Substance Use and Addiction Quiz

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Questions and Answers

What is one of the primary reasons people start smoking?

To reduce anxiety in social situations

To improve physical health

Social rewards and peer influence (correct)

To enhance cognitive function

Which of the following is NOT a physical effect of stimulant use?

Increased appetite (correct)

Increased heart rate

Increased blood sugar

Dilated pupils

What is a major withdrawal symptom associated with caffeine?

Increased energy levels

Euphoria

Enhanced concentration

Headaches (correct)

Which stimulant is known for causing severe addiction and withdrawal symptoms such as insomnia and anxiety?

Nicotine Signup and view all the answers

What type of drugs distorts perceptions and evokes sensory images without sensory input?

Hallucinogens Signup and view all the answers

What effect is commonly associated with methamphetamine use following the initial euphoria?

Depression Signup and view all the answers

Which hallucinogen is commonly referred to as 'acid'?

LSD Signup and view all the answers

What is one of the long-term health consequences of using powerful stimulants?

Increased likelihood of seizures Signup and view all the answers

What is one of the potential emotional consequences of using substances that interfere with serotonin transmission?

Long-lasting emotional impacts Signup and view all the answers

Which of the following effects is associated with THC use?

Mild hallucinations Signup and view all the answers

How does long-term THC use affect the brain?

It causes the brain to shrink in memory and emotion processing areas Signup and view all the answers

What psychological factor may contribute to drug use?

Depression and gratification seeking Signup and view all the answers

What social influence is noted to impact drug use among teenagers?

Media glorification of drug use Signup and view all the answers

What preventive measure aims to reduce drug use among individuals?

Education about long-term costs of drug use Signup and view all the answers

Which of these is a characteristic of hypnosis?

It suggests changes in subjective experiences Signup and view all the answers

What impact does THC have on reaction time?

Impairment of reaction time Signup and view all the answers

What is one significant factor contributing to the opioid epidemic since the year 2000?

Rise in prescription-written opioids Signup and view all the answers

What is a common effect of consuming alcohol?

Slower physical reaction Signup and view all the answers

What does expectancy theory suggest about alcohol consumption?

Expectations can influence the observed effects of alcohol Signup and view all the answers

Which substance is considered the most harmful drug in society partially due to its legality and availability?

Alcohol Signup and view all the answers

What is a characteristic effect of opiates like morphine and heroin?

Reduction in pain and anxiety Signup and view all the answers

What is a consequence of high doses of opiates?

Euphoria Signup and view all the answers

What is one role of stimulants in the human body?

To excite neural activity and speed up body functions Signup and view all the answers

What is the result of alcohol myopia in individuals under the influence?

