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PSYC 500: EXAM 1
allostatic load |
the 'wear and tear' associated with chronic activation of stress response |
"blunting" |
lack of an adequate response to stress among some people who are exposed to maltreatment |
b) hippocampus |
Which of the following is not true?
Children with ADHD have smaller
a) cerebellum
b) hippocampi
c) basal ganglia
d) prefrontal cortex |
synaptic pruning |
maintaining connection to only the most efficient cortical pathways |
smaller hippocampus, corpus callosum, prefrontal cortex, and cerebellum |
What structures are smaller in children who have experienced extended maltreatment?
|
anhedonia |
less reactive to positive stimuli |
Bucharest Early Intervention Project |
randomized controlled trial of foster care as an intervention for social deprivation associated with institutionalization; looking for causal nature
|
Insensitive care
isolation
lack of psychological investment |
Why might institution rearing be bad for the brain? ( 3 main things) |
interaction-fan effect |
risk gene - in the context of a good environment, it is not a risk gene
In the context of a negative parenting environment, much more at risk - multiplicative not additive |
cross-over interaction |
gene makes you more susceptible to influence of environment
High susceptibility, great environment - GREAT results
High susceptibility, bad environment - susceptibility to psychopathology is HIGH
|
linkage studies |
get a whole bunch of kids with disorder within families and see which genes are most common in kids relative to their family members
"narrowing down suspect genes"
does not replicate well |
association studies |
start with a gene that you think might be related to a disorder - get lots of kids that align in many ways except one has disorder (case-control) - see if they differ in terms of that gene
- begin with specific candidate gene and compare allelic frequences of it in those with and without the disorder
(two types: case control and family-based)
better replication |
evocative rGE |
Something setting you up to be more likely to be treated in a certain way by your environment |
active rGE |
children select for their own environment
|
passive rGE
|
... |
physical neglect |
highest proportion of substantiated maltreatment cases involve (785)
|
18.6% |
lifetime prevalence of maltreatment among kids under 18 (according to NSCEV) |
1. Normal and atypical development are mutually informative
2. Behaviors can have developmental continuities and discontinuities
3. Multiple Levels of Analysis
4. Core Domains of Development
5. Reciprocal/Transactional models
6. Equifinality and Multifinality |
Principles of Developmental Psych |
joint attention |
gazing together at an object
emerges between 8 and 12 months
|
H.M. |
patient whose hippocampus was surgically removed
-could not form new episodic memories
|
etiology |
where the disorder comes from/ why does it emerge? |
medical model of 'mental illness' |
says that disorders are discrete things that you either have or don't have |
Developmental Psychopathology |
an attempt to incorporate diverse perspectives into our understanding of disorders in childhood and adolescence |
language delays, avoidance of gazing at eyes, lack of Theory of Mind, limited interests, repetitive behaviors, broad social interaction/cue deficits |
deficits linked to autism spectrum disorder |
IDM |
decreased oxygen in utero - damage to hippocampus - could learn mom's face but not as well |
neurology |
"what causes what?" perspective |
psychopathology |
"what hangs together" perspective |
Heterotypic continuity |
children can have an attribute that expressed DIFFERENTLY over time |
developmental discontinuity |
different from life course persistent; behavior that shows up in particular periods of life (ex: antisocial behavior in adolescence) |
life-course persistent |
1) is stable across time and situational contexts
2) begins in early childhood
3) person is accumulating consequences that maintain behavior |
adolescence-limited |
time limited emergence of antisocial behavior in teenage years
- lack of continuity across time and contexts
- very normal in development
- shaped by peer reinforcement and environmental contingencies |
homeotypic continuity |
consistency of behavior across time (manifested similarly)
|
Psychopathology predicts psychopathology |
having a disorder as a child is a predictor of having some kind of pathology as an adult
children with 1 diagnosis are more likely to have another and/or to have a family member w/ ANY diagnosis |
core domains of development |
emotional
social
cognitive
neurobiological |
low levels of analysis |
- specific behaviors/abilities that are measurable in similar ways across time
- neural function/ structure
- genetic analyses
*not just about identifying continuity/discontinuity |
Ecological model |
working from middle out
individual --> macro
|
equifinality |
a diversity of developmental pathways can lead to the same outcome |
multifinality |
a particular condition, environmental experience, or developmental problem can lead to DIFFERENT outcomes for different individuals |
dialectic |
