PSYCHO

Adrienne Velasquez

Chapter 12 & Chapter 13 notes

Stereotype: a fixed, conventional idea about a group.

Gender: the psychological state of being male or female.

Gender role: a cluster of behaviors that characterizes traditional female or male behaviors within a cultural setting.

Gender-typing: the process by which people acquire a sense of being female or male and acquire the traits considered typical of females or males within a cultural setting.

Gender-schema theory: the view that gender identity plus knowledge of the distribution of behavior patterns into feminine and masculine roles motivate and guide the gender-typing of the child.

Evolution and heredity: psychological gender differences were fashioned by natural selection in response to problems in adaptation that were repeatedly encountered by humans over thousands of generations. The evolutionary process is expressed, for example, through gender differences in mate selection.

Organization of the brain: brain--imaging research suggess that the hemispheres of the brain may be more specialized in males than in females. Use of language is usually based in the left hemisphere, and mean with damage to the left hemisphere are more likely to experience language difficulties than woman with similar damage. Spatial relations is usually more based in the right than the left hemisphere are more likely to have problems with spatial relations than woman with similar injuries.

Sex hormones: sex hormones may “masculinize” or “feminize” the brain during prenatal development by creating predispositions consistent with some gender-role tendencies.

Psychodynamic theory: the acquisition of gender roles is explained in terms of identification. Gender-related behaviors remain flexible until the age of 5 or 6, but resolution of the oedipus and electra complexes at those ages leads to adoption of the preferences and behaviors of parent figures of the same sex.

Learning theories: behaviorists explain gender-typing in terms of the selective reinforcement of behavior patterns deemed appropriate for boys and girls within a given culture. Social cognitive theory asserts that reinforcement encourages gender-typing by providing information as to what other people deem to be appropriate behavior and that children learn much of what is considered masculine or feminine by obsersational learning.

Gender-schema theory: cultures tend to polarize females and males by organizing social life around mutually exclusive gender roles. Children come to accept the polarizing scripts and attempt to construct identities that are consistent with the “proper” script. Children develop a sense of being male or being female about the age of 3 and seek information about what is considered appropriate for them. Children’s self-esteem becomes wrapped up in the ways in which they measure up to the gender schema.

Activating effect: the arousal-producing effects of sex hormones that increase the likelihood of sexual behavior.

Estrus: the periodic sexual excitement of many mammals, as governed by levels of sex hormones.

Pheromone: a chemical secretion detected by other members of the same species that stimulates stereotypical behaviors.

Organizing effects: the directional effect of sex hormones -- for example, along stereotypically masculine or feminine lines.

Sexual orientation: the direction of one’s sexual and romantic interests; that is, whether one is sexually attracted to, and desires to form a romantic relationship with, members of other sex or of one’s own sex.

Homosexual: referring to people who are sexually aroused by, and interested in forming romantic relationships with, people of the same sex.

Attraction: in social psychology, an attitude of liking or disliking (negative attraction)

Matching hypothesis: the view that people tend to choose persons similar to themselves in attractiveness and attitudes in the formation of interpersonal relationships

Reciprocity: in interpersonal attraction: the tendency to return feelings and attitudes that are expressed about us.

Triangular model of love: sternberg’s view that love involves combinations of three components: intimacy, commitment, and passion.

Intimacy: close acquaintance and familiarity; a characteristic of a relationship in which partners share their inmost feelings.

Passion: strong romantic and sexual feelings.

Consummate love: the ideal form of love within Sternberg’s model, which combines passion, intimacy, and commitment.

Romantic love: an intense, positive emotion that involved sexual attraction, feelings of caring, and the belief that one is in love.

Affective shift hypothesis: the view that men and women tend to experience different shifts in the emotions following initiation of sexual activity, such that women feel more love and commitment, and many men experience less love and commitment.

Sexual response cycle: masters and Johnson’s model of sexual response, which consists of four stages or phases.

Vasocongestion: engorgement of blood cessels with blood, which swells the genitals and breasts during sexual arousal.

Myotonia: muscle tension.