Simplified responses to complex situations Signup and view all the answers

Study Notes

Learning Chapter 7

Learning is a relatively permanent change in an organism's behaviour due to experience.
Learning associations: Classical Conditioning, Operant Conditioning, Observational Learning
Brains naturally associate events that co-occur. This is called associative learning or learning by association.
Classical conditioning, learning to associate one stimulus with another, was discovered by the Russian physiologist Ivan Pavlov. His work provided a basis for behaviorism.
Ivan Pavlov (1849-1936)
Before conditioning: Unconditioned Stimulus (US) (e.g., food) produces Unconditioned Response (UR) (e.g., salivation).
Neutral Stimulus (NS) (e.g., a tone) does not produce a response.
During conditioning: The NS (bell/tone) is repeatedly presented with the US (food).
After conditioning: The NS (bell/tone) becomes a Conditioned Stimulus (CS) and elicits a Conditioned Response (CR) (e.g., salivation).
Acquisition: Initial learning stage in classical conditioning. Neutral stimulus comes before unconditioned stimulus. Optimal time between stimuli is about half a second. Learning is useful for predicting future events.
Extinction: Diminishing of a conditioned response if the US (food) stops appearing with the CS (bell).
Spontaneous recovery: Return of a conditioned response after extinction and a rest period.
Stimulus generalization: Tendency to respond to stimuli similar to the CS (e.g., a dog salivating to similar tones).
Stimulus discrimination: Learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditioned stimulus.
Little Albert Study (1920): Used classical conditioning to induce a phobia in a child, demonstrating classical conditioning's ability to influence emotions.
Applications of classical conditioning include drug rehabilitation by avoiding stimuli associated with drug use.
Limits to the behaviorist approach: Failed to appreciate biological predispositions and cognitive processes.
Biological predispositions: Constraints on learning due to organism's abilities acquired via natural selection. Different species do not learn in the same way, and limitations exist based on the animal's innate abilities.
Taste aversion conditioning: Demonstrates that the duration between the CS (taste) and US (radiation) may be long, but a single pairing of CS and US can lead to conditioning.
Cognitive Processes: Animals may learn about the predictability of stimuli (expectancy). The Rescorla-Wagner model describes how a CS sets up an expectation that the US will soon appear. This expectation can lead to the development of behaviors associated with the US.
Respondent vs. Operant Behavior:
Respondent behavior: automatic response to a stimulus.
Operant behavior: behavior that operates on (affects) the environment.
Operant Conditioning:
Association between behaviors and their consequences determine the likelihood of that behavior being repeated in the future. (The law of effect).
Thorndike's Law of Effect: Behaviors followed by favorable consequences become more likely, while behaviors followed by unfavorable consequences become less likely.
B.F. Skinner used controlled methods to explore Thorndike's principles.
Reinforcement:
Positive reinforcement: Presenting a desirable stimulus.
Negative reinforcement: Removing an unpleasant stimulus.
Shaping: Guiding behavior towards a desired behavior through successive approximations- gradually rewarding steps towards the desired goal.
Reinforcement Schedules:
Continuous vs. Partial/intermittent reinforcement.
Ratio vs. Interval Schedules (Fixed vs. Variable schedules)
Consequences of behavior depend on the context of the behavior.
Discriminant stimuli: environmental stimuli become associated with reinforcement and punishment.
Primary & Secondary Reinforcers
Primary: intrinsic desirability (e.g., food, sex).
Secondary: associated with primary reinforcers (e.g., money, praise).
Punishment:
Positive punishment: Adding an unpleasant stimulus after a behavior.
Negative punishment: removing a desirable stimulus after a behavior (e.g., lost privileges). Also see when punishment is effective, and when it fails.
Problems with physical punishment:
Doesn't guide to desired behavior.
Can lead to alternative problem behaviors if not addressed.
Models aggression, and control as method of dealing with problem behaviors.
Learning about antisocial or prosocial behaviors through observation is very important in adolescence.
Applications of Operant Conditioning (Parenting, Education, sports, business, personal improvement)
Biological predispositions in Operant Conditioning: Animals may revert to biologically predisposed behaviors (instinctive drift). Example: animals trained to perform unnatural tasks (or behaviors) may slowly revert to natural behaviors.
Cognition & Operant Conditioning: Latent learning, which is learning that occurs but is not immediately apparent in behavior; may be helpful in the future under new circumstances.
Cognitive Maps
Learning by Observation/Modeling:
Observing the behavior of others in situations and learning from their experience, especially with humans
Imitation, especially with children
Over-Imitation
Bandura's Bobo doll Experiment
Prosocial & antisocial behavior effects (e.g., children might be influenced more by their peers, and this effect might be more powerful than effects caused by parental influence)
Media modeling violence and aggressive behavior
Defining Learning (A Modern Definition): Learning is the acquisition of new knowledge, skills, or responses from experience that results in a relatively permanent change in the state of the learner.
