Psychology: Self-Management and Brain Functioning
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Questions and Answers

What is the role of the frontal lobe in the brain?

The frontal lobe is responsible for planning, thinking, monitoring higher-order thinking, direct problem solving, and regulating the emotional system. It also contains the self-will area which is also referred to as personality.

What is the function of the temporal lobes in the brain?

The temporal lobes are primarily responsible for sound and visual recognition as well as long-term memory.

What is the function of the occipital lobe in the brain?

The occipital lobes are used for recognizing and interpreting visual information.

What is the function of the parietal lobes?

<p>The parietal lobe processes sensory information from across the body and helps with spatial orientation.</p> Signup and view all the answers

What is the function of the motor cortex in the brain?

<p>The motor cortex works hand in hand with the cerebellum in terms of body movements and motor skills.</p> Signup and view all the answers

What is the function of the somatosensory cortex in the brain?

<p>The somatosensory cortex processes or receives the sensory signals that come from across the body.</p> Signup and view all the answers

What is the function of the brain stem?

<p>The brain stem is where 11 out of 12 body nerves end, and it controls our vital body functions including heartbeat, respiration, body temperature, and digestion. It also houses the reticular activating system that is responsible for our brain's alertness.</p> Signup and view all the answers

What is the function of the limbic system?

<p>The limbic system is located laterally to the thalamus, underneath the cerebral cortex and above the brain stem. It is referred to as the &quot;emotion center&quot; of the brain and is responsible for regulating emotions and motivating behaviors.</p> Signup and view all the answers

What is the function of the thalamus?

<p>The thalamus receives all incoming information except olfactory information, as well as involves cognitive activities such as memory.</p> Signup and view all the answers

What is the function of the hippocampus?

<p>The hippocampus is responsible for consolidating learning. It converts information from the working memory to the long-term storage regions.</p> Signup and view all the answers

What is the function of the amygdala?

<p>The amygdala comes from a Greek word meaning almond because of its almond-like shape and size. It is primarily responsible for regulating our emotions, especially fear.</p> Signup and view all the answers

What is the function of the cerebrum?

<p>The cerebrum is the largest area of the brain, making up 80% of its weight and is responsible for controlling thinking, memory, speech, and muscular movements.</p> Signup and view all the answers

What is metacognition?

<p>Metacognition is the ability of an individual to be aware of, understand, and regulate their own thinking and learning.</p> Signup and view all the answers

Which of the following are considered as metacognitive strategies?

<p>Metacognitive note-taking skills</p> Signup and view all the answers

What is self-regulated learning?

<p>&quot;Self-regulated learning is the ability of an individual to regulate their emotions, cognition, behaviors, and aspects of their context during a learning experience. It includes goal setting, self-monitoring, self-instruction, and self-reinforcement.</p> Signup and view all the answers

What are the three components of self-regulated learning?

<p>The three components of self-regulated learning are Cognitive, Metacognitive, and Motivational Processes</p> Signup and view all the answers

What are some characteristics of self-regulated learners?

<p>Self-regulated learners are aware of their own strengths and weaknesses, utilize metacognitive strategies and attribute success and failure to factors within their personal control.</p> Signup and view all the answers

What is the cycle of self-regulated learning?

<p>The cycle of self-regulated learning includes the forethought, performance, and self-reflection phases.</p> Signup and view all the answers

What is the goal-setting theory?

<p>Edwin Locke, along with Gary Latham, developed the goal-setting theory, which is a motivational theory that focuses on setting specific and challenging goals to enhance performance and motivation.</p> Signup and view all the answers

What are some principles of goal setting?

<p>The five principles of goal setting are Clarity and Specificity, Challenge and Difficulty, Commitment, Feedback and Monitoring, and Task Complexity.</p> Signup and view all the answers

What does SMART stand for?

<p>SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound.</p> Signup and view all the answers

What is Stress?

<p>Stress is a complex physiological and psychological response that occurs when individuals perceive a discrepancy between the demands placed on them and their ability to cope.</p> Signup and view all the answers

What are stressors?

