Drugs Psychology Study Guide

**DRUGS** +-----------------------------------+-----------------------------------+ | **DRUGS** | | +===================================+===================================+ | Psycho-active Drugs | Drugs that influence a person...

**DRUGS** +-----------------------------------+-----------------------------------+ | **DRUGS** | | +===================================+===================================+ | Psycho-active Drugs | Drugs that influence a person\'s | | | perceptions, emotions, and | | | behaviors. (alters the mind) | +-----------------------------------+-----------------------------------+ | Drug Abuse | Use of a drug in an illegal | | | manner | +-----------------------------------+-----------------------------------+ | Drug Misuse | Use of a drug to a point where it | | | significantly impacts physical | | | health or psychological | | | functioning. | +-----------------------------------+-----------------------------------+ | Physical Dependence | Reliance on a drug to function | | | due to bodily adaptation, leading | | | to withdrawal symptoms when | | | stopped. | +-----------------------------------+-----------------------------------+ | Psychological Dependence | Reliance on a drug to maintain a | | | psychological state or mood, | | | causing preoccupation and | | | obsession. | +-----------------------------------+-----------------------------------+ | Drug Tolerance | Reduced response to a drug, | | | requiring larger doses to achieve | | | the same effect | +-----------------------------------+-----------------------------------+ | **FACTORS INFLUENCING EFFECT OF | | | DRUGS** | | +-----------------------------------+-----------------------------------+ | Chemical Properties | Different drugs (e.g., | | | tranquilizers vs. cocaine) have | | | varied effects on the body. | +-----------------------------------+-----------------------------------+ | Drug Administration | The method (e.g., injection vs. | | | sniffing) impacts the intensity | | | and effect of the drug. | +-----------------------------------+-----------------------------------+ | Expectations | The user\'s beliefs about a | | | drug\'s effects can influence its | | | actual impact. (reduces pain) | +-----------------------------------+-----------------------------------+ | External Variables | Location, atmosphere, and company | | | during drug use can alter | | | perceived effects. | +-----------------------------------+-----------------------------------+ | **CLASSIFICATION OF DRUGS** | | +-----------------------------------+-----------------------------------+ | Downers (Depressants) | Slow down bodily functions | +-----------------------------------+-----------------------------------+ | Barbiturates | Induce sleep and calmness; | | | overdose can lead to | | | unconsciousness or death. | +-----------------------------------+-----------------------------------+ | Non-barbiturate Hypnotic | Tranquilizers used for calming | | Sedatives | effects. | +-----------------------------------+-----------------------------------+ | Non-barbiturate Minor | Drugs like Valium and Librium for | | Tranquilizers | tension and anxiety relief; | | | highly addictive. | +-----------------------------------+-----------------------------------+ | Narcotics (Morphine, Heroin) | Induce relaxation and relieve | | | pain; misuse can lead to death. | +-----------------------------------+-----------------------------------+ | Alcohol | Most common depressant; effects | | | vary due to individual and | | | cultural differences. | | | | | | Number of Drinks Alcohol Leve | | | l Effects | | | ------------------ ------------ | | | --- ----------------------------- | | | --------------------------------- | | | ------- | | | 2 0.05 | | | Judgment, thought, and restra | | | int are weakened; tension is rele | | | ased. | | | 3 0.08 | | | Inhibitions of everyday life | | | are lessened; cheerfulness increa | | | ses. | | | 4 0.10 | | | Voluntary motor actions are a | | | ffected, making movements clumsy. | | | 7 0.20 | | | Severe impairment; incoherent | | | , exuberant, and aggressive behav | | | ior. | +-----------------------------------+-----------------------------------+ | Uppers (Stimulants) | Increase energy and alertness | +-----------------------------------+-----------------------------------+ | Caffeine | Increases attentiveness; | | | decreases reaction time. | | | Excessive intake may cause | | | nervousness or insomnia. | +-----------------------------------+-----------------------------------+ | Nicotine | Temporarily relaxing; long-term | | | use causes health risks like | | | passive smoking dangers. | +-----------------------------------+-----------------------------------+ | Cocaine | Produces euphoria, confidence, | | | and energy; long-term use leads | | | to physical/mental deterioration. | +-----------------------------------+-----------------------------------+ | Shabu | Intense highs; leads to misuse | | | and dependence. | +-----------------------------------+-----------------------------------+ | Amphetamines | Enhances energy and focus; | | | excessive use can lead to | | | paranoia or convulsions. | +-----------------------------------+-----------------------------------+ | Ecstasy | Increases euphoria and sensory | | | perception; causes hyper-arousal, | | | poor