AB PSYCH 2

67 Cards

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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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