<p>Stressors are situations, external events, or conditions that place demands on individuals, eliciting a stress response.</p> Signup and view all the answers

What are some examples of stressors?

<p>Examples of stressors include suffering from an illness or injury, facing tight deadlines at work, experiencing conflicts within a group of friends, or living in an area prone to natural disasters.</p> Signup and view all the answers

What are some signs and symptoms of stress?

<p>Signs and symptoms of stress can be physical, cognitive / perceptual, and emotional.</p> Signup and view all the answers

Which of the following are examples of general physical symptoms of stress?

<p>Excess sweating</p> Signup and view all the answers

Which of the following are examples of general cognitive / perceptual symptoms of stress?

<p>Forgetfulness</p> Signup and view all the answers

Which of the following are examples of general emotional symptoms of stress?

<p>Moodiness</p> Signup and view all the answers

What are the five stages of how the body reacts to stress?

<p>The five stages of how the body reacts to stress are recognition, appraisal, mobilization, response, and return.</p> Signup and view all the answers

What is the recognition stage of the body's response to stress?

<p>The recognition stage is the anticipation of something that’s likely to happen.</p> Signup and view all the answers

What is the appraisal stage of the body's response to stress?

<p>The appraisal stage is the formation of belief or disbelief in the ability to overcome the demand.</p> Signup and view all the answers

What is the mobilization stage of the body's response to stress?

<p>The mobilization stage is when the body is triggered and prepared to react.</p> Signup and view all the answers

What is the response stage of the body's response to stress?

<p>The response stage is the physical action. This is the action of fight or flight.</p> Signup and view all the answers

What is self-care?

<p>Self-care is a deliberate and conscious effort to prioritize activities and engage in activities that help promote physical, mental, and emotional well-being.</p> Signup and view all the answers

What is self-compassion?

<p>Self-compassion is treating yourself with kindness when you experience failure, the way you would treat a loved one in the same situation.</p> Signup and view all the answers

What are the three components of self-compassion?

<p>The three components of self-compassion are self-kindness, common humanity, and mindfulness.</p> Signup and view all the answers

What is the hierarchy of needs?

<p>The hierarchy of needs is a model that was developed by Abraham Maslow. It states that individuals are motivated by a series of needs that can be organized into a hierarchical structure. He categorized these needs into two categories: deficiency needs and growth needs.</p> Signup and view all the answers

What are deficiency needs?

<p>Deficiency needs are basic requirements for human survival and well-being that arise from a lack or deficiency.</p> Signup and view all the answers

What are growth needs?

<p>Growth needs focus on personal development, self-improvement, and the realization of one's full potential.</p> Signup and view all the answers

What is the "Mañana habit" in Filipino culture?

<p>The &quot;Mañana habit&quot; is where a person tends to postpone tasks and responsibilities. This is sometimes characterized as a form of procrastination.</p> Signup and view all the answers

It is common for Filipinos to use self-deprecating humor as a coping mechanism.

<p>True</p> Signup and view all the answers

What is "utang na loob" in Filipino culture?

<p>Utang na loob is a deeply ingrained value in Filipino culture. It is a sense of obligation or indebtedness to someone who has done something kind or generous.</p> Signup and view all the answers

What is "pakikisama" in Filipino culture?

<p>Pakikisama is a cultural value in the Philippines that emphasizes the importance of maintaining harmonious relationships and avoiding conflict.</p> Signup and view all the answers

Study Notes

Managing and Caring for the Self

  • This topic covers understanding the theoretical underpinnings of self-management and care.
  • Students will learn new skills for better self-management and behavior.
  • Students will apply these skills to improve their quality of life.
  • They will use psychological insights to set meaningful and achievable goals.

The Brain and Learning

  • Most of a person's developing years are spent in school, making effective learning important for personal growth.
  • Understanding how the brain functions during learning is crucial.

How the Brain Functions During the Learning Process

  • Current knowledge of the brain allows a deeper understanding of humans and human behavior.
  • This advance is one of the most significant in human history (Leslie A. Hart).