Excitement phase: the first phase of the sexual response cycle, which is characterized by muscle tension, increases in the heart rate, and erection in the male and vaginal lubrication in the female.

Clitoris: the female sex organ that is most sensitive to sexual sensation; a smooth, round knob of tissue that is situated above the urethral opening.

Plateau phase: the second phase of the sexual response cycle, which is characterized by increases in vasocongestion, muscle tension, heart rate, and blood pressure in preparation for orgasm.
Ejaculation: the process of propelling seminal fluid (semen) from the penis.

Orgasm: the height or climax of sexual excitement, involving involuntary muscle contractions, release of sexual tensions, and, usually, subjective feelings of pleasure.

Resolution phase: the fourth phase of the sexual response cycle, during which the body gradually returns to its prearoused state.

Refractory period: in the sexual response cycle, a period of time following orgasm during which an individual is not responsive to sexual stimulation

Sexual dysfunction: a persistent or recurrent problem in becoming sexually aroused or reaching orgasm.

Hypoactive sexual desire disorder: a sexual dysfunction in which people lack sexual desire.

Female sexual arousal disorder: a sexual dysfunction in which females fail to become adequately sexually aroused to engage in sexual intercourse.

Male erectile disorder: a sexual dysfunction in which males fail to obtain erections that are adequate for sexual intercourse.

Orgasm disorder: a sexual dysfunction in which people have persistent or recurrent problems in reaching orgasm.

Premature ejaculation: ejaculation that occurs before the couple are satisfied with the length of sexual relations.

Dyspareunia: a sexual dysfunction characterized by persistent or recurrent pain during sexual intercourse (from roots meaning “badly paired.”

Vaginismus: a sexual dysfunction characterized by involuntary contraction of the muscle surrounding the vagina, preventing entry by the penis or making painful entry.

Performance anxiety: anxiety concerning one’s ability to perform, especially when performance may be evaluated by other people.

Sex therapy: a collective term for short-term cognitive--behavioral models for treatment of sexual behavior therapy techniques.
Sexual harassment: deliberate or repeated unwanted comments, gestures, or physical contact of a sexual nature.



CHAPTER 13

Health psychology: the field of psychology that studies the relationships between psychological factors (e.g. attitudes, beliefs, situational influences, and behavior patterns) and the prevention and treatment of physical illness.

Pathogen: a microscopic organism (e.g. bacterium or virus_ that can cause disease.

Stress: the demand that is made on an organism to adapt.

Eustress: stress that is healthful

Daily hassles: notable daily conditions and experiences that are threatening or harmful to a person’s well-being.

Uplifts: notable pleasant daily conditions and experiences.

Conflict: being torn in different directions by opposing motives. Feelings produced by being in conflict.

Approach-approach conflict: a type of conflict in which the goals that produce opposing motives are positive and within reach.

Avoidance-avoidance conflict: a type of conflict in which the goals are negative, but avoidance of one requires approaching the other.

Approach-avoidance conflict: a type of conflict in which the same goal produces approach and avoidance motives.

Multiple approach-avoidance conflict: a type of conflict in which each of a number of goals produces approach and avoidance motives.

Catastrophize: to interpret negative events as being disastrous; to “blow out of proportion”

Type A behavior: behavior characterized by a sense of time urgency, competitiveness, and hostility.

Self-efficacy expectations: our beliefs that we can bring about desired changes through our own efforts.

Psychological hardiness: a cluster of traits that buffer stress and are characterized by commitment, challenge, and control.

Locus of control: the place (locus) to which an individual attributes control over the receiving of reinforcers--either inside or outside the self.

Internals: people who perceive the ability to attain reinforcements as being largely within themselves.

Externals: people who perceive the ability to attain reinforcements as being largely outside themselves.

General adaptation syndrome (GAS) selye’s term for a hpothesized three-stage response to stress.

Alarm reaction: the first stage of the GAS which is triggered by the impact of a stressor and characterized by sympathetic activity.

Fight-or-flight reaction: an innate adaptive response to the perfecption of danger.

Resistance stage: the second stage of the GAS, characterized by prolonged sympathetic activity in an effort to restore lost energy and repair damage. Also called the adaptation stage.

