
in order to feel rested the next day.

Sleep Apnea: a sleep disorder in which a person
has trouble breathing while asleep.
Sleep Apnea Aids
Unit 7-1—Sleep and Dreams

Nightmares: unpleasant dreams.
Unit 7-1—Sleep and Dreams

Night terrors: sleep disruptions that
occur during Stage IV of sleep;
involving screaming, panic, or
confusion.

Sleepwalking: walking or carrying out
behaviors while asleep.
Unit 7—Hypnosis, Biofeedback,
and Meditation

Hypnosis: a state of consciousness resulting
from a narrowed focus of attention and
characterized by heightened suggestibility.

Posthypnotic suggestion: a suggestion made
during hypnosis that influences the
participant’s behavior afterward.
Unit 7—Hypnosis, Biofeedback,
and Meditation

Biofeedback: the process of learning to
control bodily states with the help of
specialized machines.

Meditation: the focusing of attention to
clear one’s mind and produce
relaxation.
Unit 15—Stress and Health

Stressor: a stress-producing event or
situation

Distress: stress that stems from acute
anxiety or pressure.

Eustress: positive stress, which results from
motivating events and challenges.

Stress Reaction: the body’s response to a
stressor.
Health Risks
Common Cold
Ulcers
Headaches
 Asthma
Menstrual discomfort
 Vaginal infections Genital Herpes
 Skin Disorders
Arthritis
Back Pain
 Female Reproductive Problems
 Diabetes
Pregnancy complications
 Hernias
Glaucoma
 Hyperthyroidism Hemophilia
 Tuberculosis
Leukemia
Stroke
 Appendicitis
Multiple Sclerosis
 Periodontal disease
Hypertension
 Cancer
Heart Disease
 Inflammatory Bowel Disease

Personality Types

Type A








Strongly Competitive
Impatient
Angry
Multitasked
Achievement oriented
Workaholics
Cynical and hostile
Easily irritated

Type B







Relaxed
Patient
Easygoing
Amicable behavior
Less hurried
Less competitive
Less easily angered
Appraising a Situation—
Sizing up the stress

Primary Appraisal –
The immediate
evaluation of a
situation.

Irrelevant
Positive
Negative


Secondary Appraisal—
How to deal with a
potential stressful
situation.
 Coping Strategies

Unit 15—Reaction to Stress

Anxiety: a vague, generalized
apprehension or feeling of danger.

Anger: the irate reaction likely to result
from frustration.

Fear: the usual reaction when a stressor
involves real or imagined danger.
Unit 15—Reaction to Stress

Social Support: information that leads
someone to believe that he or she is
cared for, loved, respected, and part of
a network of communication and
mutual obligation.
Resistance to Stress
General Adaptation Syndrome
10
9
8
7
6
5
4
3
2
1
0
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10
Phase 1
Alarm
Reaction
Phase 2
Stage of Resistance
Time
Phase 3
Stage of
Exhaustion
Unit 15—Coping with Stress

Cognitive Appraisal: the interpretation of an
event that helps determine its stress impact.

Denial: a coping mechanism in which a
person decides that the event is not really a
stressor.

Intellectualization: a coping mechanism in
which the person analyzes a situation from an
emotionally detached viewpoint.

A)
B)
C)
Rational Emotive Therapy—Therapy
aimed at changing unrealistic
assumptions about oneself and other
people.
Activation Event—something happens.
Belief System—how you react to it.
Consequence emotion—the result.
Rational-Emotive Therapy
Belief System
Irrational appraisal:
Activating
Event
Someone
stands you
up on a
date you
were
looking
forward to
“This is terrible. I’ll
have a boring
weekend. I’ll never
find anyone of the
opposite sex. I must
be worthless.”
Rational appraisal:
“This is unfortunate,
but I’ll salvage the
weekend. Next time,
I’ll find someone who
is mature and
dependable.”
Consequence
Emotional
turmoil:
You feel angry,
anxious,
agitated,
dejected.
Emotional calm:
You feel annoyed
and subdued, but
remain hopeful.
Unit 15—Coping with Stress

Progressive Relaxation: lying down
comfortably and tensing and releasing the
tension in each major muscle group in turn.

Meditation: a focusing of attention with the
goal of clearing one’s mind and producing an
“inner peace.”

