Term
|
Definition
| The scientific study of behavior and mental process |
|
|
Term
|
Definition
| the use of systematic methods to observe human behavior and draw conclusions |
|
|
Term
|
Definition
| everything we do that can be directly observed (overt behaviors) |
|
|
Term
|
Definition
| the thoughts, feeling, and motives that each of us experiences privately but that cannot be observed directly (Covert behaviors) |
|
|
Term
|
Definition
| -Describe: involves a careful description of the behavior based on scientific observation -Understand: the ability to state a cause of a behavior -Predict:The ability to forecast behavior accurately -Control: to alter conditions that effect |
|
|
Term
| Levels of Analysis in Psychololgy |
|
Definition
-Level of the Brain: the activity, the structure
-Level of the person: Beliefs, desires, and feelings
-Level of the Group: the way that collections of people shape individual mental processes and behaviors. |
|
|
Term
|
Definition
| focus on looking inside the mind, and basic elements (structures of the human mind)É school of thought that sought to identify the components (structure) of the mind. the way to learn about the brain and its functions was to break the mind down into its most basic elements. |
|
|
Term
|
Definition
| father of psychology, thought of structionalism, |
|
|
Term
|
Definition
| self-examination: the detailed mental examination of your own feelings, thoughts, and motives |
|
|
Term
|
Definition
Studied functions of the mind, not its elements
Emphasized the interaction
between the mind and the
outside environment
Focus: the personÕs interaction
with the outside world |
|
|
Term
|
Definition
| 1st psychology lab in US, thought of functionalism |
|
|
Term
|
Definition
Emphasizes the scientific study of behavior and that behavior is shaped by the environment.
Behaviorist focus on Òovert behaviors,Ó or in other words ÒWhat we do.Ó |
|
|
Term
|
Definition
| leading behaviorist, operant conditioning (Positive and negative reinforcement) |
|
|
Term
|
Definition
Emphasized thinking, learning and perceptions as a whole unit
ÒThe whole is greater than the sum of the parts.Ó |
|
|
Term
|
Definition
| German psychologist who was the originator of Gestalt psychology, which had a profound influence on the whole science of psychology. |
|
|
Term
|
Definition
| Emphasizes the unconscious aspects of the mind, conflict between biological instincts and society's demands, and early family experiences. |
|
|
Term
|
Definition
| the founder of psychoanalysis, developed numerous psychoanalytic theories, concepts, and therapeutic approaches. |
|
|
Term
|
Definition
| Humanistic Psychology has an emphasis on a person's capacity for personal growth, freedom to choose a destiny, and positive qualities. |
|
|
Term
|
Definition
| a humanistic psychologist, developed client-centered (now Rogerian) therapy, greatly impacting the ways in which therapists work with their clients. |
|
|
Term
|
Definition
| a humanistic psychologist, proposed a model outlining humans' hierarchy of needs model. |
|
|
Term
|
Definition
| Behavior is shaped and controlled by oneÕs environment |
|
|
Term
|
Definition
| Focuses on the mental processes involved in knowing and how we direct our attention, perceive, and solve problems. |
|
|
Term
|
Definition
| Behavior is guided by self-image, subjective perception of the world, and the need for personal growth |
|
|
Term
|
Definition
| Positive Psychology places strong emphasis on the experiences that people value subjectively, positive individual traits and positive group and civic values |
|
|
Term
|
Definition
| Sociocultural Approach is an approach that emphasizes the social and cultural influences on behavior. |
|
|
Term
|
Definition
| Behavior is directed by forces of oneÕs personality that are unconscious |
|
|
Term
| Physiologial Psychology & Behavioral |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| Industrial and Organizational |
|
Definition
|
|
Term
|
Definition
|
|
Term
| Clinical and Counseling Psychology |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| School and Educational Psychology |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| Cross-Cultural Psychology |
|
Definition
|
|
Term
|
Definition
| Anything that can change. EX. Increase in Teen Pregnancy |
|
|
Term
|
Definition
(observable)
Defining a scientific concept by stating the specific actions or procedures used to measure it. EX How do we define TEENS? |
|
|
Term
|
Definition
A system of ideas designed to interrelate concepts and facts in a way that summarizes existing data and predicts future observations
Organize and connect observations and research
Theories are judged by their ability to generate ideas and to predict important events and behaviors
EX Adolescents who enegae in early sexual activity do not understand the consequences of their behavior. |
|
|
Term
|
Definition
The predicted outcome of an experiment or an educated guess about the relationship between variables.
