My Psychiatry notes while preparing for the Psych exam in medical school.
Descrição: Psych Libro
Full description
THEORIES— Mnemonic Strategies- techniques techniques used to aid memory External Memory Aids: Aids: sing something outside the !erson such as notes Rehearsal: "onscious re!etition Organi#ation: "ategori#ing material Ela$oration: Ma%ing mental associations Selecti&e AttentionAttention- a$ility to concentrate concentrate on rele&ant in'ormation and ignore distractions ('ocusing) *i&ided AttentionAttention- a$ility to concentrate on more than one thing simultaneously (multi-tas%ing) Multi!le IntelligencesIntelligences- +ardner,s theory that each !erson has se&eral distinct 'orms o' intelligence intelligence ogical-Mathematical "on&ergent Thin%ingThin%ing- thin%ing aimed at 'inding the one right ans.er to a !ro$lem- %ind o' thin%ing em!hasi#ed on intelligence tests and most academic exams/ Sel'-0ul'illing 1ro!hecy- ex!ectation ex!ectation or !rediction o' student,s !er'ormance that tends to come true $ecause it leads leads teacher to act as as i' it already .ere true2 true2 1ost'ormal Thought- thin%ing that re!resents an ad&ance $eyond 1iaget,s last stage o' cogniti&e de&elo!mentde&elo!ment- relies on su$3ecti&e ex!erience ex!erience and intuition as .ell as logic- is use'ul in dealing .ith am$iguity/ uncertainty/ inconsistency/ contradiction/ etc2 "ounter-0actual Thin%ing- imagining alternati&e scenarios and outcomes that might ha&e ha!!ened $ut did not Social "om!arison Theory- .e e&aluate ha!!iness4misery ha!!iness4misery $y com!aring oursel&es to other !eo!le Ada!tion e&el Theory- .e e&aluate ha!!iness4misery ha!!iness4misery $y com!aring current ex!eriences to !ast ex!eriences Su$stanti&e "om!lexity"om!lexity- degree to .hich a !erson,s .or% requires thought and inde!endent 3udgment- 'osters 'osters continued cogniti&e cogniti&e de&elo!ment de&elo!ment Triangular Theory o' o&e- Stern$erg,s theory that !atterns o' lo&e hinge on the $alance among three elements- intimacy/ !assion/ and commitment Marital Success- success associated .ith ho. !artners communicate/ ho. they ma%e decisions/ and ho. they deal .ith con'lict
Throughout this semester/ I ha&e learned so many di''erent theories/ conce!ts/ and !rinci!les o' human de&elo!ment2 I learned the !eriods o' de&elo!ment starting 'rom $irth going all the .ay till death2 The material .e learned in class has made me reali#e many things a$out my !ast/ !resent/ and 'uture2 5hat causes certain things to ha!!en and .hat .ill ma%e me success'ul in the 'uture2 The six theories/ conce!ts/ and !rinci!les I .ill $e tal%ing a$out are: Mnemonic Strategies/ Selecti&e and *i&ided Attention/ Multi!le Intelligences/ 1ost'ormal Thought/ "ounter-0actual Thin%ing/ and Social "om!arison Theory2
Mnemonic Strategies- techniques used to aid memory External Memory Aids: sing something outside the !erson such as notes Rehearsal: "onscious re!etition Organi#ation: "ategori#ing material Ela$oration: Ma%ing mental associations