Biofeedback: the process of learning to
control bodily states with the help of
machines that provide feedback.
Unit 15—Stress in Your Life

Autonomy: the ability to take care of
one’s self and make one’s own
decisions.

Developmental Friendship: friends
force one another to reexamine their
basic assumptions and perhaps adopt
new ideas and beliefs.

Resynthesis: combining old ideas with
new ones and reorganizing feelings in
order to renew one’s identity.
Unit 15—Stress in Your Life

Career: a vocation in which a person
works at least a few years.

Comparable worth: the concept that
women and men should receive equal
pay for jobs calling for comparable skill
and responsibility.
Top 10 Most Stressful Jobs
Taxi Driver
 Photojournalist
 Senior Corporate Executive
 Public Relations Executive
 Event Coordinator
 Police Officer
 Military General
 Airline Pilot
 Firefighter
 Enlisted Military Soldier
Miners, EMTs Reporters, Teachers, Working
parents

Top 10 Least Stressful Jobs
Audiologist
 Dietitian
 Software Engineer
 Computer Programmer
 Dental Hygienist
 Speech Pathologist
 Philosopher
 Mathematician
 Occupational Therapist
 Chiropractor

How to Minimize Stress in Your Life
Make a decision—who controls your emotions?
 Remove yourself from stressful situations &/or
people.
 Deal with stressful situations &/or people.
 Learn to stop hating.
 Learn to forgive.
 Measure your desires.
 Actively seek the good life.
 Practice Mindful Meditation

Chapter 14—Purposes of
Personality Theories

Personality: the consistent, enduring,
and unique characteristics of a person.
It is said that a person is really
three things…
What he thinks he is,
What his friends think he is,
And what he really is.

Personality Theory—

Explain why people behave in certain patterns.



Explain the difference in people.



What are individual’s motives?
Where do those motives come from?
Investigate how people conduct their lives.


Why do people have some traits and not others?
Which traits are significant?
Why do personality problems arise and why are they more
difficult to manage for some people than others?
Determine how life can be improved.


What are the proper goals of growth and change?
How do we cope with the conflicts of life?
Physiognomy \Phys`i*og"no*my\, n.; pl.
Physiognomies.
1. The art and science of discovering the
predominant temper, and other characteristic
qualities of the mind, by the outward
appearance, especially by the features of the
face.
2. The face or countenance, with respect to the
temper of the mind; particular configuration,
cast, or expression of countenance, as
denoting character.
3. The art telling fortunes by inspection of the
features. [Obs.] --Bale.
“There is no art to find the mind’s
construction in the face.”
--King Duncan, Macbeth, Act I, Scene iv.
Did Mr. Tyner…
A) Get arrested in China while passing out Bibles in
Tiananmen Square?
B) Take a vacation to Florida and tell all the women in
Daytona Beach that he was an astronaut?
C) Get arrested in the ’70s for a sit in which involved
feminine rights and burning bras?
D) Become an award-winning journalist in New York?
E) Shoot a man in Reno just to watch him die?
Correct answer: “B” & “D”
Psychoanalytic Theories

Freudian slip: (Parapraxis) those little
verbal mistakes we make that may have
some truth in them.

Unconscious: the part of the mind that
contains material of which we are unaware
but that strongly influences conscious
processes and behaviors.
Freud’s Psychoanalytic Theories
Id: the part of the unconscious
personality that contains our needs,
drives, instincts and repressed material.
 Superego: the part of the personality
that is the source of conscience and
inhibits the socially undesirable impulses
of the id.
 Ego: the part of the personality that is in
touch with reality and strives to meet the
demands of the id and the superego in
socially acceptable ways.

Psychoanalytic Theories

Defense mechanisms: certain specific
means by which the ego unconsciously
protects itself against unpleasant
impulses or circumstances.

Rationalization: making up acceptable
excuses for behaviors that cause us to
feel anxious.

Repression: pushing painful memories
and unacceptable thoughts to the
unconscious.

Denial: refusing to accept the reality of
something that makes you anxious.

Projection: the belief that impulses
coming from within are really coming
from other people.

Reaction Formation: replacing an
unacceptable feeling or urge with an opposite
one.

Regression: going back to an earlier and less
mature pattern of behavior.

Displacement: occurs when you cannot take
out your anger on the source of your
frustrations, so you displace it or take it out
on an unrelated person.

