PY 101 Final Exam Study Guide

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Chapter 1 Study Guide (Evolution of Psychology)

Know the year associated with psychologys date of birth
1879
Who was considered the founder of psychology?
William Wundt
Why was Margaret Floy Washburn important?
First woman to receive a doctorate in Psychology
Be familiar with the basic notion of what functionalism, structuralism and behaviorism are.
Functionalism belief that Psych should investigate the purpose of consciousness
Structuralism notion that the task of Psych is to analyze consciousness into its basic
elements and how they are related
Behaviorism orientation that scientific Psych should ONLY study observable behavior
Know what applied psychology is, and be able to identify examples of applied psychology.
Branch of Psych concerned with every day problems. (i.e. running a psychotherapy group for
individuals with spider phobias)
What is evolutionary psychology?
An approach that believes psychological phenomena are functional adaptations resulting
from natural selection
Understand the goal of the positive psychology movement. How is this different from past
approaches/movements?
Goal: To begin to catalyze a change in focus of Psych from preoccupation with only
repairing the worst things in life to building positive qualities.
It is different because it uses theory & research to better understand certain aspects of life
Who was the psychologist that questioned whether free will actually exists?
B.F. Skinner
Be able to generate your own example of basic psychology and applied psychology.
Basic Psychology conducting an experiment (JUST trying to understand something better.)
Applied Psychology counseling someone

Chapter 2 Study Guide (Research)

1. Be able to identify the goals of the scientific enterprise (e.g., of 4 multiple choice questions,
identify which one is NOT a goal).
Measurement & Description
Understanding & Prediction
Application & Control
2. Be familiar with the different steps and the progression of steps involved in the scientific
process. Be able to distinguish between each step (e.g., if given a description, be able to identify
what step is involved).
Formulate a test hypothesis
Select research method & study design
Collect the data
Analyze data & draw conclusions

 Report the findings

3. Be able to identify/distinguish between independent and dependent variables.
Dependent variable being manipulated
Independent variable that may or may not affect the dependent
4. Know the difference between a control group and an experimental group. Given examples, how
can you tell the difference?
Control Group consists of subjects who do NOT receive special treatment
Experimental Group consists of subjects who receive special treatment
5. What is an extraneous variable? Be familiar with the example(s) used in class.
Extraneous variable variable other than the independent that can influence the dependent
6. What are the different measures of central tendency? Be able to distinguish each of these from
each other.
Median score in the center of the distribution
Mean average of the scores in the distribution
Mode most frequent score in the distribution
7. Be able to identify the different types/methods of research studies (e.g., experimental, naturalistic
observation, survey, case study, etc.).
Type of Method
PROS
CONS
Experimental
Can make conclusions
Artificial
about cause & effect
Cant study certain things
Can control variables
(malnutrition)
Observation
Watch naturally
People often know theyre
occurring event
being watched
Numerical data complications
Case Study
Can examine very rare
Highly subjective
occurrences
Rely on looking for patterns
among other cases
Survey
Can study a wide array of
Cooperation with surveys
topics
Social desirability
Descriptive/
Correlation does not imply
After-the-fact analysis
Correlational
causation
8. Understand correlations, including what determines the strength of the association and the
direction of the association.
Correlations help determine the relationship between two variables; the stronger the
correlation coefficient is, the closer it is to +1 or -1 (Negative/Positive determines the
direction)
9. What is statistical significance?
Probability of a research finding being due to chance
10. Be familiar with the different types of distortions in self-reported data (e.g., social desirability,
response set, halo effect).
Social Desirability say things that sound better (i.e. in a survey, if asked Do you go
to church every Sunday?)
Response Set tendency to respond in a way unrelated to the question

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Halo Effect liking someone (in general) can influence your evaluation of all areas
(intelligence, trust, etc. so, if you like them, you think more highly of them)
What is the rationale for watching positive videos at the beginning of class (aside from feeling
good/better)? Be familiar with the research findings discussed in class.
Positive Emotion Induction: it helps you to see a bigger picture and reduce stress; associated
with improved health, improved mental health, helpful with creative thinking
Why are publications and research peer reviewed? What is the rationale for doing this?
They are peer reviewed to correct and/or prevent errors/misleading information, to
validate it even further.
What is the difference between within-subjects and between-subjects research designs? If given
an example be able to identify whether it is within- or between-subjects?
Within-subjects if comparing different actions of a person (i.e. if people get into more
accidents when theyre stressed, you find them when they are and arent stressed out and
compare when they get into more accidents)
Between-subjects if comparing between groups of people, each group gets a different
manipulation (i.e. half class gets OJ, half class gets coffee before a test, who does better?)
Understand the notion that correlation does not imply causation.
Just because two things happen does not mean they happen because of each other. (i.e. Just
because there are more drowning incidents in towns that sell large amounts of ice cream does not
necessarily mean that the ice cream causes the incidents.)

