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| The scientific study of behavior and mental processes. Behvior is anything we do. Mental processes are our private, internal experiences-thoughts, perceptions, feelings...etc. |
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| Emphasizes objective, observable enviromental influences on overt behavior. Founder was John B. Watson. He rejected the practice of introspection and the influence of unconscious forces. B.F.Skinner was another well known behaviorist. |
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| Sigmund Freud. This theory provided a basis for a system of therapy. Freud believed that many psychological problems are caused by conflicts between "acceptable" behavior and "unacceptable" unconscious sexual or aggressive motives. |
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| Stressed free-will and self actualization. Carl Rogers and Abraham Maslow. Developed influetional theory of personality and a form of psychotherapy. |
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| Emphasizes thoughts, perception, and information processing. Modern cognitive psychologists study how we gather, encode, and store information using a vast array of mental processes. Piaget, Ellis, Bandura, Sternburg, Gardner, and Hull. |
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| Used by cognitive psychologists. Likening the mind to a computer that sequentially takes in information, processes it, and then produces a response. |
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| Stresses natural selection, adaptation, and evolution of behvior and mental processes. Darwin. |
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| Examine behavior through the lens of genetics and biological processes in the brain and other parts of the nervous system. |
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| Emphasizes social interactions and cultrual determinants of behavior and mental processes. Berry, Greenfield, and Brislin. |
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Cyclical and cumulative, and scientific progress comes from repeatedly challenging and revising exisiting theories and building new ones.
Step 1.Literature Review
Step 2. Testable hypothesis
Step 3. Research design
Step 4. Statistical analysis
Step 5. Peer-reviewed scientific journal
Step 6. Theory |
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| Researches systematically measure and record participants' behavior, without interfering. Advantage-Researches can obtain data about natural behavior, rather than about behavior that is a reaction to an artifical experitmental situation. But can be time consuming. |
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| Brain-imaging scans. Noninvasive. |
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| In-depth studies of a single research participant. Phineas Gage. |
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| Measure a variety of psychological behaviors and attitudes. Survery techniques include: tests, questionaries, polls, and interviews. |
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| Scientific study in which the researcher observes or measures (without directly manipulating) two or more variables to find relationships between them. Nonexperimental. |
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| A numerical value that indicates the degree and direction of the relationship between the two variables. |
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| Small quantity of a targeted group such as customers, data, people, products, whose characteristics represent (as accurately as possible) the entire batch, lot, population, or universe. |
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| A carefully controlled scientific procedure that determines whether variables manipulated by the experimenter have a casual effect on other variables. |
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| Variable that is manipulated to determine its casual effect on the dependent variable. |
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| Variable that is measured; it is affected by (or dependant on) the independent variable. |
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| EX: Watch violent television programs. |
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| EX: Watches nonviolent television programs. |
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| Ensures that each participant is equally likely to be assigned to any particular group. |
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| A fake pill or injection. Use for control groups. |
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| Tests a new drug. Both experimenters administrating the new drug and participants are unaware as to who is receiving placebo and who is recieving the new drug. |
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| The beneficial effect in a patient following a particular treatment that arises from the patient's expectations concerning the treatment rather than from the treatment itself. |
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| A participants agreement to take part in a study after being told what to expect. |
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| Participants in the study may not respond naturally if they know the true purpose behind the study. But when using deception, there are important guidelines and restrictions; including debriefing the participant. |
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| Informing participants after a study about the purpose of the study, the nature of the anticipated results, and any decpetion used. |
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| A nerve cell that receives and conducts electrical impulses from the brain. Held in place and supported by glial cells. No two are alike. |
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| One of the 3 basic features of a neuron. They receive information from other neurons and sensory receptors. |
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| Second basic feature of a neuron. Carries neurons message to other body cells. |
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| Third basic feature of a neuron. Receives information from dendrites, and if enough stimulation is received the message is passed on the axon. |
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| Tiny opening between the sending and receiving neuron. Carry the message from the sending neuron to the receiving neuron. |
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| Form of a neural impluse in which messages move along the axon. |
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| At rest the cell membrane is polarized maintaining a negative interior charge of -70mv. |
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| Chemicals that neurons release, which affect other neurons. |
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| Muscle actions, cognitive functioning, memory, rapid eye movement sleep, emotion. Alzheimers disease. |
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| Moventment, attention, memory, learning, and emtion. Excess of this can be associated with schizophrenia and too little with Parkinsons. |
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| Mood, sleep, appetite, sensory perception, temperature regulation, pain suppression and impulsivity. Low levels=depression. |
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| Learning, memory, dreaming, emotion, waking from sleep, eating, alertness, wakefulness, reactions to stress. Low levels=depression. High=manic states. |
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| Mood, pain, memory, and learning. |
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| The brain and the spinal cord. Primiarily responsible for processing and organizing information. |