Sublimation: redirecting a forbidden desire
into a socially acceptable desire.
Sigmund Freud’s Contribution
Savage Individual vs. Rules of Society
 Id vs. Superego, I = ego
 How the child deals with conflicts during
childhood help shape his personality.

Carl Jung’ s Theories on
Personality
A more positive view than Freud's
 People try to develop their potential, as
well as handle their instinctual urges.
 Collective Unconscious: the part of the
mind that contains inherited instincts,
urges, and memories common to all
people.
 Archetype: an inherited idea. Based on
the experiences of one’s ancestors,
which shapes one’s perception of the
world.

Alfred Adler’s Theories
The driving force in people’s life is to
overcome feelings of inferiority.
 Inferiority Complex: a pattern of avoiding
feelings of inadequacy rather than trying to
overcome their source.
 Lifestyles: a pattern of overcoming
inadequacies.
 Self-reliance and courage = father
 Generosity and empathy = mother.
 People are motivated by social urges and
each person is a social being with a unique
personality.

Learning Theories

Behaviorism: the belief that the proper
subject matter of psychology is objectively
observable behavior—and nothing else.

Contingencies of reinforcement: the
occurrence of a reward or punishment
following a particular behavior. B.F. Skinner

Locus of Control: our beliefs of how much
control we have over a given situation.
Albert Bandura

Observational Learning: a person acquired a new
behavior by watching the actions of another
person.

Reciprocal determinism: the interaction of
observing the individual, the behavior of that
individual, and the environment in which the
behavior occurs.

Self-efficacy: our view of our ability to succeed.

Outcome Expectations: as long as they’re positive,
we keep trying.
Humanistic and Cognitive
Theories.

Humanistic psychology: an approach that
stresses the uniqueness of the individual.

Self-Actualization: the humanist term for
realizing one’s unique potential.

Abraham Maslow—characteristics of a Selfactualized person, p. 393.
Carl Rogers—Self Theory

Clients, not patients.

Father of counseling—focus on the present.

Self: one’s experience or image of oneself,
developed through interaction with others.

Positive regard: viewing oneself in a
positive light due to positive feedback
received from interaction with others.

Conditions of Worth: the conditions a
person must meet in order to regard
himself or herself positively.

Unconditional Positive Regard: the
perception that individuals’ significant
others value them for what they are
which leads the individuals to grant
themselves the same regard.

Fully functioning: an individual whose
person and self coincide.
“It is the struggle itself that is most important.
We must strive to be more than we are. It
does not matter that we may not reach our
goal. The effort itself yields its own
rewards.”
Data, Star Trek
Trait Theories

Trait: a tendency to react to a situation
in a way that remains stable over time.

Everyone has a trait, the trait can be
quantified.

Cardinal trait: a trait that is so
pervasive that the person is almost
identified with the trait.
 Surface
Trait: a characteristic that can be
observed in certain situations.
 Extrovert:
an outgoing, active person
who directs his or her energies and
interests toward other people and things.
 Introvert:
a reserved, withdrawn person
who is preoccupied with his or her inner
thoughts and feelings.
Unit 16—Psychological Disorders

DSM-IV—The American Psychiatric
Association’s Diagnostic and Statistical
manual of Mental Disorders, 5th edition
Normal vs. Abnormal
Unit 16—Anxiety Disorders
Anxiety—A vague, generalized
apprehension or feeling that one is in
danger.
 Phobia—An intense and irrational fear
of a particular object or situation.
 Panic Disorder—an anxiety disorder that
manifests itself in the form of panic
attacks.

Unit 16—Anxiety Disorders
Post-Traumatic Stress Disorder—Disorder
in which victims of traumatic events
experience the original event in the form
of dreams or flashbacks.
 Obsessive Compulsive Disorder—
Obsessive (thinking) Compulsive (doing)

16-3--Somatoform and
Dissociative Disorders
Somatoform Disorder: Physical
symptoms for which there is no
apparent physical cause.
(Psychomomatic)
 Hypochondriasis: Where a person who
is in good physical health becomes
preoccupied with imaginary ailments.


Conversion Disorder: Changing
emotional difficulties into a loss of a
specific voluntary body function.

Dissociative Disorder: A disorder in
which a person experiences alterations
in memory, identity, or consciousness.

Dissociative amnesia: The inability to
recall important personal events or
information; is usually associated with
stressful events.