Exhaustion stage: the third stage of the GAS characterized by weakened resistance and possible deterioration.

Immune system: the system of the body that recognized and destroys foreign agents (antigens) that invade the body.

Leukocytes: while blood cells

Antigen: a substance that stimulates the body to mount an immune system response to it.

Antibodies: substances formed by white blood cells that recognize and destroy antigens.

Inflammation: increased blood flow to an injured area of the body, resulting in redness, warmth, and an increased supply of white blood cells.

Psychoneuroimmunology: the field that studies the relationships between psychological factors and the functioning of the immune system.

Migraine headaches: throbbing headaches that are connected with changed in the supple of blood to the head.

Serum cholesterol: cholesterol in the blood.

Hypertension: high blood pressure.

Socioeconomic status: one’s social and financial level, as indicated by measures such as income, level of education, and occupational status. Abbreviated :SES

microlab ex. 26

Exercise 26
Effectiveness of hand scrubbing
Micro lab Section 3

Adrienne-Rae Velasquez
11/11/2008

In this exercise, my main purpose was to evaluate the effectiveness of hand scrubbing and observe the microorganisms left on my hands after all the scrubbing. In order to do this, we were given soap and hand sanitizer to “kill” or mechanically remove the microorganisms on our hands. Though I expected that after an scrubbing my hands for 2 minutes, my hands would be without any microorganisms, I was proven wrong. By the results on my plate, there was still an efficient amount of growth. I had also thought that rinsing my hands would decrease the amount of germs on my hands, but it so happens that after the third time of rinsing, I actually had more colonies than when I first started. It may have been that the water was contaminated, but it definitely wasn’t anything I expected. Another thing, after the hand sanitizer, I expected that I would have less growth on my hands, but the hand sanitizer seemed to have no effect what so ever. From this exercise, I had learned that even with thorough scrubbing, microorganisms still may exist on your hands. This comes to show why surgeons must over scrub!

psych and speech

How many of you here are sick of the neck aches from crunches? Feeling inferior to others at the gym because you can only leg press 30, and the person next to you is pressing 90? How many of you want to be fit, but don’t know how?

Well, there’s no need to despair, there is a way, and that way is pilates.

You may be thinking in your head “why pilates?”

Lets compare it to other working out methods.

Compared to other working out methods, pilates work out your “core” muscles a.k.a. your axial muscles. These muscles are used to help hold your body up and perform your daily tasks. Most work out methods out there make you think you should be bulky, big, with an amazing 6 pack, but according to WebMD, “If we don't concentrate on building a good foundation and a strong trunk or core, we'll end up tight in some places and weak in others, injury-prone, and susceptible to the pitfalls of our occupation or chosen form of exercise.” Another thing, pilates, according to WebMD, makes the individual very aware of their body movements and teaches one to move all muscles synergistically, which is how the body should move. A flexible muscle, is better than a strong one and pilates according to howstuffworks.com “builds true flexibility -- a freedom of movement created without distorting or manipulating the body”.
Most people buy gym memberships and work out incessantly, striving for that bomb bod. People that practice pilates not only think about how big their muscles will be, but while doing pilates engage in their body as well as mind in dynamic tension. According to howstuffworks.com Pilates wanted to increase adherent’s flexibility and strength but also realized that a healthy mind and body are interrelated and dependant. Therefore, while doing pilates, one should be in complete concentration, thinking about the proper position, and the way it makes the body feel. You don’t do that while you’re leg pressing 30 lbs. at the gym.

Why pilates over the gym?

Financially, some people can’t afford spending that 30 dollars every month for a gym membership that only allows you to come Tuesdays and Thursdays from 7-9. It’s a waste of money! With pilates, you have many ways of choosing how to practice it. You can buy pilates for dummies, which is only $14.00. One price for your whole lifetime, which is half the price you spend for your month membership. If you are wealthier than your average college student, you could go ahead and enroll in private sessions that go for $65 a lesson according to mind-bodyfitness.net. Really, you have many ways you can grab a hold of pilates, whether it be buying a set of DVD’s, going to your gym’s offered classes, or hiring a personal trainer.
Next, you can practice it in the comfort of your own home at any hour of the day. My aunt actually does her “hundreds” which is a pilates move while she watches Oprah, everyday at 3. Pilates can fit into your schedule whenever you want. If some of you are like me and have ADD and never follow through with your working out schedule, then you can plan group sessions at each other’s houses which makes you look forward to bonding with your friends as well as bonding with your body.