E&ery time I study 'or tests4qui##es/ I use or ma%e u! songs or ex!ressions to remem$er2 This is the result o' Mnemonic Strategies2 I reali#ed that I ha&e $een doing this all my li'e2 0or instance/ .hen I .as little/ I learned the A6" song to remem$er the al!ha$ets in order2 +ro.ing u!/ I started using 1EM*AS/ or 1lease Excuse My *ear Aunt Sally/ 'or math to learn the order o' o!erations2 A'ter this/ came 0A76O8S/ 0or-And-7or-6ut-Or8et-So/ 'or remem$ering the se&en coordinating con3unctions in English2 These Mnemonics are still used today2 I gre. u! learning this is the .ay to memori#e .hat you .ant/ and so .hene&er I ha&e to memori#e something/ I usually ma%e u! ex!ressions to remem$er2 0or exam!le/ I needed to learn the 'our im!ortant !arts o' 8oga/ .hich .ere 0lexi$ility/ 6alance/ Strength/ and Relaxation2 To remem$er this/ I used: 0riends-6rotherSister-Relationshi!s2 The use o' Mnemonics hel!ed and continues to hel! me throughout my li'e in school2 6ecause o' this .ay o' studying that assists me in memori#ing the material/ I am a $etter student2
Selecti&e Attention- a$ility to concentrate on rele&ant in'ormation and ignore distractions ('ocusing) *i&ided Attention- a$ility to concentrate on more than one thing simultaneously (multi-tas%ing)
There are t.o ty!es o' Attention .e learned in class/ Selecti&e and *i&ided2 Selecti&e Attention is the a$ility to concentrate on rele&ant in'ormation and ignore distractions/ .hereas *i&ided Attention is the a$ility to concentrate on more than one thing simultaneously2 In sim!le terms/ Selecti&e is 'ocusing on one !articular thing/ .hile *i&ided is multi-tas%ing2 0or me/ I do not ha&e one or the other/ $ut rather $oth/ and .hich one I use tends to de!end on the situation2 I am trying to !ursue a career in the 'ields o' accounting and 'inance2 I $elie&e that in this case/ I should use Selecti&e Attention rather than *i&ided Attention $ecause I ha&e to .or% .ith num$ers and there'ore I ha&e to $e care'ul not to mess u! on s.itching any num$ers and ma%ing errors2 I %no. that soon .hen I get a 3o$ at 'inance or accounting 'irm/ I .ill $e using Selecti&e Attention $ecause it is $est to 'ocus on one !articular thing 'or my 3o$2
Multi!le Intelligences- +ardner,s theory that each !erson has se&eral distinct 'orms o' intelligence ogical-Mathematical
Another theory I .ould li%e to discuss is Ho.ard +ardner,s theory on multi!le intelligences2 He $elie&es that each !erson has se&eral distinct 'orms o' intelligence2 The eight 'orms he discusses are: linguistic/ logicalmathematical/ musical/ s!atial/ $odily-%inesthetic/ inter!ersonal/ intra!ersonal/ and naturalistic2 E&en though e&eryone has &arious intelligences/ they still can $e !articularly strong in a s!eci'ic area2 S!ea%ing 'or me/ the 'orm I am strong on is logical-mathematical2 I thin% o' cause and e''ect and understand relationshi!s among actions/ o$3ects/ or ideas2 I also am a$le to calculate/ quanti'y/ consider !ro!ositions/ and !er'orm com!lex mathematical or logical o!erations2 Another s%ill I ha&e is !ro$lem-sol&ing2 This .ill hel! me in my 'uture $ecause as I said $e'ore/ I am trying to ma3or in accounting and 'inance2 My a$ility to .or% .ith num$ers 'or mathematical o!erations .ill aid in my !ro'essional li'e2
1ost'ormal Thought- thin%ing that re!resents an ad&ance $eyond 1iaget,s last stage o' cogniti&e de&elo!ment- relies on su$3ecti&e ex!erience and intuition as .ell as logic- is use'ul in dealing .ith am$iguity/ uncertainty/ inconsistency/ contradiction/ etc2
5e ha&e tal%ed a$out many di''erent theorists/ $ut one 'amous theorist in human de&elo!ment is 9ane 1iaget2 Her theory o' 1ost'ormal Thought is $asically a thin%ing that is use'ul in dealing .ith am$iguity/ uncertainty/ inconsistency/ contradiction/ etc2 1ost'ormal thin%ing in&ol&es ma%ing decisions $ased on situational constraints and circumstances/ and integrating emotion .ith logic to 'orm context-de!endent !rinci!les2 It hel!s young adults ma%e sound decisions in situations that do not al.ays call 'or a$solutes2 0or exam!le/ .hen I .as loo%ing online to $uy tic%ets to 'ront ro. seats at a 55E match/ 1ost'ormal Thought allo.ed me to reason out certain decisions o&er others2 "ould I truly a''ord the tic%ets and .ould im!ulse $uying a''ect anyone else It is these am$iguous situations that call 'or 1ost'ormal Thought2 This hel!ed me not ma%e any rash decisions and 'ocus on .hat .ould $e $est 'or me2