Development Chapter 11: Prenatal development. Infancy and Childhood: brain, motor, cognitive, and social development. Puberty, sexuality and teenage social development. Adulthood and aging.
Conception: Sperm and egg unite to form a zygote (fertilized egg). Fertilization happens 1-5 days after intercourse.
Prenatal Stages: Germinal (2 weeks), Embryonic (2-8 weeks), Fetal (9-birth)
Teratogens: substances (viruses, chemicals) that can harm a developing embryo/fetus
Fetal Alcohol Spectrum Disorder (FASD): Cognitive, behavioral, and body/brain structure abnormalities caused by alcohol exposure during pregnancy.
Tobacco Smoke Exposure: Chemicals in tobacco smoke act as teratogens resulting in:
lower birth weight
higher risk in perception, attention, and learning in offspring
high risk in stillbirth and infant death
Fetus' brain: Begins processing information long before birth, and respond to sounds and lights by 6 months.
Newborn reflexes:
Rooting reflex: When something touches the newborn's cheek, the infant turns its head.
Sucking reflex: Newborns will suck on things put into their mouths.
Crying when hungry: Encourages caregivers to meet needs.
Maturation: Biological-driven growth and development leading to observable and predictable changes in behavior (e.g., sitting, crawling, walking). Experience can adjust timing, but maturation determines the sequence.
Motor Development: Dependent on maturation of the body and brain. There is little effect of training on the sequence from sitting, crawling to walking.
Piaget's Stages of Cognitive Development:
Sensorimotor (birth-2 years): Learning by sensations, and actions such as touching, looking, grasping). Objects exist even when hidden (object permanence).
Preoperational (2-7 years): Symbolic thinking; can form mental representations but lack abstract reasoning/operations (egocentrism).
Concrete operational (6-11 years): Logical thinking about concrete concepts (conservation, math).
Formal operational (11 years and up): Abstract thought, hypothetical situations.
Schemas: Mental frameworks to organize information.
Assimilation: Explaining new information through existing schemas.
Accommodation: Modifying existing schemas to account for new information.
Theory of Mind: Ability to understand that other people have their own thoughts, perspectives, and mental processes.
Autism Spectrum Conditions
Difficulty in social interactions, communication, and flexibility in routines, interests, and behaviour.
Adolesence
Period between childhood and adulthood, begins with onset of sexual maturity (typically 11-14 years old) and ends at approximately 18-21.
Puberty: Sexual maturation. This includes changes in primary(reproductive) & secondary sex characteristics.
Brain development, peer influences and cognitive developments are important factors in this crucial time.
Adult Physical Development: We typically reach peak physical abilities in our mid-twenties, and the decline after is partially due to lifestyle choices.
Cognitive Decline: People show decline in performance of tasks, especially those involving short-term memory. However, some functions such as semantic memory (general knowledge) are preserved over time
Brain Adaptation to Aging: Older adult brains typically engage in bilateral activation (using both hemispheres of the brain for tasks), and older brains tend to engage in neural adaptation by engaging other regions if one region declines in functionality.
Social Aspects of Aging: Reports that stress, worry and anger tend to decline over time in older adults.
Consciousness: Subjective experience of the world and mind. Includes alertness, mental content, self-awareness, and free will. Consciousness is difficult to study because it is impossible to observe in other people.
Levels of consciousness:
Minimal Consciousness
Full Consciousness
Cognitive Unconsciousness
Mind-body Problem: How is the mind related to the brain and body?
Circadian Rhythms & Sleep Cycles: Biological clocks that regulate alertness and sleep by influencing melatonin in the body. Sleep stages: are distinct, predictable, patterns of brain waves, and in body activity.
Investigating Sleep and Dreams: monitoring brain activity during sleep for research.
- REM sleep is often associated with dreams
- Why do we sleep? (possible causes: energy conservation, physical restoration, and cognitive function, such as memory consolidation).
Sleep Disorders:
Insomnia
Narcolepsy
Sleep apnea
Night terrors
Sleepwalking, and Sleep Talking
Reasons why we dream: For possible physical and cognitive benefits that are necessary during sleep.
Dream Theories:
Freud's Wish Fulfillment: dreams as a safety valve.
Activation-Synthesis Theory: Dreams are a by-product of random brain activity.
Psychoactive Drugs: Chemicals which alter conscious experience and/or behaviour by interacting with neurotransmitters. This includes tolerance, dependence, and withdrawal in context of using the drug.
Dependence: Physical dependence: body requires a substance to function normally; Psychological dependence: intense emotional need for drug in spite of its costs.
Dangers of psychoactive substances (e.g., overdoses, physical and psychological harms)
Withdrawal: Symptoms experienced when use of a substance is stopped (e.g., physical pain, psychological distress).
Addiction: Continued usage of a substance despite negative consequences.
Promoting moral action: Teaching self-discipline, promoting empathy and compassion, providing service, teaching refusal skills.