memory, and long-term | | | anxiety. | +-----------------------------------+-----------------------------------+ | Psychedelics | Causes Hallucinations | +-----------------------------------+-----------------------------------+ | Marijuana | Commonly used hallucinogen found | | | in cannabis. Effects include | | | euphoria, heightened sensory | | | experiences, and memory | | | impairment. Risks: long-term use | | | affects hormones and immunity. | +-----------------------------------+-----------------------------------+ | LSD (Acid) | Alters perception of colors, | | | sounds, and time. Effects can | | | vary, causing vivid | | | hallucinations or emotional | | | difficulties. | +-----------------------------------+-----------------------------------+ | PCP | An anesthetic causing strong | | | hallucinations. Associated with | | | paranoia, violence, and harmful | | | behavior. | +-----------------------------------+-----------------------------------+ | **REASONS FOR DRUG USE** | | +-----------------------------------+-----------------------------------+ | Curiosity | Desire to seek thrill and new | | | experiences. | +-----------------------------------+-----------------------------------+ | Pharmacological Advances | Belief in chemistry solving | | | psychological problems. | +-----------------------------------+-----------------------------------+ | Peer Pressure | Influence of social groups, | | | wanting to fit in. | +-----------------------------------+-----------------------------------+ | Rebellion | Use as a form of defiance against | | | norms. | +-----------------------------------+-----------------------------------+ | **PATTERNS FOR DRUG ABUSE** | | +-----------------------------------+-----------------------------------+ | Experimental | Short-term use based on | | | curiosity. | +-----------------------------------+-----------------------------------+ | Socio-Recreational | Occasional use for relaxation. | +-----------------------------------+-----------------------------------+ | Situational | Used as a solution to specific | | | problems (e.g., insomnia). | +-----------------------------------+-----------------------------------+ | Intensive | Daily use | +-----------------------------------+-----------------------------------+ | Compulsive | Frequent use with extreme | | | dependence | +-----------------------------------+-----------------------------------+ **LEARNING** +-----------------------------------+-----------------------------------+ | **LEARNING** | | +===================================+===================================+ | Learning-Definition | The process of gaining knowledge | | | or skill through studying, | | | practicing, being taught, or | | | experiencing something. It alters | | | the way individuals perceive and | | | react to their environment. | +-----------------------------------+-----------------------------------+ | John B. Watson | Learning influences behavior. | | | Myers (2008) - Humans can adapt | | | to the environment through | | | learning. | +-----------------------------------+-----------------------------------+ | Conditions for Learning | Intellectual capacity, readiness, | | | past learning, and motivational | | | factors, as well as quality of | | | learning materials and the social | | | and physical environment. | +-----------------------------------+-----------------------------------+ | **INDIVIDUAL VARIABLES** | | +-----------------------------------+-----------------------------------+ | Intelligence | General ability to understand, | | | think rationally, and adapt to | | | challenges. Involves both general | | | intelligence and specific | | | intelligences like verbal, | | | numerical, and emotional | | | intelligence (EQ). | +-----------------------------------+-----------------------------------+ | Motivation | The process that drives | | | goal-oriented behaviors, which | | | can be intrinsic (internal | | | satisfaction) or extrinsic | | | (external rewards). Intrinsic | | | motivation tends to be more | | | effective. | +-----------------------------------+-----------------------------------+ | Emotions | Emotional states affect learning. | | | Negative emotions (anxiety) | | | hinder learning, while positive | | | emotions (joy) can enhance focus | | | and memory. | +-----------------------------------+-----------------------------------+ | Maturation | Refers to physical and cognitive | | | readiness for learning. | | | Maturation affects the learner's | | | ability to process new | | | information and skills based on | | | their developmental stage | +-----------------------------------+-----------------------------------+ | **TASKS VARIABLES** | | +-----------------------------------+-----------------------------------+ | Difficulty of Material | Harder materials require more | | | time and concentration to learn | | | but can be learned more rapidly | | | once mastered. | +-----------------------------------+-----------------------------------+ | Meaningfulness of Material | Learning is faster when the | | | material is meaningful and | | | connected to the learner\'s | | | personal experiences. | +-----------------------------------+-----------------------------------+ | Serial Position Effect | Items presented at the beginning | | | and end of a list are remembered | | | better (primacy: first