Domain III -- Cognitive, abnormal & social (38%)
(Standards 5, 6, 7)


Cognitive
  • 5.1 -- Operant and classical conditioning (Skinner, variable ratio most effective for retention, habituation, positive and negative reinforcement and punishment
  • 5.1 Role of biology in learning (learning and memory). 
  • -- H.M. Surgical removal of medial temporal lobes (where hippocampus is) resulting in difficulty forming new memories (anteretrograde amnesia). Semantic, speech, reading and writing unaffected (procedural memory).
  • 5.1 -- Hippocampus -- memory consolidation, in particular, epidosic, short-term or autobiographical. Declarative memories formed there but not stores. These are memories that can be verbalized.
  • 5.1 Brocas area. loss of speech but can understand. Broca's aphasia. Wernieke's aphasia is can't understand and nonsense speech.
  • 5.1 EEG -- sleep research; CT -- x-rays shows bones well but not soft tissue; useful for structural changes due to tumor or injury. Can't show processes. MRI: useful for more precise structural images. fMRI -- shows dynamic function (neurons/emotions). PET -- Radioactive/shows activity in brain but less precise than fMRI.
  • 5.1 Phineas Gage -- frontal lobe damage/disinhibition.
  • 5.1. Hormones: endocrine system. 
  • 5.1 Schiz: 1% in general population. 10% of adopted children with family history of it had it.
  • 5.1. Schema -- cognitive structures for organizing what we know. Scripts, self-schemas, social schemas
  • 5.1 Culture -- schema/serial reproduction (cultural distortion) repeated reproduction
  • 5.1 Memory -- Loftus -- eye witness memory is based not on what happened but filled in with schema
  • 5.1 Memory -- Atkinson and Shiffrin (MSM -- multistore model of memory). sensory, short-term, long term. Sensory: unlimited capacity. Iconic memory ( visual sensory stores), echoic (auditory). Duration is very brief, with with attention, can go to STS (short-term). Also limited (7 plus or minus 2/Miller). Maintained by rehearsal/repetition. Attention, rehearsal are control processes.
  • 5.1 MSM: Retrieval brings it back to short-term. All three differ in duration, capacity, coding. Primacy, recency, serial position curve.
  • 5.1. Craig and Lockhart (alternative model). Levels of processing: structural, phonological, semantic. Depth of processing. Can be stored at any level.
  • 5.1. Hippocampus. High concentractions of acetycholine. Low concentrations people with Alzheimer's.
  • 5.1. Two-factor theory of emotion. Schachter & Singer. Arousal first, followed by emotional interpretation and labeling of physiological arousal.
  • 5.1 Lazarus: primary (is it personally relevant) and secondary appraisal (how to cope: problem focused, emotion focused, expectation of situation changing. Core-relational themes: All the combinations of patterns.
  • 5.1 Appraisal may not always be conscious. Can be linked to prior cognition.
  • 5.1 Flashbulb memories. Brown and Kulick.
  • 5.1 Role of culture in learning. Culture-specific variations in schema.
  • 5.1 Rabe and Ros. Collectivist. Lower levels of emotions, ruminations, social sharing of information.
  • 5.1 Nucleas acumbens/associated with positive emotion.
  • 5.1 Role of culture in learning. Concepts of the individual and social self. Situational and dispositional attributions. Five-factor model. Milgrim/strong situations.
  • 5.1 Role of culture. Fundamental attribution error. Bias to attribute other's behavior to stable internal causes rather than external circumstances. (e.g. it's their fault not the situation).
  • 5.1 Role of culture. Self-serving bias. Attribute our success based on stable internal dispositional factors and blame external circumstances for our failures. So FAE aand SSB are sort of opposites for self and others.
  • 5.1 Role of culture. Social identify theory. In-groups and out-groups. Category accentuation effect is exaggeration of out-group differences and in-group similarities. SIT says we strive for position self-concept. Driven by need from positive distinctiveness, motivation to show that our in-group is better than a a relevant out-group. SIT is sense of who you are based on your group.
  • 5.1 Role of culture. SIT: Minimal group paradigm. (What is minimally required to belong to a group). Technique for defining groups arbitrarily, e.g. by the toss of a coin.
  • 5.1 role of culture in learning. Illusory correlation. Distinctive information draws attention.
  • 5.1 Stereotype theories. SIT theories (based on positive distinctiveness), system-justification theory (used to justify power relationships), social representations theory (shared by societal social groups).
  • 5.1 Stereotype threat effect. Performance impairment when made aware of negative stereotype against them).
  • 5.1 Bandura's social learning theory, later renamed social cognitive theory. Extended behaviorist view to allow for learning through observation (vicarious learning, vicarious reinforcement). Based on a cognitive theory of motivation. Involves motivation, attention, coding and memory (including defrred imitation). Also includes abstract modelling. Self-efficacy/believe in own effectiveness in certain situations. Helps explain how norms become internalized.
  • 5.1 Compliance. (social influence involving direct requests from one person to another. Foot-in-the-door technique (explanation: consistency & commitment), lowballing (kind  of like bait and switch/deal become less attractive after you commit). Lowballing is more effective than fitd, but both together are the most effective.
  • 5.1 Conformity. (adherence to social norms). Distinction between public and private conformity. Personal norms & social norms. Asch: People will conform to avoid social disapproval.
  • 5.1 Explanations of confirmity. (Informational influence, normative influence, dual-process models, which is both), referent informational influence (aligns with SIT conformity).
  • 5.1 Dispositional & situational explanations of conformity. Low self-esteem, high need for social support and approval, high anxiety, feelings of low status in the group. Also: situational determinants of conformity.
  • 5.1 Also conformity: Risky-shift & group polarization. Risky shift: Tendency of group to be riskier than the individual. RS is one example of polarization, which is just about groups being more extreme than individuals.
  • 5.1 Confirmity: Social comparison theory (reason for polarization/shift to the extreme is individuals voicing confirmity because of their need to stand out/enhance their status, so it all ends up being more extreme.  Contributing factors to conformity: Strong need to reach consensus. strong preference or same side of argument. Also: A piece of the identity linked to ingroup versus outgroup.
  • 5.1 Conformity. Groupthink (defective group decision making process leading to poor decisions) (strong need to reach consensus, decisional urgency, high group cohesiveness in terms of social identification rather than interpersonal liking).
Abormal
Social