Sensation & Perception Chapter 4

Sensation: The process of transforming physical energy from the environment into neural impulses.
Perception: The process of organizing, identifying and interpreting sensory signals to form mental representations.
Sensory Systems: The conversion of physical stimuli to neural signals by sensory organs.
Transduction: The transformation of a physical stimulus to a neural signal that the nervous system can process.
Perception: bottom-up and top-down processing.
Psychophysics: Relationship between physical stimulus and our conscious experience. Includes absolute and difference thresholds.
Absolute Threshold: Minimal intensity of stimulus that can be detected.
Difference Threshold (JND): Minimal difference between two stimuli that can be detected.
Weber's Law: The amount of change needed for a difference to be perceptible depends on the intensity of the original stimulus.
Sensory Adaptation: Sensitivity to prolonged stimulation tends to decline.
Selective Attention: Only a small portion of available sensory information reaches consciousness.
Inattentional Blindness: Failure to perceive a visible object because attention is focused elsewhere.
Change Blindness: Failure to perceive subtle changes in a scene when attention is elsewhere.
Vision: Basic physical characteristics of light:
Wavelength: The distance between peaks, affects color.
Intensity: Amount of energy, affects brightness.
The Eye: Contains various structures (cornea, iris, lens, retina).
Accommodation: The process by which the lens changes shape to focus on near and far objects. Difficulties (e.g., myopia, hyperopia) can occur if accommodation is faulty.
Retina: Contains rods and cones. (photoreceptors)
Photoreceptors: Rods and Cones:
Rods: Important for low light and peripheral vision; low color sensitivity.
Cones: Important for sharp detail, color vision.
Fovea: Central point in the retina and contains dense clustering of cones, allowing for high visual acuity.
Bipolar & Ganglion Cells: Relay information from rods and cones to the brain.
Optic Nerve and Blind Spot: Carries signals from retina to the brain: Point with no receptors.
Colour Vision: Trichromatic theory: 3 types of cones for color perception, not one-to-one correspondence.
RGB Colour Mixing: Combination of red, green, and blue light to produce diverse colors.
Two Visual Pathways: Two interconnected pathways in the brain to process visual information.
What pathway: processing and identifying what something is.
Where pathway: processing and identifying where something is located in space.
What Pathway Damage: Visual Form Agnosia: inability to recognize objects by sight
Perceptual Constancy: Perceive objects as consistent despite changes in lighting, distance and angle. This includes lightness, color and size constancy.
Gestalt Rules of Perceptual Organization: Simple rules/laws that the visual system uses to group objects and make sense of them. This includes simplicity, closure, continuity, similarity, proximity, and common fate.
Depth Perception: Ability to judge distances and the relative depth of objects in relation to each other using monocular and binocular cues.
Binocular Disparity: Different views of the world caused by the eyes’ different placements.
Monocular Cues: Aspects of the world that provide information about depth or distance when a single eye is used. This includes: interposition, relative position, relative size, linear perspective, relative height, light and shadow.
Hearing: Sound waves, intensity, pitch, complexity.
The Ear:
External ear (pinna), middle ear (ossicles), and inner ear (auditory nerve, cochlear).
Perception of loudness and pitch - place and temporal coding.
Hearing loss: Sensorineural and conduction hearing loss.

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