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PSYCHOLOGY AOS1
| Question | Answer |
|---|---|
| 3 study designs | - Matched participant design (paired then split) - Independant groups design (control and experimental groups) - Repeated measures design (all participate in control and experimental groups) |
| What should be in a hypothesis | - "It is hypothesised/expected that..." - IV: what is changed - DV: what is measured - Population and sample |
| Qualitative data | description/qualities/characteristics |
| Quantitative data | numbers |
| Extraneous variables and the 3 types | Variables that get in the way of the DV, that aren't the IV. Can be: - participant variable - experimenter variable - situational/environmental variable |
| Afferent | Sensory neurons. Use pathways from body to brain. Eg feeling |
| Efferent | Motor neurons. Use pathways from brain to body. Eg squeezing hand |
| What is a neuron | An individual nerve cell that is specialised to receive, process, and/or transmit information. - the basic building blocks of our nervous system - found throughout the entire human body with all different shapes and sizes |
| Pre-synaptic neuron | Usually found to the left. Send an electrical message |
| Synaptic gap | Between neurons. Sends a chemical message |
| Post-synaptic neuron | Usually found to the right. Sends an electrical message |
| Human nervous system | Made up of the central nervous system, and peripheral nervous system |
| Central nervous system | Made up of brain and spinal cord. - carries messages to and from the PNS - processes information |
| Brain | - responsible for everything we do - control centre - memory/learning |
| Spinal Cord | - connect brain to PNS - initiates spinal reflexes - interneurons |
| Peripheral nervous system | Made up of the somatic and autonomic nervous systems. - carries messages to the CNS from the body and messages from the CNS to the body |
| Somatic nervous system | - carries sensory messages from reception to CNS and motor messages from CNS to muscles in the body - sensory and motor neurons |
| Autonomic nervous system | Made up of sympathetic and parasympathetic nervous system - automatic, self-regulating - connects CNS to internal glands and organs |
| Sympathetic nervous system | - prepares body for actions - fight/flight/freeze response |
| Parasympathetic nervous system | - calms body after action - homeostasis - freeze response - maintain internal functioning |
| Fight response | - confront and fight the threat - sympathetic nervous system most active - increased HR, BP and breathing - increased glucose secretion - redistribution of blood from skin to muscles - dilated pupils - suppression of unnecessary functions |
| Flight response | - escape by running away to safety - sympathetic nervous system most active - increased HR, BP and breathing - increased glucose secretion - redistribution of blood from skin to muscles - dilated pupils - suppression of unnecessary functions |
| Freeze response | - keeping absolutely still and silent - Sympathetic nervous system is kicked in first, then parasympathetic nervous system kicks in immediately after - HR and BP drop - tense muscles collapse - hypervigilent - stop-look-listen - tomic immobility |
| Peripheral nervous system and Central nervous system working together stages 1-4 | 1. prefrontal cortex processes visual info 2. pre-motor cortex plans and primary motor cortex in the frontal lobe commands movement 3. spinal cord sends motor info 4. motor neurons are passed out to muscles via efferent pathways |
| Peripheral nervous system and Central nervous system working together stages 5-8 | 5. Sensory receptors pass info to somatosensory cortex in the parietal lobe 6. spinal cord carries sensory info to the brain 7. Basal ganglia adjusts grip and cerebellum corrects movement 8. PSC receives info the object has been grasped. |
| Conscious response | - voluntary (somatic nervous system) - intentional, goal directed, some degree of control |
| Unconscious response | - involuntary (autonomic nervous system) - unintentional, reflexive, usually simple |
| Spinal reflex/reflex arc | -automatic process - unconscious, involuntary and automatic with no involvement of the brain - initiated by the interneurons in the spinal cord - only found in the CNS - sensory messages are still sent to the brain after motor message has been sent |
| Neurotransmitters | - a chemical substance produced by a neuron that carries a message - key |
| GABA | - calming neurotransmitter - calms firing nerves in the CNS - high levels improve focus, low levels cause anxiety - contributes to motor control and vision |
| Glutamate | - memory - regulates development and creation of nerve contacts |
| Inhibitory neurotransmitters | - stablises, balances, and calms the body eg. glutamate - inhibits the neural transmission and calms CNS, Makes the post-synaptic neurons less likely to fire - without it post-synaptic activity can get out of control and cause seizures |
| Excitatory neurotransmitters | - excites and energises the body eg. glutamate - encourages neural transmission and excites nervous system - makes the post-synaptic neurons more likely to fire - involved in learning, memory, thinking, and movement post-synaptic receptor site lock |
| Transmission as a lock and key process part 1 | - each type of neurotransmitter has a chemically distinct shape - when released into the synapse by the pre-synaptic neuron, neurontransmitters search for the correctly shaped receptor site on the dendrites of the post-synaptic neuron |
| Transmission as a lock and key process part 2 | - like a key in a lock, a neurotransmitter's shape must precisely match the shape of the receptor site on the post-synaptic neurons dendrites in order to bind to its receptors - binding 'unlocks' the post-synaptic neuron's response (communication) |
| Stress as a psychobiological process - stressor | Stimuli that cause or produce stress and challenge our ability to cope |