A prediction that can be tested |
|
|
Term
|
Definition
| the entire group about which the investigator wants to draw conclusions |
|
|
Term
|
Definition
| a subset of the popluation |
|
|
Term
|
Definition
| a sample in which every member of the popluation has an equal chance of being selected. |
|
|
Term
| Generalization (interpreting Data) |
|
Definition
| the ability to interpret data from a sample as being representative of the WHOLE population |
|
|
Term
|
Definition
| Data analysis involves mathematical (statistical) procedures used to understand what the data mean. |
|
|
Term
|
Definition
Mathematical procedures that are used to describe and summarize data in a meaningful way.
-measures of central tendency: mean median and mode |
|
|
Term
| Measures of Central Tendency |
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| number that occurs the most |
|
|
Term
|
Definition
| describe how much the scores in a sample vary from one another |
|
|
Term
|
Definition
| the distance between the highest and lowest scores |
|
|
Term
|
Definition
| a measure of how the scores vary on the average around the mean of the sample |
|
|
Term
|
Definition
Mathematical procedures that are used for decision making, for generalizing from small samples and for drawing conclusions.
Yield probability statements
Provide a measure of statistical significance |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| behavior in a natural settings with no effort to manipulate or control the situation. |
|
|
Term
|
Definition
| structured and unstructured |
|
|
Term
|
Definition
| asks for answers about specific things and often have set answers (answer choices) |
|
|
Term
|
Definition
| asks open ended questions and allow the subject more freedom in answering. |
|
|
Term
|
Definition
| CASE HISTORY an in depth look at a single individual. Advantage, flexible, and provides unique insights, Disadvantage, cant generalize, biased, not suitable for many research questions. |
|
|
Term
|
Definition
| Identifies the relationship between two or more variables in order to describe how these variables change together. |
|
|
Term
| -Correlational Coefficient |
|
Definition
| a numerical value that indicates the degree of relationship between 2 variables |
|
|
Term
|
Definition
| the closer the correlation coefficient is to + or - 1.00, the stronger the correlation; conversely, the closer the correlation coefficient is to .00, the weaker the correlation |
|
|
Term
| -Positive and Negative Correlations |
|
Definition
The value of a correlation coefficient falls within a range from +1.00 to Ð1.00
CORRELATION DOES NOT EQUAL CAUSATION |
|
|
Term
|
Definition
| a formal trial undertaken to confirm or disconfirm a fact or principle |
|
|
Term
|
Definition
| the condition being investigated as a possible cause of some change in behavior |
|
|
Term
|
Definition
| the condition (usually a behavior) that is affected by the independent variable |
|
|
Term
|
Definition
| in a controlled experiment, the group of subjects exposed to the independent variable |
|
|
Term
|
Definition
| in a controlled experiment, the group of subjects exposed to all experimental conditions or variable except the independent variable. |
|
|
Term
|
Definition
| assignment of participants to experimental and control groups by chance |
|
|
Term
|
Definition
| the influence of the experimenterÕs own expectations on the outcome of the research. |
|
|
Term
|
Definition
| the influence of research participantsÕ expectations on their behavior within an experiment. |
|
|
Term
|
Definition
| the bodyÕs electrochemical communication circuitry, made up of billions of neurons |
|
|
Term
| Characteristics of the Nervous System |
|
Definition
Complexity
Integration
Adaptability
Neuroplasticity Ð the capacity to modify and change.