Chapter 3 Study Guide (Biological Bases of Behavior)

1. What is a neuron?
An individual cell in the nervous system that receives, integrates, & transmits
information (basic link that permits communication in the nervous system)
2. What are the basic components of a neuron (e.g., the stuff we included in our models)?
Soma contains nucleus & cell machinery
Dendrites parts specialized to receive info
Axon fiber that transmits info from soma to other cells
Terminal Buttons knobs that secrete chemicals
Synapse function where info is transmitted from neurons to others
3. Know the function of a neurotransmitter.
A chemical that transmits information from one neuron to another
4. Know the different functions of the sympathetic and parasympathetic nervous systems.
Sympathetic Nervous Systems slows digestive system & drains blood, sends signals to
adrenal glands, triggers hormone release (mobilizes the bodys resources for emergencies)
Parasympathetic Nervous Systems activates processes that allow body to save & store
energy, slows heart rate, reduces blood pressure, & promotes digestion (conserves bodily
resources)
5. Be able to identify areas of the brain (e.g., the stuff we included in our models, the thalamus,
etc.).
Hindbrain:
o Cerebellum (a.k.a. little brain") critical to movement & sense of equilibrium
o Medulla controls blood circulation, breathing, maintaining muscle tone,
regulates coughing/sneezing

o The Pons (a.k.a. the bridge) bridge of fibers that conncet the brainstem w/
cerebellum; contains cell bodies w/ sleep & arousal
Midbrain: concerned with sensory process (vision, hearing, etc.)
Forebrain (largest):
o Thalamus all sensory info except smell must pass through here to get to
cerebral cortex
o Hypothalamus regulates basic biological needs
Fighting
Fleeing
Feeding
Mating
o Limbic system not well-defined w/ clear boundaries; regulates emotion,
memory, motivation
o Cerebrum most complex
o Learning, remembering, thinking, & consciousness
4 LOBES
o Parietal sense of touch & visual input
o Temporal auditory processing
o Frontal movement of muscles
o Occipital visual sense
6. Be able to identify the functions/purposes of the brain structures we sculpted in class (e.g., brain
stem, thalamus, hypothalamus, cerebellum, 4 cerebral lobes).
(All in #5)
7. What is the corpus callosum and why is this brain structure important?
Corpus callosum connects 2 cerebral hemispheres (each has 4 lobes); important because it
connects the two sides of the brain, so you can function with your right and left side
8. What are mirror neurons and why are they important for human development?
Mirror Neurons cells activated by performing an action or by seeing someone else perform
that action (monkey see, monkey do)
9. Know how twin studies and adoption studies allow us to study hereditary influences in
psychology.
Nature vs. Nurture - helps to learn the differences between what is hereditary and what is not
10. Why is it more appropriate to think of hereditary influences producing a vulnerability for a
disorder rather than genes directly leading to development of a disorder (e.g., schizophrenia)?
Diathesis stress models
IDEA: genes/genetic make-up produces vulnerability because identical twins can have the same
twins, but one can have a disorder while the other does not
*There has to be something that influences the disorder
Chapter 4 Study Guide (Sensation and Perception)
1. What is the difference between sensation and perception?
Sensation anything involving 5 senses
Perception how we understand these things
2. Know the difference between bottom-up and top-down processing.

