Khan Academy 300 Pages Psychology and Sociology
Khan Academy 300 Pages Psychology and Sociology
Khan Academy 300 Pages Psychology and Sociology
Sensory Perception
Visual Cues
When we look at something, we need to make inferences
Visual cues allows us to perceptually organize by taking into account the following cues: depth,
Form, Motion, Constancy
Humans have two eyes which allows them to receive visual cues from their environment by
binocular cues. These give them a sense of depth.
o This gives them retinal disparity. Eyes are ~2.5 inches apart which allows humans to get
slightly different views of objects of world around. Gives humans an idea on depth.
o Convergence: Gives humans an idea of depth as well based on how much eyeballs are
turned. Gives humans a sense of depth.
Things far away - muscles of eyes are relaxed.
Things close to us, eyes contract.
Humans also have visual cues they receive which they do not need two eyes for. These are
monocular cues.
o These give humans a sense of form of an object
Relative size- Can infer with one eye. The closer an object it is perceived as
being bigger. Gives us an idea of form.
(Ebbinghaus Illusion)
Interposition- (overlap). Perception that one object is in front of another. An
object that is in the front is closer.
Relative height- things higher are perceived to be farther away than those that
are lower.
Shading and contour- using light and shadows to perceive form
(depth/contours) crater/mountain)
o Monocular cues can also give a sense of motion
Motion parallax- relative motion Things farther away move slower, closer
moves faster.
o Monocular cue of constancy
Constancy Our perception of object doesn t change even if the image cast on
the retina is different. Different types of constancy include size constancy, shape
constancy, color constancy.
Size Constancy: One that appears larger because its closer, we still think
it is the same size.
Shape Constancy: a changing shape still maintains the same shape
perception.
o Ex. A door opening means the shape is changing. But we still
believe the door a rectangle
Color Constancy: despite changes in lighting which change the image
color falling on our retina, we understand (perceive) that the object is
the same color.
Sensory Adaptation
Sensory adaptation: Our senses are adaptable and they can change their sensitivity to stimuli.
o Hearing adaptation - inner ear muscle: higher noise = muscle contract (this dampens
vibrations in inner ear, protects ear drum.) Takes a few seconds to kick in! So does not
work for immediate noises like a gun shot, but it works for being at a rock concert for an
entire afternoon
o Touch - temperature receptors desensitized over time.
o Smell desensitized receptors in your nose to molecule sensory information over time.
o Proprioception is the sense of the position of the body in space. sense of
balance/where you are in space
Experiment: googles on that made everything upside down and the perception
of the world, and eventually you would accommodate over time, and flip it back
over.
o Sight down regulation or up regulation to light intensity.
Down regulation: light adaptation. When it is bright out, pupils constrict (less
light enters back of eye), and the desensitization of rods and cones become
desensitized to light)
Up regulation: Dark regulation. Pupils dilate-, rods and cones start synthesizing
light sensitive molecules
Weber s Law
2 vs. 2.05 lb weight feel the same.
2 vs. 2.2 lb weight difference would be noticeable.
The threshold at which you re able to notice a change in any sensation is the just noticeable
difference (JND)
So now take 5 lb weight, in this case if you replace by 5.2 weight, might not be noticeable. But if
you take a 5.5 lb it is noticeable.
I = intensity of stimulus (2 or 5 lb), I = JND (0.2 or 0.5).
Weber s Law is delta I to intensity is constant, ex. .2/2 = .5/5 = .1.
o I (bkgd intensity)/I (incremental insanity) = k [constant] (Webers Law)
If we take Weber s Law and rearrange it, we can see that it predicts a linear relationship
between incremental threshold and background intensity.
o I = Ik.
o If you plot I against I it s constant
At low levels of stimulus, some subjects can detect and some can t. Also there are differences in
an individual.
Not the same as the difference threshold (JND Just Noticeable Difference) that s the
smallest difference that can be detected 50% of the time. Related but different concepts.
Absolute threshold can be influenced by a # of factors. Not a fixed unchanging number.
Particularly, it is influenced by a variety of Psychological states.
o Expectations ex. Are you expecting a text.
o Experience (how familiar you are with it) ex. Are you familiar of the phones text
vibration sound.
o Motivation ex. Are you interested in the response of the text
o Alertness Are you awake our drowsy. Ex. You will notice text if you are awake
Subliminal stimuli stimuli below the absolute threshold of sensation.
Somatosensation
Receive information about the types of somatosensation, the Intensity, Timing, and Location
Types: Temperature (thermoception), pressure (mechanoception), pain (nociception), and
position (proprioception)
Intensity how quickly neurons fire for us to notice. Slow = low intensity, fast = high intensity.
Timing: Neuron encodes 3 ways for timing: non adapting, fast adapting, or slow adapting
o Non-adapting- neuron consistency fires at a constant rate
o Slow-adapting - neuron fires in beginning of stimulus and calms down after a while
o Fast-adapting - neuron fires as soon as stimulus startthen stops firing. Starts again
when stim stops).
Location: Location-specific stimuli by nerves is sent to brain. Relies on dermatomes.
*Note: This graph doesn t relate rows to columns, read columns seperately
*Note: Do not mistake this for Type I/Type II errors. This is different terminology!
Strength of a signal is variable d, and c is strategy
o d: Strength Acronym: The D*#! is Strong
hit > miss (when there is a strong signal),
miss > hit (weak signal)
o c: strategy. 2 strategies Acronym: [Someone you know whose name starts with C and
is conservative] Cee s Strategy is always Conservative]
Conservative strategy - always say no unless 100% sure signal is present. Bad
thing is might get some misses.
Or liberal strategy- always say yes, even if get false alarms.
Signal Detection Theory part 2
https://signaldetectiontheory.wordpress.com/2012/10/28/signal-detection-theory/
https://www.youtube.com/watch?v=WnfQ2CPHtwk
For any signal, have noise distribution (background). And get a second graph the signal
distribution.
o The difference between means of the two is d. So if signal shifted to right, d would be
big and easy to detect. If left, d very small and more difficult to detect.
o X-axis has intensity.
o The strategy C can be expressed via choice of threshold what threshold individual
deems as necessary for them to say Yes vs. No. Ex. B, D, C, beta, just diff variables.
o If we were to use the strategy B, let s say choose this threshold 2. So anything > 2 will
say Yes, anything <2, say No. So probability of hit is shaded yellow, and false alarm is
purple .
o The strategy D - D = (d - B), so let s say d in this example is 1, so 2-1=1. So if we use D
strategy, anything above 1 = Yes; anything below 1 = No.
o C strategy is an ideal observer. Minimizes miss and false alarm. C = B d /2. So in our
example, it s 2- = 1.5. So anything above a 1.5 is YES, anything below 1.5 is NO.
When C = 0, participant is ideal observer. If <1 liberal. If >1 conservative.
o Beta - set value of threshold = to the ratio of height of signal distribution to height of
noise distribution. Ln beta = d x C = 1 x 1.5 = 1.5
o The Brian automatically organizes these squares and circles in columns, and not in rows
Pragnanz reality organized reduced to simplest form possible. Ex. Olympic rings
o The brain automatically organizes these into 5 circles, instead of more complex shapes.
Proximity objects that are close are grouped together we naturally group the closer things
together rather than things that are farther apart. Ex:
Continuity lines are seen as following the smoothest path [Bad example provided in video!]
Ex:
o
o You group the line together!
Closure objects grouped together are seen as a whole. Mind fills in missing information
o
o You fill in the triangle even though there is none.
Symmetry- the mind perceives objects as being symmetrical and forming around a center point.
o
Law of Common Fate: For example, if there are an array of dots and half the dots are moving
upward while the other half are moving downward, we would perceive the upward moving dots
and the downward moving dots as two distinct units.
Law of Past Experiences: The law of past experience implies that under some circumstances
visual stimuli are categorized according to past experience. If two objects tend to be observed
within close proximity, or small temporal intervals, the objects are more likely to be perceived
together. For example, the English language contains 26 letters that are grouped to form words
using a set of rules. If an individual reads an English word they have never seen, they use the law
of past experience to interpret the letters "L" and "I" as two letters beside each other, rather
than using the law of closure to combine the letters and interpret the object as an uppercase U
Context Effects - the context in which stimuli are presented and the processes of
perceptual organization contribute to how people perceive those stimuli (and also that
the context can establish the way in which stimuli are organized)
Sight (Vision)
Then, anterior chamber space filled with aqueous humour, which provides pressure to
maintain shape of eyeball; allows nutrients and minerals to supply cells of cornea/iris.
Pupil is opening in the middle of the iris. . The size of the pupil can get bigger/smaller based on
the iris relaxing/contracting respectively. The pupil modulates the amount of light able to enter
the eyeball.
Iris: Gives the eye color. The muscle that constricts/relaxes to change the size of the pupil.
Lens bends the light so it goes to back of eyeball focuses light specifically on the fovea of the
retina. Adjust how much it bends the light by changing its shape, using the suspensory
ligaments.
o Suspensory ligaments, attached to a ciliary muscle. These two things together form the
ciliary body, what secrets the aqueous humor.
Posterior chamber -area behind the iris to the back of lens; also filled with aqueous humor.
Vitreous chamber filled with vitreous humour, jelly-like substance to provide pressure to
eyeball; also gives nutrients to inside of eyeball.
Retina is filled with photoreceptors, where the ray of light is converted from a physical
waveform to a electrochemical impulse that the brain can interpret.
o Macula special part of retina rich in cones, but there are also rods.
o Fovea special part of macula. Completely covered in cones, no rods.
o Rest of the retina is covered in primarily rods.
o Cones: Color. Discern high level of detail in what you are looking at. Cone shaped.
o Rods: Light. Rod shaped.
Choroid pigmented black in humans, is a network of blood vessels that helps nourish the
retina. It black all light is absorbed. Some animals have a different colored choroid which gives
them better night vision.
Sclera Usually absorbs by the time the light gets to this. The whites of the eye, thick fibrous
tissue that covers posterior 5/6th of eyeball (cornea covers the anterior 1/6). Attachment point
for muscles. Extra layer of protection and structure of eyeball. Lined with the conjunctiva.
Visual Sensory Information
Optic nerves from each eye networks the electrical signal to the brain and converge from each
eye at the optic chiasm and then break off and dig deeper into the brain
o Now.all light from the nasal side of both eyes cross to the other side so left nasal info
goes to the right side and vice versa.
o On the other hand, all axons leading from the temporal side DO NOT CROSS the optic
chiasm.
o What it effectively does, is the right visual field goes to the left brain and the left visual
field goes to the right side of the brain
Sound (Audition)
Then the sound gets funneled from the pinna to the auditory canal (also known as external
auditory meatus)
Then from the auditory canal they hit the tympanic membrane (also called the Eardrum)
o As pressurized wave hits eardrum, it vibrates back and forth, causes 3 bones to vibrate
in order from malleus, incus, and stapes. (acronym: MIS). Also known as hammer,
anvil, stirrup respectively. Three smallest bones in the body. These bones combined are
also referred to as the ossicles.
o Stapes is attached to oval window (aka elliptical window).The oval window then
vibrates back and forth. As it gets vibrated, it pushes fluid and causes it to go in/around
cochlea (a round structure lined with hair cells).
At tip of cochlea (inner most part of circle), where can the fluid now go? It can
only go back, but goes back to the round window (circular window) and pushes
it out.
The reason doesn t go back to oval window, is because in middle of
cochlea is a membrane the organ of Corti (includes the basilar
membrane and the tectorial membrane).
As hair cells (cilia) move back and forth in the cochlea electric impulse is
transported by auditory nerve to the brain.
Place theory is a theory of hearing which states that our perception
of sound depends on where each component frequency produces
vibrations along the basilar membrane. By this theory, the pitch of a
musical tone is determined by the places where the membaccomrane
vibrates, based on frequencies corresponding to the tonotopic
organization of the primary auditory neurons. Place theory posits
that one is able to hear different pitches because different sound
waves trigger activity at different places along the cochlea s
basilar membrane.
The above process of fluid going around the cochlea keeps occurring till the
energy of the sound wave dissipates and stops moving. Occurs more = more hair
cells vibrate
Auditory Processing
Brain relies on cochlea to differentiate between 2 different sounds.
o Base drum has low frequency, whereas bees have high frequency.
o We can hear frequencies between 20-20000Hz.
o The information from the base drum and bees hits the cochlea. How the information
how sound wave converts into a neural signal then to the brain was discussed in the
previous section.
o Auditory Processing: How does the cochlea distinguish between sounds of varying
frequencies and how is this distension maintained by the brain?
o Brain uses basilar tuning there are varying hair cells in cochlea and allows brain to
distinguish between high and low frequency sounds. Hair cells at base (start of cochlea)
of cochlea are activated by high frequency sounds, and those at apex (end of cochlea) by
low frequency sounds. THNK: long wavelengths can travel farther.
As sounds of different frequencies reach the ear, they will stimulate different
parts of the basilar membrane.
Apex = 25 Hz, base = 1600 Hz.
As sound enters the cochlea, it travels and activates the hair cell that matches
its frequency and it is mapped to a particular part of the brain. The primary
auditory cortex (part of temporal lobeacronym: hear Time Ticking = Temporal
Lobe) receives all info from cochlea. It is separated by regions which detect
different frequencies (0.5 kHz 16 kHz).
If this didn t occur, brain wouldn t be able to distinguish between different
sound frequencies.
So with basilar tuning, brain can distinguish diff frequencies tonotopical
mapping.
Cochlear Implants
Cochlear Implants: A surgical procedure that attempts to restore some degree of hearing to
individuals with sensorineural narrow hearing loss aka `nerve deafness`
o Individuals who have a problem with conduction of sound waves from cochlea to brain.
o Receiver goes to a stimulator,
which reaches the cochlea.
Receiver receives info from a
transmitter. Transmitter gets
electrical info from the speech
processor. Speech processor gets
info from microphone.
o Sound -> microphone ->
transmitter (outside the skull)
sends info to the receiver (inside
skull). Then it sends info to the
stimulator, into the cochlea, and
cochlea converts electrical impulse
into neural impulse that goes to
brain. Restores some degree of hearing.
Somatosensation
Somatosensation
See Notes above
Somatosensory Homunculus
Somatosensory Homunculus: A map of your body in your brain. Information all comes to the
sensory strip . It is a topological map of the entire body in the cortex. Different areas of the
body have signals that go to different parts on this strip.
This part of cortex/parietal lobe is called the sensory cortex contains the homunculus.
Info from body all ends up in this somatosensory cortex of the parietal lobe.
Brain has information that comes from various different parts of the body.
If there was a brain tumor, to figure out what part it s in neurosurgeons can touch diff parts of
cortex and stimulate them. If surgeon touches part of cortex patients can say they feel it. Do it
to make sure they aren t removing parts in sensation, which would make patients loose
sensation in those areas.
o Ex. Glucose hits tongue activates sweet cell (because it has sweet sensitive receptors),
triggers cascade of events so cell depolarizes, and travels down axon to the brain.
o Glucose binds GPCR, conformational change, G-protein dissociates, opens ion channels,
cause cell to depolarize and fire an AP
Sweet, umami, and bitter cells rely on GPCR receptors.
Sour and salty rely on ion channels. (Acronym: SOdium, which is an ion channel is SOur and
salty, think salt.) They bind to receptor directly, ex. NaCl binds to receptor and causes ion
channel to open, and + ions outside flow in. Cell depolarizes and fires an AP.
o Salty tastants bind to salt receptors which detect the presence of sodium ions and should not
be chosen by the researchers.
o Sour tastants bind to sourness receptors that react with hydrogen cations (H+). Once H+
binds to the receptor, it closes potassium channels.
What happens if we put salty receptor inside a sweet cell? Receptors in membrane bind to
glucose. But let s insert a salty receptor. Since axon from cell leads to brain, if NaCl comes in, it
activates the receptor, + ions go inside, sweet cell depolarizes and fires AP, and brain interprets
it as a sweet signal. Put a salty receptor in a sweet cell, can trick your brain into thinking salt is
sugar!
Taste/Smell - Do not synapse on the thalamus. Oribofrontal cortex is first place of integration.
Circadian Rhythms why you get sleepy in afternoon. They re our regular body rhythms across
24-hour period. Controlled by melatonin, produced in the pineal gland.
o Control our body temperature, sleep cycle, etc.
o Daylight is big queue, even artificial light.
o Also change as you age younger people are night owls, but older people go to bed
early.
o Can prevent you from sleeping in.
Dreaming
Everybody dreams during REM sleep. Can tell someone is dreaming because eyes are moving
rapidly under eyelids, and brainwaves look like they are completely awake. These are the
memorable dreams (NREM ones are not memorable)
Activity in prefrontal cortex during REM sleep is decreased part responsible for logic. Why
things in our dreams can defy logic don t seem weird.
Why do dreams occur? Few theories:
Sigmund Freud
o Dreams are our unconscious thoughts and desires that need to be interpreted. Little
scientific support.
Evolutionary biology
o Threat simulation, to prepare for real world.
o Problem solving
o No purpose
Other
o Maintain brain flexibility allows us to learn and be creative when we are awake
o Consolidate thoughts to long-term memory, and cleaning up thoughts. People who learn
+ sleep retain more than those who do not sleep. But role of REM is unclear.
o Preserve and developing neural pathways. Because infants constantly developing new
neural networks spend most of time in REM sleep.
Memory consolidation theorist: memory consolidated in deep sleep.
Sleep Disorders
People with sleep deprivation might be more irritable and have poorer memory and attention.
Could be dangerous when it comes to flying airplanes or driving cars.
Interesting more sleep = less accidents, less sleep = more accidents
o Also more susceptible to obesity body makes more cortisol, and the hunger hormone
(gherlin).
o Can also increase your risk for depression. REM sleep helps brain process emotional
experiences, which can help protect against depression (not certain about this link).
o Can get back on track by paying back sleep debt (paying back sleep)
How much is enough sleep? 7-8 hours for adults. Varies with age and individual. Babies need a
lot more.
o An infant (age 4 months to 11 months) should get at least 12 hours.
o A preschooler (age 3 to 5 years old) should get at least 10 hours of sleep a night.
o A school age child (age 6 to 13 years old) should get at least 9 hours of sleep a night.
Older adults = at least 7 hrs
More serious form insomnia (persistent trouble falling asleep or staying asleep). Various
medications but taking them too long leads to dependence and tolerance. If you rely on
medication, you become more habituated to it and need more to get the same effects.
o Treatments can involve psychological training and lifestyle changes (exercising regularly
or relaxing before bed). This is a better alternative to medication.
Other end of spectrum is narcolepsy can t help themselves from falling asleep. Various fits of
sleepiness, going into REM sleep. Have fits (usually 5 minutes) that can occur any time. 1 in
2000.
o Cause is totally not know. Indications that it is genetic, and linked to absence of
alertness neurotransmitter.
o Neurochemical interventions can cause someone to overcome narcolepsy potentially.
Sleep apnea 1 in 20 people. People with it are often unaware. Stop breathing while sleeping
body realizes you re not getting enough oxygen, wake up just long enough to gasp for air and
fall back asleep without realizing. Can happen 100x/night!
o Don t get enough N3 (Stage 3; slow-wave) sleep.
o Snoring is an indication, or fatigue in morning after full night of sleep.
Sleepwalking/sleep talking mostly genetic, occur during N3 (stage 3; slow wave) and are
harmless. Occur more often in children (partly because they have more N3 stage sleep than
adults).
Drug Dependence
Psychoactive Drugs: Drugs that can alter our consciousness, and perceptions. They can alter our
perception, increase our mood, calm us down, make us feel more alert, etc. Classified by action and
effects they have on our bodies.
4 main categories of psychoactive drugs: depressants, stimulants, hallucinogens
Depressants are drugs that lower your body s basic functions and neural activity, lower CNS
activity (decrease arousal/stimulation in areas of our brain) ex. Decrease Heart rate, decreased
BP, decreased processing/reaction time (makes us act/think slowly), etc. Three categories:
alcohol, barbiturates, and benzodiazepines
o The most popular depressant is alcohol.
Decreased inhibitions, so decreasing cognitive control
Lack of coordination, slurring of speech
Think more slowly, disrupt REM sleep (and form memories)
o Barbiturates used to induce sleep or reduce anxiety (calm them down) Depress your
CNS. Anesthesia or anticonvulsant (drugs that reduce seizures)
Not often prescribed due to negative side effects such as reduced memory,
judgement and concentration, with alcohol can lead to death (most drugs w/
alcohol are bad)
-barbital
o Benzodiazepines are the most commonly prescribed suppressant. Subscribed for same
things as barbiturates - sleep aids (to treat insomnia) or anti-anxiety or seizures
(anticonvulsant)
Enhance your brain s response to GABA. They open up GABA-activated chloride
(Cl-) channels in your neurons, and make neurons more (-) charged.
3 types: short, intermediate, and long-acting. Short and intermediate are usually
for sleep, while long acting are for anxiety.
-zelam, -zolam
Benzodiazepines and alcohol bind to a site on the GABAA receptor complex
that regulates the sensitivity of the receptor complex.
Stimulants are drugs that excite your CNS, increase HR/BP, alertness, more awake, more
energetic. Can cause people to feel glittery. Examples include:
o Caffeine, Amphetamines (Adderall), Methamphetamines (Meth), MDMA
(Molly/Ecstasy), Cocaine, Nicotine, THC (Marijuana/Cannabis also a
hallucinogen/depressant)
o Effect is similar to stress, increased glucose metabolism in brain.
Cocaine: blocks dopamine reuptake.
Amphetamines both block dopamine reuptake and stimulate presynaptic
dopamine release.
Caffeine inhibits the enzyme that breaks down cAMP (cyclic adenosine
monophosphate).
Nicotine acts on acetylcholine
THC works on anandamide. Increase dopamine and GABA activity.
Stimulant and depressants are functionally opposite but don t actually work on same things on a
neurochemical level. Drinking coffee after drinking alcohol won t sober you up, just will make
you an alert drunk person.
Hallucinogens (referred to as psychedelics):
o Distorted perceptions/hallucinations - seeing or hearing things different from how
things actually are.
o Heighted sensations. Based on reality but is different from what s going on in the world
around
o Can give them energy or calm them down
o Emotional responses - Feeling of connectedness and mood swings (changing moods)
o Exact effect can be different depending on an individual s personality or who they
are/who they are win
Examples:, mescaline, peyote, PCP, LSD, psilocybin (active ingredient in
mushroom)
o LSD modifies serotonin neurotransmission, especially the 5-HT2 receptor family.
Opiates/Opioids
o Opiates natural, while Opioids - synthetic
o Like depressants: Decrease CNS function, decrease HR/BP, cause relaxation, induce
sleep (hence can be used to treat pain and anxiety).
o BUT it is NOT a depressant. Work on different mechanisms at the neurochemical level
o Analgesic reduce perception of pain
o Examples. Heroine, codine, morphine. Vicodin an oxycodin, oxycodone
o Used to treat pain because they act at body s receptor sites for endorphins.
o Different class than depressants, even though overlapping for anxiety, rest act on GABA
receptors while opiates act on endorphin Receptors
o Lead to euphoria, why taken recreationally
o An opiate binds to opioid receptors by mimicking endorphins.
Cannabis (Marijuana) a mix of all. Can be a hallucinogen and also be a depressant or a
stimulant
MDMA can be a stimulant or hallucinogen.
Drugs can be classified by legal status or how likely they are to be abused
o Active substance: THC
o Cannabis metabolites can be present in the blood of users for up to 3 months.
o Tolerance can increase the amount of cannabis needed for impairment and THC
metabolites and many other constituents of cannabis accumulate in fat cells for three
months or more.
Psychoactive Drugs: Alter your consciousness by altering your perceptions and moods.
Depressants: lower HR, reaction time, processing speed, slowing of neural
processing/sympathetic nervous system. Act on GABA (inhibitory neuro transmitter) receptors,
open up Cl- channels on your neuron and inhibit excitation.
Alcohol most common depressant.
o Common depressant symptoms
o Disrupts REM cycle for memories /new synapses is reduced
o Disinhibited - removes inhibitions. Acting on impulses . reduced self-awareness and
control
o Alcohol is a CNS depressant that is absorbed through the cell membrane.
Barbituate: used to be called a tranquilizer. Depressant.
o Induce sleep, reduce anxiety.
o Side effects: reduced memory + judgement + concentration
o Combined with alcohol = leads to death
Benzodiazepines (Benzos): depressant. Commonly prescribed.
o Short-acting (preferred for insominia) , intermediate acting, long acting (preferred to
treat anxiety)
Attention
Memory
o First stage is getting the input occurs in sensory memory (sensory register). Where
you first interact with information in your environment. Temporary register of all
information your senses you re taking in.
o Sensory Memory (Register): Two components based on type of input. You have iconic
(memory for what you see, lasts half a second) and echoic (what you hear, lasts 3-4
seconds) memory. Defined by time.
Partial Report Technique: Report one part of a whole field in cued recall. The
partial report condition required participants to identify a subset of the
characters from the visual display using cued recall. The cue was a tone
which sounded at various time intervals (~50 ms) following the offset of the
stimulus. The frequency of the tone (high, medium, or low) indicated which
set of characters within the display were to be reported. Due to the fact that
participants did not know which row would be cued for recall, performance in
the partial report condition can be regarded as a random sample of an
observer's memory for the entire display. This type of sampling revealed that
immediately after stimulus offset, participants could recall most letters (9 out
of 12 letters) in a given row suggesting that 75% of the entire visual display
was accessible to memory
Whole Report Technique: The whole report condition required participants to
recall as many elements from the original display in their proper spatial
locations as possible. Participants were typically able to recall three to five
characters from the twelve character display (~35%).[1] This suggests that
whole report is limited by a memory system with a capacity of four-to-five
items.
Working memory (Short Term Memory): is the sensory information you actually process.
Consists of what you are thinking about at the moment. Capacity is Magic number 7 . Working
memory can hold 7 +/- 2 pieces of info at a time. Why phone #s are 7 digits long. Does vary
based on how complicated the stimuli are, how old you are. Different components to process
input. Working memory is memory that is stored while it is held in attention.
o Explains the serial position effect (primacy and recency effects)
o Processing occurs at the visuo-spacial sketchpad and phonologic loop.
Visuo-spatial sketchpad: Visual + spatial info are processed in the
Phonological loop: verbal info (any words + numbers in both iconic and echoic
memory) is processed. Ex. Repeating a phone # to yourself. The Phonological
Store is believed that the phonological store capacity is around 2
seconds.
o What about visual + verbal info (like a map that has street names and landmarks). Need
coordination of the visuo-spacial sketchpad and the phonologic loop the central
executive fills that role. (Acronym: Central Cities Executive Traffic Cop directs memory
components). The central executive tells the visuo-spacial sketchpad + phonological
loop to coordinate. The Central Executive supervises the cognitive process of
memory.
o This creates an integrated representation that stores it in the episodic buffer, which acts
as a connecter for information to be stored in long-term memory.
o The dual coding hypothesis says it s easier to remember words associated with images
than either one alone. Can use the method of loci imagine moving through a familiar
place and in each place leaving a visual representation of topic to be remembered.
o Operational Span Testing: A task in which subjects are asked to perform a simple
mathematical verification (e.g., 4/2 +1 = 3) and then read a word, with a recall test
following some number of those verify/read pairs. The maximum number of words
that can be recalled is the "operation span".