and | | | recency:last). | +-----------------------------------+-----------------------------------+ | **METHOD VARIABLES** | | +-----------------------------------+-----------------------------------+ | Active vs. Passive Learning | *Active learning* involves | | | higher-order thinking, | | | self-testing, and personal | | | engagement, while *passive | | | learning* (like listening to | | | lectures) involves less | | | engagement. | +-----------------------------------+-----------------------------------+ | Massed vs. Distributed Knowledge | Massed practice involves | | of Results | intensive learning in one block, | | | while distributed practice | | | spreads learning over multiple | | | sessions, which is generally more | | | effective. | | | | | | Feedback is essential for | | | learning. Immediate and detailed | | | feedback helps improve responses | | | and motivates continued learning. | +-----------------------------------+-----------------------------------+ | Whole vs. Part Learning | The *whole* method teaches | | | material as a whole, while the | | | *part* method breaks it into | | | smaller sections. A flexible | | | combination of both is often most | | | effective. | +-----------------------------------+-----------------------------------+ | **LEARNING PERSPECTIVES: | Ivan Pavlov, Edward Thorndike, | | BEHAVIORAL PERSPECTIVE** | B.F. Skinner | | | | | | The Behavioral Perspective | | | focuses on observable behaviors | | | and emphasizes the role of the | | | environment in shaping learning. | | | Behavior is learned through | | | interactions with stimuli, where | | | responses are either reinforced | | | or punished. | +-----------------------------------+-----------------------------------+ | Classical Conditioning: Ivan | Learning through association of a | | Pavlov | neutral stimulus with an | | | unconditioned stimulus to produce | | | a conditioned response (e.g., | | | Pavlov\'s dog salivating to a | | | bell). | +-----------------------------------+-----------------------------------+ | Unconditioned Stimulus (US) | A stimulus that naturally | | | triggers a response without prior | | | learning (e.g., food) | +-----------------------------------+-----------------------------------+ | Neutral Stimulus | A stimulus which initially | | | produces no specific response | | | other than focusing attention | +-----------------------------------+-----------------------------------+ | Conditioned Stimulus | A previously neutral stimulus | | | that, after association with the | | | unconditioned stimulus, elicits a | | | conditioned response (e.g., a | | | bell). | +-----------------------------------+-----------------------------------+ | Unconditioned Response | A natural, automatic reaction to | | | an unconditioned stimulus (e.g., | | | salivating to food). | +-----------------------------------+-----------------------------------+ | Conditioned Response | A learned response to a | | | conditioned stimulus (e.g., | | | salivating to the sound of a | | | bell). | +-----------------------------------+-----------------------------------+ | Contiguity | How close together in time the | | | unconditioned stimulus and | | | conditioned stimulus are | | | presented. Both must occur almost | | | simultaneously for learning to | | | occur | +-----------------------------------+-----------------------------------+ | Contingency | Refers to the degree to which the | | | unconditioned stimulus is | | | consistently presented with the | | | conditioned stimulus | +-----------------------------------+-----------------------------------+ | Extinction | If the conditioned stimulus is | | | repeatedly presented without the | | | unconditioned stimulus, the | | | conditioned response gradually | | | weakens and eventually disappears | +-----------------------------------+-----------------------------------+ | Spontaneous Recovery | After extinction, if the | | | conditioned stimulus is presented | | | again, the conditioned response | | | may reappear temporarily | +-----------------------------------+-----------------------------------+ | Stimulus Generalization | This happens when a conditioned | | | response is triggered by stimuli | | | that are similar to the original | | | conditioned stimulus | +-----------------------------------+-----------------------------------+ | Stimulus Discrimination | Ability to distinguish between | | | the conditioned stimulus and | | | other stimuli that are similar | | | but not identical | +-----------------------------------+-----------------------------------+ | Operant Conditioning: Edward | Learning through consequences; | | Thorndike, | behaviors are strengthened or | | | weakened based on the | | B.F. Skinner | consequences that follow | | | (reinforcement or punishments) | +-----------------------------------+-----------------------------------+ | Reinforcement | A consequence that increases the | | | likelihood of a behavior | | | repeating. | +-----------------------------------+-----------------------------------+ | Positive Reinforcement | Adding something pleasant to | | | encourage a behavior (e.g., | | | giving a reward). | +-----------------------------------+-----------------------------------+ | Negative Reinforcement | Removing something unpleasant to | | | encourage a behavior (e.g., | | | stopping an annoying