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| Peripheral nervous system |
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| All nerves and neurons connecting the CNS to the rest of the body. Carries messages to and from the central nervous system to the periphery of the body. |
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| Sympathetic nervous system |
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| Mobilizes bodily resources to respond to the stressor. This emergency response is called the "fight or flight" response. Result of sympathetic activation is to get more oxygenerated blood and energy to the skeletal muscles, thus allowing you to cope with stress. |
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| Parasympathetic nervous system |
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| Responsible for returning your body to its normal functioning by slowing your heart rate, lowering your blood pressure, and increasing your digestive and eliminative processes. |
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| Subdivision of the peripheral nervous system that controls involuntary functions. It includes the sympathetic nervous system and the parasympathetic nerous system. |
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| Helps regulate reflex activities critical for survival. |
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| An extension of the spinial cord, with many nerve fibers passing through it carrying information to and from the brain. Also controls many essential automatic bodily functions, such as respiration and heart rate. |
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| Coordinates fine muscle movement, balance, and some perception and cognition. |
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| Master control center for emotions and many basic motives such as hunger, thirst, sex, and aggression. Regulates the body's internal environment, including temp. control. |
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| Interconnected group of forebrain structures located roughly along the border between the cerebral cortex and the lower-level brain structures. Responsible for emotions, drive reduction, and memory. |
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| Memory recognition; implicit, explicit, spatial, episodic memory; declarative long term memory; sequences of events. |
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| Emotional memory. Regulation of aggression and fear. |
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| It is here that things like perception, imagination, thought, judgment, and decision occur. |
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| corpus callosum is a broad, thick band running from side to side and consisting of millions and millions of nerve fibers. The fibers are axons of cells in the cerebral cortex. |
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| Divided into eight distinct areas or lobes-four in each hemisphere. |
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| Thin surface layer on the cerebral hemispheres that regulates most complex behavior, including receiving sensations, motor control, and higher mental processes. Essence of life. |
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| Areas of the cortex that are "umcommited". Involved in interpreting, integrating, and acting on information processed by other parts of the brain. They associate, or connect, various areas and functions of the brain. |
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| Coordinate messages received from the other three lobes; motor control, speech production and higher functions. |
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| Very back of frontal lobes. Instigates all voluntary movement. |
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| Lower left frontal lobe. Controsl speech production. |
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| Damage of this area causes difficulty in speech but not language comprehension. |
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| Electroenephalograph (EEG) |
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| Electrodes are attached to the patients scalp, and the brains electrical activity is displayed on a computer monitor or recorded on a paper chart. |
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| Computerized axial tomography (cat) |
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| Computer created cross sectional X-rays of the brain; least expensive type of imaging and widely used in research. |
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| Magnetic Resonance imaging (mri) |
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| A high frequency magnetic field is passed through the brain by means of electromagnets. |
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| Positron emission tomography (pet) |
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| Radioactive form of glucose is injected into the bloodstrem; scanner records amount of glucose used in particularly active areas of the brain and procedures computer-constructed picture of the brain. |
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| Functional magnetic resonance imaging (fmri) |
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| Newer, faster verison of the MRI that detects blood flow by picking up magnetic signals from blood that has given up its oxygen to activate brain cells. |
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| The brains ability to reorganize and change its structure and function through the life span. |
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| Second type of communication system which uses hormones to carry its messages. Helps regulate long term bodily processes, such as growth and sexual characteristics. Maintains ongoing bodily processes. |
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| Sends hormonal messages to the adrenal glands. |
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| Chemicals manufactured by endocrine glands and circulated in the bloodstream to produce bodily changes or maintain normal bodily function. |
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| Located right above the kidneys. Release cortisol, a stress hormone, that boosts energy and blood sugar levels, epinephrine, and norepinephrine. |
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| Social readjustment rating scale |
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| Easy and popular way to measure stress. |
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| Something that happens daily. Can pile up and become a major source of stress. |
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| General adaptation syndrome |
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| Invented by Hans Selye. Alarm reaction-Stage reaction-Stage of exhaustion. |
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| A unifying theme of modern psychology that considers biological, psychological, and social proceses. |
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| The study of how biological, psychological, and social factors affect health and illness. |
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| The interdisciplinary field that studies the effects of psychological factors on the immune system. |
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| Post tramatic stress disorder |
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| An anxiety disorder following exposure to a life threatning or other extreme event that evoked great horror or helplessness. It is characterized by flashbacks, nightmares, and impaired functioning. |
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| Coping stratigies that use problem solving strategies to decrease or eliminate the course of stress. |