Final stage is long-term memory. Capacity is unlimited. 2 main categories: explicit (declarative)
and implicit (non-declarative). It is unlimited.
o Explicit Memory /Declarative are facts/events you can clearly/explicitly describe.
Explicit memory is a type of long term memory that focuses on recalling previous
experiences and information. Explicit memory can be divided into two categories,
episodic and semantic.
Anytime you take vocabulary test or state capitals you re using semantic
memory (has to do with words/facts). So remembering simple facts like
meanings of words.
Second type is episodic memory (event-related memorieslike your last
birthday party.).
o Implicit Memories /Non-Declarative involve things you may not articulate. Implicit
memory is a type of memory in which previous experiences aid the performance of a
task without conscious awareness of these previous experiences.[1] Evidence for
implicit memory arises in priming, a process whereby subjects are measured by how
they have improved their performance on tasks for which they have been
subconsciously prepared. such as riding a bicycle, procedural memories.
All memories formed by conditioning are implicit memories.
Implicit memories are formed unconsciously.
All habits are procedural memories, a type of implicit memory.
Memories that inform unconscious motor skills are procedural memories, a
type of implicit memory.
Procedural memory is long-term memory for actions or habits such as how to
kick a ball or washing hands before eating. Procedural memory is type of
implicit memory.
Habit learning occurs in a specific type of implicit memory.
Habits/Implicit memory is stored in the basal ganglia.
o Implicit memories are nondeclarative and unconscious, while explicit memories are
declarative and conscious.
o Other is priming previous experiences influence current interpretation of an event.
refers to the change in the response towards a stimulus due to a subconscious
memory effect. Priming is an implicit memory effect in which exposure to one
stimulus (i.e., perceptual pattern) influences the response to another stimulus.
Negative priming is an implicit memory effect in which prior exposure to
a stimulus unfavorably influences the response to the same stimulus.
Caused by experiencing the stimulus, and then ignoring it. Negative prime
lowers the speed to slower than un-primed levels
Positive Priming A positive prime speeds up processing. caused by simply
experiencing the stimulus. Positive priming is thought to be caused by
spreading activation. This means that the first stimulus activates parts of a
particular representation or association in memory just before carrying out an
action or task. The representation is already partially activated when the
second stimulus is encountered, so less additional activation is needed for
one to become consciously aware of it.
https://en.wikipedia.org/wiki/Priming_(psychology)#Positive_and_negative_pri
ming
Autobiographical memory is a memory system consisting of episodes recollected
from an individual's life, based on a combination of episodic (personal experiences and
specific objects, people and events experienced at particular time and place) and
semantic (general knowledge and facts about the world) memory.
Encoding Strategies
You can remember the general idea of what you did, but not the specifics unless you encode
and spend effort to do so.
Encoding is transferring information from the temporary store in working memory into
permanent store in long-term memory.
o Working Memory: processing anything that you re thinking about at this particular
moment. 7+/- 2
o If you want to remember more than 7 things, need to process that info so it stays in
long-term memory.
Encoding is more successful when more cognitive effort is actively used. Combining
encoding strategies is more useful than using only one.
Encoding Specificity: Enhanced memory when testing takes place under the same
conditions as learning.
1. Rote rehearsal Say the same thing over and over remember. least effective technique. Ex.
Remembering someone s name is bob that you just met, and you can t after a while. Doesn t
require you to process the information. More successful techniques involve tying in the new
information to previously known information.
o Rote rehearsal is simply repeating information. It requires the least amount of
cognitive effort.
2. Chunking we group info we re getting into meaningful categories we already know to ease
memorization.
o Ex: Chunk the following list : bananas, oranges, blueberries, bread, rice, chicken,
peanuts, baking soda, flour, eggs, butter
Bananas, orange, blueberries = fruits
Bread, rice = grains
Chicken , peanuts = proteins
Baking soda, flour, eggs, butter = baking supplies
Example Illustrates that it s easier to remember things if they are chunked/tied
together in some way.
3. Mnemonic Devices Link what you are trying to learn into previously exist long-term
information that is already in your memory. Types of mnemonics:
o imagery -crazier the better
o Pegword + method of loci (two methods that are good for remembering things in order
that you already know. Verbally anchors and links words).
o Pegword system -Verbal anchors link words that rhyme with the number EX.1 is bun,
2 is shoe, 3 is tree, 4 is door, 5 is skydive, 6 is sticks, 7 is heaven, etc. Then you pair list to
each of the words you are trying to remember using imagery (another mnemonic
technique) like Broccoli looks like a tree so it s 4th on the list.
o Method of loci - good for remembering things in order, link info to locations. Tie
information you need to remember to certain stops along a route that you already
know. Ex. Bananas raining down on bus stop you get on, next stop there are oranges
being thrown at, and the final stop you have a cat eating blueberries. Again, this method
also ties imagery.
o Acronym each of the letter of a popular word you know stands for the first letters of a
set of words you need to remember. [ex. HOMES to remember Great lakes of the US
Huron, Ontario, Michigan, Erie and Superior]
4. Self-referencing think about new info and how it relates to you personally. Ex: Imagine
learning something about history, you then learn the information by talking to the general.
o Related idea: preparing to teach idea that you are learning this material in order to
teach it to someone else. You learn it a lot better because you put more effort into
organizing it and understanding the information the best you can. (involves great deal of
processing)
5. Spacing spreading out study sessions overtime in shorter periods rather than cramming
them into one study session. [spacing effect]
o Ex: Most people think if they have 5 hours to study they should study immediately
before so it is fresh in your mind but if you put in 5x 1 hr sessions you will learn the
information in the long term far better.
One reason it is thought to be helpful is it lets you know what you don t know while you start
your studying and it also introduces a form of self-testing so you are able to prepare yourself.
Most mnemonic devices/encoding techniques = greater likelihood of remembering information
later. Do require more effort, but make studying quicker/more effective.
Retrieval Cues
Retrieval: Trying to remember/call up a memory of something you learned before. Successful
retrieval depends on being able to use cues around you and to recognize the association
between cues present at encoding and cues present at retrieval. Best types of cues are the
associations that form when you are actually encoding.
Priming prior activation of nodes/associations, often without our awareness. Ex. hearing a
story about apple and asked to name word starting with A. Ex: reading a story that is about
rabbits and then hearing the word hair/hare you are more likely to think of the word as hare.
Context the environment you encode and take the test (retrieve the information) is helpful. .
Not always the case, so if you can t take test in same place, studying in different places gives you
diff cues for retrieval so multiple cues that will help you remember the material.
o Ex: Scuba divers learnt info in water or on land, then later tested in water or land. Those
people who learned and were tested in the same place scored better than learning in
one location than getting tested in another.
State-dependent your state at the moment you encode. When you are in a certain mood
when you encode you can then remember it when you are in the same mood.
o Ex. If you learn something while drunk you ll remember next time you re drunk this
happens because being drunk provides an internal retrieval cue to your brain.
o Mood can be a cue for state dependent memory to. Like if you are sad/angry it can lead
to remembering other times you were sad/angry. This can lead to thinks like depression
because those feeling down are more likely to think of other reasons to be down.
Converse is true as well, when you are happier you are more likely to think of other
times you were happy (or are likely to interpret other events in a positive light).
This also happens with advertisement that associate a product with a certain
mood. Next time you see a product, it is likely to be a cue for a happy mood and
you are more likely to buy it. Or next time you re in that mood you will
remember that product.
Modified Semantic Network: every individual semantic network develops based on experience
and knowledge. Some links might be shorter/longer for different individuals and there may be
direct links for higher order categories to exemplars.
o Spreading activation: Says all ideas in your brain are connected together. Pulling up one
memory pulls up others as well.
Example: saying fire engine activates truck, fire, red which makes it easier to
identify/retrieve those items.
Node link strength is a function of exposure. Increased exposure increases node link strength.
The relative strength of the node links determines the amount of activation emitted to a network or a
specific node.
Stronger nodal links decrease processing time.
Learning reduces processing time.
Cognition
Read more:
http://www.alleydog.com/glossary/definition.php?term=Reversibility#ixzz4
4yNTEzQY)
Acronym: Stage 3 3 is a tree and Concrete Operations: picture a tree with
concrete leaves and the tree is growing out of a concrete pot. Next to the tree is
a pile of logs (for logical thinking) and next to the tree is a wooden commode
(for accommodation).
o Stage 4: 12+ years old - Formal operational stage reason abstract consequences, and
reason consequences; moral reasoning. At this point children are reasoning more like
adults and they continue to develop that overtime.
In the formal operational stage, a child will be able to think logically about
abstract ideas, hypothetical situations, and use abstract thinking to solve
novel problems.
Acronym: Stage 4 4 is a door and Formal Operations: picture a very wide
door and behind that door are four males with excellent abs (for abstract
thinking, which is possible at this stage).
Later developmentalists have come and figured out that children don t necessarily develop
these abilities in certain age brackets, but they do tend to progress in a predictable fashion and
thanks to Piaget now we know that children are more than just miniature adults.
Decision Making
Decision making: We make a judgement of the desirability/probability of a certain outcome
You use heuristic a mental shortcut to make a decision, a quick decision rule/rule of thumb.
Lots of kinds of heuristics used for decision making. Help us make decisions.
o Ex.. What has a higher risk- Shark attack vs firework accident?
Availability heuristic using examples that come to mind. Helpful, but our easily memorable
experiences don t match real state of the world.
o The availability heuristic is a decision making heuristic where choices are based on
quick, easily accessible examples.
o Ex. More shark attacks on news so you think a shark attack = more fatal. But, firework
accidents are more fatal (have a higher risk) but are less available (less publicized).
Representativeness heuristic a heuristic where people look for the most representative
answer, and look to match prototype a given concept to what is typical/representative.
o Ex: Linda is outspoken and very bright, majored in philosophy and as a student she
participated in antinuclear demonstrations and organizations that fought discrimination.
What is more likely? Linda is a Feminist bank teller or a bank teller. Most people will say
she is more like a feminist bank teller even if they don t know feminists or anyone like
Linda. She fits you prototype of how a feminist would act (she is representative of a
feminist).
o Can lead to a conjunction fallacy: which means co-occurrence of two instances is more
likely than a single one. People tend to think the probability of 2 events occurring
together is higher than the probability of one alone (ex. Linda being a bank teller and
feminist is greater than just being a bank teller. However statistically speaking there are
more bank tellers than feminist bank tellers so it s more likely she is just a bank teller
than a feminist+bankteller, which your instincts might be telling you).
o When a decisions probability is judged based on how similar or representative the
aspect is to a specific person, group, or population and the degree that it reflects the
features of the population as a whole, this is described as the use of a
representativeness heuristic.
Availability vs. representativeness heuristic:
o availability = actual memories in mind,
o representativeness = not thinking of exact memories, thinking of a prototype of idea
(general typical concept)
Anchoring-and-adjustment heuristic requires a person to create a set point or anchor. The
answer is adjusted based on comparing new information to the anchor
Biases that prevent us from making correct decision or from changing decisions once they are
made
o 1. Overconfidence ex. Going into test without knowing a lot of info. Could be due to
fluency (ease of processing) during studying. Ex. Can happen in a test if you never
tested yourself to see if you really knew the answers. Can overestimate ability to
produce answers when you need too. Can also experience overconfidence in an
argument.
o 2. Belief perseverance ignore/rationalize disconfirming facts, ex. During elections
learned about and then ignore facts about someone you like.
o 3. Confirmation bias actively seek out only confirming facts. Ex. Only read stories
about how wonderful candidate was.
Framing effects how you present the decision can affect decisions as well.
o Ex. Disease that will kill 600 people, option A is 100% chance exactly 200 people saved,
option B 30% chance all 600 saved and 2/3 rd chance 0 will be saved. Which option do
you pick? OR A. 100% chance 400 die B. 1/3 chance no one dies and 2/3 chance 600 die.
o In first example, most people will pick A. In second, most pick B.
o If choice is framed based on how many people will be saved, you more likely pick it. If
choice framed based on how many people die and have an option that no one dies. You
chose an option based on how its framed despite the choices being the exact same.
These factors that impact decisions (heuristics, biases, and framing) show us that our decisions
are not as black and white or consistent as we think they are.
Intelligence
IQ is Intelligence Quotient.
What is intelligence? A mental quality that allows you to learn from experience, solve problems,
and use your knowledge to adapt to new situations. Intelligence tests use numerical scores to
measure aptitude for those tasks and compare them to how well others do.
One theory is there s 1 general intelligence. - Spearman
o Evidence comes from fact people who score well on one test also tend to score well on
other types of test, ex. Verbal and math skills. relative to other people, you tend to
equal in both skills, although relative to oneself they might be different
o Factor underlying these consistent abilities is called g factor (acronym: g = general
intelligence)
Also support for theories of multiple intelligences. 3 types of intelligences analytical
intelligence (Academic abilities to solve well defined problems), creative intelligence (ability
to adapt to new situations and generate novel ideas and adapt) and practical intelligence (solve
ill-defined problems, such as how to get a bookcase up a curvy staircase) proposed by Robert
Sternburg.
o IQ score measures only analytical intelligence. Scales are scored so average person score
is 100. Depending on where you are in relation to 100 it effects where you are at large.
o Standard Deviation = 15.
o High analytical intelligence = tend to do better at school.
o Those who have high IQ, creative, and/or practical intelligence do not tend to have
better marriages, achieve greater physical/mental wellbeing/raise their kids better
Another psychologist proposed emotional intelligence perceive, understand, and manage and
use emotions in interactions with others.
Another way to look at intelligence is in 2 major categories fluid and crystallized intelligence.
o Fluid Intelligence - is ability to reason quickly and abstractly, such as when solving novel
logic problems.
fluid intelligence is the ability to think on ones feet, be adaptable, and
solve problems using deductive and inductive reasoning.
Cattell defined fluid intelligence as: in novel situations, the ability to recognize and
reason relationships between objects or ideas independent of previous experience.
Fluid intelligence helps one see patterns, organize and identify feature and
spatial relationships to solve complex problems.
o Crystallized Intelligence - refers to accumulated knowledge and verbal skills.
Fluid intelligence tends to decrease as we move into older adulthood, while
crystalized increases or stays same.
Cattell defined crystallized intelligence as the ability to retrieve and acquire
knowledge
Crystallized intelligence is based on fact, experience, prior learning and
accumulates as one ages.
Alfred Binet First to develop an intelligence test, but wasn t intending too. He developed a
test in order to establish a child s mental age and measure a child s intellectual development
and predict how well they will do in school later on. Was designed for French children
Lewis Terman, a Psychologist of Stanford University furthered/modified Binet s Intelligence test
and also incorporated teenagers and adults. This was named the Stanford-Binet Intelligence
Test. Terman noted that Binet s test was not predictive of US children. The Stanford-Binet test
started being used to measure intelligence of immigrants (which was a huge problem the test
tested language ability which presented a clear issue, a language barrier)
o Now, intelligence tests are being designed to make them more applicable to all cultures.
Question of nature vs. nurture. How much is intelligence due to genes and how much due to
environment/experiences.
o Study heritability by looking at correlation scores of twins who grew up in different
homes, identical twins raised together, and fraternal twins raised together.
o What we know is of 3 groups, strongest correlation between IQ scores in identical twins
raised in same homes. Raised apart not as high correlation (there is some environmental
component). Fraternal twins raised together show lower correlation, suggesting also a
genetic component.
o Nature and Nurture contribute to intelligence
No recipe for structuring environment to make a genius, even though we know environments
that would impair intelligence (cognitive functioning). When children are deprived of interaction
with people or language intelligence is impaired; however, no direct correlation. Exposure is
better than no exposure, but tons of exposure doesn t lead to a genius.
Attitude towards intelligence is important perhaps. Some people have a fixed mindset
(intelligence is biologically set and unchanging), and others have growth mindset (intelligence is
changeable if you learn more). Those with growth mindset accomplish more in careers.
o Fixed Mindset: Praise that reinforces a fixed mindset describes characteristics and
actions as innate and unchangeable.
o A growth mindset praises effort, perseverance, improvement, and strategies rather
than the end result. Eg. You worked really hard on your assignment
Galtons idea of hereditary genius human ability is hereditary
Binets idea of mental age how a child at a specific age performs intellectually compared to
average intellectual performance for that physical age in years.
Convergent intelligence was proposed by Guilford to describe IQ test related intelligence,
such as puzzles, vocabulary words, and arithmetic.
Theories of Intelligence
Many theories on what intelligence is and how to define it.
Debate: Is there one intelligence or multiple intelligences (intelligence has multiple aspects)
Theories of Intelligence: [Acronym: ST[A]G[E]S of Intelligence Spearman, Thurnstone,
Gardner, Sternberg. In order from General (1) Multiple Mental Abilities (7) to Multiple
Intelligence 7-9, to Triarchic Multiple Intelligence (revamped Multiple Intelligence to 3)]
Theory Theorist Summary Strength/Evidence Problems
Theory Charles -Used factor analysis to identify cluster of This theory is highly -controversial
of Spearman related abilities. supported by research. Those -can one factor explain all of
General -1 General intelligence. who score high in one area the diverse human abilities
Intellige -Came up with general intelligence (g factor) also score highly in other -limited in what it considers
nce said that g factor can predict our intelligence in areas. Ex. Scoring high in to be intelligence
multiple academic areas. verbal intelligence correlated
Acronym: 1 Tip in a Spear to high special reasoning
Theory L.L. -7 factors of intelligence - word fluency, verbal Strength breakdown seems Problem how come scores
of Thurnstone comprehension, spatial reasoning, perceptual intuitive. Ex. Possible to have vary together statistically
Primary speed, numerical ability, inductive reasoning, high Inductive skills is possible (which suggests underlying
Mental and memory. w/o high verbal intelligence factor)
Abilities Acronym: 7 Stones, relative similar. comprehension. -limited in what it considers
to be intelligence
Theory Howard Expanded ideas of what can be included in -You can have different -No way to test this theory
of Gardner intelligence. strengths independently. (not supported by research)
Multiple Gardner divided into 7 then 9 independent -Intelligence is more than just - Intelligence vs.
Intellige intelligence (they don t depend on each other book smarts talents/abilities (but maybe
nce and hence intelligence in 1 area does not this is just a labeling issue)
predict intelligence in another); logical-
mathematical intelligence, verbal-linguistic,
spatial-visual, bodily-kinesthetic, interpersonal,
intrapersonal, musical. Later 2 added:
naturalist, and existential intelligence.
Acronym: 7-9 Very Different Personality
Gardner s.
Triarchic Robert 3 independent intelligence; based on real world Reliableeasy to study by Research shows that scores
Theory Sternberg success analytical (problem solving ability), research. of all intelligences vary
of creative intelligence, and practical intelligence. together. Are these 3 sides of
Intellige the same coin?
nce Acronym: 3 iceBERGS
http://general-psychology.weebly.com/what-are-the-different-theories-of-multiple-intelligence.html
Research suggests there is only 1 general intelligence.
o Does the word intelligence even hold meaning? Everything doesn t need to be an
intelligence. Maybe intelligence doesn t hold meaning. It doesn t matter if the musicians
are labeled as having a high musical talent/ability or a high musical intelligence it
is still wonderful to listen to.
o Perhaps there is just one general underlying intelligence just like one general
athleticism. Varying parts of athleticism can vary, but people who tend to be good at
one sport tend to be good at another. Same can be true of intelligence.
Cognitive Declines as you age Cog. Stable as you age Cognitive Improvements
-Recall -Implicit Memory (riding bike) -Semantic memory (improves
-Episodic memory -Recognition memory until 60years) (verbal skills)
-Processing speed -Crystallized intelligence (use
-Divided Attention knowledge and experience)
(using reading comprehension to
test)
-Emotional reasoning
Language
Emotion
Emotions: Limbic System
Limbic System: A set of structures in the brain, and many structures play an important role in
regulating emotions. Experts can t agree on what structures make up the entire limbic system.
Responsible for storage/retrieval of memories, especially ones tied to emotions.
Structures of the limbic system: Acronym: hippo wearing a HAT (HAT Hippo): Hypothalamus,
Amygdala, Thalamus, and Hippocampus.
Thalamus sensory relay station, everything you hear/taste/etc. Senses come through your
nerves and end up in thalamus, which directs them to appropriate areas in cortex, and other
areas of the brain. Emotions contingent on senses. Smell is only one that bypasses the thalamus
goes to areas closer to amygdala.
Amygdala aka aggression center. If you stimulate amygdala, produces anger/violence and
fear/anxiety.
o If you destroy it, get mellowing effect. Kluver-Bucy syndrome bilateral destruction
(destruction of both) of amygdala can result in hyperorality (put things in mouth a lot),
hypersexuality, and disinhibited behaviour. These are all drunken behaviours. Damaged
amygdala patients given Benzos (acts like alc.). Those who have anxiety, whom are
given Benzos, and you see these behaviors.
Hippocampus key role in forming new memories. Convert STM (Short term memory) LTM
(long term memory). If destroyed, still have old memories intact, just can t make new ones
(anterograde amnesia).
o
Hypothalamus (hypo below, thalamus, tiny structure) for limbic system, it regulates the
Autonomic nervous system (ANS) - (fight or flight vs. rest and digest). Controlling endocrine
system by triggers hormones like epinephrine/norepinephrine.; responsible for hunger, sleep,
thirst, sex
Why are emotions universally recognizable? Darwin hypothesized ability to understand and
express emotion is an innate ability that allowed them to act in ways that gave them a better
chance of survival. Emotions have an adaptive value and emotions are innate.
o Newborn baby react same way/have same emotions as grownups.
o Blind individuals have same facial expressions as those who can see.
Theories of Emotion
Emotion is made of 3 components: cognitive, physiological, and behavioural responses. Which
response come first?
4 different series of emotion.
o James-Lange theory Experience of emotion is due to perception of physiological
responses.
Ex. Holding pet cat (Event) increased HR/neurotransmitters/smile
(Physiological response) Interpretation of Physiological response
happiness (emotion). It s not the cat making you happyits something the cat is
doing to your body makes you happy. When sad, don t cry because you re sad,
you re sad because you cry.
Ex2: A man, who is allergic to bees, encounters a bee. The mans
heart beat increases, he starts sweating, and he interprets these
physiological changes as the emotion fear.
Ex. physiological arousal followed by aggressive emotions (not simultaneous).
Awareness of physiological processes occurring that make you happy.
o Cannon-Bard theory disagreed with James-Lange, and found flaws in idea that
physiological response triggered emotion.
Flaws they found:
They first said that you could experience physiological response w/o
emotion ex. Your heart can race if you had a long run. If only
physiological response was required to produce an emotion, shouldn t
anyone with a racing heart feel afraid (an emotion where your heart
races as well
Noticed many different emotions had same physiological responses. For
example, heart racing shows feelings of anger and excitement. Two
totally different emotions.
Physiological response system was too slow to produce emotion that
seemed to happen almost instantly. Ex. Hearing a loud sound you would
feel fear or surprise almost instantly and the physiologic responses of
your HR/muscle tone increase come later.
They believed physiological response and emotion occurred simultaneously.
Ex: holding your cat (event) causes your heart rate (physiological
response) to increase and feel joy (emotion) at the same time.
Ex2: A man, who is allergic to bees, encounters a bee.
Simultaneously, the mans heart beat increases, he starts
sweating, and he labels the emotion he is experiencing as
fear.
Simultaneously experience arousal and aggression
Event Physiological Response + Emotion at same time.
Acronym: C/B are next to each other in alphabet so it all occurs at the same
time (physiologic response + emotion)
Other: https://en.wikipedia.org/wiki/Conceptual_act_model_of_emotion
The conceptual act model of emotion calls this assumption into question. It suggests that these
emotions (often called "basic emotions" [5]) are not biologically hardwired, but instead, are
phenomena that emerge in consciousness "in the moment," from two more fundamental entities:
core affect and categorization. Psychologist: Russell and Barrett. (similar to lazarus)
Complex emotions differ from universal emotions in fundamental ways. Complex emotions require
that the person expressing that emotion understands and is aware of him/herself, the self in relation
to others involved in the eliciting of the emotion, and how the expression of that emotion would be
viewed by the other people (cultural context). Ex: pride and love
Core affect (such as pleasure, tension, or energy) can exist in isolation or as a component of moods and
emotions. An example is: shame can be defined as feeling bad (core affect) about oneself (cognitive
component) as a result of some episode or occurrence. Event Label as Core effect Emotion +
Physiological response
In contemporary study of emotions there are two separate approaches, a dimensional approach,
where emotions are measured in terms of dimensions such as arousal (high/low) and valence
(positive/negative) and emotions as discrete systems (which includes theories regarding universal
emotions).
Moods typically last longer than emotions, global as opposed to specific, and often relate to a world view
about everything or about the world in general. An example is: an irritable mood may be caused an outlook
regarding life in general, or multiple episodes and is likely directed at anything or anyone.
Cannon-Bard theory describes an event which elicits simultaneous physiological response and perception of an
emotion.
Lazarus theory requires that interpretation must happen before arousal or emotion, which happen
simultaneously. Since the event was interpreted as being non-threatening before a physiological response and
emotion were to be perceived simultaneously, neither the physiological response nor the emotion were elicited.
Schachter-Singer theory describes an event which simultaneously elicits a physiological response and an
interpretation of the event. If these agree the emotion is experienced.
The James-Lange theory of emotion describes an event followed by a physiological response which is
interpreted as fear and fear is perceived.
Stress
What is Stress?
Example: Dog is chasing a rabbit. The bunny could be expecting Stress.
Stress is the process by which we appraise and cope with the environmental threads and
challenges. It encompasses both the stressor and the stress reaction
Stressor: Threatening/challenging event (ex. Dog is a stressor to the rabbit)
Stress reaction- subsequent physical and emotional response (ex. bunny s response to the dog
chasing it).
Richard Lazarus stress arises less from physical events but more from the
assessment/interpretation of those stresses/events. Appraisal. This is the Appraisal theory of
stress. There are two stages to the cognitive stages of stress the primary appraisal and the
secondary appraisal.
o Primary appraisal assessing stress in present situation. 3 categories of response to this
primary appraisal irrelevant, benign/positive, or stressful/negative. If primary appraisal
is negative (stressful), move forward with secondary appraisal.
Irrelevant I see the stress but it s not important.
Benign/Positive Ex: a dinosaur takes out the dog the rabbits enemy
Stressful/Negative the stressor is actually threatening. Ex. Rabbit having to
run away from the dog.
o Secondary appraisal Evaluation of the individual s ability to cope with the situation.
What is the individual s material preparedness to deal with stressor? Appraisal of harm,
threat, and challenge (how to overcome it).
Harm: what damage has already been caused
Threat: How much damage could be caused
Challenge: How can the situation be overcome or conquered.
o Humans can have a stress reaction and also anticipate stressors! Makes the whole
process a bit more interesting/complicated.
Stressors
4 major categories of stressors:
o 1. Significant life changes Signiant changes in your personal life. Ex. Death of loved
one, marriage, loss of job, having children, leaving home, etc.
o 2. Catastrophic events A large scale event that everyone considers threatening. Ex.
wars, natural disasters etc.
o 3. Daily hassles Seemingly minor events/hassles of daily life Ex. long store lines,
forgetting car keys, aggravating roommates, email spam, car engine burns out, finding
dog poop on your carpet, and tire punctured, expectations not communicated well b/w
you and your spouse, inability to let go of an unobtainable goal etc.
Daily hassles often accompanies low SES- inadequate income or unemployment
For minorities daily hassles might include racism.