Bottom-up processing seeing all of the little details first and then the bigger picture
Top-down processing seeing the big picture first and then the smaller details
3. Understand the concept of Gestalt Psychology.
Principal based on the fact that the whole can be greater than the sum of its parts
4. What is the phi phenomenon and what is an example of it?
An illusion of movement created by presenting visual stimuli in rapid succession (i.e.
excessive blinking on & off of lights around a neon sign gives the impression of soda filling a
glass)
4. What is a perceptual hypothesis?
An inference about which distal stimuli could be responsible for the proximal stimuli sensed
5. Understand the different binocular and monocular cues that help people perceive depth.
Binocular cues: retinal disparity (objects within 25 ft. project images different on right and left
retinas & convergence (involves sensing the eyes converging to focus on an object
Monocular cues: motion parallax (involves images at different distances moving across retina)
& pictorial depth cues (given in a flat picture)
6. How can culture explain differences among cultural groups being able to see illusions (e.g., the
Mller-Lyer illusion)?
Certain cultures have habitually based everything off of the same basic lines or shapes and so
anything other than those shapes are difficult to see
8. Be able to generate your own examples of bottom-up and top-down processing.
Bottom-up: seeing the letters and then putting them into a word
Top-down processing: ability to quickly process entire words immediately when reading
9. What is backward masking and how does this illustrate the difference between sensation and
perception?
Backward masking subliminal message that happens so fast that your brain doesnt process
it; your brain does not tell you that you saw it (You see it, but you dont process it.)
Chapter 5 Study Guide (Variations in Consciousness)
1. What is consciousness?
2. How do we know that people maintain some awareness during sleep?
3. What is EEG and how is it used to understand sleep? What does EEG measure?
4. How are circadian rhythms related to sleep quality?
5. What are hypnic jerks? What stage of sleep does that typically correspond with?
6. What are sleep spindles and what stage of sleep does that typically correspond with?
7. What stages constitute slow wave sleep?
8. What is REM sleep? What characterizes REM sleep (e.g., frequency, amplitude of brain waves,
dreaming)?
9. Know the relative amount of time that infants vs. adults spend in REM sleep.
10. What is the rebound effect as it relates to REM sleep?
11. Why do powernaps, although beneficial in some sense, not completely make up for lack of
sleep?
12. Know the different theories of why REM sleep is necessary.
13. What is insomnia? Know the prevalence, gender differences, causes, and understand why it is
difficult to treat.
14. What is sleep apnea?

15. Know different theories of dreaming (e.g., wish fulfillment, problem-solving, activationsynthesis). Understand the notion of what dreams are and/or the function of dreams.
16. Know the physiological correlates of meditation.
17. What is the difference between focused attention and open monitoring forms of meditation?
Chapter 6 Study Guide (Learning)
1. How does classical conditioning differ from operant conditioning?
Classical conditioning type of learning in which a stimulus acquires the
capacity to evoke a response that was originally evoked by another stimulus
Operant conditioning type of learning in which responses come to be
controlled by their consequences

2. Be able to write your own example to illustrate classical conditioning (e.g., a write-in answer).
For instance, fill in the blanks:
o Unconditioned stimulus: when you smell your favorite food
o Unconditioned response: suddenly, you feel hunger
o Neutral stimulus/conditioned stimulus: ringing a bell when its time to eat
o Conditioned response: coming to the food when the bell is rang
3. Be able to write your own example to illustrate operant conditioning (e.g., describe a situation
where operant conditioning is utilized).
Giving a dog a treat when they do a trick as commanded, they will then continue to
do that trick when told in order to receive a treat.

4. Know the general notion of what acquisition and extinction are.

Acquisition the initial stage of learning
Extinction the gradual weakening and disappearance of a conditioned response
tendency

5. What is evaluative conditioning and what is an example of it?

Evaluative conditioning efforts to transfer the emotion attached to a USC to a

new CS
i.e. Pavlovs Law

6. What are the concepts of generalization and discrimination?

Generalization responding to stimuli other than the original one (i.e. instead of
sit: hit, bit, etc.)
Discrimination the opposite ^, only doing what theyre taught to do

7. What is reinforcement and what is the difference between negative reinforcement and positive
reinforcement? If I gave an example of a type of reinforcement, be able to differentiate between
positive and negative reinforcement.
Positive reinforcement response that is presented from rewarding stimuli
Negative reinforcement response that is strengthened from removing aversive
stimuli

8. Be familiar with the different patterns of reinforcement (e.g., intermittent, continuous). Which
pattern is associated with stronger behavioral change?
Intermittent (a.k.a. partial) occurs when a designated response is reinforced sometimes
Continuous occurs when every instance of a designated response is reinforced
*Intermittent reinforcement is associated with stronger behavioral change, but you work harder

