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Psychology AU Amsterdam: Assortmentpointer for summaries and study assistance with the Bachelor and Masters

Psychology AU Amsterdam: Assortmentpointer for summaries and study assistance with the Bachelor and Masters

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Bachelor 1:

  • Introductory Psychology; Brain and Cognition; Research Methods and Statistics; Developmental Psychology; Work and Organisational Psychology; Social Psychology; Clinical Psychology; Neuropsychology; First year thesis

Bachelor 2 Shared Program:

  • Scientific and Statistical Reasoning; Practical training: Psychological Communication; Practical training: Psychological Research; Fundamentals of Psychology

Specialisations:

  • various courses, a.o.: Current Topics: Introduction to Cultural Psychology; Youth Interventions: Theory, Research and Practice; Clinical Skills: Developmental Psychology; Adolescence: Developmental, Clinical and School Psychology; KNP Diagnostiek; Psychotherapy and Therapeutic Skills; Teams in Organisations; Emotion

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Assortment per course with Psychology Bachelor 1 University of Amsterdam
Assortment per course with Psychology Bachelor 2: Shared Programme University of Amsterdam
Assortment per course with Psychology Specialisations University of Amsterdam
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“Petersen & Hyde (2010). A meta-analytic review of research on gender differences in sexuality, 1993 – 2007.” – Article summary

Changes in sexual culture appear to be paralleled by changes in sexual behaviour and attitudes. Nonetheless, there are gender differences with regards to sexual behaviour and attitudes. Men have more permissive sexual attitudes (1), use more pornography (2) and report more masturbation compared to women (3). However, this may be a result of social stigma rather than actual gender differences. Furthermore, men are more negative towards homosexuals but not towards lesbians and men more strongly adhere to gender roles.

Gender differences appear to decrease with time. The magnitude of gender differences for some sexual behaviours but not for sexual attitudes is moderated by gender empowerment in a nation. Countries with larger gender differences often hold a double standard and this may influence differences in reporting of sexual behaviours rather than actual differences. Furthermore, there are gender differences across ethnic groups which may be due to differences

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“Hyde & Delamater (2017). Gender roles and stereotypes.” – Article summary

Acculturation refers to the process of incorporating the beliefs and customs of a new culture. Socialization refers to the ways in which society conveys to the individual its norms or expectations for their behaviour.

Intersectionality refers to an approach that simultaneously considers the meaning and consequences of multiple categories of identity, differences and disadvantage. It states that the effects of gender roles should not be viewed in isolation. In the classic gender roles, heterosexuality appears to be central.

The comprehension goal states that people stereotype to better understand people. This can be both negative and positive. The self-enhancement goal states that people stereotype for self-enhancement purposes. This tends to be negative.

A gender binary refers to conceptualizing gender as having only two categories. Gender socialization comes from multiple sources (e.g. parents; media). Gendered parenting is mostly implicit.

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“Eagly & Wood (2013). The nature-nurture debates: 25 years of challenges in understanding the psychology of gender.” – Article summary

In the past, there was a strong focus on nurture when it comes to explaining gender differences. The rise of nature explanations can be explained by increasing possibilities to measure and understand the brain. This led to a focus on the brain and hormones. Explanations of gender differences often only consider nature or nurture rather than both.

Meta-analyses are a relatively new method to assess the gender differences in the population. It makes use of effect sizes, which can be used to assess stability versus variability in research. Most meta-analyses found small effect sizes for gender differences. However, there are some inconsistencies within the meta-analyses. Gender differences appear to be moderated by context (e.g. social context).

There appears to be a gender difference in temperament. Boys appear to have greater surgency (i.e. motor activity; impulsivity; experience of pleasure from high-intensity activities). Girls appear to have

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“Wylie, Ridderinkhof, Bashore, & van den Wildenberg (2010). The effect of Parkinson’s disease on the dynamics of on-line and proactive cognitive control during action selection.” – Article summary

Processing irrelevant visual information sometimes activates incorrect response impulses. The engagement of cognitive control to suppress these impulses and make proactive adjustments to reduce the future impact of incorrect impulses may rely on the integrity of frontal-basal ganglia circuitry. In Parkinson’s disease, motor symptom severity is associated with within-trial (i.e. on-line) control of response impulses. This implies that basal ganglia dysfunction produced by Parkinson’s disease has selective effects on cognitive control mechanisms engaged to resolve response conflict. The primary deficits are in the on-line suppression of incorrect responses occurring in the context of a relatively spared ability to adjust control proactively and minimize future conflict.

Inhibition of stimulus-driven response impulses can be beneficial to the speed and accuracy of emitted responses. However, activation of an unwanted response may also interfere with selection of a desired response or lead to response error. On-line control refers to mechanisms

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“Lindenberger (2014). Human cognitive aging: Corriger la fortune?” – Article summary

Human cognitive aging differs between individuals. It can be influenced by several factors (e.g. vascular conditions; chronic stress; experience-dependent cognitive plasticity). Living an intellectually challenging, physically active and socially engaged life may mitigate losses to cognition and consolidate gains.