"ounter-0actual Thin%ing- imagining alternati&e scenarios and outcomes that might ha&e ha!!ened $ut did not
A conce!t I thought .as im!ortant in young adulthood is "ounter-0actual Thin%ing/ imagining alternati&e scenarios and outcomes that might ha&e ha!!ened $ut did not2 A'ter accom!lishing something/ !eo!le either thin% ;at least I made it<= or ;I could,&e done $etter i'<= 0or instance/ .hen I got into a car accident/ I imagined .hat .ould ha&e ha!!ened i' I didn>t ha&e my seat$elt on2 "ould I ha&e $een %illed This train o' thought de'initely im!acted ho. I 'elt a$out the accident2 "ounter-0actual Thin%ing has a $ig im!act on our emotional res!onse to an ex!erience2 It causes tension $y highlighting something a$out the other !erson that .ill cause dissonance/ and then o''ers a ne. thought that can re!lace the uncom'orta$le thought2 It encourages them to acce!t the ne. thought2 This hel!s in our e&eryday li&es $y thin%ing o' .ays things could ha&e gone $etter and .orse2
Social "om!arison Theory- .e e&aluate ha!!iness4misery $y com!aring oursel&es to other !eo!le
O'ten times/ .e loo% at others to see .here .e are at/ and this is actually a theory called Social "om!arison Theory2 This theory states that .e e&aluate ha!!iness4misery $y com!aring oursel&es to other !eo!le2 A good exam!le 'or this .ould $e test scores2 I tend to com!are my grade .ith others to see i' I did .ell/ o%ay/ or $ad2 I' I got a 6/ .hereas e&eryone got an A/ I .ould $e !retty sad/ $ut i' e&eryone got a "/ I .ould $e really ha!!y2 This is not only used .ith test scores/ $ut li'e itsel'2 I sometimes com!are my li'e and .here I am !ro'essionally .ith my career and my college to !eo!le my age2 I thin% o' it as a goal .hen I see !eo!le my age doing much $etter than me in li'e/ $ecause it moti&ates me to try harder and do my $est2 This actually hel!s me a lot and I $elie&e this .ould ma%e me success'ul2 All six o' these theories or conce!ts ha&e or .ill a''ect my li'e in some .ay in the !ast/ !resent/ and 'uture2 It causes me to thin% a$out my li'e in the 'uture and try to $e a success'ul !erson2 I .ill use these in my e&eryday li'e2 These hel! and .ill hel! me $e a $etter !ro'essional and student in the real .orld2 6y using these terms/ I .ill 'ocus $etter on my 3o$ and $e a $etter student2
"on&ergent Thin%ing- thin%ing aimed at 'inding the one right ans.er to a !ro$lem- %ind o' thin%ing em!hasi#ed on intelligence tests and most academic exams/ Sel'-0ul'illing 1ro!hecy- ex!ectation or !rediction o' student,s !er'ormance that tends to come true $ecause it leads teacher to act as i' it already .ere true2 Ada!tion e&el Theory- .e e&aluate ha!!iness4misery $y com!aring current ex!eriences to !ast ex!eriences Su$stanti&e "om!lexity- degree to .hich a !erson,s .or% requires thought and inde!endent 3udgment- 'osters continued cogniti&e de&elo!ment Triangular Theory o' o&e- Stern$erg,s theory that !atterns o' lo&e hinge on the $alance among three elements- intimacy/ !assion/ and commitment Marital Success- success associated .ith ho. !artners communicate/ ho. they ma%e decisions/ and ho. they deal .ith con'lict
