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9 Cards in this Set
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What is the emphasis of IPT (Interpersonal Therapy)
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Belief that psychological problems stem from difficulties in one of 4 areas and that addressing the problem(s) in these areas will help. Areas are:
Interpersonal Role Disputes Role Transition Problems Interpersonal Deficits Grief |
GRID Grief Role Transitions Interpersonal Role Disputes Interpersonal Deficits |
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The more intense a stimulus, the greater the change in intensity that must occur for a person to perceive the change. This statement summarizes the predictions of:
Fechner's law Fullerton-Cattell law Steven's law Weber's law |
Weber's law - the more intense a stimulus, the greater the change in intensity needed to generate a perceivable change
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Weber simple increase Fechner - logrithmic increse (function (F!) Stevens' Power Law -simple perception, not change in perception - certain intensity of stimulus is necessary for the stimulus to be perceived |
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A "communality" is best described as:
the proportion of variance accounted for by a single factor in multiple variables the proportion of variance accounted for by multiple factors in a single variable the proportion of variance accounted for by multiple factors in multiple variables the total proportion of variance in a set of variables that is attributable to error |
Communality - proportion of variance in a (dependent) variable acouunted for by a combination of factors
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Piaget's concrete operational stage of development is characteristic of children aged:
2 to 7 years 5 to 8 years 7 to 11 years 10 to 15 years |
7-11 concerte operations
0-2 sensorimotor 2-7 pre-operational 7-11 concrete operations 11+ formal operations |
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When conducting research with human participants, a psychologist should be aware that:
participants must be debriefed promptly after their participation in the study participants must be debriefed after their participation in a study only when the study involved deception participants must be debriefed promptly if possible or, if necessary to delay the debriefing, psychologists must reduce the risk for harm the decision to debrief is left to the psychologist and involves considering the risk for harm to participants if they are not debriefed |
third option
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To calculate an examinee's scaled scores on the WAIS-III, you need:
the examinee's subtest raw scores and a formula that converts raw scores to scaled scores the examinee's subtest raw scores and tables provided in the test's scoring manual the examinee's chronological age, subtest raw scores, and tables provided in the test's scoring manual the examinee's score on an "index test," subtest raw scores, and tables provided in the test scoring manual |
to calculate scaled score use:
raw scores chronological age tables |
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Two rats are being conditioned to push a button in order to receive a food pellet. During the acquisition of this behavior, both rats were reinforced using a continuous schedule of reinforcement. After their response rates peaked and then declined, one rat began to receive two food pellets after each button push, whereas the second rat continued to received a single pellet after each response. Despite this difference in the amount of reinforcement, the response rate (i.e., the number of button pushes) for both rats remained the same. This is due to the occurrence of:
extinction. habituation. satiation. inhibition |
satiation - reinforcer statrts to lose its power when the S has had enough
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For Miller and Dollard, the approach-approach conflict:
is a dilemma because as soon as the individual approaches one positive goal, the pull of the other positive goal increases in strength is a dilemma that is often resolved by "leaving the field" and choosing a third goal is not really a dilemma since, once the individual begins to approach one positive goal, the strength of the pull of the other positive goal decreases is an unpredictable dilemma because it is impossible to ever know if the appropriate goal has been selected |
the approach-approach conflict is not really a conflict according to M&D b/c there is some latent inhibition about the other goal.
Lewin (field theory) would be more likely to endorse the first or second, in which dissonance increases with approach-approach and must be reduced by changing either the situation or beliefs |
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The final stage in Cross's (1995) model of identity development for African-Americans is:
internalization-commitment incorporation integrative awareness autonomy |
Internalization-Commitment
Cross's most recent version has _5_ STAGES! Picture the cross with "internalization-commitment" next to it or make it the fifth point on a star and have the shape of a cross make you think of a star or remember that the Cross, for Jesus, ended with Internalization-Commitment (being burried - interred) before Resurrection |
Cross - picture Cross Pre-Encounter Internna Encounter -ization Immersion/ Emersion PEE - IEI! IC! |