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| Coping stratigies based on changing ones perceptions of stressful situations. |
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| mindset exhibited by an individual that makes him or her resistant to the negative impacts of stressful circumstances and events. |
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| Positive self image and attitude can help significantlly when coping. |
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| Having the support of others helps offset the stressful effects of divorce, loss of a loved one, chronic illness, etc. |
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| A relatively permanent change in behavior or mental processes because of practice or experience. |
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| Learning that occurs when a neutral stimulus (NS) becomes paired (associated) with an unconditioned stimulus to elicit a conditioned response. Pavlov. |
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| A stimulus that elicits an unconditioned response; for example, food is an unconditioned stimulus for a hungry animal, and salivation is the unconditioned response. |
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| A natural, usually unvarying response evoked by a stimulus in the absence of learning or conditioning. |
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| A previously neutral stimulus that, after repeated association with an unconditioned stimulus, elicits the response produced by the unconditioned stimulus itself. |
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| A new or modified response elicited by a stimulus after conditioning. |
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| Occurs when an event similar to the orignially conditioned stimulus triggers the same conditioned response. |
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| Refers to a learned response to a specific stimulus, but not to other similar stimuli. |
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| Occurs when the unconditioned stimulus is repeatedly withheld whenever the conditioned stimulus is presented, which gradually weakens the previous association. |
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| In classical conditioning, the reappearance of the conditioned response after a rest period or period of lessened response. If the conditioned stimulus and unconditioned stimulus are no longer associated, extinction will occur very rapidly after a spontaneous recovery. |
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| Learning in which voluntary responses are controlled by their consequences. |
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| A behavior (operant response) is sometimes more likely to occur in the future as a result of the consequences that follow that behavior. Events that increase the likelihood of a behavior occurring in the future are called reinforcers. |
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| A consequence that weakens a response and makes it less likely to occur. |
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| Satify an unlearned biological need |
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| Value is learned not intrinsic. |
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| Reinforcement by a series of successively improved steps leading to desired response. |
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| Adds to and strengthens behavior. |
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| Takes away and strengthens behavior. |
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| Decreases the strengh of a response. Positive punishment adds stimulus and weakens the behavior. Negative punishment takes stimulus away and weakens the behavior. |
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| Learning new behavior or information by watching others. |
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| Information processing approach |
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| likening the mind to a computer that sequentially takes in information, processes it, and then produces a response. |
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The processing of physical sensory input into one's memory. It is considered the first of three steps in memory information processing; the remaining two steps are storage and retrieval. During memory encoding, information may be processed about space, time, and frequency through automatic processing or effortful processing.
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| The process of retaining information whether in the sensory memory, the short-term memory or the more permanent long-term memory. |
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| calling back the stored information in response to some cue for use in a process or activity |
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| Second memory stage temporarily stores sensory information and decides whether to send it on to long term memory. Its capacity is limited to five to nine items, and its duration is about 30 seconds. |
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| Central exeuctive, phonological rehearsal loop, visuospatial sketchpad. |
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| Serves as a storehouse for information that must be kept for long periods. |
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| The subsystem within long-term memory that consciously stores facts, information, and personal life experiences. |
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| Memory for general knowledge, rules, events, facts, and specific information. |
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| Like a mental diary. Records the major events in our lives. Some episodic memories are short lived, whereas others can last a lifetime. |
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| The subsystem within longterm memory that consists of unconscious prodecural skills, simple classically conditioned responses and priming. |
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| A clue of prompt that helps stimulate recall and retrieval of a stored piece of information from long term memory. |
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| Progressive mental deterioration characterized by severe memory loss. Commonly in old aged people. Extreme decrease in declarative memory. |
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| Our sensory memory receices the information and passes it to STM. But during the STM, we probably decide there was no need to remember the precise details, so we do not encode it and pass it on for stoage in LTM. |
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| Because memory is processes and stored in a physical form, connections between neurons probably deteriorate over time. |
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| Particularly strong among memories with similar qualities. |
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| occurs when new information interferes with old information. |
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| occurs when old information interferes with new information. |
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| People forget unpleasant or anxiety producing information either consciously or unconsciously. |
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| Memories stored in LTM arent forgotten. Theyre just momentarily inaccessible. Although it is difficult to distinguish retrieval failure from encoding failure, most memory failures probably stem from poor encoding, not retrieval failure. |
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| Refers to spacing your learning periods, with rest periods between sessions. |
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| Encode items in a special way. |
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