HSP 3U1 Exam Review PDF

[**HSP 3U1** - **Exam Review**] **[KEY COURSE CONCEPTS: ]** **Define the terms Anthropology, Psychology and Sociology. How would each discipline look at specific societal issues?** +-----------------------+-----------------------+-----------------------+ | | **Definition of...

[**HSP 3U1** - **Exam Review**] **[KEY COURSE CONCEPTS: ]** **Define the terms Anthropology, Psychology and Sociology. How would each discipline look at specific societal issues?** +-----------------------+-----------------------+-----------------------+ | | **Definition of | **How each discipline | | | Term** | looks at societal | | | | issues...** | +=======================+=======================+=======================+ | **Anthropology** | \- Systematic study | \- Study cultural | | | of humankind | practices, | | | | traditions, and | | | \- How humans live, | beliefs related to | | | think, communicate | the issue | | | and interact with | | | | their physical and | \- Ex. when looking | | | cultural environment | at marriage customs, | | | | they'd explore how | | | \- Two main | different cultures | | | divisions: Physical | view marriage and its | | | and Cultural | significance | | | anthropology | | +-----------------------+-----------------------+-----------------------+ | **Psychology** | \- How we try to | \- Focus on | | | describe, explain, | individual behaviours | | | predict and control | and mental processes | | | human behaviour | | | | | \- Ex. bullying: | | | \- Focus' on the | study the emotional | | | individual | effects on victims | | | | and the motivations | | | \- Theoretical | behind bullies\' | | | (biology), and | actions. | | | clinical (mental | | | | health). | | +-----------------------+-----------------------+-----------------------+ | **Sociology** | \- Social groups and | \- Analyze the | | | social organisations | broader social | | | within society shape | structures and | | | who we are | patterns | | | | | | | \- Socialisation and | \- Ex., studying | | | group behaviour that | poverty: how social | | | makes us human | class, education, and | | | | government policies | | | \- Shows how personal | affect people\'s | | | events are linked to | lives and | | | larger, societal | opportunities. | | | issues | | | | | | | | \- Examples include, | | | | religion, education, | | | | crime, media, peer | | | | groups etc | | +-----------------------+-----------------------+-----------------------+ **Define and explain the Nature vs. Nurture debate.** Physical and Cultural anthropologists interpret human behaviour in different ways: 1. - - 2. - - - **Examine the changing role as to what it means to be human.** 1. - - 2. \- Raises concern for emotional capacity of humans 3. - **Define the Terms Hominid and Bipedal:** [Hominid:] Humans are considered hominids, which is a type of Ape. The term hominid was generally seen to consist of all species, both past and present, that exist on the human side of the Ape Line after the split from Chimpanzees. [Bipedal]: walking on two legs. It describes how humans and some of our ancestors move, which is important for how we evolved and adapted to our environment. [Seven theories of Bipedalism]: Energy efficiency, hands-free, better vision, cooling, social interaction [Craig Stanford Theory:] bipedalism emerged as a result of seasonal climates in greater grassland. Natural selection favoured those who can move more effectively in open areas **[HUMAN ORIGINS]** **According to an Anthropologist, what makes us human?** - - - - - **Who was Charles Darwin and what is his contribution to the theories of evolution?** - - - - [Darwin Finds Proof of Evolution] - - - - **What does the term "Natural Selection" mean?** - - - - **What is important about the Galapagos Islands?** - - - - - - - **Define the term Genetics** - - - **Who was Donald Johansson and what did he discover?** - - - **Define the terms hominid and bipedal.** - - - - **What is humanity's closest ape relative?** The closest human relative in the Ape world is the Chimpanzee sharing over 98% DNA, which means we have a lot in common genetically. **Dian Fossey:** An American primatologist known for a study of mountain gorilla groups from 1966 - **Jane Goodall:** An English primatologist and anthropologist, studying the social and family interactions of chimpanzees for 60 years - **Donald Johansson:** An American paleoanthropologist best known for his discovery of the fossil hominid known as \"Lucy, - **Frans Boas:** A German-American anthropologist - - **List and explain the steps of human evolution from Australopithecus to Homo Sapiens.