Major Exterior Parts of the Brain

  • Frontal Lobes: Also known as the rational and executive center, responsible for planning, thinking, monitoring higher-order thinking, and regulating emotional excesses. Contains the self-will area, also referred to as personality.
  • Temporal Lobes: Responsible for sound and visual recognition and some parts of long-term memory. The left temporal lobe houses the speech center.
  • Occipital Lobes: Used for recognizing and interpreting visual information
  • Parietal Lobes: Process sensory information from various parts of the body, aiding in spatial orientation.
  • Motor Cortex & Somatosensory Cortex: Motor cortex works with the cerebellum to control body movements and motor skills. Somatosensory cortex processes sensory signals.

Major Interior Parts of the Brain

  • Brainstem (RAS): Contains nerve endings that control vital functions (heartbeat, respiration, body temperature, digestion). Houses the reticular activating system (RAS), controlling brain alertness.
  • Limbic System: Located lateral to the thalamus, underneath the cerebral cortex. Referred to as the emotion center of the brain. Regulates emotions and motivates behavior and includes the thalamus, basal ganglia, hypothalamus, pituitary gland, amygdala, and hippocampus.
  • Thalamus: Receives all incoming information (except olfactory) and is part of cognitive activities, including memory.
  • Hypothalamus: Monitors internal systems to maintain homeostasis (normal body state) by releasing necessary hormones.
  • Hippocampus: Consolidates learning and converts information from working memory to long-term storage via electrical signals.
  • Amygdala: Comes from a Greek word meaning almond due to its shape and size. Primarily responsible for regulating emotions, especially fear.
  • Cerebrum: Largest area of the brain, comprising 80% of its weight. Controls thinking, memory, speech, and muscular movements.
  • Cerebellum: Coordinates movements, monitors impulses from nerve endings in the muscles, and is crucial for the performance and timing of complex motor tasks.
  • Brain Cells: Nerve cells (neurons) are the functioning core, and glial cells hold neurons together while filtering out harmful substances.

Information Processing Model

  • Information from the environment is received by the five senses (visual, auditory, olfactory, gustatory, tactile) as electrical impulses.
  • Sensory information is briefly stored in a sensory register, then screened for importance.
  • Short-term memory (immediate memory) stores data for a limited time (up to 30 seconds).
  • Working memory lets individuals build, rework, and store ideas using sensory or immediate memory, and long-term memory.

Information Processing Model - Details

  • Input (Sensory Information): External stimuli are processed by the senses (visual, auditory, olfactory, gustatory, tactile). They become electrical signals that travel along specific sensory pathways.
  • Sensory Register: Holds sensory information briefly. The brain quickly determines the information's importance based on prior knowledge and experience.
  • Immediate Memory (Short-Term Memory): Subconsciously or consciously, it holds data for a limited period (up to ~30 seconds).
  • Working Memory (Temporary Memory): A place of limited capacity where individuals build, take apart, or rework ideas. This is where conscious processing happens. It also accesses, retrieves, and uses information from sensory and immediate memory as well as long-term memory.
  • Long-Term Memory (LTM): Transformed significant short-term memories. It stores information for a long time (years or even a lifetime) and is useful for recalling information after a particular time period. It has three types (explicit, episodic, implied).

The Left and Right Hemisphere of the Brain

  • Left Hemisphere: Language comprehension, speech production, logical and analytical thinking, sequencing, fine motor skills, mathematical, and scientific skills.
  • Right Hemisphere: Spatial and musical abilities, visual processing, holistic processing, creativity, imagination, and emotional processing.
  • Myth: People are not either "left-brained" or "right-brained." Most cognitive functions originate from networked brain regions across both hemispheres.

