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| Bio Psych-Key aspects of split brain and how people with this situation will be able to perceive reality and particular sensory stimuli |
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| Sensation/Perception-The amount of change necessary for an observer to report more than 50% of time that the stimulus has changed or is different (difference threshold or just-noticeable difference) |
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| Sensation/Perception-There are three types of cones in the retina; red-sensitive, green-sensitive, and blue-sensitive (trichromatic theory of color vision) |
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| Sensation/Perception-A theory of color vision that holds that the experience of color involving two sets of color receptors; red-green, blue-yellow, and black-white (opponent-processing theory) |
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| Sleep or Consciousness-Sleep studies that indicate the brain creates dream states, not information processing of Freudian interpretations (Activation-Synthesis Theory) |
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| Learning-Began ny measuring the salivary reaction of dogs, ended with a new understading of associational learning and the conditioned reflex (classical conditioning) |
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| Learning-Classical Conditioning-conditioned fear into infants in order to examine how fears are learned and generalized (Behavioral conditioning, stimulus generalization |
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| Learning-Gave animal specific food or drinks and then induced sickness or nausea several hours after the food or drink (conditioned taste aversion, Garcia effect) |
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| Learning-Trained animals to do complex behaviors; making pigeons exhibit superstitious behavior (operant conditioning, chaining) |
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| Learning-hungry cat in the box rewarded behavior is likely to reoccur (Law of Effect, Instrumental Learning) |
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| Learning-Some behavior that happens reliably can be used as a reinforcer (Premack Principle) |
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| Cognition-Experiment with chimpanzees in a cage then in a room trying to get bananas (Insight) |
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| Cognition-Studied rats and discovered the cognitive map in rats and humans (cognitive map, instrumental learning) |
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| Cognition/Development-Studied Language development and the effect of internal speech on the development of children (Scaffolding, guided participation, zone of proximal development)) |
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| Cognition/Development-Studied language development, applied cognitive and neurobiological theories (Transformational grammar, LAD/nativist theory of language acquisition) |
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| Cognition/Social Psych-Research showed that the language we use (due to culture) determines how we think about the world (Linguistic Relativity Hypothesis) |
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| Cognition-New Guinea study: tribe only had two words for color but knew that colors were different, disputes Whorf's theory (Prototypes and "Fuzzy Concepts") |
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| Cognition and Memory-Showed how eaisly memories could be changed and falsely created by techniques such as leading questions and illustrating the poverty of accuracy in eyewitness reports (False memories, Memory consolidation) |
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| Memory-Memory of meaningless words (Decay) |
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| IQ and Development-Discovered that first born and only children tend to have higher IQs than latter born children |
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| IQ and Development-Tested group of young geniuses and followed in a longitudinal study that lasted beyond his own lifetime to show that high IQ does not necessarily lead to wonderful things in life: EQ can be more important |
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| IQ and Development-set out to measure a child's "mental age" or the chronological age typical of a given level of performance: original IQ test |
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| IQ and Development-argues that we do not have an intelligence but instead multiple intelligences each relatively independent of each other |
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| Emotion-constants across culture in face and emotion |
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| Emotion and Social Cognition-Studied and demonstrated cognitive dissonance |
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| Motivation and Personality-Some needs take priority over others and as those basic needs are satisfied, your desire to achieve other needs would energize and direct your behavior (Hierarchy of Needs) |
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| Motivation-The human sexual response-studied how both men and women respond to ad in relation to sexual behavior |
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| Emotion-Belief that emotions occur after people become aware of their physiological response: cry then realize are sad (James-Lang Theory of emotion) |
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| Emotion-the belief that emotional and psychological reactions to triggering stimuli occur almost simultaneously (Cannon-Bard theory of emotion) |
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| Emotion-Emotional experiences involve two factors: a state of general arousal and a cognitive interpretation of the causes of arousal (Scahchter-Singer theory of emotion) |
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| Development-Visual Cliff studies with infants |
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| Development-Cloth monkey and wire monkey mothers (love and attachment) |
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| Development-father of cognitive development, developed first stages to explain cognitive development (object permanence, personal fable, imaginary audience) |
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| Development-Studied boys responses to and processes of reasoning in making moral decisions (Preconventional, Conventional, Postconventional) |
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| Development-Moral development studies to follow up on Kohlberg, studied girls and women and found different results |
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| Ehology-Did the ducks with imprinting and critical period work (Imprinting, critical period) |
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| Personality-Learned helplessness |
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| unconscious mind and such |
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| collective unconscious, personal unconscious, mandala, personality types |
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| Personality-feelings of inferiority or strive for superiority directly influence development (Inferiority Complex) |
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| Personality-social development key to personality development along with interaction with the unconscious mind |
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| Prsonality-Incongruence between the self and personal experience (Self, self concept, unconditional positive regard, client-centered therapy) |
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| Personality-One's general expectancies about whether one's efforts can bring about desired outcomes or reinforcement (Internal/External Locus of Control) |
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| Intelligence and learning-Researchers misled teachers into believing that certain students had higher IQs (Self-fulfilling prophecy, Pygmalion Effect) |
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| Social Cognition-the line study of conformity through deception |
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| Social Psych-the effects of enhanced personal responsibility and helping behavior |
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| Social Psych-bystander intervention in emergencies |
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| Social Psych-shock study of obedience |
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| Social Psych-prison study (role theory) |
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| Social Psych-the Robbers Cave experiment on intergroup conflict and co-operation (in-group bias, out-group bias) |
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| Learning-Systematic desensitization work |
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| Personality-Developed a projective test to determine what personality traits or abnormal tratis exist in the unconscious mind |
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