** +-----------------------+-----------------------+-----------------------+ | | **Characteristics** | **Fossil Found** | +=======================+=======================+=======================+ | **Australopithecus | \- "Lucy" | 1973 | | Afarensis** | | | | | \- Missing link | | | (3.5-2.9 mil years | between human | | | ago) | ancestors and ape | | | | relatives | | | | | | | | \- First completely | | | | bipedal hominid | | | | | | | | \- Small brainbases, | | | | large teeth, chewing | | | | muscles similar to | | | | chimpanzees | | | | | | | | \- Teeth, legs, | | | | pelvis bones similar | | | | to humans | | +-----------------------+-----------------------+-----------------------+ | **Homo Habilis** | \- "Handyman" | 1960 | | | | | | (2.4 - 1.5 million | \- First species to | | | years ago) | make and use stone | | | | tools | | | | | | | | \- 5 feet tall, 100 | | | | pounds | | | | | | | | \- Larger brain than | | | | australopithecus | | +-----------------------+-----------------------+-----------------------+ | **Homo Erectus** | \- "Java Man" | 1893 | | | | | | (1.8 million - | \- Fossil remains | | | 400,000 years ago) | found throughout | | | | Africa and Asia | | | | | | | | \- First wide ranging | | | | hominid to leave | | | | Africa | | | | | | | | \- Skeleton similar | | | | to modern humans | | | | (just heavier and | | | | thicker) | | | | | | | | \- Walked upright and | | | | used fire (allowing | | | | it to live longer and | | | | migrate) | | +-----------------------+-----------------------+-----------------------+ | **Homo | \- Standing and | 1907 | | Heidelbergensis** | weighing the same as | | | | modern humans | | | (700,000 - 300,000 | | | | years ago) - | \- Last hominid | | | | before Homo Sapiens | | | | arrived | | | | | | | | \- Lived in Europe | | | | | | | | \- Developed ability | | | | for speech | | +-----------------------+-----------------------+-----------------------+ | **Homo Sapien | \- Five and a half | 1856 | | Neanderthals** | feet tall | | | | | | | (300,000 - 50,000 | \- Shorter limbs, | | | years ago) | well-adapted to cold | | | | climates | | | | | | | | \- Bones were | | | | powerful, brains | | | | larger than modern | | | | humans | | | | | | | | \- Some thought they | | | | died off from natural | | | | selection while | | | | others believed they | | | | interbreed with | | | | modern humans | | +-----------------------+-----------------------+-----------------------+ | **Homo Sapien | \- Last competitors | | | (Modern)** | died off 50, 000 | | | | years ago | | | | | | | | \- One day we will | | | | evolve into something | | | | else due to theories | | | | of natural selection | | +-----------------------+-----------------------+-----------------------+ **Social Darwinism:** - - **[CULTURAL ANTHROPOLOGY: ]** **Define the terms Ethnocentrism and Ethnography?** 1. 2. **What are Rites of Passage? How do they differ from Cultural Customs?** - - - [Ritualistic symbols:] special objects (clothing, jewelry) that stand for important character traits, values, or beliefs in the culture. - - - [Custom:] Traditional practice or usual way of doing something followed by a social group or people - **[PSYCHOLOGY:]** **According to a psychologist, what makes us human?** - - **What are the main parts of the human brain and what function does each serve?** +-----------------------+-----------------------+-----------------------+ | | **Responsibilities** | **Damage** | +=======================+=======================+=======================+ | **Frontal Lobe** | \- Executive Process | \- Paralysis, mood | | | (voluntary behaviour | changes | | | including decision | | | | making, planning, | \- Inability to | | | thinking, | express language, | | | problem-solving). | | | | | \- Unusual social | | | \- Voluntary motor | skills/personality | | | skills | traits | | | | | | | \- Intelligence | | | | | | | | \- Attention | | | | | | | | \- Language | | | | processing and | | | | comprehension | | +-----------------------+-----------------------+-----------------------+ | **Temporal Lobe** | \- Affects | \- Aggression | | | recognition | | | | | \- Long and | | | \- Perception | short-term