the best way of conceptualizing identity & illness happens as a conversation between these 2 ideas |
vertical identities |
shared with one's parents and historical culture (ex: race (usually), ethnicity, language |
horizontal identities |
not shared with one's parents, but nonetheless central |
demonological view |
"mental illness is a possession"
associated with negative treatment and blame |
naturalistic view |
"mental illness is a disease"
associated with more positive treatment, less blame |
WIllowbrook |
horrible mental institution; highlighted that institutionalization is terrible for mental health |
Stereotypes
Prejudice
Discrimination |
What is stigma? |
stereotypes |
generalizations about all members of a group
|
prejudice |
negative beliefs about that group |
discrimination |
curtailing of groups rights and opportunities |
1. Physical aberrations
2. Character flaws
3. Tribal differences |
three classes of individuals that are subject to stigma (evolutionarily)
|
1. In group/out group processes (increased self-esteem for in group)
2. lack of social power |
Why does stigma still persist? |
the 'Noble Savage' |
the idea that somewhere there is a culture that is less well-developed; concept from a lot of colonial writings |
impairment |
degree of suffering an individual experiences |
genotype |
structural composition of genes |
phenotype |
observable characteristics that result from interplay between genes and environment |
endophenotype |
"measurable components unseen by unaided eye along the pathway between disease and distal genotype" |
Paul Eckman (1984) |
argued that there are 6 basic, cross-cultural emotions
(AFDSHS- All Fluffy Dogs Soothe Her Soul) |
Feldman-Barret |
argued that emotions exist along dimensions of arousal and pleasantness
|
behavioral genetics |
parsing variability in behavioral traits within populations into portions accounted for by
A) heritable mechanism
B) environmental mechanisms
c) G x E interactions |
additive genetic effects |
all sources of variance that are accounted for by heritable mechanisms within a population (A) |
E |
error |
rare structural variants (CNVs) |
copy number variants - microduplications and microdeletions |
emotion |
an appraisal + action preparation |
parasympathetic |
branch of ANS involves rest and digest |
sympathetic |
branch of ANS involving fight or flight |
Respiratory Sinus Arrhythmia |
beat to beat in variation in timing (not rate) of heart beat
-increased variation is associated with better emotion regulation |
emotion regulation |
changes in an initial measurable emotional response |
emotion dysregulation |
1) emotions endure and regulatory attempts are ineffective
2) Emotions interfere with appropriate behavior
3) emotions are context inappropriate
4) emotional lability |
emotional lability |
moving rapidly from one emotion to the next |
serotonin |
linked very strongly with most internalizing disorders (more emotion dysregulation)
|
dopamine |
linked with most externalizing disorders (both impulsivity and emotion dysregulation) |
correlate |
a characteristic of the environment or individual which is associated with an outcome |
risk factor |
characteristic of the environment or individual which increases likelihood of a negative outcome |
causal risk factor |
changes in risk factor change likelihood of negative outcome (direct relation) |
variable risk factor |
changes with development; more pertinent across certain stages |
specific risk factor |
variable which increases likelihood of a specific negative outcome |
non-specific risk factor |
variable which increases likelihood of a variety of negative outcomes |
cumulative risk |
likelihhod of negative outcome increases as number of adverse childhod experiences increases |
resilience |
a dynamic process where people show positive adaptation despite significant adversity or trauma |
variable-focused |
what is it about environment/individual that allowed this group of people to emerge unscathed? |
person-focused |
identifying the 'off-diagonals' |
transactional definition of stress |
depends on HOW the event affects you |
objective definition of stress |
it doesn't matter what meaning you make of it, event is stressful |
psychological definition of stress |
events or chronic conditions which threaten the physical or mental health of the child |
biological definition of stress |
events or chronic condtitions which disrupt physiological equilibrium and activate stress response |
positive stress |
challenges with satisfying outcome |
tolerable stress |
adverse life events buffered by supportive relationships
-results in healthy brain architecture |
toxic stress |
unbuffered adverse events of greater duration and magnitude
-unhealthy brain stucture
-poor coping and compromised recovery
|
allostasis |
maintaining equilibrium through change
|
coping |
behavioral, cognitive, and emotional responses to a stress |
primary control |
coping strategies designed to change situation itself |
secondary control |
coping strategies designed to regulate own experience of situation (often dont have a lot of control over the situation itself) |
disengagement |
avoidance, denial, wishful thinking |