Electrochemical Transmission |
|
|
Term
| Divisions of the Nervous System |
|
Definition
| Central Nervous System (CNS) and the Peripheral Nervous System (PNS) |
|
|
Term
|
Definition
| the brain and the spinal cord |
|
|
Term
| Peripheral Nervous System (PNS) |
|
Definition
| the network of nerves that connects the brain and spinal cord to other parts of the body. |
|
|
Term
| PNS-Somatic Nervous System |
|
Definition
| system of nerves linking the spinal with with body and sense organs |
|
|
Term
| PNS-Autonomic Nervous System |
|
Definition
| system of nerves carrying information to and from the internal organs and glands |
|
|
Term
| PNS-Sympatheic Nervous System |
|
Definition
|
|
Term
| PNS-Parasympathetic Nervous |
|
Definition
|
|
Term
|
Definition
| cell body, dendrites, axo, myelin sheath, axon terminal |
|
|
Term
|
Definition
|
|
Term
|
Definition
| bring information to the cell body |
|
|
Term
|
Definition
| take information away from the cell body |
|
|
Term
|
Definition
| Information travels faster in axons that are insulated with myelin. Myelin is produced by glial support cells. Myelin wraps around the axon and helps electrical current flow down the axon (just like wrapping tape around a leaky water hose would help water flow down the hose) |
|
|
Term
|
Definition
| end of axon it forms a tuny juncture between axon and dendrtie. |
|
|
Term
|
Definition
| information is sent through a cells axons in the form of brief electrochemical impulses. |
|
|
Term
|
Definition
| electrically charged chemicals in the body |
|
|
Term
|
Definition
| the electrical charhe of a neuron at rest, stable, negative charge of an inactive neruon. |
|
|
Term
|
Definition
| a nerve impulse that occurs when a neuron sends information down an axon from the cell body. The bried wave of electrical discharge that sweeps down the axon or and explsion of electrical activity that is created by a depolarizing current |
|
|
Term
|
Definition
| Once the electrical impulse reaches a certain level of intensity, it fires and moves all the way down the axon without losing any of its intensity. If an action potential occurs, it occurs at the full capacity of the neuron and it travels the full length of the axon. |
|
|
Term
|
Definition
Occurs because potassium ions flow out of the neuron while the membrane gates are open
Causes a drop in electrical charge below the resting potential |
|
|
Term
|
Definition
| tiny junctions or space between neurons where the axon of one neuron meets the dendrites of the cell body of another neuron |
|
|
Term
|
Definition
| neural impulse travels down the axon toward dendrites of the next neuron. IN terminal button, the impulse triggers the release of neural transmitters into the snaptic gap. Then the dendrite of the receiving neruon, the neruotransmitter cause channels to open and create an action potential. |
|
|
Term
|
Definition
| Acetylcholine, GABA, Norepinephrine, Dopamine, Serotonin, Endorphins, Oxytocin |
|
|
Term
|
Definition
| an agonist binds to a receptor site and causes a response, often imitating the natural body reaction. An antagonist acts against this drug and blocks the response. |
|
|
Term
|
Definition
| lowest level of the brain |
|
|
Term
|
Definition
| an area in which many neverbe fiber system ascend and descend to connect the higher and lower portions of the brain. |
|
|
Term
|
Definition
| the highest level of the brain |
|
|
Term
|
Definition
| the highest level of the forebain, where the highest mental functions take place. |
|
|
Term
|
Definition
| sense of self, motor control, and higher mental abilities such as reasoning and planning |
|
|
Term
|
Definition
| sensation such as touch, temperature, and pressure |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
| medulla, cerebellum, pons, reticular formation |
|
|
Term
|
Definition
| centers for control over breathing, swallowing, digestion, heart rate |
|
|
Term
|
Definition
| muscle tone, body balance, coordination of skilled movement |
|
|
Term
|
Definition
| The pons seems to serve as a relay station carrying signals from various parts of the cerebral cortex to the cerebellum. Nerve impulses coming from the eyes, ears, and touch receptors are sent on the cerebellum. The pons also participates in the reflexes that regulate breathing. |
