AB PSYCH 2

67 Cards

Psychology

Abnormal Psychology

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Term/Front Definition/Back
1 A conceptual approach
Could mean an emphasis on a specific cause of abnormal behavior
Problems occur when information from other areas is ignored 		One-Dimensional Models (Single Paradigm)
2 Interdisciplinary, eclectic, and integrative
“System” of influences that cause and maintain suffering
Draws upon information from several sources
View abnormal behavior as multiply determined 		Multidimensional Models (draws from multiple paradigms)
3 Refers to the genetic code of the individual. This is all the information that is found inside the individual's cells. Genotype
4 Is the expression of the genotype that is visible to other people and can be observed. Phenotype
5 The role of the nervous system in disease and behavior The Field of Neuroscience
6 Brain and spinal cord The Central Nervous System (CNS)
7 Somatic and autonomic branches The Peripheral Nervous System (PNS)
8 Cell body Soma
9 Branches that receive messages from other neurons Dendrites
10 Trunk of neuron that sends messages to other neurons Axon
11 Buds at end of axon from which chemical messages are sent Axon Terminals
12 Small gaps that separate neurons Synapses
13 the chemical messengers Neurotransmitters
14 Regulates behaviors, moods, thoughts Serotonin
15 Reduces postsynaptic activity, which inhibits behavior and emotions Gamma aminobutyric acid (GABA) and benzodiazepines
16 block receptors of norepinephrine reduces Arousal & anxiety Norepinephrine and beta blockers
17 Schizophrenia by blocking receptors (lowers Dop) Dopamine
18 Heart rate, blood pressure, respiration Medulla
19 Regulates sleep stages Pons
20 Involved in physical coordination Cerebellum
21 Coordinates movement with sensory input
Contains parts of the reticular activating system (RAS) 		Midbrain
22 Receives and integrates sensory information Thalamus
23 Controls eating, drinking, aggression, sexual activity
Regulates emotions and expressions 		Hypothalamus
24 Location of most sensory, emotional, and cognitive processing
Two specialized hemispheres (left and right) joined by the corpus callosum 		Forebrain (Cerebral Cortex)
25 Controls voluntary muscles and movement Somatic Branch of PNS
26 Sympathetic and parasympathetic branches of the ANS
Regulates cardiovascular system & body temperature
Also regulates the endocrine system and aids in digestion 		Autonomic Branch of the PNS
27 Hormones The Endocrine System
28 Influence the form and expression of normal and abnormal behavior Cultural Factors
29 Exerts a strong and puzzling effect on psychopathology Gender Effects
30 Addresses developmental changes
Such changes influence and constrain what is normal and abnormal
 		Life-Span Developmental Perspective
31 Several paths to a given outcome
Paths may operate differentially at different developmental stages 		Equifinality
32 Is the rule, not the exception in explaining normal and abnormal behavior Multiple Causation

33 studies disorders within context of normal child development Developmental Psychopathology
34 impairment on the brain's development of neurological pathways that influence performance or functioning Neurodevelopmental Disorders
35 group of disorders that are linked by varying difficulties in controlling aggressive behaviors, self-control, and impulses
 		Disruptive, Impulse Control and Conduct Disorder
36 Characterized by outward-directed behaviors. Common characteristics: Noncompliance, aggressiveness, overactivity, impulsiveness.
 		Externalizing Disorders
37 Characterized by inward-focused behaviors
Common characteristics: Depression, anxiety, social withdrawal.
 		Internalizing Disorder
38 Excessive levels of activity
Distractibility and difficulty concentrating
May have difficulty with peer interactions 		Attention-Deficit/Hyperactivity Disorder
39 More aggressive, acting out, antisocial parents, family hostility Conduct Disorder
40 More off-task behavior, cognitive and achievement deficits
 		ADHD
41 Pattern of engaging in behaviors that violate social norms and the rights of others, and are often illegal Conduct Disorder
42 recurrent verbal or physical aggressive outbursts that are out of proportion to the circumstances Intermittent explosive disorder
43 behaviors do not meet criteria for CD (especially extreme physical aggressiveness) but child displays pattern of defiant behavior
Argumentative, loses temper, lack of compliance, deliberately aggravates others, hostile, vindictive, spiteful, or touchy, blames others for own problems 		Oppositional Defiant Disorder (ODD)
44 To form identical twins, one fertilised egg (ovum) splits and develops into two babies with exactly the same genetic information Monozygotic twins
45 To form fraternal, two eggs (ova) are fertilised by two sperm and produce two genetically unique children Dizygotic twins
46 persistent pattern of antisocial behavior Life course
47 Maturity gap between physical maturation and rewarding adult behaviors
 		Adolescence-Limited
48 high negative affect, low positive affect Depression
49 high negative affect but not low levels of positive affect Anxiety
50 Fears and worries common in childhood
More severe and persistent worry
Must interfere with functioning 		Anxiety
51 Worry about parental or personal safety when away from parents
Typically first observed when child begins school 		Separation anxiety disorder
52 Extremely shy and quiet
May exhibit selective mutism
Refusal to speak in unfamiliar social setting 		Social anxiety disorder
53 Exposure to trauma - Chronic physical or sexual abuse, Community violence, Natural disasters
Symptom categories - Flashbacks, nightmares, intrusive thoughts, Avoidance, Negative cognitions and moods, Hyperarousal and vigilance
May exhibit agitation instead of fear or hopelessness
 		Post-traumatic stress disorder (PTSD)
54 Contamination from dirt and germs
Aggression
Thoughts about sex and religion more common in adolescence
 		Obsessive-compulsive disorder (OCD)
55 Evidence of inadequate development in a specific area of academic, language, speech or motor skills Learning Disability
56 Difficulties in learning basic academic skills (reading, mathematics, or writing) inconsistent with person’s age, schooling, and intelligence
Significant interference with academic achievement or activities of daily living 		Specific Learning Disorder
57 formerly called reading disorder, involves significant difficulty with word recognition, reading comprehension, and typically written spelling as well Dyslexia
58 formerly called mathematics disorder, involves difficulty in producing or understanding numbers, quantities, basic arithmetic operations Dyscalculia
59 formerly called phonological disorder, involves correct comprehension and sufficient vocabulary use, but unclear speech and improper articulation Speech Sound Disorder
60 stuttering, is a disturbance in verbal fluency that is characterized by one or more of the following speech patterns: frequent repetitions or prolongation of sounds Childhood onset fluency disorder
61 involves one or more vocal and multiple motor tics (sudden, rapid movement or vocalization) that start before the age of 18 Tourette's disorder
62 formerly called motor skills disorder, involves marked impairment in the development of motor coordination that is not explainable by intellectual disability or a disorder such as cerebral palsy Developmental coordination disorder
63 involves seemingly purposeless movements repeated over and over that interfere with functioning and could even cause self-injury Stereotypic movement disorder
64 Formerly called mental retardation, characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills Intellectual Disability (Intellectual Developmental Disorder)
65 Asperger’s disorder, pervasive developmental disorder not otherwise specified, and childhood disintegrative disorder
Share similar features, vary only in severity
Specifiers include with or without accompanying intellectual impairment, language impairment, or catatonia
Pay attention to different parts of faces than do people without autism; focus on mouth, neglect eye region
Crucial for understanding and successfully engaging in social interactions
Echolalia
Pronoun reversal
Become extremely upset when routine is altered 		Autism Spectrum Disorder
66 immediate or delayed repeating of what was heard Echolalia
67 refer to themselves as “he” or “she” Pronoun reversal
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