Term
| Why is it difficult to provide a definition of psychology? How does the author define psychology? |
|
Definition
| No definition can account for the variety of activities that constitute psychological practice |
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Term
|
Definition
| Study of the proper way to write history |
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|
Term
| What is the literal meaning of the word psychology? |
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Definition
| The study of the mind (psyche) |
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Term
| Some people believe that a history of psychology should begin at about the time it became a separate science, around the middle of the nineteenth century. Cite Hergenhahn's counter-arguments to this view |
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Definition
• It ignores psychology’s early philosophical roots that helped mould it into what it is today
• It ignores the aspects of psychology that are outside the realm of science, such as the work of early psychologists who did not follow the scientific method |
|
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Term
| Compare and contrast Stocking's (1965) notions of presentism and historicism, and discuss the relative merits of each approach. What considerations are involved in deciding what to include in a history of psychology? |
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Definition
• Presentism: looking at a history in the context of what is important today
⇒ Implies the present is best and other events led directly to the current state
⇒ Con: the field is to diverse to judge that the present is best
• Historicism: studying the past for it’s own sake
⇒ Does not assume past events led directly to the current state
⇒ Con: without the present, the concept of history is meaningless
• For brevity’s sake, only those who did the most to develop or popularize an idea are included |
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Term
Historicism refers to the belief that:
a. the present state of a discipline should act as a guide in writing that discipline's history
b. the present state of a discipline represents its highest and best state of development
c. only the past is important
d. the past should be studied for its own sake without attempting to show the relationship between past and present. |
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Definition
| the past should be studied for its own sake without attempting to show the relationship between past and present. |
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Term
| Define a Zeitgeist, and explain its relationship to historical accounts. |
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Definition
• Zeitgeist: a “spirit of the times” – the influence of other factors such as politics, science, technology, and economics
⇒ This is important because a new idea will only arise in an environment that can assimilate it, meaning that ideas and not only judged by their validity |
|
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Term
| Define both the great-person approach |
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Definition
| focusing on the biographies of a select few |
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Term
| Define the historical development approach |
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Definition
| how people and events contribute to changes in an idea over time |
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Term
| What history writing approach did Hergenhahn elect to use to write this textbook? |
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Definition
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Term
The approach to writing a history of psychology that combines the best of several approaches is referred to as:
Select one:
a. presentism
b. eclecticism
c. historicism
d. the Zeitgeist approach |
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Definition
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|
Term
| Define and describe the six reasons the author cites for studying the history of psychology: (a) perspective, (b) deeper understanding, (c) recognition of fads and fashions, (d) avoiding repetition of mistakes, (e) a source of valuable ideas, and (f) curiosity. |
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Definition
• Perspective: seeing the historical perspective of ideas allows them to be better appreciated
• Deeper understanding: knowledge of where an idea came from and why it is considered important
• Recognition of fads and fashions: whether something is accepted as true can be subjective and arbitrary, as zeitgeists change, so does what is considered fashionable
• Avoiding repetition of mistakes: repeating successes and learning from mistakes
• A source of valuable ideas: some ideas lay dormant before society is ready to accept them
• Curiosity: the topic had intrinsic interest |
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Term
| Why did Galileo and Kant claim that psychology could never be a science? |
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Definition
| Because it is concerned with subjective experience |
|
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Term
| Define rationalism and empiricism and describe the roles of each of these in scientific activity. |
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Definition
• Rationalism and empiricism are methods of attaining knowledge
⇒ Rationalism: mental operations must be employed before knowledge can be attained (e.g. thinking logically about something)
⇒ Empiricism: the source of all knowledge is sensory observation |
|
|
Term
| Define scientific theory (including its two functions), and confirmable propositions. Describe the roles of each of these in scientific activity. |
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Definition
• A scientific theory has two main functions
⇒ It organizes empirical observations
⇒ Acts as a guide for future observations
