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PSC 1 Week 10 Notes

by: Kayla Dillard

PSC 1 Week 10 Notes PSC 1

Kayla Dillard

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About this Document

These notes cover the week 10 lectures.
General Psychology
Dr. Simonton
Class Notes
PSC1, general, Psychology, ucdavis
25 ?




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This 2 page Class Notes was uploaded by Kayla Dillard on Friday June 3, 2016. The Class Notes belongs to PSC 1 at University of California - Davis taught by Dr. Simonton in Spring 2016. Since its upload, it has received 21 views. For similar materials see General Psychology in Psychlogy at University of California - Davis.


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Date Created: 06/03/16
6/1/16 Research Day Meditation—Brandon King • predicted changes in cognitive/emotional… • increased cognitive engagement with suffering • increased elaborative processing of themes relevant to human suffering • shamatha practices—for cultivation of relaxation, stability of attention, and perceptual clarity • four immeasurable—focus on development of benevolent feelings and motivational stages • picture viewing task (negative and pleasant) • greater orienting to suffering images across retreat predicts higher accuracy for suffering images originally encoded at end of training Children and Youth in Legal System as Witnesses and Victims or Crimes—Sue Hobbs they had to be interviewed around their 17th birthday • • interviewed over 2,000 foster youth • interviewed at risk 17 year olds who had never been in foster care as a control group • residential instability • does being in foster care predict negative outcomes for youth? did not predict depression, attachment, PTSD • foster care group moving predicted PTSD and anxiety and depression • overall—>create more stability within homes How people process language—Trevor • studies on eye tracking while reading • EEG and eye tracking both an early effect of predictability and a delayed effect of plausibility/ integration • N400 and aging—large for people in their 20s and decreases to be small for elderly people 6/2/16 Review • go over lecture slides, things that are not on the slides will not be on the test • don’t need to memorize dates, names, exact numbers • questions on the final will be similar to the midterms • concepts and theories are most important for module 2 • identify major theories of motivation and emotion, understand how motivations are different from emotions and mood, different ways to categorize emotions, distinguish between major psychological disorders, distinguish between treatment approaches, how to conceptualize and cope with stress (module 2) • study guide was made with the final in mind (module 3) • look at review slides (module 3) • one topic: difference between intelligence theories (multiple and general intelligence) • general: Spearman’s two-factor model, 1 pizza • verbal, quantitative, abstract, short-term memory are all part of the overall intelligence (one pizza, 4 slices) • multiple: • Sternberg’s Theory • multiple pizzas (3), each aspect operates independently • Gardner’s Theory • multiple pizzas (8) • module 4: • cognitive biases, cognition, decoy effect, availability heuristics, different regions of the brain and what they do, amygdala, cerebral cortex and parts, consciousness lecture linking ch 3 with ch 5 • most material comes from sensation and perception, draw a diagram for systems Questions: • sensory adaptation—colored blobs image, one stimulus stays the same, and neural response goes down over time • base rate fallacy • availability heuristic—news shows plane crashes so people are afraid of planes but in reality people are more likely to die in a car crash • decoy effect—paris and rome example on test—rome was the correct answer b/c the comparison of rome without free breakfast made rome look all inclusive look like a better option • anchoring effect—sale prices • descriptive research—trying to observe the world as it is • survey research (descriptive research)—collecting data, information • correlational research—seeing if 2 variables are related to each other, but we can’t claim any causation to it (ice cream and shark attacks example) • experimental research—want to make a causal claim


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