memory | | | (hearing, vision, | lost | | | smell) | | | | | \- Persistent | | | \- Understanding | talking, inability to | | | language | attend to sensory | | | | input | | | \- Learning and | | | | memory | \- Difficulties in | | | | understanding speech, | | | | objects and faces | +-----------------------+-----------------------+-----------------------+ | **Parietal Lobe** | \- Number | **-** Inability to | | | representation | locate and recognize | | | | objects and parts of | | | \- Spatial mapping | the body | | | and attention | | | | | \- Lack of | | | \- Perception and | coordination, | | | integration of | disorientation | | | sensory information | | | | (pain, touch, | | | | pressure, | | | | temperature) | | +-----------------------+-----------------------+-----------------------+ | **Occipital Lobe** | \- Affects vision | \- Hallucinations, | | | | blindness | | | \- Causes visual | | | | hallucinations | \- Inability to see | | | | color or motion | | | \- Related to | | | | schizophrenia | | +-----------------------+-----------------------+-----------------------+ | **Cerebellum** | \- Timing and posture | \- Tremor, inability | | | | to walk | | | \- Reflex Memory and | | | | balance | \- Slurred speech | | | | | | | \- Motor-Learning | \- Dizziness and loss | | | | of coordination | | | \- Coordination of | | | | voluntary movement | | +-----------------------+-----------------------+-----------------------+ | **Brain Stem** | \- Controlling | \- Difficulties | | | autonomic functions | balancing and moving | | | (including blood | | | | pressure, breathing, | \- Organ failure | | | digestion, heart | | | | rate, perspiration | \- Sleep disorders | | | and temperature) | | | | | | | | \- Alertness | | | | | | | | \- Sleep | | | | | | | | \- Balance | | +-----------------------+-----------------------+-----------------------+ **What is the Cognitive Process?** - **Sigmund Freud:** - - - **Define the term psychoanalysis.** [Psychoanalysis] - is a specific mind investigation technique focusing on the unconscious mind. - - **What are the three parts to the human psyche according to Sigmund Freud?** [Three Part Psyche] - Freud theorized that our unconscious mind was broken into three main parts called: +-----------------------+-----------------------+-----------------------+ | **Id** | **Superego** | **Ego** | +=======================+=======================+=======================+ | - - - | - - | | +-----------------------+-----------------------+-----------------------+ **What is the Oedipus Complex?** [The Oedipus Complex] - is Freud\'s most controversial theory. - - **Other Theories of Freud:** Sexual desires, Elimination of dreams (window to unconscious mind, tell us things we tuck away), Stages of development, defense mechanisms **What is the difference between Classical and Operant Conditioning?** **[Classical Conditioning]** is a learning procedure where a biological stimulus response is paired with a neutral stimulus response. We learn through association. STIMULUS: An environmental feature that affects behaviour. RESPONSE: The behaviour that is a result of a stimulus. 1. 2. 3. 4. [Ex. Pavlov\'s Dog Experiment: ] - - - 1. 2. 3. 4. **[Operant Conditioning]** is the type of conditioning designed to allow something to ¨operate¨ or function in their environment. - - - 1. 2. 3. 4. [Ex. B.F Skinner & The Skinner Box:] - - - **Controversial Psychology Experiments:** [Stanley Milgrim:] - - - - [Philip Zimabardo:] - - [Yale Twins Experiment: ] - - - [Asch Conformity: ] - - - **What is Cognitive Bias? What tests are designed to measure cognitive bias?** - - - **Types of Tests that Measure Cognitive Bias** 1. a. 2. b. 3. c. d. 4. e. **Define the term Inferiority Complex.** - - - **What is the Yerkes-Dodson Law?** - - - - **List and explain the hierarchy of needs.** *Abraham Maslow (1908-1970):* He Focused on human potential and growth. He developed the Hierarchy of Needs in 1943. Influenced by psychology, education and management theories +-----------------------------------+-----------------------------------+ | **Psychological Needs** | - - | +===================================+===================================+ | **Safety and Security** | - | | | | | | | | | | | | - | +-----------------------------------+-----------------------------------+ | **Love and Belonging** | - - - | +-----------------------------------+-----------------------------------+ | **Self-Esteem** | - - - | +-----------------------------------+-----------------------------------+ | **Self-Actualization** | - - - | +-----------------------------------+-----------------------------------+ **Jacob Goldsmith Theory** He theorized 2 parts of personality a person could have: 1. 