|
|
Term
| Hindbrain-Reticular Formation |
|
Definition
| a region running through the middle of the hindbrain (and on into the midbrain). It receives sensory input (e.g., sound) from higher in the brain and passes these back up to the thalamus. The reticular formation is involved in sleep, arousal (and vomiting), attention, reflexes |
|
|
Term
|
Definition
| an area in which many neverbe fiber system ascend and descend to connect the higher and lower portions of the brain. |
|
|
Term
|
Definition
| relay station to cortex for sensory information |
|
|
Term
|
Definition
| control of hunger, thirst, temperature, and other visceral and bodily functions. |
|
|
Term
|
Definition
|
|
Term
|
Definition
| thick band of axons connecting the two hemispheres |
|
|
Term
|
Definition
| a set of glands that regulate the activities of certain organs by releasing their chemical products into the bloodstream or lymph system |
|
|
Term
|
Definition
| glandular secretion that affect bodily function |
|
|
Term
|
Definition
| "MASTER GLAND" whose hormone influence other endocrine glands |
|
|
Term
|
Definition
| endocrine gland that helps regulate the rate of metabolism |
|
|
Term
|
Definition
| gland in the brain that help regulate body rhythms and sleep cycles |
|
|
Term
|
Definition
| helps regulate moods, energy levels, and the ability to cope with stress |
|
|
Term
|
Definition
| chemicals that carry information across the snyaptic gao from one nerron to the next. |
|
|
Term
|
Definition
| studies the progressive changes in behavior and ability, involves stage of life from conception to death. |
|
|
Term
|
Definition
| the pattern of change in human capabilities that begins at conception and continues throughout the life span. |
|
|
Term
|
Definition
| (heredity) the transmission of physical and psychological characteristics from parents to children through genes. |
|
|
Term
|
Definition
| (environment) the some of all external conditions effecting development including especially the effects of learning. |
|
|
Term
|
Definition
Germinal period (weeks 1 & 2)
Embryonic period (weeks 3 Ð 8)
Fetal period (months 2 Ð 9 |
|
|
Term
| Piaget's Theory of Cognitive Development |
|
Definition
| a four-stage model of how the mind processes new information encountered. He posited that children progress through 4 stages and that they all do so in the same order. These four stages are: |
|
|
Term
|
Definition
| a concept that already exists at a given moment in a person's mind and that organizes and interprets informations |
|
|
Term
|
Definition
| the incorporation of new information into existing information.How you perceive your environment, you have to perceieve your environment in order to accommodate. |
|
|
Term
|
Definition
| process of adjusting a schemato new information. Must have assimilation to accommodate. |
|
|
Term
|
Definition
| birth -2 yrs. Sensory input and motor output become coordinated.Reflexes, development of coordination. Move from trial and error to deliberate activity. Lack of abstarct thought. Development of object permanence. Beginning of imitation, increasing deliberate manupulation of environment. |
|
|
Term
|
Definition
| the undertanding that an object still exists even when not seen |
|
|
Term
|
Definition
| 2-7 yrs. Children begin to use language and think symbolically, yet remain intuitive and egocentric.Language acquisition. Symbolic object representation, EGOCENTRISIM, LACK OF CONSERVATION |
|
|
Term
|
Definition
| The belief that you are the centre of the universe and everything revolves around you: the corresponding inability to see the world as someone else does and adapt to it. Not moral "selfishness", just an early stage of psychological development. |
|
|
Term
|
Definition
| The realisation that objects or sets of objects stay the same even when they are changed about or made to look different. |
|
|
Term
| Concrete Operational Stage |
|
Definition
7 Ð 11 years
Children begin to use concept of time, space, volume, and numbers, but in ways that remain simplified and concrete
reversible mental operations
precise functional relationships
conservation skills
quantitative skills
no abstract logic |
|
|
Term
|
Definition