Many consider (like Mike Lazarus and Connor McDonald) the most important
form of stress.
o 4. Ambient stressors Global stressors that are integrated into the environment.
Perceivable, but hard to control. Can negatively impact us without us being aware of
them. Stuff we just put up with in our lives. Ex. Pollution, noise, crowding
Responding to Stress
Walter Cannon (1900s) spent lot of his career expanding our understanding of homeostasis
(tendency for our body to respond to the environment and to keep it in homeostasis
temperature, pH) etc. He was interested in homeostatic response of animals to stressors -
threats and dangers.
Cannon was interested in the homeostatic response to stress. He termed our response to
threats the fight and flight response
Stressors like threats and dangers trigger our fight or flight system the nervous system
(sympathetic nervous system) (part of the ANS) and the endocrine response.
o Sympathetic Response: Flight or flight:
This triggers our get out of danger mode
See increased heart rate and increased respiration (more energy + oxygen in
blood + more CO2 expelled), increased peripheral vasoconstriction (push more
blood to our core area/vital organs that it is hard to live without. We take blood
out of the extremities like our legs/arms which are less essential for our
survival), and turn off digestion/immune/ovulation (less crucial).
o Endocrine response:
Adrenal glands
The adrenal medulla release catecholamine s (epinephrine/adrenaline
and norepinephrine/noradrenaline). Catecholamine s are tyrosine
derivatives. Developed from ectoderm.
The adrenal cortex release glucocorticoid (cortisol) steroid hormone
redistributes glucose energy in body and suppressing immune system.
Developed by endoderm. Acronym: COTisol is released by the CORTex
Play a role in development of muscles/bones.
o Tend and befriend response - sometimes better response to stress is to have support
systems. Oxytocin is important for this peer bonding and moderates the stress
response. Oxytocin is strongly linked to estrogen (a major sex hormone in women), so
why this response is stronger in women.
Distinct stages of stress General Adaptation Syndrome (GAS), 3 phases by Hans Selye:
o 1. Alarm phase stress reaction kicks in, heart races, resources mobilized Ready for
fight or flight
o 2. Resistance fleeing, huddling, temperature elevated, BP high, breathing rate high,
body bathed in cortisol.
o 3. Exhaustion if resistance isn t followed by recovery, our body s stress resources are
depleted, our tissues become damaged and our dampened immunity can make us
susceptible to illness. Negative impact of long term stress.
We are equipped to short-term stress. But if we have them daily, but there will be serious
negative consequences if they are maintained daily/long term.
Stress Management
Coping with stress
o Perceived control - many studies show lack of control associated with higher stress. Low
SES increases stress.
Shown by Robert Sapolsky with Baboons who had social hierarchy structures
similar to humans. Primates at the bottom of the barrel socially experienced
much more stress than the ruling-elite baboons.
The White-Hall Study showed the exact same effect based on relative rank in
the workplace in humans in Britain.
Suggestion: look for areas of life where you can take a little bit of your control.
King of your own castle
o Optimism- humor and optimisms linked to decreased stress. Nurture an optimistic
outlook.
o Social support one of best coping mechanisms of stress. Allows us to confide thee
painful/difficult feelings and allows us to understand we are not alone in stress, which
helps in our perceived control and optimism.
Socially supported communities are identified as having better
Eating/exercise/sleeping patterns. Marriage, domesticated animals, close
friendships have been shown to decrease stress.
Managing stress
o Exercise regular exercise requires control. Decrease risk of cardiovascular disease. Less
Increase cerebrovascular health and increase neurogenesis (grow new neurons and
processes). Need to exercise 20-30 minutes daily to get those cardiovascular affects you
want.
o Meditation helps us lower our heart rate, Blood pressure, and cholesterol.
o Religious beliefs/faith correlated by generally healthier lifestyle, and social support.
o Cognitive Flexibility perspective change is huge in our perception of what is stressing
us out. Good way is working with counsellor.
o Coping: coping is expending conscious effort to solve personal and interpersonal
problems, and seeking to master, minimize or tolerate stress or conflict. The
effectiveness of the coping efforts depend on the type of stress and/or conflict, the
particular individual, and the circumstances. Psychological coping mechanisms are
commonly termed coping strategies or coping skills. Subconscious or non conscious
strategies (e.g. defense mechanisms) are generally excluded. The term coping generally
refers to adaptive or constructive coping strategies, i.e. the strategies reduce stress
levels. However, some coping strategies can be considered maladaptive, i.e. stress
levels increase. Maladaptive coping can thus be described, in effect, as non-coping.
Furthermore, the term coping generally refers to reactive coping, i.e. the coping response
follows the stressor. This contrasts with proactive coping, in which a coping response
aims to head off a future stressor.
Coping responses are partly controlled by personality (habitual traits), but also partly by the social
environment, particularly the nature of the stressful environment.[6]
Adaptive Coping Mechanisms / Positive Coping Technique /Constructive Coping
o One positive coping strategy, anticipating a problem, is known as proactive
coping. Anticipation is when one reduces the stress of some difficult challenge by
anticipating what it will be like and preparing for how one is going to cope with it.
o Two others are social coping, such as seeking social support from others, and
meaning-focused coping, in which the person concentrates on deriving meaning
from the stressful experience.
o Adequate nutrition, exercise, sleep contribute to stress management, as do physical
fitness and relaxation techniques such as progressive muscle relaxation.
o One of the most positive methods people use to cope with painful situations is
humor. You feel things to the full but you master them by turning it all into pleasure
and fun.
o While dealing with stress it is important to deal with your physical, mental, and social
well being. One should maintain one's health and learn to relax if one finds oneself
under stress. Mentally it is important to think positive thoughts, value oneself,
demonstrate good time management, plan and think ahead, and express emotions.
Socially one should communicate with people and seek new activities. By following
these simple strategies, one will have an easier time responding to stresses in one's
life.
Maladaptive Coping Mechanisms / Negative Coping Technique /Non-Coping
Technique
o While adaptive coping methods improve functioning, a maladaptive coping technique
will just reduce symptoms while maintaining and strengthening the disorder.
Maladaptive techniques are more effective in the short term rather than long term
coping process.
o Examples of maladaptive behavior strategies include dissociation, sensitization,
safety behaviors, anxious avoidance, and escape (including self-medication).
These coping strategies interfere with the person's ability to unlearn, or break
apart, the paired association between the situation and the associated
anxiety symptoms. These are maladaptive strategies as they serve to
maintain the disorder.
Dissociation is the ability of the mind to separate and compartmentalize
thoughts, memories, and emotions. This is often associated with post
traumatic stress syndrome.
Sensitization is when a person seeks to learn about, rehearse, and/or
anticipate fearful events in a protective effort to prevent these events from
occurring in the first place.
Safety behaviors are demonstrated when individuals with anxiety disorders
come to rely on something, or someone, as a means of coping with their
excessive anxiety.
Anxious avoidance is when a person avoids anxiety provoking situations by
all means. This is the most common strategy.
Escape is closely related to avoidance. This technique is often demonstrated
by people who experience panic attacks or have phobias. These people want
to flee the situation at the first sign of anxiety.
http://www.schematherapy.com/id71.htm
Overcompensation
1. Aggression, Hostility: Counterattacks through defying, abusing, blaming,
attacking, or criticizing others
2. Dominance, Excessive Self-assertion: Controls others through direct means to
accomplish goals
3. Recognition-seeking, Status-seeking: Overcompensates through impressing,
high achievement, status, attention-seeking, etc.
4. Manipulation, Exploitation: Meets own needs through covert manipulation,
seduction, dishonesty, or conning
5. Passive-aggressiveness, Rebellion: Appears overtly compliant while punishing
others or rebelling covertly through procrastination, pouting, backstabbing,
lateness, complaining, rebellion, non-performance, etc.
6. Excessive Orderliness, Obsessionality: Maintains strict order, tight self-control, or
high level of predictability through order & planning, excessive adherence to routine
or ritual, or undue caution. Devotes inordinate time to finding the best way to
accomplish tasks or avoid negative outcomes.
Surrender
7. Compliance, Dependence: Relies on others, gives in, seeks affiliation, passive,
dependent, submissive, clinging, avoids conflict, people-pleasing.
Avoidance
8. Social withdrawal, Excessive autonomy: Copes through social isolation,
disconnection, and withdrawal. May demonstrate an exaggerated focus on
independence and self-reliance, rather than involvement with others. Sometimes
retreats through private activities such as excessive tv watching, reading, recreational
computing, or solitary work.
9. Compulsive Stimulation-seeking: Seeks excitement or distraction through
compulsive shopping, sex, gambling, risk-taking, physical activity, novelty, etc
10. Addictive Self-Soothing: Avoids through addictions involving the body, such as
alcohol, drugs, overeating, excessive masturbation, etc.
11. Psychological Withdrawal: Copes through dissociation, numbness, denial,
fantasy, or other internal forms of psychological escape
http://www.schematherapy.com/id73.htm
Further examples of coping strategies include[22] emotional or instrumental support, self-
distraction, denial, substance use, self-blame, behavioral disengagement and the use of
drugs or alcohol.
Many people think that meditation "not only calms our emotions, but...makes us feel more
'together'", as too can "the kind of prayer in which you're trying to achieve an inner quietness
and peace".
Low-effort syndrome or low-effort coping refers to the coping responses of minority
groups in an attempt to fit into the dominant culture. For example, minority students at school
may learn to put in only minimal effort as they believe they are being discriminated against
by the dominant culture.
Behavior
Motor Unit
Lower motor neurons (LMN) efferent neurons of the PNS synapse on control skeletal muscle.
Skeletal muscle cells it contacts is the other end of the motor unit. Form a neuromuscular
junction.
Abnormalities can occur in the motor unit weakness.
Abnormalities of LMN can cause the lower motor neuron signs (LMN signs), which can happen
in addition to weakness.
o Signs: atrophy of skeletal muscle, fasciculations (involuntary twitches of skeletal
muscle), hypotonia (decrease in tone of skeletal muscle how much muscle is
contracted when person is relaxed), hyporeflexia (decreased muscle stretch reflex)
Peripheral Somatosensation
Somatosensation includes 5 main ones - position sense, vibration, touch, pain, temperature.
o Position + vibration + touch = mechanoreceptors, pain = nociceptors, temperature =
thermoreceptors.
Nocireceptors and thermoreceptors = slow
Position/Vibration/Touch (Mechanoreceptors) = Fast
Acr MCM RP Acronym: Acronym: MC Periphery letters You feel touch, pressure, stretch,
ony (man crush Superficial Deep (Man Crush = (MC and P = and then a vibration.
m: Monday MCM = Papillary dermis Meiseinheimer Changing touch
MC role play) R = Reticular dermis s Corpuscle = required
M P = subcutaneous layer man crushed of Middle letters =
RP hair MR = sustained
touch required
MC Meissinhei Papillary Dermis Non hairy skin Constantly Light Touch, flutter, light stretch, velocity
: ners changing stimuli small receptive field, grip control
Corpuscle FAI
M= Merkel Papillary Dermis Sustained Light Touch, pressure, fine Velocity and displacement
Disk/Recep (sometimes stratum stimuli/constant details, small receptive field
tor Basale) SAI
R= Ruffini Reticular dermis Sustained Deep stretch (acronym: R = Role Displacement
Endings/Co stimuli/constant = playing a role requires
rpuscle/Cyli SAII stretching your imagination). ,
nder large receptive field
P= Pacinian Hypodermis Constantly Vibration deep Push/Poke acceleration
Corpuscle changing stimuli (acronym: Phone vibrates)
(also called FA II
Lamellar
Corpuscle)
Hair Follicle Reticular dermis Hairy skin Constantly Hair movement/light touch Displacement
Receptor changing
*Equivalent to
Meiseinhhimers
corpuscle in a sense for
hairy skin)
o One of differences between two types is how big their axons are
position/vibration/touch receptors have large diameter axons. Have thick myelin
sheath. Fast.
o Rest have small diameter axons. Slower.
o Touch is both. Fine touch travels in fast neurons, less precise info travels in slower ones.
Many receptors found in the skin. Ex. Mechanoreceptors, one type close to skin, another type
lower. Also some in deep tissue, deep in muscle that detect stretch. One in muscle important for
position, while ones in skin are imp for vibration/touch.
o Pain and temperature receptors end in uncovered terminals, don t have big structures
like mechanoreceptors.
o Mechanoreceptors tend to have large diameter and thick myelin sheath; therefore, they
conduct fast. Noci and thermo have small and have thin myelin or no myelin->slow.
Receptors send info down afferent axons
Somatosensory Tracts
Somatosensory information travels in different pathways. In general: 2 big categories: 1)
position sense, vibration sense, and fine touch and 2) pain, temperature, gross(less precise)
touch
Deliver info to spinal cord.
Spinal cord carries info to the brain in one of the tracts. Crosses other side immediately, then
goes to cerebrum.
Why injury to one side of brain often results in damage to other side because all the
somatosensory pathways cross to the other side.
Acronym: F-POT
Frontal lobe motor cortex (body movements), prefrontal cortex (executive function,
surprise/direct other areas of brain), Broca s area (speech production)
Cerebellum
Coordinates movement: motor plan info is sent to cerebellum, also receives position sense
information (ex. Muscle stretch fibres), and sends feedback to the cerebellum and motor areas
of motor cortex.
Middle of cerebellum coordinates middle body movement and walking, while the sides are
involved in movements of the limbs arms and legs. Also speech and movement of eyes.
Brainstem
Connects all parts of the brain together, including the cranial nerves.
Midbrain, pons, medulla (also called medulla oblongata)
Neuron somas scattered throughout brainstem is the reticular formation big role in
autonomic functions, and controlling things like respiration, digestion, and lower/higher
functions.
Long tracts collections of axons connecting cerebrum and brainstem. 2 long tracts that are
important: motor (UMNs), and somatosensory.
Cranial nerves most of cranial nerves are attached to the brainstem, doing many things. 12
pairs. All sorts of functions.
Subcortical Cerebrum
Subcortical cerebral nuclei that are located deep part of the cerebrum
Internal capsule contains many important pathways, including the corticospinal tract
Corpus collosum connects right and left cerebral hemispheres.
Basal ganglia major role in motor functions, don t have UMNs but help motor areas to
perform proper movements. Also cognition + emotion.
Thalamus Sensory functions, because all senses have pathways that travel to the thalamus.
Also higher functions of brain such as cognition and emotion.
Hypothalamus controls the pituitary gland, the master gland that controls all other glands in
body.
Neurotransmitter Anatomy
Cognition, consciousness important.
Glutamate most common excitatory neurotransmitter. Reticular activating system (required
for consciousness midbrain structures) has diffuse projection of glutamate to the cerebral
cortex. [GLU is exciting]
o Glutamate is associated with increased cortical arousal.
GABA (brain) and Glycine (spinal cord) most common inhibitory NTs ]TWO other G s are
inhibitory]
Acetylcholine nuclei (Basilis and septal nuclei ) in frontal lobe [frontal lobe= start so A] that
releases it to cerebral cortex, Released for LMNs, and the autonomic nervous system.
Histamine from Hypothalamus sends to cerebral cortex.
NorePinephrine area in Pons called the locus coeruleus that releases it to cerebral cortex. Also
ANS, but less so than Ach.
Serotonin Released by lots of nuclei from all over the brainstem (midbrain, pons, and medulla)
called raphe nuclei to cerebral cortex release serotonin. Raphe nuclei also send serotonin to
other parts of the nervous system. [Like Sex= messy. From everywhere down low (brain stem)]
Dopamine VTA and substantia nigra
o Next to VTA in the brainstem (overlapping) sends axons release dopamine to a few
nuclei deep in the cerebral hemisphere (all parts of the basal ganglia). These brainstem
(midbrain neuron collection that is projecting dopamine is called the substantia niagra).
It is actually projecting dopamine to another part of the basal ganglia called the
striatum. If this can t happen this is what s called Parkinson s disease.
Dopaminergic neurons also in the hypothalamus that send dopamine to
Pituitary gland to control release of one of the hormones in the pituitary gland.
This is all in the CNS in the brain and the spinal cord.
o Dopamine, produced in the arcuate nucleus, is transmitted from the hypothalamus to
the pituitary gland via the tuberoinfundibular pathway. The dopamine released
regulates the secretion prolactin by inhibiting its release in the anterior pituitary.
(acronym: ARkan ATE (nucleus) and a TUBE IN FUN MILK (tuberoinfundibular)
(prolactin).
o Dopamine, produced in the substantia nigra, is transmitted from neuron soma to
axons projecting into the caudate nucleus and the putamen of the neostriatum via the
nigrostriatal pathway. This pathway is associated with motor planning and purposeful
movement.
Substantia niagra motor planning (acronym: striatum pathways, and
PUTaNUM and CAUsUal DATE PLANNING)
o Dopamine, produced in the ventral tegmental area (VTA), is transmitted from the
VTA to the pre-frontal cortex via the mesocortical pathway. This pathway is
associated with cognition, affect, and negative symptoms of schizophrenia.
VTA CORT = negative symptoms
o Dopamine, produced in the ventral tegmental area (VTA), is transmitted from the
VTA to the nucleus accumbens, the amygdala, and the hippocampus. The
mesolimbic pathway is associated with reward, motivation, and many of the positive
symptoms of schizophrenia
VTA LIMBIC (nucleus accumbens, amygdala, hippocampus)
reward/positive symptoms
In the peripheral nervous system: the two main Neurotransmitters are acetylcholine and
epinephrine. Acetylcholine is the main (and is involved in CNS and also the ANS- -- most neurons
release acetylcholine and they release).
Neurotransmitters bind to external-ligand gated ion channels (one type of ion channel).
Types of neurotransmitters:
Amino acid neurotransmitters: GABA (CNS) + Glycine (PNS)
Peptide neurotransmitters: opiods (endorphin). Perception of pain
Monoamine neurotransmitters (biogenetic amines): amino group and aromatic group
connected by 2-carbon chain. Cognition/thinking/emotion/attention. Drugs
o Subgroup: catecholamine s (benzene w/ 2 hydroxyl groups)
Other neurotransmitters: acetylcholine (ANS) + motor neurons.
Early Methods of studying the brain
Some scientists believed that the soul generated our actions
Phenologists each brain area is devoted to a certain personality characteristic, thought,
emotion. [They were wrong, but there are brain areas associated with specific tasks]
o As areas of the brain developed they would grow and create bumps on the skull which
could then be used to study individual
o Early ways to study brain were limited. Wait till someone died and then study it. It told
them about the structures of the brain but it did not tell them how the brain functions,
how the brain generates thoughts, how the brain controls the body.
o So to figure out how it worked they waited till someone got a brain injury and then the
effect the brain injury had on an individual. [We don t have control of when this
happens, so not the best way to study! Also an accident typically causes problems with
many areas makes it hard to isolate what brain area is responsible for which
behavioral change]
o Cerebral localization: specific parts of the brain can control specific aspects of behavior
and emotion, thought, personality.
Broca studied a patient with the loss of speech (but no other mental disorder). This patient
(along with others who he studied) had a specific part of the frontal lobe that was damaged
(Broca conducted autopsy s to figure this out). This brain region was involved in speech
production. This area is called the Brocas area. Brocas aphasia: loss of ability to express
speech.
o In this method you have to wait till someone dies to figure out what brain area is
damaged.
In this time, a patient can have more brain injuries that occur.
Patient can outlive scientist
Patient could move away. Family could refuse autopsy/access to brain and body
Heritability
Heritability: Variability of traits can be attributed to differences in genes.
o Percentage of variation of traits due to genes
o Heritability estimates define the amount of variance that can be attributed to genes in specific
subgroups of individuals.
Assume we say heritability of intelligence (a trait) is 50%. NOT saying that intelligence is 50%
genetic, saying that the difference in intelligence is 50% attributable by genes.
o Ex. Four boys with a 100% controlled environments, yet IQ still is different between the
boys. Difference couldn t be attributed to environment, so we d say their IQ differences
were 100% heritable because environment was 100% same.
Heritability = h^2. So h^2 = 99% /0.99 Close to 100%/1
o Alternatively you can say 4 identical quadruplets (genetically identical), but completely
different environments. Since variability can t be due to genes, must be
environmentally-determined. Therefore, h^2 = 0%/0.00
o Heritability increases in following: As environments becomes more controlled,
differences in behavioral traits are tied to heritability. Secondly, more genetic variation
leads to greater heritability.
ex. Fraternal quadruplets, w/ way more different phenotypes. the differences
are tied to the genes/heritability as well if environments is kept constant
In heritability we are talking about the relative contributions of genes to
behaviors or traits.
o Heritability is dependent on population that is studied. Heritability is specific to the
population studied and would likely be different in different environments.
Heritability does not describe the amount of individuals with a specific gene or disorder.
Heritability is not a broad estimate of nature versus nurture in a general population.
Minnesota Study:
o Religiosity in monozygotic twins has a coefficient of correlation value of 0.49 based on the
Minnesota twin studies reared apart data.
o Personality in monozygotic twins has a coefficient of correlation value of 0.50 based on the
Minnesota twin studies reared apart data.
o Information processing speed in monozygotic twins has a coefficient of correlation value of
0.56 based on the Minnesota twin studies reared apart data.
o Intelligence in monozygotic twins has a coefficient of correlation value of 0.69 based on the
Minnesota twin studies reared apart data.
Regulatory Genes
Molecular Genetics a new field of science that looks at the molecular structure and function of
genes. As we study gene and environments interaction we are getting to understand specific
gene that is regulating our behavior. We are looking at specific parts of DNA
Watson & Crick discovered structure of DNA, and gave rise to central dogma of molecular
genetics. Segments of DNA codes for RNA (ribonucleic acids). Units of RNA (called codons) will
code for 1 of 20 amino acids, and eventually become building blocks of proteins, which affects
our behavior.
o Proteins form the intermediate point between our genes and our behavior (body
functioning/response to environments)
o Now, studies are saying that the genes don t play as large of a role.
Example. Steroids (environmental factors) /hormones effect our behavior.
[Reminder: Steroids that produce different responses in our body is an
activation of genes to produce proteins]. Pheromones do the same thing
(environmental/outside factors) that are causing a response (turning on genes)
that result in a function. This is a switch from central dogma a bit (which is
DNA RNA proteins to now a bit of the reverse, some of the environments is
now effecting our proteins)
o Gene Regulation: modulatory world of gene expression (gene expression modulated by
environmental factor). Greatest achievements in clarifying the modulatory factors we
have had mapped our entire genome - gene mapping of all genes on the 46
chromosomes. Because of genome now we can look at populations which share traits
and not have to rely on twin/adoption studies to narrow down heritability of traits.
Now, we can look at population of shared traits and look at genes that code for those
traits and compare/contrast those genes.
Scientists who study gene mapping look at populations with shared traits and
compare their genetic profiles. They also may look at damage to DNA in a
persons genome.
We can now look at genes that may contribute to a trait, and compare and contrast. We found
that a vast majority of our genes, 95% don t code for proteins, but regulate how proteins are
coded (when and how it is expressed). [Ex. If we experience sugar consumption, then we code
for the protein hormone insulin].
Called epigenetics changes to gene expression resulting from changes other than to gene/DNA
sequence. Ex. Addition of methyl groups to the gene, which make it more difficult for TFs to
come in and activate gene. [Methylation inhibits activation of certain genes.]. Epigenetics can
override our behavior.
o Epigenetics is the study of changes in gene expression that results in something
other than changes to a DNA sequence. One epigenetic change is methylation,
which can make it more difficult for a gene to be expressed.
Components of Attitude
What is attitude? Attitude - A learned tendency to evaluate things in a certain way. To evaluate
people, issues, events, objects. (We think of attitude as a moody teenager, or someone having
certain attitude towards a certain topic).
We can break down attitude into 3 components. These components shape our attitude.
o Affective (emotional) we may feel or have emotions about a certain object, topic,
subject.
Ex: I am scared (an emotion) of spiders is an emotional attitude and shapers our
attitude about spiders.
o Behavioural - how we act or behave towards object/subject
Ex; I will avoid (action/behavior) spiders and scream (action/behavior) if I see
one. Influence our attitude.
o Cognitive component -form thoughts/beliefs, and have knowledge about subject/topic
that will influence and shape our attitude (perhaps prior knowledge that will help you
shape attitude). Their cognitions.
Ex: I believe spiders are dangerous (We have a belief they are dangerous) which
forms our attitude.
Called the ABC model of attitude
Example 1: I love yoga because I get to mediate and I believe it helps me relax so I will go to
class each week. I love yoga is emotional, I believe it helps me relax is cognitive, and
behavioural is I will go to class each week
Example 2: I am frightful of rollercoasters and believe they are stupid so I will be on the
carousel. Affective I am frightful , behavioural is I will be on the carousel , and cognitive is I
believe they are stupid
Situational Approach
Situational Approach to Behavior: We are placed in new situations every day. These situations
affect our behavior. Under the branch of social psychology
Social psychology a branch of psychology that analyzes the situational approach to behavior
and emphasizes influence of social phenomena and people interactions with each other on
influence. It focuses on interaction between individual and the changing external environmental
(situational) circumstances over internal traits/internal motivations/ stable personality traits.
o Focuses on interactions between individual and their environment.
o One situation is not predictive of how someone will act in another situation. Depending
on situation the behavior might change.
People behave differently depending on their situation external instead of internal.
o As human we judge person on just one instance of behavior (internal).
Hard to predict behavior based off 1 situation. Have to acknowledge we sometimes behave
differently. CANT JUDGE A BOOK BY ITS COVER
Attribution is the process of inferring causes of events/behaviours.
o Attribution can either internal or external, our focus will be on external.
o Everyday, we make tons of attributions on environment, our own behavior, and those
around us
o Inference a person is behaving a certain way based on situation they re in.
o 3 main parts of external attribution: consistency, distinctiveness, and consensus
Consistency (does person usually behave this way),
Distinctiveness (does person behave differently in different situations), and
Consensus (do others behave similarly in situation?).
If person behaves different in different situations (distinctive) and
others behave similarly in the same situation (consensus) then we know
the behavior is due to the situation (external). Situation is effecting
behavior.
o If person is consistent in all situations, then maybe not external/environment, and more
internal. Their behavior is not dependent on situation.
Ex. Situation matters. Your friend beaves differently to snakes at a zoo (where
snakes are caged) than to a snake in her living room (where snake might be a
danger).
If we see someone in more circumstances, we find out more about them as a
person.
To determine the attribution of a behavior, one must determine if the behavior is consistent. Does the
person typically behave this way? One must determine if the behavior is distinctive. Is this behavior
different than it would be in other situations? Finally, one must determine if the behavior has
consensus. Do others behave the same way in similar situations?
Theories of Personality
No theory is dominant to another or mutually exclusive. All are different ways/theories on how
personality develops in people and all come from different branches of psychology and are from
perspectives of different theorists/psychologists.
Situational Approach
See Above
Psychoanalytic Theory
Sigmund Freud was a neurologist and went to study hypnosis, but this turned him to medical
psychopathology. Psychiatry/psychology as we knew it was unknown before his work.
Psychoanalytic theory says personality is shaped by childhood experiences person s
unconscious thoughts/desires, feelings, and past memories (particularly experiences in
childhood).
Personality has memories, beliefs, urges, drives, and instincts that we are not always aware of
that make up the unconscious. Says childhood experiences and unconscious desires
o 2 instinctual drives motivate human behavior:
Libido -natural energy source fuels energy of mind for motivation for survival,
growth, pleasure, etc.
