Psych 311 Exam 2025 Newest Exam Questions And Correct Answers | Passed

Psych 311 Exam 2025 Newest Exam Questions And Correct Answers | Passed Outline why relationships and social support are important to study. - Answer- to examine how social networks can negatively impact someone. and how the different supports are perceived and offered in situations to see how to better outcomes. Define and provide examples of (1) emotional, practical and negative support behaviours, and (2) visible and invisible support. - Answer- emotional also known as nurturant support, where efforts to comfort or console without directly trying to solve the problem or produce change. which can be emotional or self esteem. practical also known as action facilitating support, is intended to directly assist the recipient to eliminate the problem and bring about change. which can be informational support or tangible support. negative can be seen as criticism and blaming and controlling and invalidating. so doing something for them after getting mad and so on. which result in §lower relationship satisfaction §greater risk of dissolution §poorer conflict exchanges - concurrent & longitudinal. personal outcomes; lower perceived support = lower §positive mood, self-esteem §relationship satisfaction §goal achievement - concurrent & longitudinal invisible - not always perceived as support, and don't feel supported ad indirect and can't see it. such as subtly creating contact (fixing the recipient's clothes or hair) or conversational tone; indirect guidance via information seeking of issues, solutions; 'we/our/us' framing visible perceived more supportive as can see it. such as being comforted Describe the methods used to investigate the effects of different types of partner support in intimate relationships. - Answer- self-determination theory Dyadic diaries: ask couples to keep daily record of stress and support provided/received for a period of time (e.g., 3 weeks); test whether the presence of support affects recipients' outcomes Behavioural observation: video-record couples/pairsdiscussing personal stressors, challenges or goals; examine how the type of support provided by partners is associated with recipient outcomes e.g. Example: Cutrona, Shaffer, Wesner, and Gardner (2007) Øcouples video-recorded discussing current source of personal distress Øassessed type of support sought by coding support recipients' behaviour: (1) disclosing emotions, (2) asking for advice Øassessed type of support provided by coding support providers' behaviour: (1) emotional, (2) informational, and (2) negative support Øend of discussion: support recipient rated partner understanding, caring and validation (i.e., responsiveness) Experimental Hybrid: manipulate type of support provided by partner and examine how the type of support provided by partners affects recipient outcomes Evaluate whether, when and why different types of support are beneficial for recipients, including describing relevant research. - Answer- self-determination theory. when one needs inhibiting or facilitating. which can see dangers in invisible support as not preceived as support when one needs comforting ect. Evaluate whether, when and why different types of support are costly for recipients, including describing relevant research. - Answer- invisible can be dangerous as Ødon't get benefits of perceived support and responsiveness Øoften recipients may need visible support Øif invisible support is perceived as partner not caring or being responsive this will undermine relationships Example: Maisel and Gable (2009) Øcohabitating couples completed 14-day daily diary Øasked about sharing 'negative events' with each other to index days of visible support and invisible support Øgathered ratings of responsiveness: my partner ... understood me, made me feel cared for, made me feel like he/she valued my abilities and opinions Øinvisible support days accompanied by low responsiveness = greater sadness, lower connectedness and greater feelings of insecurity visible support Potential Costs Feel unsupported and uncared for Don't get needed action-oriented help Generate a summary of the way you think people can best support others. Describe the theoretical foundation (explanation, why) and empirical foundation (research evidence) for your conclusion. - Answer- Describe why conflict is important to study. - Answer- in how reacts in situations and how to apply those to relationships and see when one needs support etc. such as looking at causes of conflicts in relationships and understanding how they come about. Outline the methods used to investigate the effects of conflict behaviour and communication on relationships. - Answer- MICS NEGATIVE ØHostility: put-down, criticize, negative mind-read (i.e., attributions), nonverbal gestures of disgust and disapproval (e.g., rolling eyes, shaking head, screwing up face) ØInvalidation: disagree, deny responsibility, non-compliance of requests, interrupting partner POSITIVE ØConstructive problem-solving: describe problem in neutral/friendly manner, propose solutions, compromise ØValidation: agree, approve, accept responsibility, comply ØFacilitation: assent, humour (not sarcastic), positive mind-read (i.e., attributions), positive physical touch, smile/laugh, attending and maintaining eye contact NEUTRAL ØWithdrawal: avoiding or closing off to other, no response, no or 'glazed' eye contact, physical distancing from partner Define and provide examples of the central types of communication that have been investigated in relationships, including (a) dyadic patterns (negative reciprocity, demand-withdrawal), and (b) behaviours that vary according to valence (positive/negative) and directness (direct/indirect). - Answer- dyadic patterns Dyadic patterns of responding (e.g., negative reciprocity, demand-withdraw, de-escalation) are important in determining the impact of negative (and positive) communication behaviour on relationship outcomes 1 - Negative Reciprocity - Negative behaviour evokes destructive affective and behavioural reactions from the partner, which filter through to future interactions and erode relationship quality. Positive behaviours presumably do the opposite. Øwhen negative behavior by one partner is met with destructive reactions by the other Østronger discriminator across happy versus unhappy couples than gross levels of negativity Øhighlights importance of (a) how negative behaviour is responded to and (b) patterns involving both partners 2- : Demand-Withdraw Demand: attempts to engage in problem-solving discussion, often resorting to pressure and demands Discusses: tries to discuss the problem and is engaged and emotionally involved in the discussion regardless of whether it makes him/her happy or upset Blames: blames, accuses or criticizes the partner and uses critical sarcasm or character assassinations Pressures for change: request, demands, nags or otherwise pressures for change Withdrawal: attempts to avoid and withdraw from discussion Avoids: avoids discussing the problem by hesitating, changing topics, diverting attention, or delaying the discussion Withdraws: withdraws, becomes silent, refuses to discuss topic, looks away or disengages from discussion so positives don't always equal psotove outcomes and visa vera, but depends on partners reactions. those who can de-escalate conflict by responding positively to negative behaviour may often circumvent some of these effects