The debilitating effects of old age occur at an increasingly later age. It is possible that the effects of old age reflect limitations in somatic maintenance, resulting in the build up of damage. Factors associated with vascular and metabolic risk (1), inflammation (2), stress (3) and deposition of iron and beta-amyloid (4) accelerate brain aging. However, continued neuroplasticity helps maintain the viability of neural structures and postpone the onset of cognitive decline.

Mechanisms related to maturation and the effects of cold age shape the course of cognitive development from conception to old age. In adulthood and old age, brains show increasing marks of aging but

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“Wesarg et al. (2020). Identifying pathways from early adversity to psychopathology: A review on dysregulated HPA axis functioning” – Article summary

It is possible that early adversity could set in motion a detrimental developmental cascade. This includes changes in the hypothalamic-pituitary-adrenal (HPA) axis activity. This, in turn, influences self-regulation in childhood. Both patterns of high and low cortisol in the HPA axis are associated with impairments in executive function, which, in turn, is important for self-regulation.

Early adverse experiences are associated with problematic socio-emotional development. This may occur through alterations in neurobiological systems and impairments in self-regulation.

Children make great developments in self-regulation in the first years of life. Regulation success depends on the caregiver in infancy but afterwards, the child progresses to more internally-regulated behaviours. In toddlerhood, self-control, autonomy and compliance emerge as a function of increasing self-regulatory skills. Furthermore, the first years of life are characterized by maturational changes in the HPA axis. Both self-regulation and the HPA axis functioning can be disturbed

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“Brosschot, Verkuil, & Thayer (2017). Exposed to events that never happened: Generalized unsafety, the default stress response, and prolonged autonomic activity.” – Article summary

The generalized unsafety theory of stress (GUTS) states that the stress response is a default response and chronic stressors are caused by generalized unsafety, independent of stressors of their cognitive representation. There three prevalent conditions which are vulnerable to becoming compromised in terms of generalized unsafety and this has considerable health risks:

  1. Compromised bodies
    This refers to conditions with reduced bodily capacity (e.g. obesity; older age).
  2. Compromised social networks
    This refers to conditions where one is not part of a cohesive social network (e.g. loneliness).
  3. Compromised contexts
    This refers to daily contexts which are neutral by themselves which then are seen as unsafe after association with stressors via context conditioning.

Chronic psychological stress responses are the crucial causal factor leading to disease. However, the precise causes of these responses are unclear. The reactivity hypothesis states that multiple intense

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“Schneider & McGrew (2012). The Catell-Horn-Carroll Model of intelligence.” – Article summary

The Catell-Horn-Caroll (CHC) theory of cognitive abilities consists of a taxonomy of cognitive abilities and a set of theoretical explanations of how and why people differ in their various cognitive abilities. This model builds on previous theories of intelligence (e.g. Spearman’s ‘g’; Gf-gc theory; early factor analysis).

A useful classification system shapes how we view complex phenomena by illuminating consequential distinctions and obscuring trivial differences. A misspecified classification system orients us toward the irrelevant and distracts us from taking productive action. Classification systems need to be properly aligned with our purposes.

The Gf-Gc theory states that general intelligence can be split into two separate general intelligence factors, namely into fluid intelligence (i.e. Gf) and crystallized intelligence (i.e. Gc). This theory is able to describe the nature of both factors. Cattell believed that the differences in breadth and depth of knowledge are influenced are the

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“Michaelson & Munakata (2020). Same data set, different conclusions: Preschool delay of gratification predicts later behavioral outcomes in a preregistered study.” – Article summary

It is believed that the results of the marshmallow test predict important outcomes throughout the life span. However, this is not entirely certain.

Individuals vary in their ability to regulate behavioural, emotional and attentional impulses to achieve long-term goals. These individual differences show stability across the lifespan. This means that the marshmallow test may be predictive of later outcomes because the self-control remains stable throughout life. The marshmallow test may also be predictive because it captures social and situational factors. People are less willing to delay gratification with untrustworthy individuals or when delay is not normative or rational. A child’s ability to wait during the marshmallow test may thus be less important than the social and environmental circumstances influencing their willingness to wait.

Pre-schoolers who delayed gratification had significantly better academic achievement (1), fewer problem behaviours (2) and better social skills (3) in adolescence than

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“Doebel (2020). Rethinking executive function and its development.” – Article summary

Executive functions refer to the use of cognitive processes to engage, direct or coordinate other cognitive processes, typically in the service of goals. It is often believed to be a set of separable but related component processes involved in goal-directed thought and action (1), updating working memory (2), shifting between tasks (3) and inhibiting prepotent thoughts and responses (4). Deficits in executive function are linked to a range of clinical outcomes (e.g. ADHD).

The development of executive function is believed to consist of improvements in domain-general components that are thought to underlie self-regulatory and complex goal-directed behaviours. This, in turn, is improved due to prefrontal cortex development.

It is thought that executive function is reducible to one to three component processes that may become differentiated with age. Performance on measures of executive function improve dramatically in early childhood. Executive function may develop through neurocognitive

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Hulp nodig bij Statistiek en Onderzoeksmethoden? Check out de Methodologiewinkel van de Universiteit van Amsterdam! Op deze wiki vind je informatie over de statistische aspecten van wetenschappelijk onderzoek. Deze wiki is gemaakt door researchmaster studenten van de opleiding psychologie. Zij hebbe...

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