Metacognition and Study Strategies

  • Metacognition: Awareness, understanding, and regulation of one's thinking and learning.
  • Metacognitive Knowledge: This refers to knowledge about oneself, tasks, and strategies. It also includes how to use specific strategies and approaches. Conditional knowledge includes knowing when and why these methods are appropriate.
  • Importance of Metacognition: Changes fixed mindsets, increases student ownership of learning, develops positive attitudes towards school and learning, and can improve performance (academic and behavioral).
  • Pre-Assessment: Evaluating one's own knowledge is an important metacognitive step. It involves evaluating one's existing knowledge before a learning task.
  • Self-Assessment: Critical evaluation of one's ability to manage learning is important. This can include learning habits and areas needing improvement.
  • Think Aloud: Verbalizing thoughts, actions, and decision-making is another crucial metacognitive strategy. Thinking aloud aids in understanding oneself, problem-solving approaches, decision-making and clarification.
  • Concept Maps: Visual tools to represent relationships between ideas, images and words are an excellent way to activate prior knowledge, support problem-solving, enhance understanding, and organize and revise knowledge. Example types of these include hierarchical, spider/radial and flowchart.
  • Classroom Assessment Tools: Techniques like "Ticket Out the Door," "One-Minute Papers," "Muddiest Point," "Student-Generated Test Questions," "Memory Matrix," "KWL Charts," "Concept Tests" and "Instructor Meetings" are designed to promote self-awareness, self-regulation and overall cognitive development.

Metacognitive Note-Taking Strategies

  • Active listening and note-taking involves recording information but also reflecting on the learning process, understanding one's thought processes, and improving efficiency for better retention.

How to Take Metacognitive Notes: Stages of active learning

  • Planning and Connecting (Beginning of class): Setting learning objectives, reviewing topics, and jotting down questions or expectations.
  • Monitoring Learning (Middle of class): Active listening, choosing key points and ideas, and creating two columns: insights/questions/relevance in one and traditional notes in the other.
  • Reflection on Learning (End of class): Summarizing key points learned, reflecting on whether learning goals were achieved.

Reflective Writing

  • It's about examining and understanding one's learning, emotions, thoughts and reactions in a learning process.
  • The goal is to delve into the process of learning itself, rather than just superficial details.
  • Benefits include increased self-awareness, critical thinking, identification of areas for improvement and goal-setting.

Importance of Reflective Writing

  • Encourages self-awareness around emotions, reactions, and beliefs.
  • Helps develop critical thinking by evaluating evidence, ideas and assumptions.
  • Identifies areas for improvement and allows for the creation of realistic learning goals by monitoring one's own thinking.
  • Allows connecting new info to prior knowledge.

Self-Regulated Learning

  • Definition: The ability to regulate thoughts and emotions, behavior and context (environment) in one's learning experience. It includes goal-setting, self-monitoring, self-instruction, self-reinforcements.
  • Managing Learning: Takes control over one's learning, by monitoring progress and adjusting strategies. It involves all aspects of the learning process.
  • Four key Components: Cognitive processes (attention, perception, memory), metacognitive processes (planning, monitoring, evaluating), motivational processes (goals, beliefs, values).
  • Learners as Strengths and Weaknesses Identifiers: Self-regulated learners know their own strengths and weaknesses and use metacognitive strategies appropriately. They attribute success or failure to personal factors, which improves self-esteem and emotional regulation.

Cycle of Self-Regulated Learning

  • Forethought (Planning): Learners set specific, measurable, achievable, relevant and time-bound goals, plan study approaches, and activate relevant existing knowledge.
  • Performance (Action and Monitoring): Implementing planned strategies, monitoring progress, adapting learning strategies.
  • Self-reflection (Evaluation): Evaluating results against forethought goals, reflecting on factors contributing to success and/or failures. Based on this, learners identify improvement areas.

Setting Goals for Success

  • Setting goals gives direction and purpose in life. This is crucial for achieving success.

Bandura's Self-Efficacy Theory

  • The concept of self-efficacy is based on Albert Bandura's Social Learning Theory.
  • This theory emphasizes observational learning, imitation and modeling.
  • Self-efficacy refers to a person's beliefs in their ability to perform actions in certain situations.