Why else?

Have you seen celebrities bodies? According to Pilatesinsight.com “Who in hollywood doesn’t do pilates these days? It seems you can’t flip through a magazine or turn on the TV without hearing someone crediting pilates exercise with their physique.” From Martha Stuart to Jennifer Anniston, everyone is doing it. So what is stopping you?

Aside from the physical exterior well being of pilates, pilates is actually used in rehabilitation studios. Pilates is used everywhere! That’s why I recommend you do Pilates. Lastly, for you nursing students who still don’t know your muscles, Pilates helps you feel the “burn” in those muscles you’ve never really paid attention to, which allows you to memorize where it is at as well as memorize their actions. Well today I have told you about Pilates and why I think you should do it. I hope that many of you were persuaded and hopefully go to the nearest Target or go online and order a Pilates dvd J. Thank you!





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Intro To Psychology
Section 4 -- Travis
Adrienne Velasquez
Reaction Paper: Stress



First off, I wasn’t surprised when I read that stress and health were interrelated, but I was shocked when the book stated that stress is usually what leads to chronic illness. The book also starts to talk about how you need a little bit of stress, they actually made up a term for it “Eustress”. Eustress is defined as healthful stress that keeps us occupied and alert. In hospitals, they actually talk and get to know about the patient because if they don’t hear about their daily hassles, and what may have lead up to say an asthma attack, they would say they neglected the patients.
This then brought me back to the most stressful time of my life, second semester junior year. I had never gone to the doctor as many times as I had back then, nor have I ever had that many excused absences. I had too many time-pressure hassles such as: Multicultural Assembly choreography, practice SAT classes, and college/university picking. The stress built up, but back then, naïve and oblivious to everything, I did not bridge the relation between the amount of stress I had to my low immunity.
So in conclusion, I formulated the question: if the book states that we need stress because its healthy, but a lot of stress leads to chronic illness, how does a college student know where to draw the line of stress so he or she may fulfill their academic needs? In my opinion I feel that with all the deadlines that college gives us, its almost impossible to know where to draw the line simply because we can’t. It is our responsibility to take care and boost up our immune system as much as we can.

ANATOMY EXAM 2 MUSCLE/MOVEMENTS

LEG MUSCLES

EXTENSORS
Extensor digitorum longus
Extensor hallucis longus

DORSIFLEXORS
Fibularis tertius
Tibialis anterior

PLANTARFLEXION
Fibularis Longus
Fibularis Brevis
Gastrocnemius
Soleus
Plantaris
Flexor digitorum longus
Flexor hallucis longus
Tibialis posterior

INVERTS FOOT
Tibialis anterior
Tibialis posterior

EVERTS FOOT
Fibularis Tertius

TOE FLEXION
Flexor digitorum longus
Flexor hallucis longus

ROTATION
Poplitues

FLEXES LEG
Popliteus
Plantaris
Gastrocnemius

THIGH MUSCLES

QUADRACEPS FEMORIS
EXTENDS LEG
Rectus femoris
Vastus intermedius
Vastus lateralis
Vastus medialis



FLEXES THIGH
Rectus femoris
Sartorius
Gracilis

QUADRATIS FEMORIS
EXTENDS THIGH
Biceps femoris
Semimembranosus
Semitendinosus


ADDUCTS THIGH
Gracilis


ROTATORS
Ham Strings [quadratis femoris]
Sartorius

move the hip joint/thigh

THIGH ABDUCTOR
Tensor fascia latae
Gluteus medius
Gluteus minimus

ABDUCTS THIGH
Gluteus maximus
Gluteus medius
Tensor fascia latae

ADDUCTS THIGH
Adductor brevis
Adductor longus
Adductor magnus
Gracilis
pectineus

EXTENDS THIGH
Gluteus Maximus
Biceps Femoris
Semimembranosus
Semitendinosus
Adductor Magnus