2. **Myers-Briggs Personality Test** Based on the theories of psychologist Carl Jung, Katherine Cook Briggs and her daughter Isabel Briggs Myers. The test breaks personalities into four dichotomies: 1. 2. 3. 4. **Explain the Multiple Intelligence model outlined by Howard Gardner.** - - - **Types of Intelligences:** 1\) [Visual/Spatial]: People who learn best visually/organized. Examples include; charts, maps, models, etc. 2\) [Verbal/Linguistic]: People who demonstrate strengths in speaking, writing, reading, listening. Ex; stories, lectures, memorization. 3\) [Mathematical/Logical]: People who display a talent for numbers, problem solving, reasoning. Ex; patterns, sequences. 4\) [Bodily/Kinesthetic]: Learn best through activity, preferring to ¨do¨ the activity. Ex; games, building, etc. 5\) [Musical]: These people learn best through patterns, rhythms, temp, song. 6\) [Intrapersonal]: People who internalize their own feelings, values, and ideas. 7\) [Interpersonal]: People who are noticeably outgoing and people oriented. Prefer social interactions. 8\) [Naturalistic]: People who love the outdoors and their environment. Ex; field trips, nature walks, etc. 9\) [Existentialist]: These people examine where they and human kind lie in the big picture. ¨How does this apply to me?¨ **[CLINICAL PSYCHOLOGY:]** **What are the four criteria for identifying mental disorders?** [Mental Disorders] - Characterized by alterations in thinking, mood or behavior associated with significant distress and impaired functions Four criteria that must be present for it to be a disorder : 1. 2. 3. 4. **What are the four potential causes/models of mental illness?** There are four main theories (models) as to what causes mental illness: 1. - - 2. - - 3. - - - 4. - - **List, explain and give an example of at least four types of mental disorders** 1. 2. 3. 4. 5. 6. **What is the NCRD?** - - - In order to be considered not criminally responsible one must be proven to be unable to: - - - An accused that is found not criminally responsible is diverted to a provincial or territorial Review Board - - 1. 2. 3. - **Explain at least three treatments used to help the mentally ill** 1. - - - 2. - - - 3. - - - - - 4. - - - - **[SOCIOLOGY]** **According to a Sociologist, what makes us human?** - - - **What is the difference between a social group and a social institution?** [Social Groups:] - - - [Social Institutions:] - - - - **What is Socialization?** Process through which individuals learn and internalize norms, values and behaviours necessary to function in society. - - **Explain the Structural Functionalism and Conflict Theories of socialization.** [Structural Functionalism:] - *Emile Durkheim:* French sociologist who emphasized that social facts (laws, morals, symptoms and values) govern behaviour and contribute to societal stability Ex. schools and churches help maintain societal stability [Conflict Theory:] - - - *Karl Marx:* German philosopher whose theories explained society is in conflict due to competition for resources. Competition between wealthy and poor class Ex. a sport that is well founded can dominate the media and attract better athletes. A less funded sports team would be limited **Conflict vs. Cohesion Argument:** - - **Analysis the impact and role of gender on the Social Sciences** [Gender:] Socially constructed roles, behaviors, and attributes society considers appropriate for men and women. Influences on social identity: 1. - 2. - 3. - **Define the term Social Deviance** - - **Explain the impact of each agent of socialization on society** **[1. Religion]** - Impact on social identity: 1. - 2. - 3. - **[2. Family]** - - - **[3. Socioeconomics ]** [Socioeconomic status (SES)]: Social standing based on income, education, and occupation Impact on Social Identity: 1. - 2. 3. - **[4. Media]** - - - **People to Know:** *David Keirsey:* An American psychologist known for developing the Keirsey Temperament Sorter, which is a used personality assessment tool. He identified four primary temperament types: Artisan, Guardian, Idealist, Rational.