Four Principal Sources of Self-Efficacy

  • Performance Outcomes: Positive experiences increase self-efficacy, while negative ones decrease it. If you have previously performed well at a specific task, you'll likely have higher confidence to perform another similarly-associated task.
  • Vicarious Experiences (Comparisons): Observing others' success or failures plays a critical role in developing self-efficacy. Comparing your performance to others, or observing successful role models influences confidence. Observing another person's similar action, successfulness or failure will lead to influence self-efficacy, positively or negatively.
  • Verbal Persuasion: Constructive feedback from others, or encouragement/discouragement, impacts self-efficacy. Positive reinforcement from others strengthens belief in one's capabilities.
  • Emotional and Physiological States: Physiological/emotional responses affect self-efficacy. If you interpret your feelings positively, it can become a source of energy and motivational self-encouragement.

Response-Outcome Expectancy and Efficacy Expectations

  • Response-Outcome Expectancy: An individual's estimation that a given behavior will lead to particular outcomes.
  • Efficacy Expectations: An individual's belief in their ability to actually perform the behavior that will lead to the desired outcomes (success).

What is Self-Concept?

  • Definition: Self-concept refers to an individual's set of beliefs, perceptions, and ideas about themselves.
  • Components:
    • Ideal self — the person you want to be
    • Self-image — how you see yourself now
    • Self-esteem — how much you like, accept, and value yourself

What is Self-Esteem?

  • Definition: Self-esteem is an individual's subjective self-evaluation of their personal importance and value. It considers beliefs and attitudes related to one's own capabilities, achievements, and traits.

Principles of Self-Esteem

  • An essential human need: It's crucial for survival.
  • Arises automatically: It develops from within.
  • Associated with thoughts, behaviors, and feelings: Self-esteem is connected to responses to one's interactions and experiences.

Dweck's Growth Mindset

  • Concept: Carol Dweck introduced the concept of a "growth mindset" — a psychological framework examining perceptions of learning and intelligence.
  • Mindsets: The psychological framework considers two types of mindsets: fixed mindset and growth mindset.
  • Fixed Mindset: Belief in innate abilities and a fixed perspective of intelligence. Failure = limitation.
  • Growth Mindset: Belief in hard work, learning, and grit. Failure = opportunity for growth.

Locke's Goal-Setting Theory

  • Definition: Goal-setting theory, developed by Edwin Locke and Gary Latham, highlights the importance of challenging goals to enhance performance and motivation.
  • Goal: A level of performance proficiency an individual wishes to attain within a specified time frame.

Principles of Goal Setting

  • Clarity and Specificity: Clear, specific, and well-defined.
  • Challenge and Difficulty: It is challenging but attainable.
  • Commitment: Personally relevant goals motivate individuals.
  • Feedback and Monitoring: Clarifying expectations and gaining recognition.
  • Task Complexity: Suitable balance is important.

Developing SMART Goals

  • Specific: Clearly define who, what, where, and when.
  • Measurable: Improvement is measurable
  • Achievable: Goals are challenging but realistic.
  • Relevant: Goals are closely related to the objective.
  • Time-bound: Goals have specific deadlines.

Stressors and Responses

  • Definition: Stressors are external events or conditions that create stress, demanding a response from the individual. They can be physical, psychological, or environmental factors creating challenges to cope.
  • Self-care: Taking charge of health. Crucial to mental health.

What is Stress?

  • Definition: A complex physiological and psychological response, occurring when individuals perceive a discrepancy between demands placed upon them and their abilities to cope. Stress can be beneficial (eustress) or harmful (distress)
  • Three kinds of stress:
    • Eustress: Positive and beneficial stress arising from enjoyable scenarios, non threatening situations. Leads to motivation and accomplishment
    • Neutrality: Neither positive nor negative, but present and could still affect one's well-being.
    • Distress: Harmful and negative stress related to overwhelming situations. Negatively affects mental/emotional/physical well being.

Examples of Stressors

  • Illness or injury
  • Work deadlines
  • Interpersonal conflicts
  • Environmental issues (natural disasters, safety concerns)

Signs and Symptoms of Stress

  • Physical: Low energy, headaches, upset stomach, aches, pains, tense muscles, chest pain, rapid heartbeat, insomnia, frequent colds/infections, nerve-related symptoms
  • Cognitive: Forgetfulness, preoccupation, inability to focus or concentrate or stay on task, reduced creativity/problem-solving
  • Emotional: Depression, general unhappiness, anxiety, agitation, moodiness, irritability, feeling overwhelmed, loneliness/isolation.