Chapter 7 Study Guide (Human Memory)

1. What are encoding, storage and retrieval? Know the progression of these phenomena.
Encoding involves forming a memory code
Storage involves maintaining encoded information in memory over time
Retrieval involves recovering information from memory stores

2. Know the different methods described in the textbook for enriching encoding.

Elaboration linking a stimulus to other info at the time of encoding

Dual-coding theory holds that memory is enhanced by forming semantic and
visual codes
Self-referent involves deciding how or whether info is personally relevant

3. What is long-term memory and what are flashbulb memories?

Long-term memory unlimited capacity store that can hold information over
lengthy periods of time
Flashbulb memories unusually vivid & detailed recollections of momentous
events

4. Be able to identify the different ways to measure memory (e.g., retention, recall, recognition).
Retention refers to the proportion of material remembered
Recall measure of retention that requires subjects to reproduce info on their own
without cues
Recognition measure of retention that requires subjects to select previously
learned info from an array of options
Relearning measure of retention that requires a subject to memorize info a
second time to determine how much time or how many practice trial are saved by
having learned it before

5. Know what interference is and be able to identify examples of retroactive and proactive
interference.

Inference proposes that people forget info because of competition from other
material
Retroactive: occurs when new info impairs the retention of previously
learned info
Proactive: occurs when previously learned info interferes with the retention
of new

6. Know the support for and against the notion of there being recovered memories
1. Be able to write in reasons for and against this theory.
In support of: It is natural to repress drama
Non in support of: People can be led to believe that things happened in their past
when they actually didnt

2. Be familiar with the strategy of chunking. What is the number of items that an individual is
believed to be able to remember using this method? How could you use this strategy to help
remember something (e.g., a phone number)?
Remembering chunks of things at a time (The Magical #7, plus or minus 2)
Chapter 8 Study Guide (Language and Thought)
1. Be able to identify the difference, and know definitions, of what phonemes, morphemes,
semantics and syntax are.

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Phonemes smallest speech units in a language that can be

distinguished perceptually
Morphemes smallest units of meaning in a language (i.e. root
words)
Semantics area of language concerned with understanding the
meaning of words and word combinations
Syntax system of rules that specify how words can be arranged into
sentences
What are receptive vocabulary and productive vocabulary? How are they different?
Receptive
Be familiar with the progression of language development (e.g., reflexive communication,
babblings, words, etc.).
Infants crying, cooing, babbling
6 months babbling resembles language
1 year first words
1 year + - improvements in language
What are overextensions and underextensions in language? Be able to come up with your own
examples of each of these.
Overextension when a child incorrectly uses a word to describe a wider
set of objects (i.e. ball for anything round)
Underextension whens a child incorrectly uses a word to describe a
narrower set of objects (i.e. doll only for your favorite doll)
Be able to identify telegraphic speech and overregularizations if given an example.
Telegraphic Speech consists mainly of content words; articles,
prepositions (i.e. Give doll)
Overregularization when grammatical rules are incorrectly generalized
to irregular cases where they do not apply (i.e. The girl goed home)
Know the different theories discussed in the book regarding language acquisition (e.g.,
Behaviorist, Nativist, Interactionist). Be familiar with any critiques of these theories.
Be familiar with linguistic relativity. Be able to express an opinion about whether you believe
this hypothesis or not.
Linguistic Relativity the hypothesis that ones language determines the
nature of ones thought
OPINION:
Know the definition of problem solving.
Problem solving refers to active efforts to discover what must be done to
achieve a goal that is not readily attainable
Be familiar with all the barriers to problem solving discussed in the book. If given an example,
be able to identify the barrier to problem solving.
Problems of inducing structure need to discover relations among things
(i.e. numbers, words)
Problems of arrangement need to arrange the parts of a problem in a
way that satisfies some criterion to form a solution

