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| The scientific study of behavior and mental processes. |
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| The view that a) knowledge comes from experience via the senses, and b) science flourishes through observation and experiment. |
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| An early school of psychology that used introspection to explore the elemental structure of the human mind. |
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| A school of psychology that focused on how mental and behavioral processes function - how they enable the organism to adapt, survive, and flourish. |
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| Historically significant perspective that emphasized the growth potential of healthy people; used personalized methods to study personality in hopes of fostering personal growth. |
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| The longstanding controversy over the relative contributions that genes and experience make to the development of psychological traits and behaviors. |
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| The principle that, amongst 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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| Biophyschosocial Approach |
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| An integrated perspective 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 relating to school, work, or marriage) and in achieving greater well-being. |
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| A branch of medicine dealing with psychological disorders; practiced by physicians who sometimes provide medical (for example, drugs) treatments as well as psychological therapy. |
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| The tendency to overestimate the extent to which others share our beliefs and behaviors. |
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| A technique for ascertaining the self-reported attitudes or behaviors of people, usually by questioning a representative, random sample of them. |
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| All the cases in a group, from which samples may be drawn for a study. |
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| A sample that fairly represents a population because each member has an equal chance of inclusion. |
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| Observing and recording behavior in naturally occurring situations without trying to manipulate and control the situation. |
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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 graphed cluster of dots representing the values of two variables. The slope of the points suggests the direction of the relationship between the variables. |
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| The perception of a relationship where none exists. |
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| A research method in which an investigator manipulates one or more independent variables to observe the effect on some behavior or mental process (the dependent variable). |
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| An experimental procedure in which both the research participants and the research staff are ignorant about whether the research participants have received the treatment or a placebo. |
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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 is assumed to be an active agent. |
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| The condition of an experiment that exposes participants to the treatment, that is, to one version of the independent variable. |
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| Assigning participants to experimental and control conditions by chance, thus minimizing preexisting differences between those assigned to the different groups. |
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| The experimental factor that is manipulated; the variable whose effect is being studied. |
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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 most frequently occurring score(s) in a distribution. |
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| The arithmetic average of a distribution. |
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| The middle score in a distribution; half of the scores are above it and half are below it. |
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| The difference between the highest and lowest scores in a distribution. |
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| A computed measure of how much scores vary around the mean score. |
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| A statistical statement of how likely it is that an obtained result occurred by chance. |
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| A branch of psychology concerned with the links between biology and behavior. |
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| The nerve cell; the basic building block of the nervous system. |
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| The bushy, branching extensions of a neuron that receive messages and conduct impulses toward the cell body. |
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| The extension of a neuron, ending in branching terminal fibers, through which messages pass to other neurons or to muscles or glands. |
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| A layer of fatty tissue segmentally encasing the fibers of many neurons; enables vastly greater transmission speed of neural impulses as the impulse hops from one node to the next. |
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| A neural impulse; a brief electrical charge that travels down an axon. The action potential is generated by the movement of positively charged atoms in and out of channels in the axon's membrane. |
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| The level of stimulation required to trigger a neural impulse. |
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| The junction between the axon tip of the sending neuron and the dendrite or cell body of the receiving neuron. The tiny gap at this junction is called the synaptic gap or cleft. |
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| Chemical messengers that traverse the synaptic gaps between neurons. When released by the sending neuron, neurotransmitters travel across the synapse and bind to receptor sites on the receiving neuron. |
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| A neurotransmitter that enables learning and memory and also triggers muscle contraction. |
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| "Morphine within" - natural, opiatelike neurotransmitters linked to pain control and pleasure. |
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| Influences movement, learning attention, and emotion. |
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| Affects mood, hunger, sleep, and arousal. |
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| Helps control alertness and arousal. |
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| Gamma-Aminobutyric Acid (GABA) |
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| A major inhibitory neurotransmitter. |
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| A major excitatory neurotransmitter; involved in memory. |
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| The body's speedy electrochemical communication network, consisting of all the nerve cells of the peripheral and central nervous systems. |
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| Central Nervous System (CNS) |
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| The brain and spinal cord. |
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| Peripheral Nervous System (PNS) |
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| The sensory and motor neurons that connect the CNS to the rest of the body. |
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| Neural "cables" containing many axons. These bundled axons, which are part of the PNS, connect the CNS with muscles, glands, and sense organs. |
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| Neurons that carry incoming information from the sense receptors to the central nervous system. |