sound when | | | the behavior occurs). | +-----------------------------------+-----------------------------------+ | Punishment | Encourages unrepeated behavior | +-----------------------------------+-----------------------------------+ | Positive Punishment | Adding something unpleasant to | | | reduce behavior (e.g., scolding). | +-----------------------------------+-----------------------------------+ | Negative Punishment | Removing something pleasant to | | | reduce behavior (e.g., taking | | | away a toy). | +-----------------------------------+-----------------------------------+ | Shaping | Gradually reinforcing successive | | | approximations of a desired | | | behavior to guide learning (e.g., | | | teaching a dog a new trick | | | step-by-step). | +-----------------------------------+-----------------------------------+ | Stimulus Response | The idea that behavior results | | | from the association between a | | | stimulus (event) and a response | | | (behavior). | +-----------------------------------+-----------------------------------+ | **COGNITIVE PERSPECTIVE OF | Focuses on cognitive processes in | | LEARNING** | learning (thought and insight) as | | | key factors in learning, going | | | beyond behavioral conditioning. | +-----------------------------------+-----------------------------------+ | Cognitive Map: Edward Chase | Individuals create cognitive maps | | Tolman (1886-1959) | (mental representations) based on | | | environmental features or | | | landmarks to navigate or solve | | | problems and guide behavior | +-----------------------------------+-----------------------------------+ | Latent Learning | Learning that is not immediately | | | evident in behavior but manifests | | | later when there is motivation or | | | a suitable situation. | +-----------------------------------+-----------------------------------+ | **SOCIAL PERSPECTIVE OF | People learn by observing others | | LEARNING** | | +-----------------------------------+-----------------------------------+ | Observational Learning/ Vicarious | Humans learn by imitating a model | | Learning: Albert Bandura | | +-----------------------------------+-----------------------------------+ | Model | Person or object that is either: | | | eye-catching, credible, captures | | | attention of learner | +-----------------------------------+-----------------------------------+ | Processes for behavior to be | Attention, retention, | | imitated | reproduction, motivation | +-----------------------------------+-----------------------------------+ | Attention | Identify important features of | | | the observed behavior | +-----------------------------------+-----------------------------------+ | Retention | Remembering important features of | | | observed behavior | +-----------------------------------+-----------------------------------+ | Reproduction | Replication of behavior | +-----------------------------------+-----------------------------------+ | Motivation | Desire to learn/do the behavior | +-----------------------------------+-----------------------------------+ **MEMORY** **MEMORY** -------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Learning-Definition Learning that has persisted, stored, and retrieved **PROCESSES OF MEMORY:** The process by which new knowledge is initially recorded in the sensory memory (form usable/ system that memory can handle) **ENCODING (Fixation)** The process by which new knowledge is initially recorded in the sensory memory (form usable/ system that memory can handle) Visual Encoding Information encoded through images Acoustic Encoding Information encoded through sounds Semantic Encoding Information encoded due to its meaningfulness Two conditions in which memory is more effective Emotional significance, association to things already known **RETENTION (Storage)** The storing process and type of memory depends on duration and nature of retention (short- term or long-term memory) Forgetting Decrease in retention Theory of decay Loss of information due to it not being used for a long time Interference Key process of forgetting Retroactive Interference New learnings interfere with the recall of earlier learnings Proactive Interference Earlier learnings interfere with the recall of older learnings **RETRIEVAL (Remembering)** Recalling/bringing to mind information stored in the memory, usually stored in long-term memory Recall Retrieving information without any explicit cues or prompts (ex: identification quiz) Recognition Identifying previously learned information when presented with it as a choice (ex: multiple choice quiz) Reintegration The process where memory serves as a trigger to reconstruct an entire complex memory or chain of associations such as details and circumstances of an event (flashbulb memory) Tip of the tongue phenomenon Occurs when you are unable to fully recall a word or information but feel like it is just out of reach and you can almost recall it Retrieval Cue A stimulus that guides the person to remember specific information stored in the memory Extinction If the conditioned stimulus is repeatedly presented without the unconditioned stimulus, the conditioned response gradually weakens and eventually disappears Spontaneous Recovery After extinction, if the conditioned stimulus is presented again, the conditioned response may reappear temporarily