How the Body Reacts to Stress

  • Recognition: Anticipation of an event needing a response.
  • Appraisal: The belief/disbelief in your ability to cope.
  • Mobilization: Getting ready for the response or demand by activating the nervous system and related organs/hormones.
  • Response: The body's reaction – Fight/Flight mechanism.
  • Return: Returning to normal after the stressor is managed.

Stress and Filipinos

  • Culture influences stress and coping.
  • Filipino Traits and Values: These include elements such as: Hiya, Ningas cogon, Pakikisama, Patigasan, Bahala na, Kasi, Saving face, Sakop, Bukas na and Utang na loob
  • These are viewed negatively in Western culture but viewed positively in Oriental culture.

Social and Cultural Dimensions of Stress

  • Definition: A state of mental/emotional strain or tension from adversity/demanding social circumstances. This is related to relationships and one's social/cultural environment.

Stress and Sociological Perspective

  • Types of Suicide:
    • Egoistic: When people feel detached/isolated from society.
    • Altruistic: When people sacrifice their lives for a community cause.
    • Anomic: Associated with the breakdown of social norms/values.
  • Anomie: A state of normlessness. Occurs when social expectations/guidance are unclear, leading to social disorientation, uncertainty, and weakened social cohesion.

Stress and Sociological Perspective (continued)

  • Types of Stressors:
    • Life Events: Important, specific events.
    • Chronic Strains: Problems occurring over time.

Common Types of Role Strains

  • Role Overload: Role demands exceed the individual's capacity to handle them.
  • Interpersonal Conflicts within Role Sets: Problems arising from relationships related to expected roles.
  • Inter-Role Conflict: Inconsistent demands of multiple roles a person holds.
  • Role Restructuring: When established roles undergo significant change, requiring adjustment.

Coping with Stress

  • Coping involves cognitive and behavioral efforts to manage, tolerate or decrease stress demands and navigate challenges successfully.
  • Types of Coping:
    • Problem-focused: Addressing the source of stress.
    • Emotion-focused: Managing emotional reactions.
    • Cognitive: Using/Developing cognitive strategies.

Strategies for Cognitive Coping

  • Reframing: Changing your perspective on events, ideas, and emotions.
  • Challenging negative thinking: Questioning the underlying logic of negative thoughts.
  • Positive self-talk: Talking to oneself in a positive manner.
  • Counting to ten: Time to gain emotional control.
  • Cost-benefit analysis: Evaluating potential benefits and consequences.
  • Sensing the positive aspects of life: Appreciating often neglected details or positive aspects.
  • Keeping perspective: Breaking down a problem into smaller, more manageable tasks. Knowing which problem is most crucial to immediate action.
  • Reducing uncertainty: Gathering details and information regarding the problem.
  • Imagery/visualization: Remembering positive past experiences.

Strategies for Behavioral Coping

  • Physical exercise
  • Relaxation techniques
  • Breathing exercises
  • Smiling and laughing
  • Time management
  • Social support (friends, family)
  • Seeking professional help

Self-Care and Compassion

  • Definition: Prioritizing care for physical, mental and emotional well-being using deliberate and conscious effort.

Maslow's Hierarchy of Needs

  • Maslow's hierarchy of needs describes a hierarchical structure of human needs. From the bottom to the top, the needs are physiological, safety needs, love & belonging, esteem, and self-actualization. Deficiency needs include the bottom four levels (physiological, safety, love & belongingness, and esteem), while self-actualization is a growth need.

Deficiency Needs

  • Basic requirements for survival. Arise from a lack or deficiency, and motivate individuals to seek satisfaction and relieve discomfort.

Growth Needs

  • Focus on personal improvement, development, self-improvement, and the achievement of one's maximum potential. Desire for growth and fulfillment.

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Description

Explore the important concepts of self-management and the psychology behind effective learning. This quiz covers the brain's functioning during the learning process and how self-care impacts personal growth. Gain insights to set meaningful goals and enhance your quality of life.

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