11 years and up
Intellectual development marked by a capacity for abstract, theoretical, and hypothetical thinking
systematic problem analysis
deductive reasoning
abstract logic
considers hypothetical situations
quantitative skills |
|
|
Term
| Vygotsky's Sociocultural Development |
|
Definition
Cognitive development is heavily influenced by social and cultural factors
A childÕs thinking develops through dialogues with more capable persons |
|
|
Term
| Zone of Proximal Development |
|
Definition
Range of tasks a child cannot master alone even though they are close to having the necessary mental skills
They need guidance from a more capable partner to complete the task
THINGS YOU CANT DO YET, UNTIL GIVEN INSTRUCTION |
|
|
Term
|
Definition
| a process of adjusting instruction so that it is responsive to a beginnerÕs behavior and supports the beginnerÕs effort to understand a problem or gain a new mental skill. |
|
|
Term
| Erickson's Theory of Socioemotional Development |
|
Definition
| psychosocial stages are the key to development |
|
|
Term
|
Definition
Trust vs mistrustÑBirth to 1 _ years
Autonomy vs shame & doubtÑ1 _ to 3 years
Initiative vs guiltÑ3 to 5 years
Industry vs inferiorityÑ6 years to puberty
Identity vs identity confusionÑ10 to 20 years
Intimacy vs isolationÑ20s and 30s
Generativity vs stagnationÑ40s and 50s
Integrity vs despairÑ60s and older |
|
|
Term
|
Definition
| close emotional bond between an infant and its caregiver. |
|
|
Term
|
Definition
| distressed displayed by infants when they are separated from their parent or primary caregiver. |
|
|
Term
|
Definition
| a stable and positive emotional bond that developed when infants uses the caregiver, usually the mother, as a secure base from which to explore the environment |
|
|
Term
|
Definition
| anxious emotional bond with caregiver, |
|
|
Term
|
Definition
| anxious emotional bond with caregiver, mixed feelings, seek to be near caregiver but not touched or messed with |
|
|
Term
|
Definition
| The physical core of personality including emotional and perceptual sensitivity, energy level, and typical mood |
|
|
Term
|
Definition
| the tendency of an infant animal to form an attachment to the first moving object it sees and/or hears |
|
|
Term
|
Definition
| authoritarian, overly permissive, authoritative. |
|
|
Term
|
Definition
| MILITARY, enforce rigid rules and demand strict obedience to authority |
|
|
Term
|
Definition
| LOVE but STRICT supply firm and consistent guidance combined with love and affection |
|
|
Term
|
Definition
| give little guidance allow to much freedom, or do not require the child to take responsibilty |
|
|
Term
|
Definition
| children who grow up to be capable adults, despite extreme hardships during childhood. |
|
|
Term
| Factors Influencing Resiliency |
|
Definition
The Individual
Family Factors
Extrafamilial Factors |
|
|
Term
|
Definition
| the development of values, beliefs, and thinking ability that act as a guide regarding what is acceptable behavior |
|
|
Term
|
Definition
| moral development consists of 3 levels with 2 stages at each level |
|
|
Term
|
Definition
Gender Ð the social and psychological aspects of being female or male.
Biology & Gender Development:
-Genetic Differences
-XX Chromosome pattern (or female pattern)
-XY Chromosome pattern (or male pattern)
Hormonal Differences
-Androgens or Testosterone (male sex hormone)
-Estrogens (female sex hormone) Socially- Gender Roles Ð the expectations for how females and males should think, act, and feel |
|
|
Term
|
Definition
| the culturally defined period between childhood and adulthood |
|
|
Term
|
Definition
the biologically defined period during which a person matures sexually and become capable of reproduction.
Testosterone
Estrogen
Menarche |
|
|
Term
|
Definition
The belief that others are as preoccupied with the adolescent as he or she is
The belief that one is unique
The belief that one is invincible |
|
|
Term
| Identity vs Identity Confusion |
|
Definition
| adolescents face the challenge of finding out who they are, what they are all about, and where they are going in life. |
|
|
Term
| Piagets Formal Operational Stage |
|
Definition
| 11-15 yrs of age, thought that is abstract, idealistic, and logical. |
|
|