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| Neurons that carry outgoing information from the central nervous system to the muscles and glands. |
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| CNS neurons that internally communicate and intervene between the sensory inputs and motor outputs. |
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| The division of the PNS that controls the body's skeletal muscles. |
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| The part of the peripheral nervous system that control the glands and the muscles of the internal organs. Divided into Sympathetic and Parasympathetic |
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| Sympathetic Nervous System |
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| The division of the autonomic nervous system that arouses the body, mobilizing its energy in stressful situations. |
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| Parasympathetic Nervous System |
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| The division of the autonomic nervous system that calms the body, conserving its energy. |
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| A simple, automatic, inborn response to a sensory stimulus, such as the knee-jerk response. |
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| Interconnected neural cells. With experience, networks can learn, as feedback strengthens or inhibits connections that produce certain results. |
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| The body's "slow" chemical communication system; a set of glands that secrete hormones into the bloodstream. |
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| Chemical messengers, mostly those manufactured by the endocrine glands, that are produced in one tissue and affect another. |
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| A pair of endocrine glands just above the kidneys that secrete the hormones epinephrine (adrenaline) and norepinephrine, which help to arouse the body in times of stress. |
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| The endocrine system's most influential gland. Under the influence of the hypothalamus, the pituitary regulates growth and controls other endocrine glands. |
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| The enduring behaviors, ideas, attitudes, values, and traditions shared by a group of people and transmitted from one generation to the next. |
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| An understood rule for accepted and expected behavior. Norms prescribe "proper" behavior. |
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| The buffer zone we like to maintain around our bodies. |
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| Giving priority to one's own goals over group goals and defining one's identity in terms of personal attributes rather than group identifications. |
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| Giving priority to the goals of one's group (often one's extended family or work group) and defining one's identity accordingly. |
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| Physical or verbal behavior intended to hurt someone. |
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| The sex chromosome found in both men and women. Females have two X chromosomes; males have one. An X from both parents produces a female child. |
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| The sex chromosome found only in males. When paired with an X chromosome from the mother, it produces a male child. |
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| The most important of the male sex hormones. Males and females have it, but the additional testosterone in male testes stimulates the growth of the male sex organs and development of male sex characteristics during puberty. |
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| A set of expectations or norms about a social position, defining how those in the position ought to behave. |
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| A set of expected behaviors for males and for females. |
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| One's sense of being male or female. |
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| The acquisition of a traditional masculine or feminine role. |
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| The theory that we learn social behavior by observing and imitating and being rewarded or punished. |
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| The theory that children learn from their cultures a concept of what it means to be male and female and that they adjust their behavior accordingly. |
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| The period of sexual maturation, during which a person becomes capable of reproducing. |
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| Primary Sex Characteristics |
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| The body structures (ovaries, testes, and external genitalia) that make sexual reproduction possible. |
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| Secondary Sex Characteristics |
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| Nonreproductive sexual characteristics, such as female breasts and hips, male voice quality, and body hair. |
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| The first menstrual period. |
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| Before age 9, most children have a preconventional morality of self interest: they obey either to avoid punishment or to gain concrete rewards |
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| By early adolescence, morality usually evolves to a more conventional level that cares for others and upholds laws and social rules simply because they are the laws and rules. |
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| Postconventional Morality |
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| Some of those who develop the abstract reasoning of for operational thought may develop a morality that affirms people's agreed-upon rights or follows what one personally perceives as basic ethical principles. |
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| The biological clock; regular bodily rhythms (ex: temperature and wakefulness) that occur on a 24-hour cycle. |
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| A relatively permanent change in an organism's behavior due to experience. |
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| Learning that certain events (two stimuli, in classical conditioning) occur together. |
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| Type of learning in which an organism comes to associate stimuli. A NS that signals an US begins to produce a response that anticipates and prepares for the CS. |
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| The view that psychology a) should be an objective science that b) studies behavior without reference to mental processes. |
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| Unconditioned Response (UR) |
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| The unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth. |
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| Unconditioned Stimulus (US) |
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| A stimulus that unconditionally - naturally and automatically - triggers a response. |
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| Conditioned Response (CR) |
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| The learned response to a previously neutral but now conditioned stimulus (CS). |
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| Conditioned Stimulus (CS) |
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| An originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response. |
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| The diminishing of a conditioned response; occurs in classical conditioning when a US does not follow a CS. |
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| The reappearance, after a pause, of an extinguished condition response. |
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| The tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. |
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| In classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. |
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