Death instinct - drives aggressive behaviours fuelled by unconscious wish to die
or hurt oneself/others
Individual influences on behaviour: projection (projecting own feelings of inadequacy on
another), reaction formation (defence mechanism where someone says or does exact opposite
of what they actually want/feel), regression (defence mechanism where one regresses to
position of child in problematic situations), sublimation (defence mechanism where unwanted
impulses are transformed into something less harmful).
Central to his theory is libido. Libido is natural energy source that fuels the mechanisms of the
mind.
o When this energy is stuck/fixated at various stages of psychosexual development,
conflicts can occur that have lifelong effects.
o Fixation at a particular stage is what predicts adult personality.
o Ex. someone fixated at oral stage (first stage) might have oral personality characteristics,
such as smoking habits/overly talkative when they grow up.
Freud said there were 3 parts of the mind: These three parts are the id, ego, and superego
(ACRONYM: Immature Entertainer Sydney). They exist in either the unconscious or conscious
mind.
o Conscious mind: top of iceberg is the conscious part of mind (small, tip of the iceburg),
These are the mental functions you are aware of.
o Unconscious mind is the bottom part of the iceberg is the larger part of the mind (most
of the mind is unconscious just like most of an iceberg is beneath water). Consists of
primitive, instinctual wishes and information that cannot be accessed.
Not to be confused with Subconscious mind/precocious mind: consists of
information that becomes accessible once you direct your attention to it
(memory recall for example).
o Imagine an iceberg.
o 1) Id at the bottom, it s the unconscious part. It develops after birth and demands
immediate gratification.
o 2) Ego part of conscious and unconscious. Involved in our perceptions, thoughts, and
judgements, and seeks long-term gratification.
o 3) Superego develops around age of 4, and it s our moral conscience. Also part of
conscious and unconscious minds.
o Our libido impulses are what want to be gratified when overgratified or partially/not
gratified at all, fixation occurs at a certain stage. Face conflict/anxiety. It s a conflict
between these 3 mental structures ego, id, and superego. They re all competing for
demand, so in conflict.
Ex. Id is on one shoulder and it s not getting immediate gratification, then we
have superego on other shoulder, preaching to id about what s moral, and ego
is in middle.
Id wants gratification, and is going back and forth with superego, so ego here is
trying to gratify the id but it also has to take into account what the superego is
saying. It s moral oversight.
The ego is part of the conscious and unconscious mind, so it acts as mediator
between the unconscious desires of the id and the moral demands of the
superego. (just remember superego is also conscious and unconscious as well)
Ex. a Freudian slip is example of mental conflict. Ex. financially stressed patient,
please don t give me any bills meant any pills.
Freud s stages of psychosocial development is a process all individuals go through and is a part
of personality development. Especially problematic when there s a problem with development
at a particular psychosocial stage.
Maslow s Hierarchy of Needs
See above
Humanistic Theory
The humanistic theory (developed by Carl Rogers) focuses on healthy personality development,
and humans are seen as inherently good. The most basic motive of all people is the actualizing
tendency (self-actualization), innate drive to maintain and enhance oneself to full potential. It
also says that people have free will. Person will grow towards self-actualization as long as there
are no obstacles.
o Answers; Who am I
Primary difference between Freud s psychoanalytical theories is Freud s theory was
deterministic behaviour is determined by unconscious desires.
Humanistic Theory focuses on the conscious, and says people are inherently good, and we are
self-motivated to improve (so we can reach self-actualization). (Freud theory focuses on mental
conflicts (fixations))
First theorist of the humanistic theory was Abraham Maslow, who formed hierarchy of needs.
Must first fulfill physiological needs of pyramid and work our way up, then safety, then love,
self-esteem, and finally self-actualization.
o Self-actualization is rarely achieved, only 1% of people ever reach it. Self-aware, caring,
wise, and interests are problem-centered. They have a higher purpose that is focused on
larger causes and less about basic aspects of life. They are striving to think of larger
causes. Average person seeks to self-actualize but we don t achieve it.
Carl Rogers is a humanistic theorist says qualities Maslow described are nurtured early in life,
self-actualization is a constant growth process nurtured in a growth-promoting climate. In order
for this climate to help someone reach self-actualization, 2 conditions that need to be met:
o Growth is nurtured by when individual is genuine. One has to be open and revealing
about themselves without fear of being wrong.
o Second is growth is nurtured through acceptance unconditional positive regard from
others. This allows us to live up to our ideal selves. Allows us to be open and learn
without fear of others looking at us differently if we do something wrong. Ex. Parent
might yell at child but still love their child.
o Genuine relationship with others and acceptance is what allows us to live upto our real
self.
Ideal self: we can t live upto that is bounded by conditions.
o (HUMANIST MASLOW ACTUALIZES, HUMANIST ROGERS ACCEPTS). Humanistic Rogers
genuinely believes that people can actually reach self-actualization through self-
actualization.
Both Rogers + Maslow:
o Central feature of our personality is self-concept - achieved when we bring genuineness
and acceptance together to achieve growth-promoting climate.
o When there s discrepancy between conscious values and unconscious true values leads
to tension, must be resolved.
o Genuine + acceptance = self-concept
o Importance of congruency between self-concept and our actions to feel fulfilled.
Biological Theory
Many variations to this theory, some relate to the brain and some to behaviour (the
evolutionary psychology approach) instead of traits
o Ex. A dominant Psychological (behavioral) biological Theory by Buss: Evolutionary
psychology theorizes that males + females have different mating strategies that
influence costs associated with passing on genes. Males can have many mates, females
more selective due to cost of pregnancy.
The biologic theory suggests important components of personality are inherited, or determined
in part by our genes.
Hans Eysenck proposed extroversion level is based on differences in the reticular formation
(controls arousal and consciousness) introverts are more aroused than extroverts so they seek
lower levels of stimulation.
Jeffrey Alan Gray (Biopsychological theory of personality) proposed personality is governed by
the behavioural inhibition (punishment/avoidance) and activation (reward) system. (acronym:
50 shades of Gray is based on punishment/rewards)
C. Robert Cloninger linked personality to brain systems in reward/motivation/punishment, such
as low dopamine correlating with higher impulsivity. (acronym: Clone-iger cares about them
brain systems Clone the Brain)
Researchers always try to look at identical twins, because used to tease out environmental vs.
genetic characteristics same genetic makeup. aka: We look at identical twins because they
have the same genetic makeup. We look at twins who grew up in different environments and
they still had similar personalities similar traits.
o Results show even if twins reared separately, still had similar personalities (traits) which
shows strong genetic component. Some traits showed a weak genetic component (twins
had different personalities when studied in different environments)
o Social potency trait the degree to which a person assumes leadership roles and
mastery of roles in social situations. Common in twins reared separately.
o Traditionalism tendency to follow authority also shown to be common in twins.
o Weaker genetic traits achievement, closeness
o Specific genes that relate to personality, people with longer dopamine-4 receptor gene
are more likely to be thrill seekers.
o But of course, just because you have gene doesn t mean you ll express it depends on
environment as well.
o Temperament innate disposition, our mood/activity level, and is consistent
throughout our life.
Important takeaway our inherited genes to some degree leads to our traits, which leads to our
behaviour/personality.
Behaviourist Theory
The behaviourist theory says personality is the result of learned behavior patterns based on a
person s environment it s deterministic, in that people begin as blank states and the
environment completely determines their behavior/personalities. Do not take thoughts and
feelings into account. Environment BEHAVIOR
Focuses on observable and measurable behaviour, rather than mental/emotional.
o The psychoanalytic theory would be the most opposite of this theory (focuses on mental
behaviour).
1. Skinner strict behaviourist, associated with concept of operant conditioning. Uses
rewards/punishment to increase/decrease behaviour, respectively.
2. Pavlov associated with classical conditioning, ex. Pavlov dog experiment. Places a neutral
stimulus with an unconditioned stimulus to trigger an involuntary response. Ex. ringing a bell in
presence of food causes dog to start salivating.
o People have consistent behaviour patterns because we have specific response
tendencies, but these can change, and that s why our personality develops over our
entire lifespan. Constantly evolving and changing.
What connects the observable (behavioral) to mental approach (psychoanalytic) approach? The
cognitive theory, a bridge between classic behaviourism and other theories like psychoanalytic.
Because cognitive theory treats thinking as a behaviour, and has a lot in common with
behaviour theory (Albert Bandura comb)
Trait Theory
A personality trait is a stable predisposition towards a certain behavior. Straightforward way to
describe personality puts it in patterns of behavior. Description of traits instead of explaining
them.
Surface traits are evident from a person s behavior, while source traits are factors underlying
human personality (fewer and more abstract).
What is a trait? A relatively stable characteristic of a person that causes individuals to
consistently behave in certain ways. Combination and interaction of traits forms the personality.
Myers Briggs Personality Test Carl Jung - 4 letters that characterize you in one of 16
personality types. There are a set of traits/behaviors based on these!
o ESTJ: extraversion (E), sensing (S), thinking (T), judgment (J)- (Acronym: East ST.
Johns High school)
o INFP: introversion (I), intuition (N), feeling (F), perception (P) (Acronym: I Need the
Feeling of Pain)
1) Gordon Allport all of us have different traits. Came up with list of 4500 different descriptive
words for traits. From those he was able to come up with 3 basic categories of traits: cardinal
traits, central traits, and secondary traits. Individuals have a subset of traits from a universal set
of possible traits.
o Cardinal traits are characteristics that direct most of person s activities the dominant
trait that influence all of our behaviours, including secondary and central traits.
o Central trait - Less dominant than cardinal. ex. honesty, sociability, shyness.
o Secondary trait preferences or attitude. Ex. love for modern art, reluctance to eat
meat.
o Acronym: A Cardinal named Allport Can Sing (Central, Cardinal, Secondary) .
2) Raymond Cattell Proposed we all had 16 essential personality traits that represent basic
dimensions of personality. Turned this into the 16 personality factor questionnaire (16 PF).
(Acronym: 16 Cattell)
3) Hans Eysenck We all poses all traits which we express to different degrees. (Allport said we
have diff unique subsets, while Eysenck says we all have them but just express them in different
degrees)
o Eysenck says we have 3 major dimensions of personality, which encompass all traits we
all possess, but the degrees to which we individually express them are different. We all
express varying degress of neuroticism and extraversion, but we all don t necessarily
have psychoticism. These 3 are:
o extroversion (vs. introversion) degree of sociability
o neuroticism -emotional stability
o Psychoticism -degree to which reality is distorted.
We do not all necessarily have psychoticism.
o Use acronym: PEN (Eysenck s PEN)
4) 5 Factor Model (Big 5 Personality Traits) found in all people of all populations.
o Openness - independent vs. conforming, imagining vs. practical),
o Conscientiousness - careful vs. careless, disciplined vs. impulse, organized or not
o Extroversion talkative or quiet, fun loving or sober
o Agreeableness - kind vs. cold, appreciative vs. unfriendly
o Neuroticism - stable vs. tense, calm vs anxious, secure vs. insecure
o Use acronym OCEAN
Cattell, Eysenck, and Big 5 all use factor analysis a statistical method that categorizes and
determines major categories of traits. Allport s theory did not, he used different methods.
o Factor Analysis: Reduces variable and detects structure between variables. We get a
final classification of personality after the factor analysis.
Defense Mechanisms
Defence Mechanisms: -ways to protect ourselves a psychological shield against anxiety or
discomfort of unconscious psychological processes. A way to protect ourselves when we have to
deal with unconscious wants, feelings, desires, and impulses.
Classified into four categories: Pathological mechanisms, immature, neurotic, and mature.
Pathological Defence Mechanisms - distort reality
o Denial person pretends something hasn t happened. Most important defence
mechanism. (acronym: PATHOLOGICAL liar/denier)
Ex; if someone has breast cancer, they just deny the fact that they do.
Immature Defence Mechanisms:
o Projection throw your attributes to someone else like accusing another person of
being jealous when you are the one being jealous. (acronym: saying PP is immature
(Projection and Passive Aggression)
Can cause projective identification that person targeted with projection can
starting believing, feeling, having thoughts of the attributes that were projected
to them Ex. The person now actually feels jealous and the person can believe I
am a jealous person
o Passive Aggression aggressively doing something for someone and failing to do it or
doing it slowly. Passive way to express your anger.
Neurotic Defence Mechanisms:
o (acronym: 3RID)
o Intellectualization taking intellectual aspects and detaching to the emotional aspects
of the situation. Separating emotion from ideas
o Rationalization making yourself believe you were not on fault avoids blame to
oneself. Can have false logic or false reasoning.
o Regression acting like a baby in some situations ex. throwing temper tantrum, start
whining.
o Repression unconscious process where thoughts pushed down to unconscious
o Displacement person anger at someone but displaces it to someone else (a safer
target).
Ex: mother who is mad at her husband gets mad at her child
o Reaction Formation unconscious feelings that make person to complete opposite.
Ex. A mother who bears an unwanted child, for example, may react to her
feelings of guilt for not wanting the child by becoming extremely solicitous and
overprotective to convince both the child and herself that she is a good mother.
Ex: a person who doesn t like immigrants might start to volunteer at an
immigration center
Mature
o Acronym: Mature HASS
o Humor expressing humor/jokes to be truthful and alleviate feelings but make them
socially acceptable.
o Sublimation channeling negative to positive energy. Ex. Violent energy, instead of
expressing violence you become a boxer. Transform into socially acceptable behaviors.
o Suppression conscious thought get pushed to unconscious but can access thoughts at
a later time.
o Altruism in service of others we feel fulfilled and gain pleasure/satisfaction.
Schizophrenia
Disorder of the brain but it has nothing to do with multiple personalities
Combination of genetics and environmental (experience in the womb, childhood experiences)
cause abnormalities in the brain.
These abnormalities in the brain can be picked up by abnormal brain scans and
neurotransmitters (high dopamine). Antipsychotic medicines reduce dopamine.
None of the tests actually diagnose schizophrenia and is diagnosed by a clinical interview
(history, hearing from the patient/family, and observing patient)
o Why do we observe the patient? It causes changes in the patient s behavior.
The behavioral change can be changes in the way they think or act.
Differences in the way they think: abnormal beliefs (delusions),
see/hear things (hallucinations)
Differences in the way they act: isolate themselves socially,
disorganized, flat affect (lack emotion)
Lots of changes that are different
1% of people have Schizophrenia. Equal in males and females. Affects those who are 16-30 years
old. Males are affected at a younger age than females.
Prodrome: period of time before schizophrenia before symptoms are actually present.
o Deterioration in person s behavior and functioning. Some of the signs of schizophrenia
and one starts to go downhill.
Schoolwork suffers or work can suffer
Relationships might suffer (paranoia or suspiciousness towards other people)
Delusional ideas (people are working against me), start to act differently
o Prodrome leads to schizophrenia
Schizophrenia people have a higher risk of suicide, being homeless, and being in prison or in jail.
Schizophrenia disorder recap: Brain disorder that is neurodevelopmental combination of
genetics and the environments. Can notice difference in brain scans but diagnosed via clinical
interview. Affects how people act and preceded by a prodrome period. Decrease in functioning.
Social repercussions of schizophrenia - stops people in engaging in society, high risk of suicide,
incarceration (risk being in jail), homelessness
Haloperidol is an antipsychotic medication used to treat schizophrenia.
Personality Disorders
Personality is how we experience the world (our inner experience) and how we behave
outwardly.
Personality disorder: marked deviation from how we expect the people to behave or how the
person is experiencing the world. This difference leads to distress/functioning.
This category is controversial.
There are 10 personality disorders which are split up into three clusters. Cluster A (odd and
eccentric traits), Cluster B (dramatic, emotional, erratic traits), and Cluster C (anxiety and
fearful). There is an overlap between the clusters. One person might have one or more types of
personality disorders out of the 10 that there are.
How to memorize: A= 3, B=4, C=3. A= weird, B = wild, C = worried. A= PSS acronym, B/C =
ABHNADO gibberish words that work for me)
Cluster A has three personality disorders: (Acronym: PSS: Psych &Sociology Section)
o Paranoid: profound distrust + suspicion of other people. [paranoid of others]
o Schizoid: emotionally detached in relationships and shows little emotion. (what people
sometimes incorrectly consider as antisocial) [DISTANT, can spell as DiZtant. D and Z in
schizoid and D and Z in distant]
o Schizotypal: odd beliefs/ magical thinking (t in typical = think of magical hat)
Cluster B has four personality disorders: (Acronym including B and C clusters: ABHNADO)
o Antisocial: little or no regard for others. Commit crimes and show no remorse.
Inconsiderate of others. [Self-explanatory. Hates/ANTI society]
o Borderline: Unstable relationships, emotions are unstable, variable self-image and
compulsive (which can put them in danger). People at the borderline are at the brink of
an emotional/relationship issue. Ex. Displays characteristics of a stereotypical teenager.
[acronym: 13 year old Borderline Brenda]
o Histrionic: Are very attention seeking. Display emotions outwardly, wear bright clothes.
Ex. [H for Hollywood Actresses]
o Narcissistic: huge egos, need for admiration and praise, grandiose. ex. Dr. House (in TV
show HouseHouse is a show that is on Netflix), Hitler, his documentary is also on
Netflix
Cluster C has three personality disorders (ADO)
o Avoidant: inhibited, feel inadequate and try to avoid putting themselves in a situation
where they can be criticized. [self-explanatory]
o Dependent: submissive and clingy. Ex. Those who stay in physically abusive
relationships, [imagine: Dependent Debby clings and is submissive to her husband Dan)
o Obsessive-Compulsive Personality Disorders (OCPD). (do not mix with OCD). Very
focused on life being ordered and things being perfect and for them being in control to
an extent where it annoys other people. It is a personality! On the other hand, in OCD
the focus is on order, things in control, having to wash hands.
Large degree of controversy of Personality disorders.
Sleep disorders
See above notes
Sleep wake disorders breathing related sleep disorders / Breathing related sleep dsorders
Sleep problems occur in three areas: brain, upper airways, or lung/chest walls
o Brain - which regulates respiratory center of the lung
Central Sleep Apnea- central (brain is part of CNS)), sleep (at night), apnea
(effects airflow).
Looking for apnea without obstructions. Looking at 5+ apneas/hour
during sleep.
Problem with the brains control system for ventilation (that control
brain for breathing)
Cheynes-Stroke breathing crescendo then decrescendo breathing
followed by stop in breathing. Normal breathing pattern is
inhale/exhale changes from a normal fixed pattern.
Believed heart failure/stroke/renal failure is the cause.
Social Psychology
Conformity and Groupthink
Social Psychology how individuals think, feel, and behave in social interactions
People act differently in groups than individually
Conformity peer pressure , tendency for people to bring behaviour in line with group norms.
Powerful in social situations. We use social situations (especially ones with peers) to determine
what is acceptable, when to question authorities, and get feedback on behavior.
o This is why it is important for people to have positive peers. If group behavior is positive,
then there will be peace, harmony, happiness
o Negative peers = negative behaviors, which can be catastrophic
When do people conform to group norms even when behaviours negative/wrong?
o Ex: Imagine you are part of a group asked to train a dog. Group decides to train it with a
shock color and you agree. Why would you agree?
o There are two reasons why you would agree/conform with the group:
o 1) Informative influence: look to group for guidance when you don t know what to do
and you assume the group is correct.
Ex: You have never interacted with a dog before and you are uncertain about
how to train a dog and you are uncertain if it s an appropriate method to use a
shock color. You look for the group for guidance and you assume they are
correct.
o 2) Normative influence: even if you know what s right, do what group s negative actions
to to avoid social rejection.
Ex: you are an expert group trainer and you know it s easier to train the dog
with treats than treat it with a shock color. Even though you know training the
dog with a shock color is incorrect you may still decide to go along with the
group to avoid being a social outcast. You fear social rejection that can come
with disagreement with the group, so you conform to even a wrongful act.
2 different ways a person can conform publically or privately.
o If you privately conform- change behaviours and opinions to align with group.
Ex: If you privately conformed to the shock color, you would leave the situation
with a genuine belief that the best way to train a dog is with a shock color.
o If publically conform - you re outwardly changing but inside you maintain core beliefs.
You only outwardly agree with the group.
Ex: you agree to the shock color in the group situation but you also know that
the treats is a more effective route. You are not convinced. When you are alone
you train the dog with a treat.
Problem Solving/Decision-making often takes place in groups. Factors that influences an
individual s problem solving/decision making the group interactions shape the outcome.
o Group polarization is a phenomenon where group decision-making amplifies the
original opinion of group members. A stronger version of the decision is adopted.
For a view point to influence a groups final decision making:
All the view do not have equal influence.
Viewpoint is shared by majority of members of the group
Arguments made tend to favour popular/majority group view
Any criticism is directed towards minority view
Confirmation bias: group members seek out information that support
the majority view.
Ex: majority of the group agrees that training the dog with treats is the
best way to go about it. Some people chastise those who say the collar
is the best way to train the dog. The individuals leave the discussion that
training the dog with treats is amplified
Groupthink occurs when maintaining harmony among group members is more important than
carefully analyzing problem at hand. Happens in very cohesive, insulated groups. Often have
important/respected leaders, and in the interest of group unity individuals suppress/sensor
their own opinions.
o First suggestion proposed by the leader is adopted. Especially if there is little hope of
finding a better solution. Not the most effective way to make a decision and can explain
what s wrong with Congress in the US.
o Ex: neighborhood people decide to meet to discuss a dog exhibiting bad behavior.
Leader says the dog should be put down to avoid damage to the neighborhood. Instead
of arguing with the leader and having a conflict, the neighbors agree that the dog should
be put down.
o To avoid group think: bring in outsiders/experts, have the leader of the group not
disclose opinion, discuss what should be done in smaller groups
Recap: Conformity, Group Polarization and Group think are all processes when individuals come
together in a group. Can be positive if the group is open minded, positive, and willing to
consider more than one opinion.
Bystander Effect
Person falls to ground nearby, would you help? People say yes, research says no. If in group, less
likely to help. With increased group size, people feel less inclined to take action - called
bystander effect.
o Bystander effect Individual may feel less inclined to take action because of presence of
others in the group. The bystander effect refers to a group process in which
individuals observe an injustice or a crime being perpetuated and do not intervene.
o Small group = less bystander effect. Large group = more bystander effect (leads to
nothing happening by any one individual and people might not even call 911)
Why? One may be lack of medical knowledge, or limited experience in assistance and think
someone else would do it (one might assume that with such a large group of people, someone
must have more experience than I have with unconscious person). This is called the diffusion of
responsibility theory
o diffusion of responsibility theory explains bystander effect. When individuals are in
presence of others where help is needed, feel less personal responsibility and less likely
to take action when needed.
In a small group you don t diffuse the responsibility. You are more likely to feel
personal responsibility to intervene. Ex. In a small group you might realize that
you are only one who has practiced CPR.
Amplified by amount of people in the group. If you were to collapse in small group, less chance
of bystander effect. If only few people, more likely that people would be more inclined to take
action and help you. Feel more personal responsibility.
Bystander effect can lead to little happening by any individual. One example is story of Kitty
Genovese 28 year old women living in NYC who was stabbed, raped, and robbed while 38
people were in vicinity (witnesses). Horrific attack spanned over half an hour. Kitty was pleading
for help and the victim later returned to kill her. 38 witnesses didn t take action because there
were so many other people present in the vicinity.
Deindividuation those in group are more likely to act inappropriately because crowd conceals
person s identity. Good example is behavior of some on Black Friday. Presence of large group
there is violence (shoppers trample employees, shot shoppers, stolen goods from stores).
Presence of large group decreases their inhibition/guilt, hence increases antisocial/deviant
behavior. Another example is the internet anonymous platform causes people to express
opinions they typically would not express. (ex. Youtube comments people are nasty, cyber
bullying)
Social Facilitation and Social Loafing
Social facilitation how would presence of others affect your behavior? Would it Help or hinder
your performance? According to social facilitation, most dominant response for particular
behavior would be shown. Dominant response refers to response most likely to occur. In the
example of a presentation, if you practice inside and out, presence of others will lead you to
perform well. If you haven t practiced well, presence of others will make you perform more
poorly (exacerbate your mistakes). Social facilitation occurs when individuals perform better in
front of an audience.
o occurs when an individual complets a mangeable task in front of an audience. When
an indiviaul works on a challenging task in front of an audience, this might ncrease
arousal beyond optimal and iterefere with performance
o Presence of others increases your arousal your general physiological or psychological
excitement (Increased HR, faster breathing, activation of autonomic nervous system)
and is known as nervous energy. Increased energy/arousal increases likelihood of
dominant response occurring. Whether dominant response is correct or accurate
depends on how easy the task is, and how well you ve learned it/rehearsed it. Presence
of others improves performance (helps) on simple tasks, and hinders it on difficult
tasks/unpracticed tasks. (This is known as Yerkes-Dodson Law).
Increased arousal occurs only when person s efforts are evaluated. Ex: if you are
giving a presentation to close friends who are not evaluating you, you may not
have any nervous energy, because you feel comfortable around them
o
Social loafing is a tendency to put forth less effort in group task if the individual contributions
aren t evaluated. Social loafing is the tendency for individuals to put forth less effort when
part of a group.
o Group-produced reduction of individual effort groups experiencing social loafing are
less productive, put forth less effort, and perform poorly. Perhaps to guard against being
the person who is doing all the work, or because you know that your individual
contributions are not evaluated.
Ex: in group project of a presentation, they put in less effort and perform poorly.
o Can be reduced by making task more difficult, or separating performance of individual in
the group (giving own person their own grade), or make individual components to each
group member
So does presence of others help or hinder performance? Depends.
The Hawthorne effect (also referred to as the observer effect) is a type of reactivity in
which individuals modify or improve an aspect of their behavior in response to their
awareness of being observed. (acronym: observe the THORNes)
o The Hawthorne effect occurs when an individual participant changes his or her
behavior, specifically due the awareness of being observed.
Agents of Socialization
Agents of Socialization: Refers to parts of society that are important for socialization
(the process of learning the norms and values in a society)
Socialization is a life-long process where we learn how to interact with others. Everything we
consider to be normal is actually learned through socialization how we learn to walk/talk/feed
ourselves, and how we learn behavioural norms that help us fit in.
Important agents of socialization what s used to transmit (pass around) culture, values,
beliefs about acceptable behaviors, and beliefs. Agents include people, organizations, and
institutions that help us learn about our social world.
o Examples of Agents of Socialization: popular culture, family, and religion.
o Our family most important agent of socialization. When you are a child, totally
dependent on others to survive. Your parents teach you how to care for yourself, how
close relationships work, their beliefs/values/norms, how to talk to others.
Malcom Gladwell s Book Outlier Looks at how family plays a role in
socialization. How wealthy parents raise kids vs. less fortunate parents raise
children. One example is trip to doctor s office wealthy parents encouraged to
ask questions, while kids less fortunate unlikely to criticize doctor. Wealthy kids
encouraged to challenge authority, while less wealthy kids taught to listen to
authority. Shows us how kids are raised and how it affects their interactions
with others (in this case authority).
o School is important. Schools teach life skills along with science and math don t learn
from academic curriculum, but learn social skills from interactions with teachers and
other students We learn the importance of obeying authority, act interested, learn to
be quiet, to wait etc. Part of the hidden curriculum : standard behaviors that are
deemed acceptable that are subtly taught by teachers.
o Peers teach us develop our social behaviours. Peers values and behaviors contradict
values of our families/parents at times, and influence us. Peer pressure. How our values
of our peers influence us.