| Stress as a psychobiological process - stress | State of physiological (biological) and psychological arousal produced by internal and external stressors that are perceived by the individual as challenging or exceeding their ability to cope |
| Stress as a psychobiological process - eustress | Positive psychological response to a stressor (desired) eg. excited, active, motivated |
| Stress as a psychobiological process - distress | Negative psychological response to a stressor (undesired) eg. irritability, nervousness, anger, tension |
| Types of stress | -daily pressures - life events - acculturative stress - major stressors - catastrophies |
| Daily pressures | Little problems of everyday living that are irritants, which annoy and bother us. eg. gossip, lack of time, running late, conflict with friends |
| Life events | Change that forces us to adapt to new circumstances. eg. loss of relationship, new career, moving schools |
| Acculturative stress | Stress people experience in trying to adapt to new culture when living in it for a considerable number of time. eg. moving to new country, travelling overseas |
| Major stressors | Event that is extraordinarily stressful or disturbing for almost anyone who experiences it. eg. victim of major crime, terminal illness |
| Catastrophes | Unpredictable events that cause widespread damage or suffering. eg. bushfires, flooding, natural disasters |
| General adaption syndrome (GAS) | Both models describe involuntary bodily changes that occur in response to a stressor |
| Role of cortisol in stress | The hypothalamic-pituitary-adrenal (HPA) involves: - hypothalamus - pituitary gland - adrenal cortex ACTH stimulates the adrenal cortex to secrete extra stress hormones called corticosteriods HPA persists longer the F-F-F |
| Cortisol | - most abundant stress hormone - circulates the blood stream - used to measure stress - inflammatory affect by blocking white blood cells - suppresses immune system activity - energises the body by increasing blood-sugar and enhancing metabolism |
| Role of cortisol | - prolongs the activation of F-F-F or HPA axis can lead to mental and physical health issues |
| Physiological effects of excessive cortisol | - impaired immune system functioning - colds and flu - hypertension (HBP) - blood-sugar imbalance - cardiovascular disease - diabetes |
| Psychological effects of excessive cortisol | - impaired cognitive performance - learning issues - impaired memory formations and recall - depression, PTSD, anxiety |
| General adaption syndrome (GAS) | - Hans Selye research into immediate and long-term affects of stress, mostly done with rats. founds stress is non-specific can be brought on by internal or external stressors physiological reaction to demands body efforts to adapt to new conditions |
| Stage 1 GAS - Alarm reaction | occurs when the person first becomes aware of the stressor Body first goes into a temporary state of shock BP and temp drop, loss of muscle tone Body rebounds, countershock, sympathetic NS actives either F-F defensive reaction alert and ready to deal |
| Stage 2 GAS - resistance | intense arousal diminishes, physiological arousal still above normal all unnecessary functions are shut down cortisol is released resistance to illness declines if successful, the person has adapted to the stressor and body returns to homeostasis |
| Stage 3 GAS - exhaustion | body cannot sustain resistance, effects of stressor cant be dealt with resources are depleted resistance to disease is weak extreme fatigue, anxiety and depression, nightmares, hypertension, impaired sexual performnce |
| Strengths of GAS research | provides rich info about the physiological processes provided lab evidence for the role of brain, endocrine system, and PNS in stress Establishes strong connection between stress and diseases Prolonged stress can lead to death |
| Limitations of GAS research | Over emphasis on biological processes, lack of emphasis on psychological and environmental factors based mostly on research with rats which is limited with human stress response hard to generalise Rats response is less complex then humans |
| Primary Appraisal (L + F TMSC) | The initial process of evaluating the nature of an incoming stressor |
| Appraisal | Assessment or evaluation |
| Begin - positive (L + F TMSC) | initial appraisal of stimulus as neutral or good not causing stress |
| Irrelevant (L + F TMSC) | initial appraisal of stimulus as a non-issue |
| Stressful (L + F TMSC) | initial appraisal of stimulus a source of worry or significance |
| Harm/loss (L + F TMSC) | A further appraisal of a stressor as potentially causing damage |
| Threat (L + F TMSC) | Further appraisal of s stressor a have caused damage for an individual |
| challenge (L + F TMSC) | further appraisal of a stressor providing a good opportunity for growth or change |
| secondary appraisal (L + F TMSC) | the process of evaluating the resources available and required to cope |
| coping | the process of dealing with the stress |
| emotion-focused coping | The use of coping strategies that target emotional component of a stressor, dealing with it indirectly rather than confronting |
| problem- focused coping | Use if coping strategies that directly target the source of the stressor army o reduce in a practical way. |
| content - specific effectiveness | When coping strategies or mechanism used are appropriate for the stressor |
| Lazarus and Folkman's Transactional Model of Stress and Coping | Track and interpret an individual subjective psychological process stress response. |
| coping flexibility | An individual ability to adjust or change their coping strategies depending on the unique and changing demands of a stressor |
| exercise | physical activity performed to improve a persons health and wellbeing |
| approach strategies | Confront the source of the stressor |
| avoidance strategies | That evened the stressor seeking to reduce stress by indirectly dealing with stress |
Created by:
emmawalton05
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