• Confirmable propositions are generated by a scientific theory (propositions that can be tested experimentally) |
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Term
|
Definition
A consistently observed relationship between two or more classes of empirical events
⇒ Laws focus on the general, not the specific |
|
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Term
| Define public observations |
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Definition
| claims must be verifiable by any interested person |
|
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Term
|
Definition
• Determinism: the assumption what that what is being studied can be understood in terms of causal laws
⇒ You assume that everything is determined by a finite number of causes and if you knew all causes the event could be predicted |
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Term
| Describe Karl Popper's (1902-1994) objections to the traditional view of scientific activity. |
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Definition
| Popper believed that pure observation is too vague, scientific activity begins with a problem to be solved which directs the observations |
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Term
| Define the principle of falsifiability and Popper's views on it. |
|
Definition
• Principle of falsifiability: a scientific theory must be refutable
⇒ However, Popper believed if a theory is so vague every observation supports it, the theory is weak. Therefore, a good theory must make risky predictions that have a real chance of being incorrect. |
|
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Term
| Define the concept of postdiction and Popper's views on it. |
|
Definition
• Postdiction: explaining phenomena after they have occurred
• Popper believed that a theory’s incorrect predictions are the ones that cause scientific progress |
|
|
Term
| Describe Thomas Kuhn's (1922-1996) conception of scientific activity |
|
Definition
| • The correspondence theory of truth: the goal of evaluating science is to determine whether it corresponds to an external mind-independent world |
|
|
Term
| Define puzzle solving (Kuhn) |
|
Definition
| • Puzzle solving: Kuhn believed normal science was like solving a puzzle, where the steps followed specific rules and that this lacks creativity |
|
|
Term
| Define normal science (Kuhn) |
|
Definition
| • Normal science: research exploring the implications of a paradigm |
|
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Term
|
Definition
| • Anomalies: consistent observations the current paradigm cannot explain |
|
|
Term
| Describe Kuhn's three stages of scientific development. |
|
Definition
⇒ Pre-paradigmatic stage: many competing viewpoints
⇒ Paradigmatic stage: puzzle-solving activities of normal science
⇒ Revolutionary stage: one paradigm is displaced by another |
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Term
| According to Hergenhahn, at what stage is contemporary psychology? (Kuhn's 3 stages of scientific development) |
|
Definition
| • This text assumes psychology is multiparadigmatic discipline, rather than at the preparadigmatic stage |
|
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Term
| Describe Feyerabend's analysis of the use of rules and methods in science. |
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Definition
| • Feyerabend argues for an anarchist theory of knowledge where rules must be broken for progress to occur |
|
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Term
| What is the difference between physical determinism and psychial determinism? |
|
Definition
• Physical determinism: quantifiable determinism
• Psychical determinism: cognitive and emotional experience |
|
|
Term
What is the difference between the 3 kinds of physical determinism?
⇒ Biological determinism
⇒ Environmental determinism
⇒ Sociocultural determinism |
|
Definition
⇒ Biological determinism: genetic predispositions
⇒ Environmental determinism: (physical) environmental stimuli that determine behaviour
⇒ Sociocultural determinism: cultural and social norms |
|
|
Term
| What did Freud mean when he said that much behavior is overdetermined? |
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Definition
| he meant that behaviour is seldom caused by a single event or even a few events |
|
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Term
| Define Heisenberg's uncertainty principle and describe its relevance to psychological research. |
|
Definition
• Uncertainty principle: behaviour is determined but it cannot be accurately measured
⇒ In psychology, human behaviour is determined but we cant learn the cause because when attempting to measure it, we change it |
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|
Term
|
Definition
| • Indeterminism: there are specific causes of behaviour but they cannot be accurately known |
|
|
Term
| Define free will and nondeterminism. |
|
Definition
• Nondeterminism: because people have free will, there is no determinism
• Free will: behaviour is freely chosen |
|
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Term
| Define William James's notions of hard and soft determinism. |
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Definition
• Hard determinism: causes of behaviour and thought are automatic, making ‘personal responsibility’ meaningless
• Soft determinism: cognitive processes intervene between experience and behaviour |
|
|
Term
| What does Hergenhahn conclude regarding whether psychology is a science? |
|
Definition
|
|
Term
| Compare and contrast Materialists and Idealists. |
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Definition
o Both are Monists: everything is explained in terms of matter
• Materialists: everything is explained in physical terms, e.g. by the laws of physics and chemistry
• Idealists: explain everything n terms of consciousness, everything in the physical world consists of ideas |
|
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Term
How do Nativists and Empiricists answer this question:
