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| the science of the mind and behavior |
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| the outwardly observable acts of a person, alone or in a group |
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| the brain, the person, and the group |
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| events that involve the activity, structure, and properties of the organ itself--brain cells and their connections, the chemical solutions in which they exist and the genes. |
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| events that involve the function (mental processes) and content (mental content) of the mind |
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| knowledge, beliefs (including ideas, explanations, and expectations), desires (such as hopes, goals, and needs), and feelings (such as fears, guilts, and attractions). |
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| sets of operations that work together to carry out a function, such as attention, perception or memory. |
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| events that involve relationships between people (such as love, competition, and cooperation), relationships among groups, and culture. |
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| the school of psychology that sought to identify the basic elements of consciousness and to descrive the rule and circumstances under which these elements comvine to form mental structures |
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| the technique of observing you rmental events as or immediately after, they occur |
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| the school of psychology that sought to understand how the mind helps individuals to adapt to the world around them, to function effectively in it. |
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| an approach to understanding mental events that focuses on the idea that the whole is moer than the sum of its parts |
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| founder of scientific psychology, set up the first psych lab in Leipzig, Germany |
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| student of Wundt, broadened the structuralist approach to apply it to the natur of concepts and thinking in general |
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| noted that much of the content of our thoughts comes from what we perceive and further from inborn tendencies to structure what we sense in certain ways |
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| specialized in neurology, developed a theory that reached into all corners of human thought, feeling, and behavior. stressed that the mind is not a single thing but in fact has separte components. |
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| outside conscious awareness and not able to be brought into consciousness at will |
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| a theory of mental events that specifies the continual push and pull interaction among consiouc and unconsious thoughts and feelings and specifies how such interactions affect behavior |
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| the school of psychology that focuses on how a specific stimulus evokes a specific response |
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| the school of psychology that assumes people have positve values, free will, and deep inner creativity, the combination of which allow them to choose life-fulfilling paths to personal growth |
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| focuses on the strenghts and virtues that enable indiviuals and communities to thrive |
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| the approach in psychology that attempts to haracterize the mental events that allow info to be stored and operated on interanally. |
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| the approach in psychology that blends cognitive psychology and neuroscience (the study of the brain) when attempting to specify how the brain gives rise to mental processes that store and process information |
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| the approach in psychology that assumes that certain cognitive strategies and goals are so important that natural selection has built them into our brains |
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| type of psychologist wh ois trained to provide psychotherapy and to administer and interpret psychological tests |
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| the process of helping people learn to change so they can cope with troublesome thoughts, feelings, and behaviors |
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| the type of psychologist who is trained to help people with issues that naturally arise during the course of life |
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| a physician with special traingin in treating mental disorders |
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| a mental health professional who may use psychotherapy to help families or help clients to use the social service systems in their communities. |
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| a nurse with a master's degree in clinical specialization in psychiatric nursing who provides psychotherapy and works with medical doctors to monitor and administer medications |
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| psychologists who focus on teaching and conducting research |
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| psychologists who use the principles, findings, and theories of psychology to improve products and procedures and who conduct researchto help solve specific practical problems. |
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| a way to gather facts that will lead to the formulation and validation of a theory |
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| careful descriptions or numerical measurements of a phenomenon |
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| repeating the method of a study and collecting comparable data as were found in the original study |
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| a tentative idea that might explain a set of observations |
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| an aspect of situation that can vary, or change; specifically, a characteristic of substance, quantity, or entity that is measurable. |
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| a definition of a concept that specifies how it is measured or manipulated. |
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| concepts or priciples that explain a set of research findings |
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| a hypothesis that follows from a theory, which should be confirmed if the theory is correct. |
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| a scientific study that focuses ona single participant, examinging his or her psychoogical characteristics (at any or all of the levels of analysis) in detail. |
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| a set of questions that people are asked about their beliefs, attitudes, preferences, or activities |
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| a number that randes from -1.0 to 1.0 that indicates how closely interrelated two sets of measured variables are; the higher the coefficient (in either the positive or negative direction), the better the value of one measurement can predict the value of the other. also simply called a correlation. |
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| the aspect of the situation that is deliverately and independently varied while another aspect is measured |
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| the aspect of the situation that is measured as the values of an independent variable are changed; in an experiment, the value of the dependent variable is expected to depend on the value of the independent variable. |
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| the difference in the value of the dependent variable that arises from changes in the independent variable. |
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| confound (or confounding variable) |
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| any aspect of the situation that varies along with the independen variable of interest and could be the actual basis for what is measured. |
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| a group that receives the complete procedure that defines the experiment |
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| a group that is treated exactly the same way as the experimental group, except that the independent variable that is the focus of the study is not manipulated. the control group holds constant--"controls"-- all of the variables in the experimental group |
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| the techinque of assigning participants randomly, that is, by chance, to the experimental and the control groups, so that members of the two groups are comparable in all relevant ways. |
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| a part of a study in which participants receive the same procedure as in the experimental condition except that the independent variable of interest is not manipulated. |
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| is a statistical technique that allows researchers to combine results from different studies on the same topic in order to disvocer whether there is a relationship among variables |
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| the group that is measured or observed |
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| the entire set of relevant people or animals |
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| consistency; data are reliable if the same values are obtained when the measurements are repeated |
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| a research method is valid if it does in fact measure what it is supposed to measure |
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| when conscoius or unconcious beliefs, expectations, or habits alter how participants in a study respond or affect how a researcher sets up or confucts a study, thereby influencing its outcome |
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| a tendency to resond in a particular way regardless of resopondents' actual knowledge or beliefs |
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| a bias that occurs when the participants are not chosen at random but instead are chosen so that one attribute is over- or underrepresented. |
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| experimenter expectancy effects |
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| effects that occur when an investigator's expectations lead him or her (consiously or unconsciously) to treat participants in a way that encourages them to produce the expected results. |
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| the participant is "blind" to the predictions of the study (and cannot consciously or unconsciouslyproduce the predicted results), and the experimenter is "blind" to the group to which the participant has been assigned or to the condition that the participant is receiving(and so experimenter expectancy effects cannot produce the predicted results). |
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| theories or statements that at first glance look like psychology but are in fact superstition or unsupported opinion, not based in science. |
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| the requirement that a potential participant in a study be told what he or she will be asked to do and be advised of possinle risks and benefits of the study before formally agreeing to take part. |
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| an interview after a study to ensure that the participant has no negative reactions as a result of participation and to explain why the study was conducted |
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