Problems of transformation need to carry out a sequence of

transformations to reach a specific goal (i.e. goat, wolf, boat, grass)
10. What is a heuristic?
Rule of thumb in problem solving
11. Be familiar with the different kinds of problem solving and/or strategies discussed in the book
(e.g., trial and error, algorithms, forming subgoals, working backward, searching for analogies,
changing the representation of the problem).
o Algorithms trial and error
o Heuristic rule of thumb used in problem solving
o Forming Subgoals intermediate steps toward a solution
o Hill Climbing selecting alternatives at each point that seems to
lead most directly to a goal
o Working Backward with a problem that has a specified end point
(i.e. lilies)
o Searching for Analogies spot analogies and compare
problems/solutions
o Changing the Representation of the Problem i.e. doing a math
problem with blocks
12. How does problem solving differ from decision-making?
Problem solving refers to active efforts to discover what must be done to
achieve a goal that is not readily attainable
Decision-making involves evaluating alternatives and making a choice
between them
13. How can emotion influence individuals to make irrational decisions?
i.e. Bias
14. How can uncertainty influence individuals to make decisions?
i.e. $50 gift card or choice to win $50 gift card OR $100 gift card
15. Be able to differentiate heuristics (e.g., availability, representativeness) discussed in book.
Availability basing the estimated probability of an event on the ease with
which relevant instances come to mind (i.e. estimate the divorce rate by
estimating divorces among friends)
Representativeness basing the estimated probability of an event on
how similar it is to the typical prototype of that event (i.e. flipping a coin)
16. Be able to describe peoples tendency to ignore base rates and how this influences decisionmaking.
People judge before going through all possible details
Chapter 9 Study Guide (Intelligence and Psychological Testing)
1. Understand the importance of standardization in intelligence testing and how this helps with
establishing norms for a specific test.
Standardization refers to the uniform procedures used in administration
& scoring of a test

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*All subjects get the same test, same instructions, same questions,
limits, etc.
What is reliability and how does this relate to the usefulness of a test? What is test-retest
reliability?
Reliability refers to measurement consistency of a test
*Helps to tell how reliably standard something is
Test-Retest Reliability comparing subjects scores on 2 administrations
of a test
What is validity of a measure and how does this differ from reliability? If asked, be able to
identify whether reliability or validity is involved in a specific example.
Validity of a Measure refers to ability of a test to measure what s was
designed to measure
Know the difference between fluid and crystallized intelligence. Be able to identify and/or
generate examples of each.
Fluid noticing patterns easily, things you can figure out without learning
beforehand (i.e. which picture is different from the others?)
Crystallized thinking about an answer that you knew beforehand (i.e.
name all the earths continents)
Be familiar with the stability of IQ over time. At what age range does IQ become relatively
stable? Be familiar with evidence suggesting that environmental factors influence IQ scores.
Profound (below 25) little or no speech
Severe (25-40) limited speech
Moderate (40-55) send to fourth grade
Mild (55-70) sixth grade
*AROUND AGE 6, IQ Score becomes stable
What is g as developed by Charles Spearman and how does this relate to specific mental
abilities/talents?
G = general intelligence
It relates.

7. What is the Flynn Effect and why is evolution an unlikely cause of this effect?
Chapter 10 Study Guide
1. What is the definition of motivation?
Goal-directed behavior
2. What is the difference between a drive theory and an incentive theory? What is the source of
motivation in each of these?
Drive Theory an internal state of tension that motivates an organism to engage
in activities that should reduce this tension
Source of Motivation:
Incentive Theory an external goal that has the capacity to motivate behavior
Source of Motivation:

3. How do biological and social motives differ? Be able to identify examples of these.
Biological Motives motives that originate in bodily needs

i.e. hunger
Social Motives motives that originate in social experiences
i.e. need for achievement

4. Be familiar with the typical progression of the human sexual response. How do men and women
differ in these stages?
Phase 1:

Phase 2:

Phase 3:

Phase 4:

Excitement (level of physical arousal escalates)

BOTH: Muscle tension, respiration rate, & blood pressure increase
MEN: vasocongestion produces penile erection & swollen testes
WOMEN: vasocongestion leads to swelling & hardening of clitoris,
expansion of vaginal lips, & vaginal lubrication
Plateau (arousal continues to build, but at slower pace)
BOTH: fluctuation in arousal
MEN: secrete fluid at the tip of the penis
WOMEN: tightening of the vaginal entrance as clitoris withdraws under
clitoral hood
Orgasm (peak)
BOTH: heart rate, respiration rate, & blood rate increase sharply
MEN: accompanied by ejaculation of seminal fluid
WOMEN: similar, can have 0/multiple orgasms
Resolution (changes subside)