We must decide on what values to keep and what values to get rid off
Ex. Peers pressure us to drink/do drugs as teenagers. What movies/music we
watch and listen to.
o Mass media television, internet, radio, book, magazines. When you are young, you
learn things through mass media that parents would not approve of. Today, children are
exposed to a lot of content intended for mature audiences violent TV shows. Enforces
gender and other stereotypes. Ex: Children s books is another agent of socialization.
Learning
Types of Learning
Nonassociative learning when an organism is repeatedly exposed to one type of stimulus, ex.
habituation and sensitization. In habituation, person tunes out the stimulus. Dishabituation
occurs when previously habituated stimulus is removed. Sensitization is increase in
responsiveness to a repeated stimulus.
Associative learning when one event is connected to another, ex. classical and operant
conditioning.
If you open refrigerator door and give the Guinea pig get a carrot anymore, over time she would
no longer react extinction. When a CS does not elicit a CR anymore.
o It is used to train certain phobias. Ex. If you are afraid of heights, the therapist would
expose you to various heights and the stimuli would not elicit the same response
anymore (the response of fear)
But suddenly she hears refrigerator door open later, and makes a response (a milder form like
feeling intrigued more than usual instead of a strong feeling of excitement) spontaneous
recovery (when old conditioned stimulus elicits response). Don t know why it happens, usually
infrequently, doesn t persist for a long time, and less strong.
In classical conditioning, behavior that is typically in response to one stimuli becomes the
response due to another stimulus (due to pairing)
Extinctive Burst: When an animal no longer receives regular reinforcement, its original
behavior will sometimes spike (meaning increase dramatically) - this is known as an
extinction burst.
o While extinction, when implemented consistently over time, results in the
eventual decrease of the undesired behavior, in the short-term the subject might
exhibit what is called an extinction burst. An extinction burst will often occur
when the extinction procedure has just begun. This usually consists of a sudden
and temporary increase in the response's frequency, followed by the eventual
decline and extinction of the behavior targeted for elimination. Novel behavior, or
emotional responses or aggressive behavior, may also occur. [Take, as an example,
a pigeon that has been reinforced to peck an electronic button. During its training
history, every time the pigeon pecked the button, it will have received a small
amount of bird seed as a reinforcer. So, whenever the bird is hungry, it will peck
the button to receive food. However, if the button were to be turned off, the
hungry pigeon will first try pecking the button just as it has in the past. When no
food is forthcoming, the bird will likely try again ... and again, and again. After a
period of frantic activity, in which their pecking behavior yields no result, the
pigeon's pecking will decrease in frequency.
Other things to know:
o Classical conditioning usage in therapy:
Aversive Conditioning: Aversive conditioning is usually used to stop a particular
behavior. The process involves pairing a habit a person wishes to break, such as smoking
or bed-wetting, with an unpleasant stimulus such as electric shock or nausea. If I wanted
to stop Shanikwa from smoking I could shock her every time she smokes. The shock is
the UCS and the pain is the UCR. Once the smoking becomes associated with the
electric shock (acquisition), Shanikwa will experience pain when she smokes, even
without the shock. Thus the smoking will become the CS and the pain the CR (but only
if the shock is no longer given).
Systematic Desensitization: Systematic Desensitization was developed by Joseph Wolpe
and is a process that involves teaching the client to replace feelings of anxiety with
relaxation. It works great with phobias. If Akira has a horrific phobia of spiders, the
therapist will teach Akira relaxation techniques (or give Akira a magical feel good drug).
Slowly spiders are introduced to Akira. First maybe just a picture, then one in a cage,
then one outside of a cage etc... The goal is to get Akira to associate spiders with the
drugs or relaxation techniques. Eventually, seeing a spider will cause Akira to relax (in
theory).
o Most of the time, systematic desensitization occurs gradually, but some therapists
use a technique called implosive therapy. Here they throw Akira in a room with
thousands of spiders with the idea that if they face their fear and survive, they will
realize their fear is irrational. This technique often produces a lot of anxiety.
Counterconditioning: Counterconditioning (also called stimulus substitution) is a form
of respondent conditioning that involves the conditioning of an unwanted behavior or
response to a stimulus into a wanted behavior or response by the association of positive
actions with the stimulus.
o Counter conditioning is very similar to extinction seen in classical conditioning. It is
the process of getting rid of an unwanted response. But in counter conditioning the
unwanted response does not just disappear, it is replaced by a new, wanted
response. "The conditioned stimulus is presented with the unconditioned stimulus".[3]
This also can be thought of as stimulus substitution. The weaker stimulus will be
replaced by the stronger stimulus. When counter conditioning is successful, the
process can not just be explained by simply substitution of a stimulus. It usually is
explained by things such as conditioned inhibition, habituation, or extinction
o It is a common treatment for aggression, fears, and phobias. The use of counter
conditioning is widely used for treatment in humans as well as animals. The most
common goal is to decrease or increase the want or desire to the stimulus. One of
the most widely used types of counter conditioning is systematic desensitization.
Extinction occurs in both operant and classical conditioning.
Phobic responses are acquired through classical conditioning.
Top left box: If you get physically sickyou probably ate something bad. You
avoid the food again (the sweet water).
Bottom left box: You don t pair the beep + light with getting sick, only the sweet
water. In this case the water is normal so no aversion to it
Top right box: Getting shocked was due to environment that is now removed so
the sweet water is not what caused the harm. You show no aversion to the
sweet water.
Bottom right box: You show aversion because the environment is still present to
cause harm. You show aversion to even tap water.
o Study showed that not all associations were equal and animals don t make associations
in all circumstances.
if you get physical sickyou probably ate something bad
If you get physically injured, it was probably caused by something in the
environment
Phobias: another example of a biological influence on learning. We are more likely to develop
phobias to something that impacted our ancestors rather than things that might be dangerous
to us in the real world. Very likely to have a phobia against heights, snakes, spider but are
unlikely to have a phobia to a car or electric outlet (even though you are more likely to be hurt
by these factors today than the phobias that most people have). It used to be evolutionary
advantageous to have the adaptive value to avoid food that made you sick, spiders, snakes,
heights in the past so they are passed on.
Adaptive associations (those who have a biological advantage) are learned faster than learning
with no biological value. Learning is not simply classical and operant conditioning.
Theories of Attitude and Behavior Change
Components of attitude
See above
Reciprocal Determinism
Reciprocal determinism is the interaction between a person s behaviours, personal factors
(motivation/cognition), and environment are all determined by one another
The Social-Cognitive Theory view behaviours as being influenced by people s traits/cognitions
and their social context. Talking about interactions between individual and situation they re in.
o Cognition -> Environment -> Behavior (the order can change as well)
o Ex. Meg is interested in soccer (cognition), joins a soccer team (environment), and
spends time with soccer players (behavior). Cognition -> Environment -> Behavior
Or, she can spend a lot of time with soccer players (behavior), become
interested in it (cognition), and joins a soccer team (environment). Behavior
Cognition Environment
Or, she hangs with soccer players (behavior), so she joins a soccer team to hang
out w/ them more (environment), and then after playing for a while develop a
real interest in soccer (cognition). This then reinforces her hanging with the
team. Behavior Environment Cognition.
This theory was developed by Bandura (same scientist who did work on observational learning).
Our learning is through observation of others, and observation of behavior of others.
Personal Control (Locus of Control, Learned Helplessness, and the Tyranny of Choice)
Perceived behavior control: refers to a person s ability to carry out intentions to perform a
certain behavior.
Important element of social cognitive theory is personal control. Are we controlling or are we
getting controlled by the environment around us. Is our locus of control: Internal or external.
o I should have studied harder internal locus of control, can control fate of own destiny
o That was an unfair test external locus of control, perceive outside forces that help to
control your fate.
o Therapy can be used to try to encourage a patient to attribute problems or internal
controllable factors rather than external factors or uncontrollable internal factors.
Those internal achieve more in school/work, cope better with stress and lower depression.
External do not as well and higher rates of depression.
Learned helplessness when tone is sounded dogs receive electric shock, but could press
button to stop the shock. Group 2 had no way to turn off the shocks.
o After, dogs placed in new environment and had 2 sides separated by low partition in
middle. Given electric shocks, but dogs in group 1 learned to escape shock by jumping
over barrier. Dogs in group 2 didn t try to escape the shock.
o Therefore, uncontrollable bad events can lead to a perceived lack of control, which
leads to general helpless behavior.
Increasing people s control over very small things, like TV remote can increase the health and
well-being of people in nursery homes.
What about too much control? Too many choices can also negatively impact our cognition and
behavior the tyranny of choice.
o Ex. too many choices at stores
o Those who had to pick 1/6 were more satisfied with their behavior, those who had to
pick 1/30 less happy with their choice.
o One result is information overload, and can lead people to decision paralysis and
increased regret over choice made.
Personal control is important, any control people have on environment even a little has good
effect on well-being. On other hand too much is not good either.
Self-Control
Self-Control: The ability to control our impulses and delay gratification. Influences how we
behave.
Humans have natural desires: motivations associated with pleasure or release from displeasure.
Aren t necessarily bad (ex. Desire to drink water to live). When they become a temptation:
when desire conflicts with values or long term goals. (ex. Wanting to eating a candy bar while
having the long-term goal of losing weight, or watch a series on Netflix vs. graduating with your
PHD).
o So self-control is focussing on long-term goals while putting off short-term temptations.
The most famous experiment of self-control is commonly referred to as the marshmallow test.
Kids in preschool given marshmallow and could eat it whenever, but if they waited 15 minutes
they could get another marshmallow (total of 2! they would have to forego immediate
gratification and wait for a better reward).
o Some ate it right away, but other kids licked it.
o Those who were able to wait tended to have better life outcomes when followed 10
years later (higher SAT scores, lower drug use, fewer relationship problems, better social
skills, less stress, better grades, eat better, smoke less).
Self-control improves management in all areas of life
Ego depletion idea that self-control is a limited resource. If you use a lot of it, it can get used
up, and less of it to use in the future which can affect a later unrelated task that also requires
self-control. This is true because self-control requires lots of energy and focus.
o Demonstrated by experiment that those who resisted eating cookies ended up giving up
sooner on another unrelated task that also requires self-control than those who didn t
resist.
o Muscle is used as a metaphor for self-control. Can be strengthened with practice, but
can also be fatigued/depleted with overuse.
o If you work in a task that requires lots of self-control, make sure you get a lot of
sleep/rest afterwards.
o Training self-control in one area can improve it in other areas. Ex. Exercise if you don t
want too.
How to improve self-control
o 1) Change environment make object of your temptation harder to get while making
better/healthier options easier to get. ex. Moving unhealthy snacks to more difficult to
reach shelf than the healthy snacks. [This surprisingly head a great effect] make good
choices easier to reach.
o 2) Operant conditioning reinforcing good behaviours with rewards. Positive/negative
reinforcement or punishment. Ex. Watch an episode on Netflix for each segment of
dissertation completed (positive reinforcement) or preventing a beeping on your
computer as you typed into MSWord (negative reinforcement) to increase work to get a
reward/avoid an annoying stimuli. Punishment turn off internet to decrease behavior
of watching Netflix. Reward good behavior + Punish bad behavior
o 3) Classical conditioning ex. eat healthy snack every time you crave chocolate and over
time you might start craving healthy snacks. Refocus desires to something more in line of
long term goals.
o 4) Deprivation? Removing the object of temptation completely is problematic. Can
make you want it more, and leads to ego depletion (takes lot of effort to deprive of
yourself something completely). This is probably why those on strict diets are likely to
fall to temptation.
Individuals and Society
Self-Identity
Erikson s Psychosocial Development - (Note the acronyms are from psychfiles and are a stretch)
Greatly influenced by Freud, but his theory was based on culture and society
Another key difference between his and Freud s theory was he suggested there was plenty of
room for growth throughout one s life (not just childhood).
Assumed a crisis can occur at each stage of development, between needs of individual and
society. Successful of 8 stages results in acquisition of basic virtues and healthy personality.
o Virtues are characteristic strengths that can be used by ego to resolve future conflicts
o Failure in certain stage results in reduced ability to move on to further stages or
unhealthy personality/sense of self.
ACRONYM: 1 is bun , 2 is shoe, 3 is tree, 4 is dinosaur, 5 is skydive, 6 is sticks, 7 is heaven, 8 is
plate. https://www.youtube.com/watch?v=U2HRFhMFMlg
Stage 1 0-1 yrs., crisis is trust vs. mistrust. (ACRONYM: BUN IS RUSTed) If an infant s physical
and emotional needs are not met, as an adult he or she may mistrust everyone.
o Virtue is hope
o And failing to acquire of virtue can lead to suspicion/fear/mistrust.
Stage 2 1-3 yrs., autonomy vs. shame/doubt. (ACRONYM: Shoe shaped Car driven by doubtful
SHA[N]E). Around 18 months to 3 yrs. children develop independence by walking away from
mother, what they eat, etc. Critical that parents allow children to do that.
o Virtue achieved is will (independence).
o Negative outcome: If child is overly criticized/controlled, feel inadequate and lack self-
esteem, and have shame/doubt in abilities.
Stage 3 3-6 yrs., initiative vs. guilt. (ACRONYM: Tree with an INN in it and a [Q]uilt around it)
Children feel more secure in their ability to lead others and play, so ask questions.
o Virtue they reach is a sense of purpose in what they do and choices/decisions they
make.
o Negative outcome: If tendency to ask questions is controlled, develop guilt as if they
re annoying other people and act more as a follower. Inhibits their creativity, and
outcome is inadequacy. Some guilt is necessary so child can have self-control.
Stage 4 age 6-12. Where teachers take an important role in a child s life, and child works
towards competence. Crisis is industry vs. inferiority (ACRONYM: Dinosaur with dust on him
feeling inferior).
o Virtue: Child will gain greater significance and greater self-esteem, and try to win
approval from others. Competence. Will feel industrious,
o Negative outcome: but if initiative is restricted child feels inferior (don t have
competence). Some failure is necessary/ good though, so child has modesty.
Stage 5 age 12-20, adolescence. Transition from childhood to adulthood, so one of most
important crisis. Want to start feeling they belong in society identity vs. role confusion
(ACRONYM: Skydiver dents his head on the ground when falling and then has confusion). In this
stage, the child has to learn rules he needs to occupy as an adult, so may re-examine identity to
figure out who they are. Body image plays big role.
o Virtue is fidelity, seeing oneself as unique.
o Failure: Role-confusion ( I don t know what I want to be when I grow up). Can cause
rebellion/unhappiness.
Stage 6 intimacy vs. isolation. (ACRONYM: : Sticks being intimate and one being isolated). Age
20-40. Try to find love and relationships.
o Virtue: Completion leads to comfortable relationships, love.
o Negative outcomes: avoiding intimacy can lead to isolation/loneliness/depression.
Stage 7 age 40-65 (Middle adult-hood), established career, so settle down, make families the
center of their lives, and sense of being part of bigger picture. Generativity vs. stagnation
(ACRONYM: GENERator powering heaven, a STAG powering the generator for the NATIONS
heaven).
o Positive virtue: Adults feel like they give back through raising children/work/community
activities/organizations, so develop sense of care for others.
o Negative outcome: is they feel stagnate and unproductive.
Stage 8 65+, slowing in productivity. Crisis is integrity vs. despair. (ACRONYM: plate with
inteGRIT and a pear). Stage where people contemplate on lives, reminisce. May feel guilty about
past or unaccomplished, dissatisfied.
o Virtue is wisdom -look back on life with sense of closure/completeness and accept death
wthout fear
o but if we feel unproductive leads to despair/dissatisfaction upon death.
Each of stages involve culture and society of which we develop in and occurs throughout life.
Self-fulfilling prophecy stereotypes can lead to behaviours that affirm the original stereotypes.
o City dwellers are rude (cognition, stereotyping) -> I don t like them (affective
component, prejudice) -> I will avoid them (behavioural component, discrimination)
o They think I m rude (cognition) -> They may not like me (affective)-> They avoid me
(behavioural) -> City dwellers are rude
Continuous circle that positive feedbacks on itself.
The city dwellers become ruder over time in response to our own behavior
towards them.
Prejudice and Discrimination Based on Race, Ethnicity, Power, Social Class, and Prestige
Prejudice and discrimination usually talked about in relation to racial and ethnic groups.
o Physical characteristics with social significance some have more meanings than others.
Ex. skin color, but not eye color. Attached meaning to skin color.
o Ethnicity Defined by national origin/distinct cultural patterns. ex. Puerto Rican, Irish,
Japanese. Also include groups like Jews defined more by cultural practices than country
of origin.
Can also be based on power, social class, or prestige.
o Power political power, economic (unfair hiring policies to minorities), personal (laws
can limit where someone lives/etc.)
o Social Class status (social status) is relative (to have higher status you need a lower
status). Social class often sets stage for prejudice (people on top maintain differences
between themselves and lower class the Just World Phenomenon good things
happen to good people and bad things happen to bad people, contributes to prejudice).
Ex. Of just world phenomena thinking: High social class people say they are
there because they work harder and low social class people are there because
they don t work hard.
o Prestige often based on occupation (ex. Being a doctor, lawyer). Minority group
members have lower paid jobs typically (ex. Janitor).
Social Behaviour
Physical Attraction
What does physical attraction mean, and are there things attractive to all people?
There are cultural differences, but some things are universally attractive attractive across
cultural backgrounds. Things like youthfulness, skin clarity/smoothness, body symmetry. For
women, low waist-hip ratio and full breasts. For men, muscular chest and V-shaped torso (broad
shoulders, narrow waste).
Facial attraction is more important than body attraction. For women, high forehead/small chin
and nose/full lips/high cheekbone are attractive. For men, strong chin, jaw, cheekbones, and
long lower face.
o Both men and women are attracted to high level sexual dimorphism the degree of
difference between male and female anatomical traits. [We are attracted to strong
facial features of opposite gender]
o Also averageness is attractive turns out unique traits are not most attractive.
Attractiveness is related to averageness. Most respondents pick 32 face average face
morph (faces digitized and averaged) as most attractive, and 2 face average less.
Even if you average 32 different faces, still looks the same as the average of 32
other faces. Suggests there s some prototype. (there is facial averageness).
More subtle things also influence attractiveness ex. red background more attractive than
white background.
Unrelated physiological arousal also influences attraction individuals who just walked across
narrow bridge (sympathetic arousal) leads to increased rating of woman. Because during
attraction sympathetic arousal occurs as well, ex. fast heartbeat. (you rate a woman while
crossing a bridge higher because you are experiencing sympathetic arousal as when compared
to rating the same woman while walking across the street.)
o When you are physically attracted to someone you experience this fast heartbeat
(sympathetic arousal too).
o Our brain recognizes the sympathetic arousal from high height and being attracted
together.
o For someone to be attracted to you take them on a date to the amusement park.
Similarity
How similar someone is to us is huge predictor of attraction.
Close friends and couples are more likely to share common attitudes, beliefs, interests, and
values. We tend to partner up with people who match our age, race, religion, and economic
status/educational level. We like people who are like ourselves in looks.
o Demonstrated through experimentation and correlation/surveys.
o One study, two people brought in the lab and they were told they were going to be
playing a game. One person was a confederate (in on the study the entire time).
Participants were split into 2 conditions. 1. Participants saw a picture of the other player
and in 2. Picture shown of other participant w/ some of their own facial features
mapped onto it. Results show that the individual was more likely to cooperate with the
other player when the other player has similar facial feature as to his own.
Person is more likely to trust/cooperate with the person who had similar
characteristics (of the photo of someone whose facial features are morphed
with their own).
o Also more likely to think individual is attractive when their facial features are morphed
with their own.
o More likely to vote for political candidates whose photographs have been changed to
include our facial feature.
o We like people like us (same interests/attitudes) as well people like us who are similar to
us on any level (like sharing same physical features).
Similarity can help people stay together. Does it help them stay together? Research has shown
yes.
o Couples can also stay together due to perceived similarity because over time
interests/beliefs are more aligned. Become similar as time goes on. Perceived similarity
can be just perceived they think the other person is similar to them (but actually aren t
similar to their partners at all).
Could result in a similarity bias implies we will not befriend people different from us.
A projection bias is when we assume other share the same beliefs we do.
False consensus is when we assume everyone else agrees with what we do, even if they do not.
Aggression
Aggression = any physical/verbal behavior intended to harm or destroy. Ex. Physical, verbal, or
spreading a malicious rumor
Aggression/aggressive behavior comes from combination of the 3:
o 1) Biology:
1. Genes: evidence: identical twins, if one is more aggressive the other is as well.
With fraternal twins not the case, and we can breed animals for aggression
2. Brain structure impact on aggressive behavior: No one brain spot controls for
aggression but there are circuits in brain can inhibit/facilitate aggression. The
amygdala (part of limbic system which is composed of structures from
telencephalon, diencephalon, and mesencephalon) facilitates our fear response,
and when stimulated triggers aggressive behavior. The frontal lobe is
responsible for planning, decision making, and importantly impulse control, and
correlation studies have shown criminals have decreased frontal lobe
activation.(perhaps those who commit violent actions can t inhibit violent
behaviors)
3. Testosterone is hormone released by testes in men and ovaries in women.
Higher in men = why men are more aggressive than women. Also why 70 y/o
man is less aggressive than a 17 y/o adolescence man. High levels of high
testosterone can lead to aggression, muscle building, and wider faces (rather
than long round one). Can lead to irritability/assertiveness/impulsiveness, and
low tolerance for frustration. Drugs that reduce testosterone levels tend to
reduce aggressive tendencies.
o 2) Psychological:
Frustration-aggression principle, the idea that frustration creates anger which
can spark aggression. Almost anything can cause frustration.
Ex. Physical pain or presence of crowd. Higher temperatures can also
lead to frustration.(more violent crimes when the weather is hot)
Reinforcement-modeling can lead to aggression through positive
reinforcement. Parents who give into demands of child during temper tantrums
lead to more temper tantrums in future.
Also if parents yell/hit each other, child will pick up on behavior too
(parents can model aggressive behavior child can observe and pick up
behavior of parents).
o 3) Socio-cultural
People act more aggressively in groups (ex. riots) deindividuation you gain
an anonymous status when you are with large group of people. If people around
individual act poorly, individual might act poorly too. This also explains why
there is poor behavior on the internet (they are anonymous here, and those
around them model poor behavior).
Social scripts when people are in new situations they rely on social scripts, or
instructions provided by society on how to act. Ex. violent video games model
aggressive behavior for them. Viewing media can give them example of how
they should act. Ex. Lash out at someone when something goes wrong
Again, seems to be a combination of all 3 factors work together to lead to aggressive factor, not
only 1.
Altruism
Altruism: care about welfare of other people and are acting to help them. Beneficial to society
and also individuals.
Studies found connection between volunteerism and future health and well-being. Also higher
life satisfaction and decreased risk for depression/anxiety.
Most definitions of altruism include that altruistic person is not getting anything in return. Can
anything ever be truly altruistic?
Types of altruistic behavior: (Does altruism have an ulterior motive?)
o Kin selection - people act more altruistically to close/kin than distant/non-kin people.
Same when people share last names, especially true if people have rare last
names.
Morphing faceAs increase trust we have in other person.
Is this behavior altruistic if it gives us an evolutionary advantage, to pass on our
genes (the genes of those closest to us)? Is it really altruism if we are helping
select for genes of our kin?
o Reciprocal altruism - People are also more cooperative if they will interact with that
person again in the future. Giving with expectation of future reward.
We feel more obliged to help someone else if they have helped us.
This is why charities send out small gifts. By helping you out now, they hope you
respond by giving them a larger gift in the future.
o Cost signalling giving signals to others that person who s giving has resources. People
have increased trust in those they know have helped others in the past. Signals that the
person is open to cooperation.
o Altruism has ulterior motive in the above three. There is always a reason (not
completely selfless!)
Empathy-Altruism Hypothesis suggests some people are altruistic due to empathy. High
empathy = high in altruistic behaviors. Those who score higher on empathy are more altruistic.
o Early developmental trajectory Helping behaviors begin early. Some newborns cry
when other newborns cry (they recognize other babies distress). Helping behavior
begins around age 2, children share toys and play act helping/altruism. Age 4 begin
actually begin helping.
o Says that altruism might be a normal human behavior because it occurs at such a young
age. We have a tendency to help other people without an alternative motive.
Social Support
Let s say you had a bad day at school or work? You would call friends, parents, reach out to
people online, and your other social network in this time of stress. Social support is from more
than just friends/family it s from everyone we reach out too. Individual people can give you
different kinds of social support.
4/5 Kinds of social support: 1. Emotional support. 2. Esteem support 3. Informational support 4.
Tangible/instrumental support 5. Companion support
Emotional support affection, love, trust, caring. The type that involves listening and
emphasizing. Can include physical support (hugs/pats on back). Provided by those closest to you
(family/close friends)
Esteem support expressions of confidence/encouragement. Things people say to let you know
they belief in you. Can come from family+ friends but also therapists, teachers, coaches.
Informational support sharing information with us or giving us advice. Can come from
family/friends or even articles online.
Tangible/Instrumental support financial assistance/support, material goods, or services.
Taking some of your responsibilities so you can deal with other problems. Can come from a
bank, people who bring you dinner when you re sick, or lend you money between jobs.
Companionship support the type that gives someone sense of social belonging.
Companionship while you engage in an activity.
Social support network is huge! Can come from family, friends, pets, coworkers, partners,
community organizers, healthcare workers, etc.
Social support is important! Social support is a major determinant of health and well-being.
Good social support = less mental health issues, more likely to behave in healthy behaviors,
exercising, not smoking, Can help us deal with stress.
People with low social support report more symptoms related to depression/anxiety, more
mental disorders, more likely to have alcohol and drug problems. Also higher risk of deaths from
cancer and heart disease.
o Why it s important to provide support for people around you too and also to pay
attention to your own social support.
o You are a part of the web of social support for other people just like others are a social
support for you!
Social Interactions
Status
Status / Social Status is a person s social position in society. Each person has many statuses, ex.
One individual can be a Son, student, and friend, etc. They affect the type of interactions we
have some situations people are equal (ex. you and your friend, you feel comfortable talking
things out) some not you hold an inferior (ex. with professor you are submissive/respectful,
and less negotiate) or superior to the other (ex. President of an organization. You have control
over your members. Your members respect you more so.
o In short: Friends are equal, but if you are interacting with professor they are superior to
you. Of if you re president of school organization you can be superior over members.
Ascribed statuses statuses you can t change, given from birth. ex. Prince of royal family
o The practice of assigning such statuses to individuals exists cross-culturally within all
societies and is based on gender, race, family origins, and ethnic backgrounds. [3] For
example, a person born into a wealthy family has a high ascribed status based solely
on the social networks and economic advantages that one gains from being born into
a family with more resources than others.
o Caste System is an example of this
Achieved status status you earn yourself after working for it, ex. Olympic athlete
o An achieved status is a social position a person takes on voluntarily that reflects both
personal ability and merit. An individual's occupation tends to fall under the category
of an achieved status; for example, a teacher or a firefighter.
Master Status In perception, an individual's master status supersedes other identifying
traits; for example, if a woman feels that her role as a mother is more important than her
role as a woman, a daughter, etc., she is more likely to identify herself as a mother and
to identify with other women who label themselves as such.