Dissociative Fugue: A dissociative
disorder in which a person suddenly
and unexpectedly travels away from
home or work and is unable to recall
the past.

Dissociative identity disorder: A person
exhibits two or more personality states,
each with its own patterns of thinking
and behaving.
Section 4—Schizophrenia and
Mood Disorders

Schizophrenia: a group of disorders
characterized by confused and
disconnected thoughts, emotions, and
perceptions.

Delusions: False beliefs that a person
maintains in the face of contrary
evidence
Schizophrenia and Mood Disorders

Hallucinations: Perceptions that have
no direct external cause.

Major Depressive Disorder: Severe
form of lowered mood in which a
person experiences feelings of
worthlessness and diminished pleasure
or interest in many activities.
Schizophrenia and Mood Disorders

Bipolar disorder: Individuals are
excessively and inappropriately happy
or unhappy. Manic/depressive.

Seasonal Affective Disorder:
Depression brought about by seasonal
change.
Personality Disorders and
Drug Addiction

Personality disorders: Maladaptive or
inflexible ways of dealing with others
and one’s environment.

Antisocial Personality: A personality
disorder characterized by
irresponsibility, shallow emotions, and
lack of conscience.

Psychological Dependence: Use of a
drug to such an extent that a person
feels nervous and anxious without.

Addiction: A pattern of drug abuse
characterized by an overwhelming and
compulsive desire to obtain and use the
drug.

Tolerance: Physical adaptation to a
drug so that a person needs an
increased amount in order to produce
the original effect.

Withdrawal: The symptoms that occur
after a person discontinues the use of a
drug to which he or she has become
addicted.
Intelligence Quotient Scores
180+
130-179
120-129
110-119
90-109
70-89
<70
Genius (1 per million)
Very Superior (Gifted)
Superior
High Average
Normal/average (46.5% of the
population)
Slow
Intellectually Disabled (3 %
of the population)
Characteristics of an Intellectual
Disability
Mental Functioning and functional skills
are not developed, not an emotional
disease.
 About 6 million Americans are
considered intellectually disabled.
 Of these, 25% have something actually
physically wrong with their brain.


Diseases before birth, Environmental
factors at an early age, poor nutrition at an
early age, physical injury to the brain
50-70
Mild Intellectual
Disability
 Greatest
number of ID people at this
level.
 Educatible. Special schooling. Usually
cannot progress beyond grade 4.
 Mental age as an adult—8-12.
 Many can and do become self
sufficient.
25-50 Moderate ID
 Trainable.
May be trained to take
care of themselves (eat, wash,
dress, etc.)
 Work limited to simple tasks.
 Mental age as an adult—3-7.
< 25 Severe ID
Must be cared for by others.
 Nearly always institutionalized.
 Many cannot speak or understand
language.
 Many cannot learn to wash or dress
themselves, feed or drink.
 Mental age as an adult—less than 3.

Profound ID
Abilities of an average 3-month child.
 24-hr. supervision.
 Unable to understand or use spoken
language.
 May learn to walk, but as an adult will
remain virtually helpless.

Chapter 18—Individual Interaction
Section 1: Interpersonal Attraction
 Social
psychology: the study of how
our thoughts, feelings, perceptions,
and behaviors are influenced by
interactions with others.
 Social
Cognition: focuses on how we
perceive, store, and retrieve
information about social interactions.
 Physical
proximity: the distance of
one person to another person.
 Stimulation
Value: the ability of a
person to interest you in or to
expose you to new ideas and
experiences.
 Utility
value: the ability of a person
to help another achieve his or her
goals.
 Ego-support
value: the ability of a
person to provide another person
with sympathy, encouragement,
and approval.
 Complementarity:
the attraction
that often develops between
opposite types of people because
of the ability of one to supply what
the other lacks.
Section 2—Social Perception

Primacy effect: the tendency to form
opinions about others based on first
impressions.

Stereotype: a set of assumptions about
people in a given category summarizing
our experience and beliefs about groups
of people.

Attribution theory: a collection of
principles based on our explanations of
the causes of events, other people’s
behavior

Fundamental attribution error: an
inclination to over attribute others’
behavior to internal causes
(dispositional factors) and discount the
situational factors contributing to their
behavior.
Actor-observer bias: tendency to
attribute one’s own behavior to outside
causes but attribute the behavior of
others to internal causes.
 Self-serving bias: a tendency to take
credit for a success, while a failure is
due to circumstances beyond our
control.
 Nonverbal Communication: the process
through which messages are conveyed
using space, body language, and facial
expression.