5. Be familiar with gender differences in mate preferences (e.g., from an evolutionary perspective).
Females often lean more toward commitment, while males do not
6. Be able to think of an example where this appears true (e.g., a famous couple, or other example
you are familiar with).
Every high school relationship
7. What are the different components of emotional experience?
8. What is affective forecasting? What aspect of this do people tend to be good at and worse at?
9. Be familiar with similarities and differences among cultures in the experience of emotion.
10. Be familiar with the different theories of emotion (e.g., James-Lange, Cannon-Bard, Schachter,
and evolutionary). Be able to describe which theory you agree with most and why.
11. Be familiar with ingredients of happiness. What are weak, moderate, and strong predictors
(generally speaking) of happiness?
Weak: money, intelligence, parenthood, age, attractiveness
Moderate: social activity, religion, health
Strong: work, love
12. What is hedonic adaptation?
When a persons mental scale that measures pleasantness/unpleasantness
shifts to a neutral point

Chapter 12 Study Guide (Personality)

13. What is the definition of personality?

14. What does the Five-Factor Model of Personality Traits consist of? What are examples of each of
the five factors?
15. What does Freud conceptualize as the three components of personality? Be able to identify
descriptions of each.
16. What are defense mechanisms and what function do they serve? Be able to differentiate between
rationalization, repression, projection, displacement, reaction formation, regression,
identification, and sublimation.
17. What are Freuds stages of development and what is associated with each step?
18. What is Skinners theory of personality, and what additions did Bandura offer?
19. What is the Humanistic perspective of personality and how does this contrast with
Psychoanalytic and Behavioral perspectives?
20. What is the hierarchy of needs? How does this help explain motivation and behavior?
21. What is terror management theory and how does it relate to mortality salience? Be able to
identify an example or situation where each of these concepts can be illustrated.
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Chapter 13 Study Guide (Social Behavior)

Know how social psychology differs from other forms of psychology.
Be familiar with how someones physical appearance can influence your impression of someone.
Be able to understand how people form stereotypes. How is this a potentially useful/helpful
process and how is this a potentially unhelpful process?
Be familiar with the evolutionary perspective that people classify others as part of an ingroup or
outgroup.
What are attributions and how do internal and external attributions differ? How do these
concepts relate to the fundamental attribution error? How does success/failure influence whether
we may internal or external attributions about ourselves?
What is cognitive dissonance? Be able to generate your own example of this and how the
dissonance would be most likely to be resolved fitting with Festingers model.
What is the bystander effect?
How can groups influence decision making? Be familiar with examples such as group
polarization and groupthink.
Chapter 15 Study Guide (Psychological Disorders)
Understand the concepts of diagnosis, etiology, and prognosis as they relate to the medical model
of abnormal behavior.
Understand the three main criteria of abnormal behavior described in the book (i.e., deviance,
maladaptive behavior, distress).
What is comorbidity? How does this potentially complicate our ability to diagnose disorders?
Be able to understand the difference between categorical and dimensional approaches to
understanding abnormal behavior. Be able to express an opinion (with supporting information)
about whether you believe a categorical or dimensional approach is more appropriate for
understanding a certain disorder or class of disorders.
Be able to differentiate symptoms of different anxiety disorders (e.g., Generalized Anxiety
Disorder, Phobias, Panic Disorder, Obsessive-Compulsive Disorder, and PTSD).

6. Be familiar with depression and bipolar disorder and what are the unique features. If given an
example, be able to differentiate between these disorders.
7. With regard to schizophrenia, understand the difference between positive symptoms and negative
symptoms. Also be able to differentiate between delusions and hallucinations.
8. Be able to differentiate the types of eating disorders discussed in the book. If given an example,
how could you determine whether an individual had anorexia or bulimia (or binge-eating
disorder)?
Chapter 16 Study Guide (Treatment of Psychological Disorders)
1. Be familiar with different providers of mental health services and what typical roles they might
serve.
2. What is an insight therapy? How does this differ from behavioral therapy?
3. Be familiar with the concept of transference and be able to generate your own example.
4. What are some of the advantages of group therapy (both for the hospital/clinician and for the
client)?
5. What is systematic desensitization and what kind of disorder/problem is this most effective for?
What is exposure therapy?
6. How does Cognitive-Behavioral Therapy work to help individuals? What are some of the
thinking errors that may need to be corrected fitting with this therapy?