Dramaturgical Approach
Erving Goffman (1940) studied nature of people s interactions. He noticed people planned their
conduct, people want to guide and control how they re seen, and act differently alone than in
public. They put the best presentation of themselves that they can.
o Says people do all these things through process of dramaturgy.
2 parts of dramaturgy: Both help us explain how humans behave in a social setting.
o Front stage when people are in a social setting. Ex. someone watches baseball with
friends even if he doesn t like baseball. Manipulating how he s seen to gain/make
friends. Putting on a front and acting for an audience perhaps use this to your
advantage one day.
Say oh I love baseball even though you don t really like baseball
o Back stage more private area of our lives, when act is over. You can be yourself. You
can do what you feel makes you comfortable. Private area of your life.
Some things in backstage maybe nobody knows about, few people who are
close to you might know about some things in your backstage
Ex; guy who said he loved baseball might come home and like watching cooking
shows, cooking nice meals, hanging out with his cat. Nobody knows this about
him.
It is things we do behind stage. Ex; putting on makeup! Things we do to prepare
for front-stage when nobody is around.
Some people are crossing over from back stage to front stage due to social media putting on a
front in their backstage to make a good impression.
Impression management
Impression management our attempt to control how others see us on the front stage. Do this
because we want to be viewed in a positive way. There are multiple social situations which
require different scripts from you as an actor and hence there are multiple front stages, and you
have to play a different frontstage role every time. We manage our sense of self in social
interactions.
o Ex; All front stages - football team captain (he had to get people fired up!) and perhaps
on the weekends he volunteers at the hospital (very different front stage, his role is be
there for the patient and offer them help as a volunteer) and then perhaps he goes to
school and in chem-class he needs to get a rec from his chem-teacher to get into grad
school (he pretends to be interested in professors research and gives impression he is a
curious student).
Backstage where you work on impression management. Ex. put on makeup, look in mirror and
try different outfits (training area for impression management)
Aggression
See above
Animal Communication
Humans communicate with each other through language (how we communicate ideas,
thoughts, feelings and how we respond to thoughts/feelings of others), non-verbal cues (can tell
if someone is happy/sad, anxious/angry by smile, frown, etc)., and visual cues (ex. painting
rooms pink vs. black)
Other animals have ways of communicating as well, not with language but with many non-
verbal cues and visual cues, and other types of cues not used by humans.
Who are animals communicating with?
o Members of same species
o Members of other species. Ex. Some frogs use bright colors to signal they are toxic so
communicate with other animals that they should not eat them, cat communicates with
a human when they are hungry
o Autocommunication can give information to themselves. Ex. bats and echolocation
and this allows them to gain information about the environment
What are they trying to communicate? What is the main function of animal communication?
o Mating rituals, to attract opposite sex. Ex. Some animals use bright colors, complicated
dances, and specific verbal calls.
o To establish/defend territory. Tell other animals to back off. Ex. Birds get territorial
when they lay eggs.
o To convey information about food location
o Alarm calls, to warn others about predators
o Signal dominance and submission. Ex. Dogs have a stance to indicate who came out on
top after a fight.
Animals communicate with each other and humans.
BUT, a WARNING. Watch about for anthropomorphism attributing human characteristics to
non-human animals. We can interpret and describe meaning to action of animals but we can t
be certain if we are correct about these interpretations because we can t speak to the animals.
ex. pet sleeping with you at night and you can assume that they love you but maybe they are
just there because of your body heat.
o Predicts the availability of resources and social behavior (important for who they mate
with). Strategy of each individual depends on strategy exhibited by other players.
o A important difference between evolutionary game theory and general game theory:
Game theory involves intention, where participants reasoning about behaviours
of others.
Evolutionary game theory different because decisions might not have a
conscious intention on part of players.
o Evolutionary game theory helps us predict traits we would expect to see in a population.
Evolutionary game theory predicts the appearance of (helps us see) evolutionary stable
strategies (behaviours that persist in population once present).
Ex. Altruism 2 groups of monkeys, one selfish and one not. Selfish group
doesn t alarm others of predators. Non-selfish group alerts others and leads to
overall success of group over time. Making a call at their own expense is
sometimes good (the one who makes the call might not survive, but those
similar to it can be helpedthis is better strategy for the population).
Altruism increases fitness of group!
Discrimination
Social Structures
Social Institutions
Institutions are essential parts of a society, ex. police stations, hospitals, businesses, Walmart,
trader joes. Impose structure on how individuals behave. Guide what we do.
o Institution can create rules that impact all of society and guide what we do. Indiivduals
are reliant on institution and community.
o They don t need any 1 individual, just need many of them, and each individual is very
replaceable. Institutions are created by individuals but continue even after an individual
is gone. Whereas without institution major changes can occur to individual. Imbalance
in power.
o A form for filling the need. Meet the need of a society. Family institution = people year
after year. Medicine = fill the need of health. Institution = for advancement of society. \
Two views of institutions
o Conservative View: institutions are natural byproducts of human nature.
o Progressive View: institutions are artificial creations that need to be redesigned if they
are not helpful. Ex. Businesses
We think of institutions as a business/corporation, sociologists thinks of social structures,
governments, families, hospitals, schools, laws, religion, businesses, etc. All continue without
any 1 individual.
Functionalism
Functionalism is a system of thinking based on ideas of Emile Durkheim that look at society from
large-scale perspective, and how each part helps keep society stable.
o It says that society is heading towards equilibrium. Ex. local businesses must adapt to
new ways to cater to customers (in response to a disrupter such as amazon for example)
o Also called structural functionalism. The structural functionalism approach is a
macrosociological analysis, with a broad focus on social structures that shape
society as a whole.[
Durkheim imagined a balance between institutions and social facts
o Institutions are structures that meet the needs of society like education systems,
financial institutions, marriage, laws, etc. [also: business, law, military, police force,
mass-media, nongovernmental organizations, religion]
o Social facts are ways of thinking and acting formed by society that existed before any
one individual and will still exist after any individual is dead. Unique objects that can t be
influenced and have a coercive effect over individual only noticed when we resist. Ex.
the law. Others are moral regulations, religious fates, and social currents like
suicide/birth rate (one person committing suicide has no effect of suicide on society).
Facet of society itself and a necessary structure.
Society is dependent on structures that create it, like a biological cell is dependent on parts that
make it up.
o Intended consequences of institutions are manifest functions, ex. businesses provide a
service. School educate people so they can get jobs. Laws maintain social order.
o Unintended consequences, ex. schools expose students to social connections/new
activities, and businesses connect people across society latent functions, indirect
effects of institutions. (unrecognized consequences)
o Social dysfunction is process that has undesirable consequences and may reduce the
stability of society.
Durkheim questioned how do societies stay together
o Small societies are held together by similarities, but only works for small onesevolves
into large society. (population growth in a small spaceand people become specialized)
o In large societies individuals become interdependent on each other as everyone is
specialized in different roles. Forced mutual independence.
o In functionalism, a change to production/distribution/coordination will force others to
adapt to maintain stable state society. Social change threatens mutual dependence of
people in that society. Institutions adapt only just enough to accommodate change to
maintain mutual interdependence.
Problems of functionalism: focuses entirely on institutions without regard for individual (only
acknowledged). Also largely unable to explain social change and conflict, so focussed on
equilibrium (between social facts and institutions) little change and conflict is modelled and no
conflict can occur. More to society than just stable state of its part, but functionalism is still
useful in examining the functions of its integral parts.
Conflict Theory
Focuses on inequalities of different groups in society, based on ideas of Karl Marx that believed
society evolved through several stages: feudalism -> capitalism -> socialism.
o 19th century Europe was capitalist
rich upper class called bourgeoisie (minority) and poor lower class called the
proletariat (majority).
The term bourgeois refers to individuals of a social class that have wealth,
power, or influence.
The term proletariat refers to individuals from a working class, where their
worth is determined by their ability to perform manual labor.
Upper class had more power (owned the factories, and sold what they produced
from factories). Lower class depended on upper class (the factory owners) to get
paid, but upper class also depended on lower class for their labour.
Significant economic inequality, which Marx believed led to change in society.
Lower class united to create class consciousness as they realized they were
being exploited. Exploitation would allow lower class to overthrow the status
quo. A society where one group exploited another group economically would
eventually lead to its own destruction.
o The thesis (existing generally accepted state) was that bourgeoisie ran factories and
working class provided labour. Thesis causes the formation of the reaction antithesis
(opposed the accepted state).
o Antithesis - Desire of working class to change was the thesis. The anti-thesis is the
reaction to the thesis, the push-back from those unhappy with the status quo.
Thesis + antithesis can t coexist peacefully. Thesis is happy while antithesis is
looking for change always. .
o Struggle would lead to a compromise - a synthesis of the two by creating a new state.
Would eventually become new thesis.
Could lead to members of the working class becoming managers. Creating a
new middle class that might have more power than the factory owner. This
creates a new thesis/antithesis. Thesis is always is the more powerful party.
Antithesis always wants to oppose the thesis and there is a constant struggle of
tension/unrest between the two opposing sides.
Ludwig Gumplowicz expanded on Marx by proposing that society is shaped by war/conquest,
and cultural/ethnic conflicts lead to certain groups becoming dominant over others.
Max Weber said he did not believe collapse of capitalism was inevitable, but argued that several
factors moderate people s reaction to inequality.
o Introduced: three independent factors Class/Status/Power
Class: A person's economic position in a society, based on birth and individual
achievement.[12] Weber differs from Marx in that he does not see this as the
supreme factor in stratification. Weber notes how corporate executives
control firms they typically do not own; Marx would have placed these people
in the proletariat despite their high incomes by virtue of the fact they sell their
labor instead of owning capital.
Status / Prestige: A person's prestige, social honor, or popularity in a society.
Weber notes that political power is not rooted in capital value solely, but also
in one's individual status.
For example: Poets or saints can have extensive influence on society
despite few material resources.
Power: A person's ability to get their way despite the resistance of others,
particularly in their ability to engage social change.
For example, individuals in government jobs, such as an employee of
the Federal Bureau of Investigation, or a member of the United States
Congress, may hold little property or status but still wield
considerable social power.[13]
The equal rights and womens suffrage movements were all conflicts that resolved in a new
thesis.
The good of conflict theory: Conflict theory models drastic changes that occur in a society
Problems of conflict theory: doesn t explain the stability a society can experience, how society
is held together (unity), despite some members not liking the status quo.
Social Constructionism
Social constructionism argues that people actively shape their reality through social
interactions/agreement it s something constructed, not inherent. Things are social products
made of the values of the society that created it.
o A social construct is concept/practice everyone in society agrees to treat a certain way
regardless of its inherent value, ex. money.
Social constructionism is theory that knowledge is not real, and only exists because we give
them reality through social agreement nations, books, etc. don t exist in absence of human
society.
o The self is a social construct too our identity is created by interactions with other
people, and our reactions to the other people. (and reaction to expectations to society)
2 types of social constructionism: weak and strong
o Weak social constructionism proposes that social constructs are dependent on:
Brute facts, which are the most basic and fundamental facts. Ex. brute facts are
what explain quarks (or what makes the quarks) in atoms, not the atoms
themselves (something that is not defined by something else).
Institutional facts are created by social conventions and do rely on other facts.
Ex. money depends on the paper we have given value.
o Strong social constructionism states that whole of reality is dependent on language and
social habits; all knowledge is social construct and there are no brute facts. We created
idea of quarks and everything we know to explain it. No facts that just exist.
Main criticism to social constructionism is it doesn t consider effects of natural phenomenon on
society, and for strong social constructionism it has difficulties explaining those phenomena
because they don t depend on human speech or action. Strong SC only explains reality through
thoughts of humans, not using fundamental brute facts.
Associated with: Berger and Luckman
Symbolic Interactionism
Takes a small-scale view of society, focuses on small interactions between individuals like
hanging out with a friend. Sees society as buildup of everyday typical interactions.
Symbolic interactionism examines small scale (or micro level) social interactions,
focusing attention on how shared meaning is established among individuals or small
groups
Addresses the subjective meanings people believe to be true meaning is the central aspect of
human behavior. Humans ascribe meanings to things, and act towards those things based on
ascribed meaning. Language allows humans to generate meaning through interactions, and
humans modify meanings to thought processes.
Particularly interested in symbols use that people use to contribute values/beliefs to others.
Developed by George Herbert Mead, believed development of individual was a social process as
were the meanings individuals assigned to things. People change based on interactions with
objects, events, ideas, others, and assign meaning to things to decide how to act. [Tree means
shade for example]
Herbert Blumer continued Mead s work. He proposed 3 tenants to explain symbolic
interactionism:
o 1. We act based on meaning we ve given something, ex. tree is place to rest.
o 2. Different people assign different meanings to things. We give meaning to things
based on social interactions, ex. someone tells us tree is infested with ants. But we have
different views of the tree and we act differently.
o 3. The meaning we give something isn t permanent, ex. something bites my back, so
might not sit under next tree one finds. (Tree now is defined as shade on a hot day with
a potential of getting bit)
Criticism doesn t ask same questions as large scale sociologists do. Sometimes considered as
supplemental instead of full theory, because restricted to small interactions between
individuals. But gives different perspective necessary for fully understanding society. Capable of
explaining of how societies can change when created/recreated by social interactions.
Feminist Theory
A contemporary approach of looking at world from macro-perspective, developed from
feminism movement originating from conflict theory by focussing on stratifications/inequalities
in society. It examines women s social roles/experience in education, family, and workforce.
It looks beyond more common male-based perspective to focus on gender inequalities in
society.
Women face discrimination (unjust treatment of individual because they belong to a certain
group), objectification (when someone is regarded as an object and treated as less important),
oppression (where women are treated unjustly and encouraged to occupy gender based social
roles), and stereotyping (all women are viewed under the same oversimplified image).
Demographics
Demographic Structure of Society Overview [Lots of repeat to above but a new KA video]
Different ways you can look at population of group. Groups you can put society into to look at
trends and statistic (ex. Education levels and death levels for different age groups or races or
ethnicities. Statistics for immigrant s vs native born, of people of different genders, sexes, or
sexual orientations). We look at statistics for jobs, money, income, education, quality of life,
access of healthcare (factors that affect the individual). Split population into groups and
compare their lives. Always exceptions.
Age: Based on age different cohorts. Each generation have similar events and time periods.
Elderly people have harder time having health insurance (pre-existing conditions, more likely to
sick). 65+ age group growing, people are living healthy lives for a longer period of time and can
work for longer period of time. Aging is more than just a number. Age can be just a regulator on
behavior. Global health improvement = older people are valuable in society
Race + Ethnicity (more common): Race: social construction that puts people into groups based
on observed or perceived differences in physical traits
o ethnicity is defined by culture (culture and ancestry) whereas race is defined by
perceived physical characteristics Both are complex, social categories that change over
time, rather than simply biologic features of human beings.
o Racial formation theory: looks at economic, social, political factors that results in
socially constructed races. In US: White, African American, Latin American, and Asian
groups.
In South America: Latin American is broken down into more groups
o Ethnicity: Groups people on shared language, history, or nationality.
o Race and ethnic group definitions can change over time as value of a society changed.
Racialization: Racial identity ascribed to a minority group
o Statistical differences between racial and ethnic group.
Racial and ethnic groups (except Asian Americans) have bigger families, less
access to healthcare, higher incarceration rates, lower paying jobs, and higher
school dropout rates. Most differences due to education.
Immigration:
o Discrimination: Unjust treatment of a category of people because they belong to that
category. Some discrimination based on race/ethnicity. Immigrants face this in their
host countries. Immigration is easier for some ethnicities than for others.
o Citizens of host countries fear change that immigrants carry with them. Immigrants can
overtax social services if too many people move in the same time and also can cause job
shortages (but they can provide jobs in fields that native citizens do not wish to do.
Immigrants are not as picky).
o Immigrants move to industrialized countries (NA, middle east, Europe, asia)
Sex, gender and sexual orientation
o Discrimination also between men and women and people lives in general.
o Essential part of any society
o Sex: biological determination of male/female/intersex people (1 or 3, 3+ sex
chromosomes)
o Gender: social construction on how a person of a specific sex should behave
Each person has gender identify as and the gender presented to society
Assumed roles men and women have in society. Female should act as women,
Males should act like men
o Sexual Orientation: Socially constructed grouping. Two parts: gender you are attracted
too and the gender you have sex with
Men are supposed to be attracted to women, women are supposed to be
attracted to men. People don t necessarily follow this today.
Fear of change = cause discrimination of minority groups
Minority group: treated differently because of some cultural or physical
characteristic. Less than 50% of population.
Women: > 50% population but treated as a minority. [Lower paying jobs, lower
expectations]
Men: there is a narrow definition of masculinity that they are allowed to be
Sexual orientation Discriminations in jobs and healthcare.
Social constructed ways one should be limits every individual!
Not in KA video but important to know:
Gender schema theory Theory that explains how individuals should be gendered in society.
How sex-linked characteristics are maintained and transmitted to other members of a culture.
What constitutes men/female characteristics and how stereotypes become ingrained in the
society. Cognitions regarding what constitutes a sex identity is a gender schema.
Gender script what we expect men and females to do. Gender Script: organized information
regarding the order of actions that are approximate to a familiar situation.
Urbanization
Urbanization is movement of people from rural to urban areas.
Rural is anywhere with <1000 people per square mile (ex. Farm country or Alaska). Has to have
less than 25,000 residents.
Urban areas include cities/towns with >1000 people per square mile.
o Cities have over 50 000 people.
o Metropolis have over 500 000 people.
o If many metropolises are connected, called megalopolis (ex. Urban complex of 44
million people in NYC area from Boston to Washington DC).
Three theories of cities. Cities are sites of culture, but also host to more crime. According to
conflict theory, they re sources of inequality. From symbolic interactionism viewpoint, cities are
places where people can get different perspective of looking at life.
o Functionalist perspective: Cities have important functions and have a slice of culture and
diverse populations but also host to crime and other disruptions to society.
o Conflict Theory: Source of inequality that are entertainment centers for the wealthy.
Political and economic elite run the city to increase personal resources while taking
from the poor.
Diversity of culture and social backgrounds increases conflict on beliefs/values.
o Symbolic Interactions Theory: Cities are places where people have different ways of
looking at life. Strong cultural values, people have strong cultural values and people
have different interactions and perspectives of urban life.
Why people move to urban areas?
o Began during Industrial Revolution, losing jobs on farms due to machines/technology in
industrialization. People had to move to cities to find work/housing = urban areas grew.
o Improved utilities (power, water, transit) and building.
o Today: more job opportunities, and more options/services for
education/healthcare/etc.
o Today there is an increasing population so people need to move to cities to find places
to work/live because there isn t enough land for everyone to farm.
o Pros of a city: wide variety of culture, anonymity in a big city
o Cons: Crowding can occur in cities. Too little space/too many people. [Some cities can
have high density and not feel crowded]
Less sense of belonging in a city when compared to a town, so we join groups to
form communities (yoga, sports bar, dance club)
o Individuals fall into categories based on what connections they are looking for in a city
and what communities they form.
Cosmopolites: drawn to city due to cultural benefits and convenience.
Ex. Students, artists, entertainment, and intellectuals
Singles: Looking for jobs, partners, entertainment
Deprived/Trapped: Can t afford to leave city.
Ex: unemployed, elderly, homeless, poor (Just make enough to get by
but not enough to collect money to leave the city).
Ethnic Villages: Native culture brought here when the people who live here
immigrate. They settle together with people of similar backgrounds and create a
community that looks like their home.
Ex. Chinatown/Little Italy.
Sometimes, communities are planned into design of an urban area.
Urban villages are designed so the residence who live there can work,
reside, and recreate in the same area
Promote biking/walking because things are so close.
Facilitate community interactions because people are walking, living,
working near each other.
Suburbanization is movement away from cities to get a larger home (American dream), but
commute for work can be long and harder to get quick medical help. However, suburbs form
their own economic centres and become independent to cities they border. Ex. Silicon Valley
created on outskirts of San Jose by tech-companies.
o Often, no planning of suburbs (don t turn out as well as they could have and there
becomes an urban sprawl like in Atlanta
o Urban Decline: As people move out of city centers, city can fall into disrepair. Buildings
abandoned, unemployment/crime rises. Population of city declines.
Exurbs: Beyond suburbs, prosperous areas outside the city where people live and commute to
city to work, like suburbs.
o Ex: Rochester outside Detroit, Michigan and Woodlands near Houston, Texas
Urban renewal revamping old parts of cities to become better. But can lead to gentrification,
which means when redone they target a wealthier community which increases property value.
People there before are pushed out because they can t afford property anymore and it leads to
great inequality in cities.
Rural rebound people getting sick of cities and moving back out to rural areas. People who can
afford to leave the city and looking for simpler/slower life. Happens close relatively near to
urban centers so residences have convenience of a big city.
o Often people move to scenic rural areas
Recap: Movement of people from rural areas to urban. Effects people who live in cities and how
cities develop. People seek new ways to find community and enjoy freedom/benefits of city life
and face difficulties/dangers. Urban development spread outwards from economic centers and
form new economic centers and merge with nearby cities to form massive urban areas linked
geographically, economically, and socially.
A slum is a heavily populated urban informal settlement characterized by substandard
housing and squalor.[1] While slums differ in size and other characteristics from country to
country, most lack reliable sanitation services, supply of clean water,
Ghettoes are defined as areas where specific racial, ethnic, or religious
minorities are concentrated, usually due to social or economic
inequities.
Population Dynamics
Looks at how population of a country/region/world changes - factors that increase/decrease a
population to create a total growth rate.
3 factors contribute to total growth rate: fertility, migration, mortality
o Fertility is natural ability of human beings to have babies, which add to the population.
Fecundity is the potential reproductive capacity of a female.
o Migration is number of people moving permanently (to live, work, and eventually die)
into/out of countries. Doesn t change total people on planet but does change # of
people living in a region/country.
When going on vacation does not equal migration.
o Mortality is death, decreases population.
To measure the above three factors, we use rates (# of people who are born, people who move
in/out of a different country, and # of people who die in a certain period of time). Usually
measure birth, migration, and death rates over a years worth of population change because
enough time where an obvious change is visible but not too much time where we miss trends in
how the population changes. Measure rates over 1 year, and per 1000 people so rates are
comparable and easy to understand. [Ex: 18.9 births/yr per 1000 ppl is easier to grasp than
134M births/yr worldwide easier to compare country birth rates when scaled. Mali = 700K/yr
doesn t seem like a lot but the rate is 46 births/1k people which is twice the world average]
What affects population changes/growth rate: [Fertility, migration, mortality]. Migration does
not affect population growth of the world, but effects that of a country.
o Increase: Births and immigration.
Immigration: movement of a person into a country. #ppl moving in/1000
Birth rate: Births/1000 people per yr. Can also look at births in terms of fertility
rate- # number of births a women is expected to give birth to in her child
bearing years. On avg women in US gives birth to 2.1 children in her life.
>2 = increase in population
= 2, no increase/decrease in population.
<2 = decrease the population
Total Population Increase Rate: (#Births + # Immigration)/1000. Multiply Rate by
population and you get the population increase
o Decrease: Death and emigration. Can calculate mortality rate by age group, or country.
Emigration: opposite of immigration. Movement of a person out of a country. #
ppl moving out/1000 ppl.
Death (Rate)/Mortality Rate: #Deaths/1000 people.
High Mortality rate DOES NOT mean lots of young or unnatural deaths.
Population Pyramid: Graphs the age and sex distribution of a
population. Males/Females on x-axis and increasing age on y-axis.
Stationary/Constrictive Pyramid: Indicate low birth and death rates in
population.
o Constrictive period = fewer young people than old people. (in
developed countries). Mortality rate of country with lots of old
people does not compare well with a country where people are
dying young from disease.
Expansive Population Pyramid: High birth rate and high death rates.
Age specific mortality rate is a better indicator. Elderly mortality rates between
different countries or mortality rates between 20-24 yr olds or 45-49 yr olds.
More info from age-specific comparisons.
Life-Table/Mortality Table: when you break mortality rate by age. Tells
you probability someone will die given their age which can vary from
country to country.
When looking at population of a country, all-encompassing mortality
rate is sufficient.
Total Population Decrease Rate: (#death + # Emigration)/1000. Multiply Rate by
population and you get the population decrease
o Net Migration: Immigration Emigration (# of people entering - # of people leaving a
country)
Migration reasons: People are moving to industrialized countries for potential
for better life. Move for political reasons (become refugees), for jobs, or
wanting to live somewhere foreign.
Internal Migration: move within same country. Doesn t change population of a
country, but can effect economics/culture of a country. Internal migration is a
large factor in urbanization (movement from rural to urban areas)
o Growth rate: How much population of a country grows or shrinks over a period of time.
It is not always a positive number. While world population grows, growth rate of some
countries is negative.
Growth Rate: (People added to population people removed)/(Initial
Population) *100= (Total Population Increase Total population
decrease)/(Initial Population)*100= (Births + Immigration Deaths
Emigration)/(Initial Population)*100 [Can be calculated as Current Population
Initial Population / (Initial) * 100]
Most countries have a positive growth rates currently.
Positive Growth rate = BIGGER population now than before
Current Population: Initial Population + Births Deaths + Immigrating In Emigrating out [ If
this is a negative number, you have a negative growth rate for that country]
o Currently, world population is growing.
~7B current population of world
We estimate/extrapolate data of population!
Globalization Theories
Globalization is the sharing of culture, money and products between countries due to
international trade and advancements in transportation and communication. Social process
where people become more aware of cultures of people across geographical, political, and
social borders.
o Contributors to globalization: Economic interdependence between countries,
advancements in communication technology, technology in general
o Globalization allows for: international terrorism, civil unrest, foreign cultures integrated
in each country, world-economy where countries become interdependent (global
community)
Not recent ex. 1st century BCE Silk and Spice Trade Route in East Asia (Linked economies and
introduced cultures)English/Dutch shipping empire in 16th century
World-Systems Theory importance of world as a unit rather than individual countries. Divides
world into 3 countries: core, periphery, and semi-periphery.
o Core = Western Europe and US. Strong Central Government with enough tax to support
it. Economically diversified, industrialized, and independent of outside control. Strong
middle and working class. Focus on higher scope production of material goods rather
than raw materials.
o Periphery = Latin America and Africa. Relatively weak government, greatly influenced by
and depend on core countries and transnational corporations. Economy focused on
narrow economic activity (1 type usually) like extracting raw material. High percentage
of poor/uneducated people and strong upper class that controls most of economy. Huge
inequalities.
o Semi-periphery = India and Brazil, middle-ground between core and periphery. Not
dominant in international trade but diversified/developed economy. These semi-
periphery countries can come either from periphery countries moving up to core
countries or core countries declining towards periphery status.
o It is a fluid-model but criticized on being too focussed on core countries and economies
and ignoring class struggles and culture of individual countries.
Modernization Theory all countries follow similar path of development from traditional to
modern society. With some help traditional countries can develop similarly to today s developed
countries did.
o Looks at internal social dynamics as country adapts to new technologies
o Looks at political and social changes that occur during adaptation as well.
Dependency Theory Reaction to Modernization theory. Uses idea of Core + Periphery
countries to look at inequalities between countries. Periphery countries (3rd world countries)
export resources to Core countries (first world). This is not because they are in an earlier stage
of development but because they have been integrated into the world economy as an
undeveloped countries. They don t have means to become a developed nation. They will remain
poor and dependent on wealthier nations.