FLEXION
Iliopsoas
Adductor brevis
Adductor longus
Adductor magnus
Pectineus
Sartorius
Rectus femoris
Gracilis

LATERAL ROTATION
Adductor magnus
Gluteus maximus
Sartorius
Obturator externus
Obturator internus
Piriformis
Superior gemellus
Inferior gemellus
Quadratus femoris

MEDIAL ROTATION
Gluteus medius
Gluteus minimus
Tensor fascia latae

wrist and hand

HAND ABDUCTION
Flexor carpi radialis
Extensor carpi radialis brevis
Extensor carpi radialis longus

HAND ADDUCTION
Extensor carpi ulnaris
Flexor carpi ulnaris

WRIST EXTENSION
Extensor digitorum
Extensor carpi radialis brevis
Extensor carpi radialis longus
Extensor carpi ulnaris
Extensor indicis
Extensor pollicis longus
Extensor pollicis brevis
Abductor pollicis longus

WRIST FLEXION
Flexor carpi radialis
Flexor carpi ulnaris
Flexor digitorum supericialis
Flexor digitorum profundus
Palmaris longus
Flexor pollicis longus

FINGER ABDUCTION
Dorsal interossei
Abductor pollicus longus
Abductor pollicis brevis
Abductor digiti minimi

FINGER ADDUCTION
Palmar interossei
Adductor pollicis

IP JOINT EXTENSION
Extensor digitorum
Extensor indicis
Extensor pollicis brevis
Extensor pollicis longus
Extensor digiti minimi
Lumbricals
Dorsal interossei
Palmar interossei

IP JOINT FLEXION
Flexor digitorum profundus
Flexor digitorum superficialis
Flexor pollicis longus
Flexor pollicis brevis
Flexor digiti minimi

Elbow joint and forearm

EXTENSION
Triceps brachii
Anconeus

FLEXION
Brachialis
Biceps brachii
Brachioradialis

PRONATION
Pronator teres
Pronator quadratus

SUPINATION
Biceps brachii
Supinator

@ glenohumeral joint

ABDUCTION
Deltoid [middle fibers]
Supraspinatus

ADDUCTION
Latissimus dorsi
Pectoralis major
Coracobrachialis
Teres major
Teres minor
Infraspinatus

EXTENSION
Latissimus dorsi
Deltoid
Teres major
Long head of triceps brachii

FLEXION
Pectoralis major
Deltoid
Coracobrachialis
Long head of biceps brachii

LATERAL ROATION
Infraspinatus
Teres minor
Deltoid

MEDIAL ROTAION
Subscapularis
Deltoid
Latissimus dorsi
Pectoralis major
Teres major

BREATHING MUSCLES
- Serratus posterior superior - breathing in
-Internal intercostals - brings down
-External intercostals - elevates
-Anterior scalene - elevates ribs 1&2
- Serratus posterior inferior - breathing out
- Diaphragm -
-Transverse abdominus - helps breathe out
-Scalene posterior - lifts second rib
-Internal - compresses abdomen. Helps to breathe out.
-External oblique - breathing out
-Rectus abdominus - breathing out



ON THE SCAPULA
-Supraspinatus
-Infraspinatus
-Subscapularis
Pectoralis minor
[drawing the scapula downward and medialward toward the thorax]
-Coracobrachialis
-Serratus anterior
-Triceps brachii [long head]
-Biceps brachii [short head]
-Biceps brachii [long head]
-Rhomboid major - retracts scapula
-Rhomboid minor - retracts scapula
-Levator scapulae - elevates scapula
-Trapezius - rotation, retraction, elevation and depression of scapula
-Deltoid
-Teres minor
-Teres major
-Latissimus dorsi
-Omohyoid


EYE SOCKET BONES:
7 bones
1.) frontal
2.) ethmoid
3.) lacrimal
4.) zygomatic
5.) maxilla
6.) palatine
7.) sphenoid