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| early school of thought promoted by Wundt and Titchener; used introspection to reveal the structure of the human mind. |
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| early school of thought promoted by James and influenced by Darwin; explored how mental and behavioral processes function - how they enable the organism to adapt, survive, and flourish. |
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the view that psychology:
(1) shoud be an objective science that
(2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2). |
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| historically significant perspectiev that emphasized the growth potential of healthy people. |
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| the interdiciplinary study of the brain activity linked with cognition (including perception, thinking, memory, and language). |
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| the science of behavior and mental processes |
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| the longstanding controversy over the relatiev contributions that genes and experience make to the development of psychological traits and behaviors. Today's psychological science sees traits and behaviors arising from the interaction of nature and nurture. |
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| the principle that, among the range of inherited trait variations, those contributing to reproduction and survival will most likely be passed on to succeeding generations. |
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| the differing complementary views, from biological to psychological to social-cultural, for analyzing any given phenomenon. |
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| an integrated approach that incorporates biological, psychological, and social-cultural levels of analysis. |
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| pure science that aims to increase the scientific knowledge base. |
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| scientific study that aims to solve practical problems. |
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| a branch of psychology that assists people with problems in living (often related to school, work, or relationships) and in achieving greater well-being. |
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| a branch of psychology that studies, assesses, and treats people with psychological disorders. |
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| a branch of medicine dealing with psychological disorders; practiced by physicians who sometimes provide medical (for example, drug) treatments as well as psychological therapy. |
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| the scientific study of human functioning, with the goals of discovering and promoting strengths and virtues that help individuals and communities to thrive. |
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the tendency to believe after learning an outcome, that one would ahve foreseen it.
(Also known as the I-knew-it-all-along penomenon) |
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| thinking that does not blindly accept arguments and conclusions. Rather, it examines assumptions, discerns hidden values, evaluates evidence, and assesses conclusions. |
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| an explanation using an integrated set of principles that organizes observations and predicts behaviors or envents. |
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| a testable prediction, often implied by a theory |
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| a statement of the procedures (operations) used to define research variables. For example, human intelligence may be operationally defined as "what an intelligence test mearsures." |
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| repeating the essence of a research study , usually with different participants in different situations, to see whether the basic finding extends to other participants and circumstances. |
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| an observation technique in which one person is studied in depth in the hope of revealing universal principles. |
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| naturalisitic observation |
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| observing and recording behavior in naturally occurring situations withougt trying to manipulate and control the situation. |
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| a thechnique for ascertaining the self-reported attidudes or behaviors of a particular group, usually by questioning a representative, random sample of the group. |
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| all those in a group being studied, from which samples may be drawn. (note: Except for national studies, this does not refer to a country's whole population.) |
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| a sample that fairly represents a population because each member has an equal chance of inclusion. |
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| a measure of the extent to which two factors vary together, and thus of how well either factor predicts the other |
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| a statistical index of the relationship between two things (from -1 to +1). |
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| a research method in which an investigator manipulates on eor more factors (independent variables) to observe the effect on some behavior of mental process (the dependent variable). by random assignment of participants, the experimenter aims to control tother relevant factors. |
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| in an experiment, the group exposed to the treatment, that is, to one version of the independent variable. |
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| in an experiment, the group not exposed to the treatment; contrasts with the experimental group and serves as a comparison for evealuating the effect of the treatment. |
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| assignment participants to experiemntal and control groups by chance, thus minimizing preexisting differences between the different groups. |
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| an experimental procedure in which both the research participants and the research staff are ignorant (blind) about whether the research participants have received the treatment or a placebo. Commonly used in drug-evaluation studies. |
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| experimental results caused by expectations alone; any effect on behavior caused by the administration of an inert substance or condition, which the recipient assumes is an active agent. |
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| the experimental factor that is manipulated; the variable whose effect is being studied |
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| a factor other than the independent variable that might produce an effect in an experiment. |
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| the outcome factor; the variable that may change in response to manipulations of the independent variable. |
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| the enduring behaviors, ideas, attitudes, values, and traditions shared by a group of people and transmitted form one generation to the next. |
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| giving potential participants enough information about a study to enable them to decide whether they wish to participate. |
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| the postexperimental explanation of a study, including its purpose and any deceptions, to its participants. |
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| enhanced memory after retrieving, rather than simply rereading information. Also sometimes referred to as a retrieval practice effect or test-enhanced learning. |
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| a study method incorporatin five steps: Survey, Question, Read, Retrieve, Review. |
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