PSYC 4620Exam # 1 Study Guide Lectures: 1 - 5Lecture 1 (January 15th)- Know the general definition of abnormal behavior, and what its overall prevalence is in our population. Likewise, know about how many children have problems in daily living.o Atypical presentation Norm violation Excess/insufficiency Inappropriate for developmental stageo Maladaptive symptoms Harm or suffering to self or others 13% of 8-15 year olds meet criteria another 10% of youth up to age 18 also meet criteria (plus an additional 10% that don’t)o A total of approximately 20% of youth struggle with activities of daily living - Know the definition of incidence and how it is different from prevalence. o Prevalence is all current cases for a set of disorderso Incidence is new cases in a given time- Know definitions of and differences between continuous and discontinuous modelso Continuous models emphasize the gradual transition from the normal range of feelings/thoughts/behaviors into clinically significant problems (ticking time bomb)o Discontinuous models emphasize differences between distinct patterns of emotion/cognition/behavior that are within the normal range and those that define clinical disorders (abrupt change)Lecture 2 (January 17th) - Be familiar with the major theoretical models that were presented (behavioral, cognitive, humanistic, etc.) – so that you can recognize and write about major ideas that psychopathology is conceptualized within each o Psychodynamic – places emphasis on unconscious cognitive, affective and motivational processeso Behavioral – how behaviors are gradually acquired through processes of learning Classical conditioning Operant conditioning Relational learning Observational learningo Cognitive – places emphasis on the components and processes of the mind and mental developmento Sociocultural – importance of social context Gender Race Ethnicity SES o Family Model – child’s personality, strengths and pathologies are viewed within dynamics of the family- Know Brofebrenner level influences and how they matter to developmental psychopathology. o Individual child factors Gender, ageo Microsystem People and things in everyday life (parents, teachers)o Mesosystem Interconnections between micro and exo systems (school and home)o Exosystem Social settings that influence indirectly (parents’ marriage)o Macrosystem Attitude, beliefs, practices of culture (individual success)o Chronosystem Multidirectional, evolving change that affects all other levels (big events that occur to shift lower levels)Lectures 3&4 (January 22nd & 24th)- Know about the influence of genes on environment and vice-versa.o Environment can determine how genes are expressed (phenotype)o Genes can affect the environment (predisposition to how they will react to certain situations) Diathesis stress model- Know about adoption and twin studies – like what they are used for (in relation to behavior genetics and genetics research) o Shared and non-shared influenceso How much does environment influence geneticso Twins raised separately in different environments, but have same genetic makeup (non-shared influences) – best way to study the influenceo Twins raised together in same environment and have same genetic makeup (shared influences)o Adoption studies are used for typically same reasonso Focuses more on environment and how that shapes the genetic expression (how children respond to experiences versus how adoptive parents respond)- Know about the influence of genes and genetic studies – specifically note probability as opposedto causal factors o Polygenetic – no single gene causes a single disorder (can influence probability; probabilistic not determinalistic)o There are a lot of biological markers that are associated with multiple psychological disorders, but we cannot say that a certain marker means ONE specific disorder Ex: higher serotonin or lower serotonin can both lead to depression- Be able to define phenotype and genotype and recognize how they develop and are affected/maintained. o Phenotype is the physical representation of genetic makeup Can be changed through pruning or any environmental influenceo Genotype is the actual genes of the genetic makeup What you get/ strictly biological – will not change- Know vocabulary words presented in the book that are on slides (like plasticity, pruning, multifinality, etc.). o Neural Plasticity is the structural or functional changes that occur in the brain as result of maturation and experience (occurs between 0-3 & 10-14)o Pruning is the trimming of unused or non-specialized neurons and their interconnections (occurs between 0-3 & 10-14)o Cerebral Cortex is the neural tissue that covers the cerebrum and cerebellum; part of brain involved in attention, thought, awareness, memory and languageo Hippocampus is the part of the brain involved in learning, memory and emotiono Multifinality states the same cause may lead to a number of different outcomeso Equifinality states different causes may have the same consequences/outcomes- *Know the three types of gene-environment interactions and be able to give a good example of each. (pg 44/slide 24 of new slides)o Passive Correlations – children receive both genes and environments from parents Genetic influences on environment that are independent of the person’s actionso Active Correlations – children shape and select their own environments Genetic effects on behavior that select/shape the environment experienced, with regards to interests and skillso Evocative Correlations – how children behave (prosocial or antisocial) influences how others respond to them (with warmth or distance) Genetic effects on behavior that select/shape the environment experienced, but with regards to interpersonal effectsLecture 5 (January 27th)- Know the definition of comorbidity.o Being diagnosed with two or more disorders at the same timeo Meeting diagnostic criteria for two or more DSM disorders Concurrent – met at the same time Successive – back to back diagnoses Homotypic – two disorders in the same bracket (anxiety/anxiety) Heterotypic – two disorders that are classified in different brackets (anxiety/depression)- Understand concepts of reliability and validity and be able to describe them – be sure to also know how they are important to assessment and treatment – be sure to think