Hyperglobalist Perspective sees globalization as a new age in human history countries become
interdependent and nation states themselves are less important. Countries become one global
society. Theorists don t agree if this good or bad. Driven by a legitimate process.
Skeptical Perspective critical of globalization, considers it as being regionalized instead of
globalized. Third world countries aren t being integrated into global economy with same
benefits as first world countries. Current economy is not leading towards global capitalism.
Transnational corporations still tied to their home countries and national borders remain
important. CRTIICAL.
Transformationalist Perspective - doesn t have specific cause or outcome. Believe national
governments are changing, perhaps becoming less important but difficult to explain change so
simply. They see the world order is changing. Just a new world order is being developing. Many
factors that influence change of world patterns but outcome unknown. CHANGING
Globalization Trade and Transnational Corporations
Globalization: We live in a global community not limited by physical boundaries. People
connected by internet, ease of travel, communications. People, money, ideas, services, goods,
information are moving between countries which causes cultural and economic changes in
countries.
o Technology has allowed for increased possibilities of international grade and exchange.
Increase in Trade has been created and supported by international regulatory groups like World
Trade Organizations, and transnational agreements like the North American Free Trade
Agreement. No country completely independent (all depend on international trade for own
prosperity)
o Without international trade, no need for groups. Without groups trade would be
impractical at today s scale. The trade regulatory groups regulate flow of goods and
services between countries, reduce tariffs (taxes/imports), and make customs easier
and make trading across borders more feasible.
o Agreements often benefit private industries the most.
Companies that extend beyond borders of a country are called multinational/transnational
corporations (T&Cs).
o These T&Cs Cross borders to take opportunities they can find in different countries to
manufacture, distribute, market, and sell their products.
o Ex. McDonalds, Coca Cola, General Electric, Ford Motor Company. GE based in US but
has half of business and employees working in other countries. [Most of these market
themselves as American companies].
o Some T&Cs have more weight than entire nations influence economics/politics by
donating money to specific political campaigns and lobbyists, and influence global trade
laws of regulatory groups.
Globalization has 2 major impacts on country on economy and culture.
o Much of economic globalization results from global market competition for cheap
labour, and locating factories in cheapest locations.
Developing nations provide incentives like tax-free zones or cheap labour so
T&Cs can bring jobs and industry to agricultural areas. [This allows for rapid
advancement of the developing nation because of ideas/innovations they bring
from developed world. Makes nations around the world more interdependent
which minimizes conflict]
Negatives of incentive: Workers abroad exploited (wages are cut, prohibited
from unionizing, sweatshop conditions long hours, substandard wages, poor
working conditions) in host-country and outsourcing (made possible by
globalization) can hurt core country (more unemployment).
Side note: If labor laws become too restrictive in one country they
move their factories to a new country which leaves unemployment in
country they moved from.
Outsourcing leads to greater profits for company (lower wage workers
in other countries) and more employment in host-countries.
Free trades Give these T&C companies autonomy and influence in
politics, and allow workers to be exploited.
Positive: Better allocation of resources, higher product output, more
employment worldwide, cheaper prices. Benefits for all countries involved in
free trade.
Free-Trade also encourages cultural practices/expressions to be
passed/spread abroad from group to group diffusion (ideas and
practice spread from places where they are well known/apparent to
places where they are new and not often observed). Technology (mass
media/internet) has made it easy for diffusion. Most commonly seen in
spreading of NA culture and transfer of scientific innovations.
Upper class of host-country can benefit by business of T&C
Social Movements
When a group of people come together with shared idea, can create lasting effects by
encouraging/resisting change in society which both play a role in shaping future of society.
Social movement need organization, leadership, and resources to gain momentum make an
impact. [A small group with an idea is not a social movement]
o How to form a social movement: Group with strong shared idea that has
resources/leadership to survive that make an impact.
Activist movements aim to change some aspect of society, while regressive/reactionary
movements resist change.
Several theories of social movements form:
o 1. Mass Society Theory Scepticism about groups that were involved in social
movement, said social movements would only form for people seeking refuge from
main society. Ex. Nazism, Fascism, Stalinism (social movements in 20th century that
destroyed millions of lives). [People who joined social movements were dysfunctional,
irrational, and dangerous]. Theory did not persist. People only join to satisfy a
psychological need for involvement.
o After 1960s and Civil Rights movement different theories came to light.
o 2. Relative Deprivation Theory actions of groups oppressed/deprived of rights that
others in society enjoy. Ex. Civil Rights Movement, a response to oppression to people
of color in US.
o 3 things needed for social movement to form:
1. Relative deprivation: Those who join social movements are not necessarily
worst off. What s important is how people perceive their situation. [Ex.
Someone making 100k can be not happy while someone making very little can
be happy]. Feeling of discrepancy between legitimate expectations and reality
of present.
2. Feeling of Deserving better
3. Conventional means are useless a belief conventional methods are useless
to get help.
Criticisms: people who don t feel deprived join social movement even if they
don t suffer themselves. And too risky for oppressed to join a movement due to
lack of resources to participate (can t take time off work...but there is
exceptions to this). Also, when all 3 are present, no social movement created.
o 3. Resource Mobilization Theory looks at social movements from different angle.
Instead of looking at deprivation of people, focuses on factors that help/hinder a social
movement like access to resources. Gathering together people of a shared idea is not
allowed everywhere. Also, for a social movement you need money, materials, political
influence, media, and strong organizational base to recruit members charismatic
figure needed (unite people/members/oppressed on a single idea) Ex. Martin Luther
King Jr. in Civil Rights Movement (beacon to oppressed black population and gained
support he needed.
o 4. Rational Choice Theory people compare pros and cons of different courses of
actions and choose the one they think is best for themselves. These choices shape
pattern of behavior in society.
Have to assume a lot for this to be true: 1. all actions can be listed in order of
preference and all preferences are transient. [Ex: I like Apples better than pears
and pears better than bananas, so I like apples better than bananas] 2. Also
assumes person has full knowledge of outcomes due to action and 3. people
have ability to weigh different actions. Rarely all true.
Social movements can affect people not involved in them.
Social movements can cause widespread panics (unreasoning fear such as anti-vaccine
movement), crazes (fads, ex music, dieting).
Social movement Stages:
o 1. begins with shared idea shared by a few,
o 2. incipient stage - public takes notice of the situation that they consider to be a
problem
o 3. People begin to organize in a group and raise up
o 4. They will either succeed in changing the society or have to adapt. In the end, they
become part of bureaucracy they try to change. If they are successful, they become
absorbed into institutions once desired changes have been achieved. If failed = they are
not active anymore but leave a mark on society/culture.
Our culture and society is formed from past social movements. Even failed social
movements leave a mark. [Ex: Martin Luther movement against Catholic Church
resulted in Protestant Church, Martin Luther King Jr. social movement against
segregation that led to civil rights movement, and Nazism left a lasting mark on
world politics].
In their time: social movements seem radical, farfetched and extreme but now
we except their goals. (Ex: every person now has rights to freedom and equality)
Overview of Demographics
Urbanization: movement of people from farms to cities.
o Functionalist perspective: cities are good and bad for a society. They are centers of
culture/diversity and crime
o Conflict theory: sources of inequality where the elite use the poor for their resources to
enrich their own lives. Cultural diversity leads to conflict between different beliefs and
values.
o Symbolic Interactionism: cities of hubs of cultures with strong norms and values
o Reasons to move to a city: Jobs, better utilities, easier access to hospital/schools,
o People moving: affects people who live there. You need to join small communities to
make friends/connections. Some people need to move away from cities (but not to a
rural environment) so people move to outskirts of city (suburbs) where people can
form communities with their neighbors while maintaining individuality.
o Exurbs: beyond suburbs who are very prosperous.
o Drive to city for work can be tiresome so some suburbs create their own economic
centers.
o Some people rebuild areas of city called urban renewal which can lead to gentrification
(former lower income residence forced out)
o Rural rebound: some people desire to get away from urban areas and move back to
rural areas.
Population Dynamics: How population grows and shrinks over time. Looks at fertility, migration,
and mortality rates. We look at years worth of population change at a time.
o Fertility: Rate people are born into a population. Increase population
o Migration: two factors emigration(moves out, lowers population) and immigration
(move in, adds to population)
Reasons for migration: Refuge, work, live in a different countries.
o Mortality: rate at which people are dying. Deaths decrease population
o Look at population pyramid to look at population of a country.
X axis gender and y-axis age. Looks at # of people of each age group there are.
Expansive pyramids: lots of deaths and lots of births. Lots of young
people not many old people
Stationary pyramid: Birth rates and death rates are low. Lots of
everybody
Constrictive pyramid: low birth and death rates. More old people than
younger pyramid. (in very developed countries)
o Growth Rate = Initial Population + births + immigrants emigrants deaths = New
population
If new population > old population = growth. Growth rate positive
If old population > new population = negative growth. Growth rate negative
Most countries growing but Bulgaria and Czech republic are shrinking
Fertility and immigration increase population while death and emigration
decrease the population.
Demographic Transition: model of changes in countries population. High birth and death rates
transition to low birth and death rates
o 5 stages:
1. High birth and death rates. Stable population. High Stationary Pyramid
2. High birth rate and declining death rates (better sanitation and food supply).
Increase in population. Population of older people increases. Early Expanding
Pyramid
3. Lower birth rates (contraceptives, and social values changing) and sometimes
continued decline in death rates. Population stops growing as quickly. Late
expansive pyramid
4. Birth rates and death rates balance. Population stabilizes. Lots of people
because of all the growth in 1-3. Low-Stationary Pyramid
5. Speculative Stage; population could remain stable, increase, or decrease
(decrease=constrictive pyramid). Less births and more deaths.
o Models changing population of country or the world
Globalization: Sharing of ideas, cultures, services, and products across national borders due to
progress of technology, interdependence of countries, and advancement in communication
technology
o People migrating to different countries or working in different countries bring their
customers and cultures with them
o World Systems Theory: World is a single social unit divided into three regions Core
countries: independent of outside control, industrialized | periphery countries:
influenced by core nations and transnational corporations, dependent on one type of
economy | semi-periphery countries: middle ground between core and periphery
consisting of declining core country or rising periphery countries.
o Modernization Theory: every country has similar path in development from traditional
to modern and todays third world countries can reach same development as todays first
world countries with help over time
o Dependency Theory: Reaction to modernization theory and states that third world
countries have their own unique structures and are poor and remain so because of their
poor and unfavorable economic position in world economy
o Other theories: look at culture, social networking, economies, goods
o Hyperglobalists: individual countries become less important as countries become
interdepend and global society takes presence.
o Skeptics believe that world is becoming regionalized not globalized. (transnational corps
are still tied to their home countries)
o Transformationalists: national governments importance changing, and world order
design changing as well.
o Transnational Corps: looking across borders for cheaper materials and labor. Some
make more cash in a year than some countries.
o Countries become less self-dependent and interconnected and there are both positive
and negative effects of globalization.
Negative: countries competing to provide cheapest labor to Transnational corps
Benefits as well
o Globalization affects culture and economies of every country with foreign ties.
Social Movements
o Active: change something about society
o Regressive/reactionary social movements: resist social change
o Group of people with shared idea who have resources and strong eadership to reach a
shared goal and make an impact on society.
o Social movements ex. environmental movement
o Have impact on their society
o Social movements seen differently over time
Early 20th century: ppl join movement to seek meaning in lives.
Social movements are now an instrumental part of evolution of a society
Relative Deprivation Theory: Deprivation/inequality will band together to
change the inequality
Resource mobilization theory: you need to have the resources to fund the
movement to publicize, recruit members, and have an impact
Rational Choice Theory: patterns and behaviors in society depend on people
who weigh different actions and choose the one that benefits them the most
o Social movements can cause panics or crazes.
o Two options: fail and fade away or succeed and become integrated in society.
Culture
Overview of Culture
Society is a group of people and culture talks about rules and instructions within a society that
teach them how to live.
Culture: idea/things passed on between generations in society - Knowledge, beliefs, values,
language, and customs. Varies as we travel around the globe.
o Differences in culture around the globe:
Ex: America toothpaste/toothbrush and other cultures use twigs from trees
(African cultures)
People sleep in beds while others sleep on animal skins or mats
English 500M speakers, Chinese- 1B speakers, Hindi 480M speakers. 400M
Spanish speakers around the world (official language of 20 countries)
Many like meat and vegetables, while others eat tofu and grasshoppers.
Ways of greeting differ, ex. In Japan they bow, and depth of bow is defined by
relative status. And in Europe men and women kiss on both cheeks.
Each social unit has a unique way of life due to differences in culture
o Culture provides guidelines for actions and interactions within a society.
4 main points of culture
o 1. People share culture in society: All people share culture with others in their society,
provides rules and expectations for carrying out daily rituals and interactions.
o 2. Culture is adaptive it evolves over time and adaptive.
Normal in hunter/gathers (cooperativity encouraged) different than today s
information/technology age (individualism/competition).
o 3. Culture builds on itself creation of culture is ongoing and cumulative, and societies
build on existing cultures to adapt to new challenges and opportunities.
Normal values are shaped by your culture. Ex. Putting a baby in a crib is strange
in other parts of the world. Culture differs around the world.
o 4. Culture is transmitted from one generation to the next. We teach a way of life to
the next generation. Humans are only mammals with culture to adapt to environments
(to survive on equator and artic)
High culture refers to patterns of experiences and attitudes that exist in the highest class
segments of a society. This tends to be associated with wealth and formality.
Normative culture refers to values and behaviors that are in line with larger societal norms
(like avoidance of crime).
Popular culture refers to patterns of experiences and attitudes that exist within mainstream
normative society - like attending a game or watching a parade.
Diffusion
Diffusion is the spread of an invention or discovery or ideas from one place to another. Spread
of ideas such as Capitalism, democracy and religious beliefs have brought change in human
relationships around the world.
o Spread of music, phone technology, computer hardware/software have made a
difference in how people connect with others across the globe.
Involves expansion of ideas across the globe
Can occur in many ways.
o Exploration, military conquest, missionary work, mass media, tourism, internet.
Ex of Diffusion: Food in America seen all around the world McDonalds in Asia. Nike in Japan or
Australia. Spanish is one of fastest growing languages. Or the ALS ice bucket challenge.
Diffusion between cultures has occurred throughout history but today it can happen faster
because of social media/internet.
Culture Assimilation: Cultural assimilation is interpenetration and fusion of ethnic
minorities into the dominantculture.
Mass Media
Mass media = dissemination of information, and how information is transmitted within a
culture. Includes print media (books, music, newspaper and magazines) and digital media (TV,
media, radio, and the internet). How it s consumed changes across cultures in each group. (Ex.
Older people might get their info via TV and newspaper while younger people can get it via the
internet).
Can look at the role media plays through society through different sociological perspectives.
According to the functionalist perspective, its main role is to provide entertainment. Occupy
our leisure time. Also says it can act as an agent of socialization (ex. Collective experience of
watching Olympics on TV, and community building entire internet communities) and act as an
enforcer of social norms.
o Also tells us what society expects of us through rewards and punishment, ex. Seeing
criminals. But can also glorify behaviours that are wrong in society, like intense physical
violence.
o Also functions as a promoter of consumer culture. At the turn of century average US
child saw 20000 commercials a year on TV. Only increased from there, and not clear
what impact this may have on next generation.
The conflict perspective focuses on how the media portrays and reflects and exacerbate
divisions that exist in society, ex. Race/ethnicity/gender/social class.
o Uses term gatekeeping to describe the process by which a small number of people and
corporations control what information is presented on the media, and describes
information (things that appear in newspaper, stories made into movies, what TV shows
are turned into pilot) and how the information moves through a series of gates before
they reach the public. In some countries this is decided by the government, in others
decided by large media corporations.
o Gatekeeping has more effect on some media than others, ex. Lots of control on big-
budget movies, but little overhead control on what s posted online.
o Also describes how mass media reflects the dominant ideology. Giving time, space or
privileging certain political, economic, and social interests at the same time limiting
other views. People who make the choice of what media is produced the gatekeepers
are predominantly white, male, and wealthy.
o Portrayal of racial minority groups/LGBT groups, working class people, women
(minorities in general), etc can be underrepresented or stereotyped unrealistic
generalizations of certain groups of people.
There have been some attempts to fix underrepresentation/stereotyping
But these attempts have sometimes wrongly resulted in tokenism instead of
diversity. [One minority character is added to a movie as a stand in for the
entire group]
Feminist Theories is similar to conflict theory, in that mass media stereotypes/misrepresents
society towards the dominant ideology. Specifically, message about men and women are
represented in the media. Depictions of men and women often stereotyped, emphasizing
traditional sex roles/gender roles.
o men are considered normal and women are considered the other . Ex. ( pens and
pens for her or razors and razors for women ).
o Women are depicted as victims, men as aggressors
o Women are depicted as shallow or being obsessed with looks. Makes it more likely they
will be sexualized/objectified.
Interactionist perspective looks at mass media on microlevel to see how it shapes day to day
behavior. How mass media blurs line between solidary and group activities ex. watching a
movie (can be watching with other people but because of societal norms/theater rules you can t
talk about it with those who you are watching with). Looks at how we connect with others using
media changes over time (email/text message instead of phone, or online dating increase).
Social Reproduction
Huge amount of social inequality between rich families and poor families. Large social inequality
seems to replicate itself cross generations. Perpetuation of inequality through social institutions
(such as education/economy), social mobility counters this.
People with rich parents end up wealthy themselves social reproduction.
o Means we are reproducing social inequality across generations.
They have financial capital, and can invest it to obtain social capital building up reliable, useful
social networks.
o Social Capital: the networks of relationships among people who live and work in a
particular society, enabling that society to function effectively.
o Social Network: types include:
Peer network
Family network
Community network
Can also expose you to cultural capital, ex. If parents exposing you to trips abroad and learning
foreign languages. Or cultural items in house you know a lot about. With this knowledge you
may gain some reward.
o Cultural capital - The term cultural capital refers to non-financial social assets
that promote social mobility beyond economic means. Examples can include
education, intellect, style of speech, dress, or physical appearance. Refers to
knowledge, skills, education, and similar characteristics that are used to make
social distinctions and that are associated with differences in social status.
Doesn t educational system allow poor people to gain capital too? Our educational system
doesn t value cultures of low classes. It doesn t value the culture and social networks of the poor
population.
o Education system can reinforce this social stratification.
Social Stratification - Social stratification is a society's categorization of
people intosocioeconomic strata, based upon their occupation andincome,
wealth and social status, or derived power (social and political). As such,
stratification is the relative social position of persons within a social group,
category, geographic region, orsocial unit. In modern Western societies,
social stratification typically is distinguished as three social classes: (i) the
upper class, (ii) the middle class, and (iii) the lower class; in turn, each class
can be subdivided into strata, e.g. the upper-stratum, the middle-stratum, and
the lower stratum.[1] Moreover, a social stratum can be formed upon the
bases of kinship or caste, or both.
Four principles are posited to underlie social stratification.
o First, social stratification is socially defined as a property of a
society rather than individuals in that society.
o Second, social stratification is reproduced from generation to
generation.
o Third, social stratification is universal (found in every society)
but variable (differs across time and place).
o Fourth, social stratification involves not just quantitative
inequality but qualitative beliefs and attitudes about social
status.[3]
Complexity - Although stratification is not limited to complex societies,
all complex societies exhibit features of stratification. In any complex
society, the total stock of valued goods is distributed unequally,
wherein the most privileged individuals and families enjoy a
disproportionate share of income, power, and other valuedresources.
The term "stratification system" is sometimes used to refer to the
complex social relationships andsocial structure that generate these
observed inequalities. The key components of such systems are:
(a)social-institutional processes that define certain types of goods as
valuable and desirable, (b) the rules of allocation that distribute goods
and resources across various positions in the division of labor (e.g.,
physician, farmer, housewife), and (c) the social mobility processes
that link individuals to positions and thereby generate unequal control
over valued resources.[4]
Social mobility - Social mobility is the movement of individuals, social
groups or categories of people between the layers or strata in a
stratification system.
o Open stratification systems are those that allow for mobility
between strata, typically by placing value on the achieved
status characteristics of individuals. Those societies having
the highest levels of intragenerational mobility are considered
to be the most open and malleable systems of stratification.[3]
Those systems in which there is little to no mobility, even on
an intergenerational basis, are considered closed stratification
systems. For example, in caste systems, all aspects of social
status are ascribed, such that one's social position at birth is
the position one holds for a lifetime.[
o (MARX)
Social Exclusion
Being an integral member of society has lots of advantages access to good social networks,
housing, educational resources, and resources in community. But certain individuals can be
excluded to the peripheries of society, and are prevented from participating in society.
o Reduced right and access to resources/opportunities
Some can drag people into the periphery of society
o The poverty magnet can drag people away from the core part of society, and
experience a greater degree of social exclusion.
o The ill heath magnet can also drag people away, can t participate in society.
o Certain groups may face discrimination, based on their race/gender/sexual
orientation/etc the discrimination magnet.
o Education, housing, employment all important factors. With lack of any of these they
can be relegated to fringes.
People in periphery often have many of these magnets combined, have tremendous forces
pushing them away. They may also have greater consequences like ill health and criminal
activities.
Segregation is a way of separating out groups of people and giving them access to a separate set
of resources within the same society
o Idea separate but equal , which is rarely true in practice.
o Segregated people often have worse resources.
o Segregation is maintained by law/public institutions, or more informal processes like
hidden discrimination .
o Social isolation when community voluntarily isolates itself from mainstream, based on
their own religious/cultural/other beliefs.
Environmental Justice
Where we live plays a huge role in environmental benefits and risks we re exposed to.
Areas with high poverty and lots of racial minorities, often have few environmental benefits
(green spaces, parks, recreation).
o They also get a lot of environmental burden compared to wealthier parts. Includes
waste facilities, manufacturing/factories, energy production, airports.
o At risk because they often have few alternatives, little awareness of risks they face, and
other pressing issues.
o More health problems like asthma, obesity, etc.
Wealthier population society has much higher benefits.
o More politically and economically powerful, and able to demand beneficial facilities are
placed close to them and burdening facilities far way.
o Also better represented in environmental/lobbying groups.
Big concept is environmental justice looks at the fair distribution of the environmental
benefits and burdens within society across all groups.
Residential Segregation
Residential segregation groups of people separate into different neighbourhoods.
o Can mean race or income.
o Where we live affects our life chances, because it affects our politics, healthcare,
availability to education, etc.
Other forms of segregation:
o 1) Concentration there s clustering of different groups
o 2) Centralization segregation + clustering in a central area.
Index of dissimilarity 0 is total segregation, and 100 perfect distribution.
Why is residential segregation important?
o Political isolation - Communities segregated are politically weak because their political
interests don t overlap with other communities become political vulnerable, don t
have the political influence to keep their own needs addressed.
o Linguistic isolation - Communities who are isolated may develop own language, even in
same city. May limit jobs.
o Lower access to quality education/heath
o Spatial mismatch opportunities for low-income people in segregated communities
may be present but farther away, and harder to access. Gap between where people live
and where opportunities are.
Global Inequality
The world is extremely unequal.
o Life expectancy is Congo is 51 vs. France/Japan is 84. Tremendous range.
o Access to clean water in Africa, very difficult. In US/Europe very easy.
Champagne glass can help explain inequalities in wealth we see. It represents the distribution of
wealth.
o Top 1/5th have 82.7% of the global income.
o Poorest 1/5th have 1.4% of global income.
o Richest 85 people in world have more wealth than the poorest 3.5 billion people in the
world.
Inequalities in individual countries as well, ex. very poor countries can have a few extremely rich
people.
Maternal mortality rate is a marker for healthcare systems.
o In NA and Europe 10-20 people per 100 000 die of childbirth.
o In SA 75/100 000
o SE Asia, 170/100 000.
o Central Africa 700+/100 000.
Intersectionality
Many types of discrimination, like sex/gender/culture/race, but what if someone experiences
multiple forms at same time?
o Ex. Female who is African American and practices Buddhist teachings, causing her to be
discriminated against in 3 different areas.
o Why is it important to consider intersection? Because multiple different categories of
potential discrimination/oppression that compounds in one individual, and put her at
disadvantage in society.
Theory of intersectionality asks us to consider all the different levels of discrimination.
Intersectionality calls attention to how identity categories intersect in systems of social
stratification. For example, an individual s position within a social hierarchy is determined not
only by his or her social class, but also by his or her race/ethnicity.
o Originally coined in 1989 by Crenshaw as a feminist theory, but has since expanded out
and use it to explain oppression in all parts of society.
The theory of intersectionality proposes that we need to understand how all these
discriminations (double or triple jeopardy) can simultaneously exist.
Statistics
Regression all variables examined are continuous
o Linear regression degree of dependence between one variable and another. Data is on
scatter plot, one-way influence of one variable on another.
Correlation - all variables examined are continuous. Unlike regression makes no assumptions
about which variable is influencing the other.
o If correlation coefficient is 1, perfect. If -1, opposite. 0, random.
Chi-square when all variables are categorical, looks at if 2 distributions of categorical data
differ from each other.
o Null hypothesis vs. alternative hypothesis.
T-test compares mean values of a continuous variable (dependent) between 2
categories/groups, ex. comparing mean of a group to a specific value. Can also compare means
of 2 groups.
o Two-tailed = possibility of relationship in both directions, one-tailed = one direction.
ANOVA similar to t-test, compare distributions of continuous variable between groups of
categorical variable, but can be used for 3+ groups.
If value doubles, 100% increase
Study Types
Cross-sectional study look at a group of different people at one moment in time
Cohort study following a subset of population over a lifetime. A cohort is a group of people
who share a common characteristic (ex. people born and exposed to same pollutant/drug/etc.)
in period of time.
o A retrospective cohort design looks back at events that have already taken place.
o A prospective cohort design follows a group of individuals over a period of
time.
Longitudinal study data is gathered for the same subjects repeatedly over a period of time,
can take years or decades. A longitudinal study follows variables over a long period of time to
look for correlations.
Case-control study observational study where 2 groups differing in outcome are identified and
compared to find a causal factor. Ex. comparing people with the disease with those who don t
but are otherwise similar.
Clinical trial - highly controlled interventional studies
Randomized Controlled Trial people studied randomly given one of treatments under study,
used to test efficacy/side effects of medical interventions like drugs. Gold standard for a clinical
trial.
Experimental Study - would involve manipulation of variables, which was not present in this
study.. would have independent and dependent variables.
Quasi-Experimental Design - A quasi-experimental design is similar to an experimental design
but lacks random assignment. This type of design describes an effect on a specific cohort of
the population.
3x2 factorial design (read "three by two) - we have three levels of the first
variable crossed with two levels of the second variable. Such a design gives us
3x2=6 treatment conditions in the experiment. Two independent variables, 3 of
first, 2 of 2nd.
Observational Study - In an observational study, the researcher is unable to control the
assignment of groups.
http://www.iwh.on.ca/wrmb/cohort-studies-case-control-studies-and-rcts
Correlations: Strength of a correlation is based on how close the correlation coefficient is to 1 or -1.
Correlations can only range between 1 and -1.
o Negative Correlation: <0, >-1, -1 = strong negative coorelation
o Positive Coorelation >0, <1, +1 = strong positive coorelation
o A correlation coefficient that is below -1 is likely the result of an error by the
experimenter when computing the correlation between developmental dyslexia
and biliteracy.