Getting the Message
Message
7%
Voice
38%
Appearance
55%
Section 3—Personal Relationships

Generational Identity: the theory that
people of different ages tend to think
differently about certain issues because
of different formative experiences.
Love —
Passionate love
Intense, sensual, all-consuming.
Excitement, danger.
vs.
Companionate love
Friendship, mutual trust,
more stable
Chapter 19: Group Interaction
--Section 1: Group Behavior
p. 545
Group: a collection of people who have
shared goals, a degree of interdependence,
and some amount of communication.
 Aggregate: people who form together but
do not interact.
 Interdependence: when any action by one
member will affect or influence the other
members.

Group Behavior—Shared Goals

Task Functions: activities directed
towards getting a job done

Social Functions: responses directed
toward satisfying the emotional needs of
members

Norms: Shared standards of behavior
accepted by and expected from group
members.

Ideology: the set of principles,
attitudes, and defined objectives or
which a group stands.

Social facilitation: an increase in
performance in front of a crowd.

Social inhibition: a decrease in
performance in front of a crowd.
Interactions within groups—
The study of group structure
Personal relationships
 Rank
 Resources
 Role

Decision Making-
Group polarization: theory that group
discussion reinforces the majority’s
point of view and shifts group members’
opinions to a more extreme position.

Groupthink: poor group decision
making that occurs as a result of a
group emphasizing unity over critical
thinking.
Communication patterns-
Sociogram: a diagram that represents
relationships within a group, especially
likes and dislikes of members for other
members.
Section 2—Conformity and Obedience

Conformity: Acting in accord with
group norms or customs.
Why/how do we conform?
Belonging to a group that emphasizes the
role of groups rather than individuals
 Low self esteem
 Social shyness
 Lack of familiarity with a task
 Group size
 Cultural influences

Section 2—Conformity and Obedience
Has there ever been a society which
has died of dissent? Several have died
of conformity in our lifetime.
--Jacob Bronowski
People relate to the spirit of the band,
which is to live your way and succeed
on your own terms. There's no
hypocrisy in being successful and still
railing against conformity.
--Paul Stanley
I was seen in earlier years by family
members and people of authority as
somebody wasting his time. I had trouble
with the restrictions of conformity. It made
me edgy.
--Robert Redford
Conformity is the jailer of freedom and the
enemy of growth.
--John F. Kennedy
I didn't care too much for ballet, because
you had to be more disciplined, and you sort
of looked like everyone else. It required a
certain kind of conformity that I didn't feel
like I wanted to do.
--Suzanne Farrell
The opposite for courage is not cowardice, it
is conformity. Even a dead fish can go with
the flow.
--Jim Hightower
When the Internet first came into public
use, it was hailed as a liberation from
conformity, a floating world ruled by
passion, creativity, innovation and freedom
of information. When it was hijacked first by
advertising and then by commerce, it
seemed like it had been fully co-opted and
brought into line with human greed and
ambition.
--Neil Strauss
If you stand up and be counted, from
time to time you may get yourself
knocked down. But remember this: A
man flattened by an opponent can get up
again. A man flattened by conformity
stays down for good.
--Thomas J. Watson
The reward for conformity is that
everyone likes you but yourself.
--Rita Mae Brown
We are half ruined by conformity, but we
should be wholly ruined without it.
--Charles Dudley Warner
Basically, I hate conformity. I hate
people telling me what to do. It makes
me want to smash things. So-called
normal behavior patterns make me so
bored, I could throw up!
--Wendy O. Williams
Section 3—Conflict and Cooperation

Aggression: behavior intended to do
physical or psychological harm to others.

Catharsis: releasing anger or aggression
by letting out powerful negative
emotions.

Altruism: helping others, often at a cost
or risk, for reasons other than rewards.

Diffusion of responsibility: the presence of
others lessens an individual’s feelings of
responsibility for his or her actions or failure
to act.

Bystander effect: an individual does not
take action because of the presence of
others.

Social Loafing: The tendency to work less
hard when sharing the workload with
others.

Deindividuation: Individuals behave
irrationally when there is less chance of
being personally identified.