Self-Report Study: Cheap and not labor intensive. Potential for poor reliability, vulnerable to
subjective interpretation, hard to compare w/ those from other measures. A self-report study is a
type of survey, questionnaire, or poll in which respondents read the question and select a response
by themselves without researcher interference. A self-report is any method which involves asking a
participant about their feelings, attitudes, beliefs and so on. Examples of self-reports are
questionnaires and interviews; self-reports are often used as a way of gaining participants'
responses in observational studies and experiments.
Self-report studies have validity problems. Patients may exaggerate symptoms in order to make their
situation seem worse, or they may under-report the severity or frequency of symptoms in order to
minimize their problems. Patients might also simply be mistaken or misremember the material
covered by the survey.
o Often use semi-structured interview style with follow up questions and pre-set
questions set.
o Closed questions provide quantitative data, no insights
o Open questions qualitiative data ask participant to answer in own words
http://guides.mclibrary.duke.edu/c.php?g=158201&p=1036068
https://en.wikipedia.org/wiki/Self-report_study
Validity
Validity accuracy. Items that are high in validity accurately address the construct.
Internal Validity extent to which a causal conclusion based on a study is warranted.
Confounding factors often impact the internal validity of an experiment.
External validity Whether results of the study can be generalized to other situations and other
people. To protect external validity, sample must be completely random, and all situational
variables must be tightly controlled.
o Population Validity: Population validity is a type of external validity which
describes how well the sample used can be extrapolated to a
population as a whole. Generalizability.
o Ecological Validity: Ecological validity is a type of external validity which
looks at the testing environment and determines how much it
influences behavior.
Internal vs. External Validity: Internal validity describes the extent that a study is able to show
a cause-effect relationship between the variables tested in the study. External validity
describes the extent that the results of a study can be generalized or repeated in multiple
settings.
Test validity is an indicator of how much meaning can be placed upon a set of test results.
o Criterion Validity assesses whether a test reflects a certain set of abilities. IS the test
valid
Concurrent validity measures the test against a benchmark test and
highcorrelation indicates that the test has strong criterion validity.
Concurrent validity measures how well a test matches up with a
benchmark test, which is usually another valid measure of the same
construct.
Predictive validity is a measure of how well a test predicts abilities. It involves
testing a group of subjects for a certain construct and then comparing them
with results obtained at some point in the future. Predictive validity, or the
extent to which an assessment is able to predict something it should be able to predict
o Construct validity Construct validity describes the extent to which the theory is
supported by the data or results of the research. Does the test have results thats
supported by what is expected
Convergent Validity: tests that constructs that are expected to be related are,
in fact, related.
Discriminant validity tests that constructs that should have no relationship do,
in fact, not have any relationship. (also referred to as divergent validity)
o Content validity describes the extent that the test measures the construct
accurately. Is the estimate of how much a measure represents every single element
of a construct. Content validity, or the extent to which an assessment measures the entire
construct fully. Does the test measure what its supposed too? Content validity is a
measure of comprehensiveness and examines whether or not a test covers every
single element of a construct.
Face validity is a measure of how representative a research project is at face value,' and
whether it appears to be a good project.
Regression to the mean if first measurement is extreme, second measurement will be closer
to the mean
Confounding variables changes in dependent variable may be due to existence of or variations
in a third variable
o A confounding variable is a third variable in an experiment that could provide an
alternative explanation to the relationship between the variables of interest.
Dependent Variable: A dependent variable is expected to change based on the manipulation
of the independent variable.
Independent Variable: what is manipulated
Temporal confounds time related confounding variables
Reliability consistency in answers across participants. Reliability is the degree to which an
assessment tool produces stable and consistent results.
Test-retest reliability is shown by a high positive correlation between the first and second
administration of a test. Retest reliability, or consistency when a measure is taken multiple times.
Inter-rater reliability, or consistency when two different people measure the same thing,
The good-subject tendency refers to the tendency of participants to act according to what they think
the experimenter wants.
A participant's role demands refers to the expectations of the participant regarding what an experiment
necessitates him or her to do.
Generalizing to a population. Sometimes when scientists talk about generalizability, they are applying results
from a study sample to the larger population from which the sample was selected. For instance, consider the
question, What percentage of the Canadian population supports the Liberal party? In this case, it would be
important for researchers to survey people who represent the population at large. Therefore they must ensure that
the survey respondents include relevant groups from the larger population in the correct proportions. Examples of
relevant groups could be based on race, gender or age group.
https://www.iwh.on.ca/wrmb/generalizability
Couterbalancing: method to control for any effect that the order of presenting
stimuli might have on the dependent variable.
https://explorable.com/types-of-validity
Types of Control
Vehicular control what experimental group does without the directly desired impact
Positive control treatment with known response
Negative control group with no response expected
Error Types
Type I
Type II
Power
Alpha:
Null Hypothesis
Alternative Hypothesis
Confidence Interval
Variance
Beta
A confidence level refers to the percentage of all possible samples that can be expected to include the
true population parameter. For example, suppose all possible samples were selected from the same
population, and a confidence interval were computed for each sample. A 95% confidence level implies
that 95% of the confidence intervals would include the true population parameter.
68-95-99.7 rule
Other:
Survey: Surveys provide a way to sample and measure
Content Analysis: Content analysis is a method for summarizing any form of content by
counting various aspects of the content.
Network analysis: Social network analysis (SNA) is the process of investigating social
structures through the use of network and graph theories.
Participant observation: In participant observation the observer participates in
ongoing activities and records observations. Participant observation extends beyond
naturalistic observation because the observer is a "player" in the action.
Bias: Failure to be objective
Hindsight bias, also known as the knew-it-all-along effect or creeping determinism, is
the inclination, after an event has occurred, to see the event as having been predictable,
despite there having been little or no objective basis for predicting it.
Reactivity: Because the observer is a participant in the activities and events being
observed, it is easy to influence other people's behavior, thereby raising the problem
of reactivity -- influencing what is being observed.
Qualitative:
Quantitative
Ethics of studies:
Operationalization /operationalized - is the process of strictly defining variables into
measurable factors. The process defines fuzzy concepts and allows them to be measured,
empirically and quantitatively. Allows for the establishment of a causal relationship
between variables. You want to manipulate the variable at varying levels for this to occur.
Social Desirability Bias
Concurrent Validity
Leading Questions
Demand Characteristics - https://en.wikipedia.org/wiki/Demand_characteristics
Split-Half Method
Unidirectional Relationship cause - effect
Reciprocal Relationship- --- cause effect
Reciprocal exchange
Reciprocity - reciprocity is a social rule that says we should repay, in kind, what another
person has provided us.[1] That is, people give back the kind of treatment they have received
from you. By virtue of the rule of reciprocity, we are obligated to repay favors, gifts,
invitations, etc. in the future. If someone remembers us on our birthday with a gift, a
reciprocal expectation may influence us to do the same on their birthday. This sense of
future obligation associated with reciprocity makes it possible to build continuing
relationships and exchanges. Reciprocal actions of this nature are important to social
psychology as they can help explain the maintenance of social norms.
o Individuals who benefit from the group's resources without contributing any skills,
helping, or resources of their own are called free riders. Both individuals and social
groups often punish free riders, even when this punishment results in considerable
costs to the group.[3] So, it is unsurprising that individuals will go to great lengths to
avoid being seen as a moocher, freeloader, or ingrate.[1]
Response Rate
Ambiguity of questions
http://psc.dss.ucdavis.edu/sommerb/sommerdemo/observation/partic.htm
https://hsl.lib.umn.edu/biomed/help/understanding-research-study-designs
In statistics, sampling bias is a bias in which a sample is collected in such a way that some
members of the intended population are less likely to be included than others. It results in a biased
sample, a non-random sample[1] of a population (or non-human factors) in which all individuals, or
instances, were not equally likely to have been selected.[2]If this is not accounted for, results can be
erroneously attributed to the phenomenon under study rather than to the method of sampling.
https://en.wikipedia.org/wiki/Sampling_bias
Analyzing tests:
Validity: Validity is arguably the most important criteria for the quality of a test. The term validity refers
to whether or not the test measures what it claims to measure. On a test with high validity the items will
be closely linked to the test's intended focus. For many certification and licensure tests this means that
the items will be highly related to a specific job or occupation. If a test has poor validity then it does not
measure the job-related content and competencies it ought to. When this is the case, there is no
justification for using the test results for their intended purpose. There are several ways to estimate the
validity of a test including content validity, concurrent validity, and predictive validity. The face validity
of a test is sometimes also mentioned.
Standardized:
A standardized test is any form of test that (1) requires all test takers to answer the same
questions, or a selection of questions from common bank of questions, in the same way, and
that (2) is scored in a standard or consistent manner, which makes it possible to compare the
relative performance of individual students or groups of students. While different types of tests
and assessments may be standardized in this way, the term is primarily associated with large-
scale tests administered to large populations of students, such as a multiple-choice test given to
all the eighth-grade public-school students in a particular state, for example.
Reliable: Reliability is one of the most important elements of test quality. It has to do with the
consistency, or reproducibility, or an examinee's performance on the test. For example, if you were to
administer a test with high reliability to an examinee on two occasions, you would be very likely to reach
the same conclusions about the examinee's performance both times. A test with poor reliability, on the
other hand, might result in very different scores for the examinee across the two test administrations. If
a test yields inconsistent scores, it may be unethical to take any substantive actions on the basis of the
test. There are several methods for computing test reliability including test-retest reliability, parallel
forms reliability, decision consistency, internal consistency, and interrater reliability. For many criterion-
referenced tests decision consistency is often an appropriate choice.
Fairness:
The fairness of an exam refers to its freedom from any kind of bias. The exam should be appropriate for
all qualified examinees irrespective of race, religion, gender, or age. The test should not disadvantage
any examinee, or group of examinees, on any basis other than the examinee's lack of the knowledge and
skills the test is intended to measure. Item writers should address the goal of fairness as they undertake
the task of writing items. In addition, the items should also be reviewed for potential fairness problems
during the item review phase. Any items that are identified as displaying potential bias or lack of fairness
should then be revised or dropped from further consideration.
Generalizable
Two aspects of generalizability
Generalizing to a population. Sometimes when scientists talk about generalizability, they are applying results from a
study sample to the larger population from which the sample was selected. For instance, consider the question,
What percentage of the Canadian population supports the Liberal party? In this case, it would be important for
researchers to survey people who represent the population at large. Therefore they must ensure that the survey
respondents include relevant groups from the larger population in the correct proportions. Examples of relevant
groups could be based on race, gender or age group.
Generalizing to a theory. More broadly, the concept of generalizability deals with moving from observations to
scientific theories or hypotheses. This type of generalization amounts to taking time- and place-specific observations
to create a universal hypothesis or theory. For instance, in the 1940s and 1950s, British researchers Richard Doll and
Bradford Hill found that 647 out of 649 lung cancer patients in London hospitals were smokers. This led to many
more research studies, with increasing sample sizes, with differing groups of people, with differing amounts of
smoking and so on. When the results were found to be consistent across person, time and place, the observations
were generalized into a theory: cigarette smoking causes lung cancer.
Suppose you read an article about a Swedish study of a new exercise program for male workers with back pain. The
study was performed on male workers from fitness centres. Researchers compared two approaches. Half of the
participants got a pamphlet on exercise from their therapist, and half were put on an exercise program led by a
former Olympic athlete. The study findings showed that workers in the exercise group returned to work more quickly
than workers who received the pamphlet.
Assuming the study was well conducted, with a strong design and rigorous reporting, we can trust the results. But to
what populations could you generalize these results?
Some factors that need to be considered include: How important is it to have an Olympian delivering the exercise
program? Would the exercise program work if delivered by an unknown therapist? Would the program work if
delivered by the same Olympian but in a country where he or she is not well-known? Would the results apply to
employees of other workplaces that differ from fitness centres? Would women respond the same way to the exercise
program?
To increase our confidence in the generalizability of the study, it would have to be repeated with the same exercise
program but with different providers in different settings (either worksites or countries) and yield the same results.
Social group has been defined as two or more people who interact with one another, share
similar characteristics, and collectively have a sense of unity. Other theorists disagree however,
and are wary of definitions which stress the importance of interdependence or objective
similarity.collection of people with common identity and regular interactions, is not as specific
as a reference group
Social subjectivity
Deviance theory
The orbitofrontal cortex is associated with the processing of both positively and negatively balanced
emotions. When activity is lowered in the right hemisphere, euphoria is experienced. Conversely,
when activity is lowered in the left hemisphere, depression is reported. (acronym: think of a HAPPY
right handed Olivia ORBITing the FRONT of space ). Vision, taste, olfaction, and touch are all
first integrated in the orbitofrontal cortex.
The recognition of facial expressions associated with sadness have been linked to the subcallosal
cingulate. (mnemonic: think of SUBway loving Better CALLoSAL (a SINGLLEulate man) as
being sad)
The insula and basal ganglia are most often associated with disgust. (acronym: Parkinsons disease
(basal ganglia) people never feel disgusted and are INSULATED)
o The insula is the brain structure most associated with disgust. The anterior insula
receives signals from the senses of olfaction and gustation (mouth/nose are in front
of body), while the posterior insula receives signals from audition and
somatosensation (rear of body)
Anger has been associated with the left superior temporal sulcus. (acronym: ANGRY budda w/
LEFT toe missing @ The SUPERIOR TEMPLE Sucks/sulcs
o Damage to the basal ganglia causes problems recognizing angry facial expressions.
The link system utilizes order and connections (links) to facilitate memory recovery.
Writing down information helps to reinforce the memory, but it is not a chunking
technique.
The fusiform gyrus is a part of the visual system in the brain, and plays a role in high level
visual processing and recognition. (part of temporal and occipital lobe)
The temporal lobes are responsible for processing auditory signals, interpreting visual stimuli, and
language recognition.
The parietal lobes are responsible for spatial reasoning and receiving somatosensory information.
Visual agnosia is a disorder of the ventral pathway, because it is an inability to recognize an image.
(acronym: Visual = Ventral)
Ca2+ = indicator of chelation. This positively charged ion is extremely versatile. A rise in this ion,
postsynaptically, in dendritic spines is essential for activity-dependent plasticity. This ion is an important
second messenger in the neuron. Abnormal amounts of signaling in this ion has been implicated in disease
states such as Huntingtons, Alzheimers and schizophrenia.
Citations:
Content:
-Khan Academy: Notes based on Khan Academy Videos
-Google Images: Some images added from Google Image
-psychfiles.com: Some mnemonics from thepsychfiles.com
-Kaplan: Some mnemonics from Kaplan Books
-Various websites: A rare occurrence.
Informed Consent
Beneficence /nonmalifiscence/autonomy
http://www.cns.nyu.edu/~david/courses/perception/lecturenotes/psychophysics/psychophysics.html
https://en.wikipedia.org/wiki/Antipsychotic
https://en.wikipedia.org/wiki/Atypical_antipsychotic
The atypical antipsychotics (AAP; also known as second generation antipsychotics (SGAs))
are a group of antipsychotic drugs (antipsychotic drugs in general are also known as
majortranquilisers). Block serotonin as well.
Ethnography (from Greek ethnos "folk, people, nation" and grapho "I
write") is the systematic study of people and cultures.
Haptic perception is the exploration of objects through touch, most often by the hand or fingers.
Active touch occurs when a person uses haptic perception to actively inspect an object.
Adaptation is at the sensory level, and habituation is at the perceptive/cognitive level
Phantom pain is the perception of pain in an area of the body, which has been removed or
lost due to injury.
Tonotopy is the special mapping of sound frequencies that are processed by the brain, also called the
tonotopic map.
The dermatome is an area of skin with sensory nerve fibers from a single posterior spinal root
ganglion.
The connectome is a neural map of the connections within the brain.
The homunculus is a cortical body map of how different areas of the skin are represented in the
primary somatosensory cortex (S1).
Interference occurs when the participant takes longer to read a word because it is
emotionally charged than a neutral word.
In psychology, the Stroop effect is a demonstration of interference in the reaction time of a
task. When the name of a color (e.g., "blue", "green", or "red") is printed in a color not
denoted by the name (e.g., the word "red" printed in blue ink instead of red ink), naming the
color of the word takes longer and is more prone to errors than when the color of the ink
matches the name of the color.
Agoraphobia fear of open spaces, crowds, etc
Schizophrenia
Positive symptoms are delusions, neologisms, and hallucinations.
Negative symptoms describe loss of emotional affect and social withdrawal.
Mesolimbic positive effects of schizophrenia
Mesocortical negative effects of schizophrenia
Dopamine release in the tuberoinfundibular pathway inhibits prolactin release in the pituitary.
The nigrostriatal pathway is associated with motor planning and purposeful movement
The mesolimbic pathway is associated with reward, motivation, and many of the positive
symptoms of schizophrenia.
Illness anxiety disorder - Individuals diagnosed with illness anxiety disorder are often more concerned
with illness or the idea of being ill and often lack or have minimal somatic symptoms.
The DSM-5 describes paraphilia as any intense and persistent sexual interest other than genital stimulation or
fondling in phenotypically normal, physically mature, and consenting human partners. Paraphilias include
sexual sadism (inflicting humiliation, bondage, or suffering), masochism (being humiliated, bound, or
suffering), transvestic (sexually arousing cross-dressing, in addition to voyeurism (spying on others) and
frotteurism (touching or rubbing genitals against a nonconsenting individual), and pedophilia (sexual focus
towards children).
A teratogen is a substance or environmental factor that can disrupt normative fetal development.
Phenylketonuria is a genetic problem; consumption of diet soda during pregnancy would not directly
cause phenylketonuria.
Polycystic kidney disease is a genetic problem.
Autism spectrum disorder is not a birth defect.
Fetal alcohol syndrome is directly related to the consumption of alcohol during pregnancy.
Neuropeptide Y in humans inhibit the feeding circuit blocking satiety. The inhibition caused by
peptide Y may cause the inhibition of other neurotransmitters such as cholecystokinin (CCK), which
limits meal size by sensing the distention of the duodenum. This may cause eating without being
sensitive to the signals that the individual is full.
The paraventricular nucleus (PVN, PVA, or PVH) is a neuronal nucleus in the hypothalamus. It
contains groups of neurons that can be activated by stressful and/or physiological changes. Many
PVN neurons project directly to the posterior pituitary where they release oxytocin orvasopressin into
the general circulation. Other PVN neurons control various anterior pituitaryfunctions, while still
others directly regulate appetite and autonomic functions in the brainstem and spinal cord.
Short-term maturation effects are physiological changes that can affect outcome measurements.
Repeated testing that leads to extreme measurements becoming more normal is called regression toward the
mean.
Sensory stimulus is more referring to the type of information being received by your receptors
which elicits a response... ie: light, heat, touch, sound, etc.
Proximal stimulus is the stimulation that actually occurs when your sensory receptors are activated... the
neural activity.
Distal stimulus is the actual stimulus or object in the real world that you end up sensing and then
perceiving, which results in the proximal stimulus.
The distal stimulus is an object which provides information for the proximal stimulus. The proximal
stimulusregisters, via sensory receptors, the information given by the distal stimulus.
o An example would be a person looking at a shoe on the floor. The shoe itself is the distal
stimulus. The image recorded onto the person's retina (sensory receptor) is proximal stimulus.
o Another example would be a telephone ringing. The ringing of the telephone is the distal
stimulus. The sound being recognized and understood as the ringing of a telephone, by our
sensory receptors, is the proximal stimulus.
Word Association is a common word game involving an exchange of words that are
associated together. The game is based on the noun phrase word association, meaning
"stimulation of an associative pattern by a word" [1] or "the connection and production of other
words in response to a given word, done spontaneously as a game, creative technique, or in
a psychiatric evaluation
Psychophysical Testing Methods /Psychophysics - directly assess our perception of stimuli in
relation to their true physical properties. Psychophysics quantitatively investigates the
relationship between physical stimuli and the sensations and perceptions they affect.
Psychophysics has been described as "the scientific study of the relation between stimulus and
sensation"[1] or, more completely, as "the analysis of perceptual processes by studying the effect
on a subject's experience or behaviour of systematically varying the properties of a stimulus
along one or more physical dimensions".[2]
o
Methods of Limits- In the ascending method of limits, some property of the stimulus
starts out at a level so low that the stimulus could not be detected, then this level is
gradually increased until the participant reports that they are aware of it. For example, if
the experiment is testing the minimum amplitude of sound that can be detected, the
sound begins too quietly to be perceived, and is made gradually louder. In the
descending method of limits, this is reversed. In each case, the threshold is considered
to be the level of the stimulus property at which the stimuli are just detected. [23]
In experiments, the ascending and descending methods are used alternately
and the thresholds are averaged. A possible disadvantage of these methods is
that the subject may become accustomed to reporting that they perceive a
stimulus and may continue reporting the same way even beyond the threshold
(the error of habituation). Conversely, the subject may also anticipate that the
stimulus is about to become detectable or undetectable and may make a
premature judgment (the error of anticipation).
o
Method of Constant Stimulation- Instead of being presented in ascending or
descending order, in the method of constant stimuli the levels of a certain property of
the stimulus are not related from one trial to the next, but presented randomly. This
prevents the subject from being able to predict the level of the next stimulus, and
therefore reduces errors of habituation and expectation. For 'absolute thresholds' again
the subject reports whether he or she is able to detect the stimulus.[23] For 'difference
thresholds' there has to be a constant comparison stimulus with each of the varied
levels.
o
Method of Adjustment- method of average error - The method of adjustment asks the
subject to control the level of the stimulus, instructs them to alter it until it is just barely
detectable against the background noise, or is the same as the level of another stimulus.
This is repeated many times. This is also called the method of average error. [23] In this
method the observer himself controls the magnitude of the variable stimulus beginning
with a variable that is distinctly greater or lesser than a standard one and he varies it
until he is satisfied by the subjectivity of two. The difference between the variable
stimuli and the standard one is recorded after each adjustment and the error is
tabulated for a considerable series. At the end mean is calculated giving the average
error which can be taken as the measure of sensitivity.
Practice effects are considered a common subtype of order effects. Practice effects can be defined as
influences on performance that arises from a practicing a task (Heiman, 2002). Even after practice
trials are performed in/for a study, participants have a tendency to perform initial trials poorly because
they are still not warmed up to it (Heiman, 2002). Performance can, however, improve after more trials
are conducted because this allows participants to become more accurate and a lot quicker.
Participants' performance may decrease again, however, because they do have a tendency to become
bored and/or fatigued after a while.
"An order effect is an influence on a particular trial that arises from its position in a sequence of trials"
(Heiman, 2002). Usually when one provides a series of questions for participants in a study, they run
at risk for having an order effect. Practice effects usually occur when the participants find the questions
to be either novel or have great reactivity. However, if there is a long list of questions, an increase in
boredom is most likely to occur (Heiman, 2002). The same occurs for carry-over effects, when
participants respond in a more biased manner to later questions because of any earlier questions.
Response sets can also occur over repeated closed-ended questions (Heiman, 2002).
The Flynn effect is an observation regarding the growth of IQ from one generation to the next.
Emotional intelligence is the ability to understand emotions present in oneself and how those
emotions motivate oneself and others.
https://en.wikipedia.org/wiki/Sound_localization
The interaural time difference describes the difference in time it takes a sound to reach the left vs the right ear.
The interaural level difference describes the difference in sound pressure level between the ears. The head
dampens the overall sound to the far ear and reduces the intensity of the high frequency tones, but not the low
frequency tones.
All of the points on the cone of confusion have the same interaural level difference and interaural time
difference.
The neurotransmitter, GABA, works as the primary inhibitory neurotransmitter.
Dopamine has many functions but is most often associated with reward, learning, and attention.
Serotonin also has many functions but is most often associated with mood, appetite, social behavior,
and memory.
The primary role of hypocritin also called orexin in the CNS is to control sleep and arousal.
Temporal Monotocity: Temporal monotonicity assumes that adding pain at the end of a painful
experience (in this case extending the painful experience) will worsen the retrospective evaluation of
the experienced pain and adding pleasure at the end will enhance the retrospective evaluation.
Posner and Snyder described an action as automatic if the action did not affect other mental
activities.
The buildup of acetaldehyde causes symptoms such as nausea, headache, flushing of the face, and
internal organ damage.
Excessive sleepiness, which can be caused by a large sleep debt, is a consequence of the accumulation of
adenosine. Cells responsible for arousal are inhibited by adenosine monophosphate (AMP).
Caffeine inhibits an enzyme that breaks down cyclic adenosine monophosphate (cAMP). The increase in
cAMP increases glutamate production. This increase in cellular activity results in action potentials that
are briefer and released in bursts. (just remember cAMP = ON/SIGNALLING). Broken by
phospodiester to AMP (a nucleotide)
Spreading activation finds the shortest circuit. Asymmetry occurs because of STDP (Spike Time
Dependent Plasticity); the synapse that fires regularly is strengthened in that direction, while the
other synapse direction is weakened.
Functional neuroimaging, one type of 'brain scanning', involves the measurement of brain activity.
The specific technique used to measure brain activity depends on the imaging technology being
used (see fMRI and PET for examples). Regardless of which technology is used, the scanner
produces a 'map' of the area being scanned that is represented asvoxels. Each voxel typically
represents the activity of a particular coordinate in three-dimensional space. The exact size of a
voxel will vary depending on the technology used, although fMRI voxels typically represent a volume
of 27 mm3 (a cube with 3mm length sides).
Agraphia is a form of aphasia characterized by the loss of the ability to form graphemes, which causes a loss in
the ability to communicate via writing.
The McGurk effect is a categorical change in auditory perception that occurs
whenever the auditory stimulus does not match the visual stimulus during
speech perception.
Melodic Intonation Therapy (MIT). MIT works best with non-fluent forms of
aphasia.
A global aphasia is often the result of damage to a large portion of the left
hemisphere. This person will have difficulty producing speech, understanding
speech, and will likely be unable to read or write.
Brocas aphasia is a non-fluent form of aphasia. A person with Brocas
aphasia will be unable to produce speech, but will be able to understand
verbal speech.
AAMC Additional:
Becks Cognitive therapy (CT) is a type of psychotherapy developed by American
psychiatrist Aaron T. Beck. CT is one of the therapeutic approaches within the larger group
of cognitive behavioral therapies (CBT) and was first expounded by Beck in the 1960s.
Cognitive therapy is based on the cognitive model, which states that thoughts, feelings and
behavior are all connected, and that individuals can move toward overcoming difficulties and
meeting their goals by identifying and changing unhelpful or inaccurate thinking, problematic
behavior, and distressing emotional responses. This involves the individual working
collaboratively with the therapist to develop skills for testing and modifying beliefs, identifying
distorted thinking, relating to others in different ways, and changing behavior
Opponent-process theory is a psychological and neurological model that accounts for a
wide range of behaviors, including color vision.
The diathesisstress model is a psychological theory that attempts to explain behavior as a
predispositional vulnerability together with stress from life experiences. The termdiathesis
derives from the Greek term ( ) for disposition, or vulnerability, and it can take the
form of genetic, psychological, biological, or situational factors. [1] A large range of individual
differences exist between persons in their vulnerability to the development of disorder. [1][2]
Citations:
Content:
-Khan Academy: Notes based on Khan Academy Videos
-Google Images: Some images added from Google Image
-psychfiles.com: Some mnemonics from thepsychfiles.com
-Kaplan: Some mnemonics from Kaplan Books
-Various websites: A rare occurrence.