• To what extent are human features inherited or due to experience? |
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Definition
o Nativist: inherited
o Empiricist: emphasizes the role of experience |
|
|
Term
How do Mechanists and Vitalists answer this question:
• Is human behavior completely explicable in terms of mechanical laws? |
|
Definition
o Mechanism: behaviour can be explained in terms of parts and the laws governing those parts
o Vitalism: life can never be completely reduced to material things |
|
|
Term
How do rationalists and irrationalists answer this question:
• Are the determinants of human behavior rational causes or irrational ones? |
|
Definition
o Rationalist: search for abstract and universal principles that govern events, mind must actively transform information before knowledge is attained
o Irrationalism: the true causes of behaviour are unconscious and cannot be pondered rationally |
|
|
Term
How do behaviourists and humanists/existentialists answer this question:
• How are humans related to nonhuman animals? |
|
Definition
o Behaviourists believe the same principles govern the behaviour of nonhumans and humans
o Humanists/existentialists humans are different and nothing important can be learned from animals |
|
|
Term
How do empiricists and rationalists answer this question:
• What is the origin of human knowledge? |
|
Definition
o Passive mind (empiricists): physical experiences are represented as mental images, recollections and associations, represents physical reality
o Active mind (rationalists): data from experience is transformed in some important way, a mechanism by which physical reality is organized |
|
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Term
|
Definition
| o Reification: believing that because something has a name it also has a separate existence |
|
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Term
|
Definition
| o Native realism: what we experience mentally is exactly the same as what we experience physically |
|
|
Term
| What is the nature of universal versus relative truth? |
|
Definition
o Relative: all truth is relative to individual or group perspective
o Universal: general laws or principles that govern the world |
|
|
Term
| Describe the world of precivilized humans 15,000 years ago, including the practices of animism and anthropomorphism, as well as appeals to the concept of spirit and the use of magic |
|
Definition
• The world was unpredictable and frightening
• Animism: looking at nature as though it were alive
• Anthropomorphism: projecting human attributes onto nature
• Events could be explained by the whims of spirits, which reside in everything
• Magic: methods designed to influence spirits |
|
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Term
| Why is Thales (Thay-leez) (ca. 625-545 BC) considered an important philosopher? |
|
Definition
| • One of the first to emphasize natural explanations |
|
|
Term
| Describe Thales' beliefs on cosmology and physis. |
|
Definition
• Cosmology: things in the universe consist of natural substances governed by natural principles, so it can be understood
• Physis: primary element from which all else is derived. Thales believed it was water |
|
|
Term
| What practical accomplishments brought Thales fame? |
|
Definition
• He predicted eclipses, developed methods of navigation based on stars and planets, applied geometric principles to the measurement of buildings
• He cornered the market on olive oil by predicting weather patterns |
|
|
Term
| What important critical tradition did Thales originate? |
|
Definition
| • He offered his ideas as speculation and welcomed criticism |
|
|
Term
| Describe the fundamental principles in Pythagoras's (ca. 580-500 BC) philosophy. |
|
Definition
| • He proposed that an explanation for everything in this universe can be found in numbers and numerical relationships |
|
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Term
| In what respect did Pythagoras propose a dualistic universe? |
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Definition
• Dualist universe: one part abstract, permanent, and intellectually knowable; one part empirical, changing, knowable to the senses
o Sensory experience cannot provide knowledge and should be avoided |
|
|
Term
| Identify the basic features of Empedocles's (ca. 495-435 BC) belief system. |
|
Definition
• He believed everything was made from four elements, and two powers of the universe: love and strife
• There is an unending cosmic cycle where love dominates and everything is in balance, then not, then in balance again
• Theory of perception: Eidola (tiny copies of outside stimuli) enter the blood through pores, travel to the heart, and that is how we perceive |
|
|
Term
| Describe the atomic theory of Democritus |
|
Definition
| • Atoms make up everything and cannot be altered, and the mind is made of fire atoms |
|
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Term
| Describe Democritus' theory of perception |
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Definition
| • Perception is when atoms emanate from the surface of objects and enter the body through one of the five sensory systems and once in the brain fire atoms make a copy of them (which may not be exact) |
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|
Term
| Define the concepts of elementism and reductionism, and explain how they are represented in Democritus's theory. |
|
Definition
• Elementism: understanding complexity by separating it into it’s simple component parts
o Everything can be explained in terms of atoms
• Reductionism: Two different domains/levels of explanation
o Observable reality and atoms |
|
|
Term
| Describe Democritus' beliefs about life after death |
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Definition
| • No life after death because all atoms scatter (first naturalistic view) |
|
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Term
| Describe the beliefs of Hippocrates (ca. 460-377 BC), as well as his contributions to Greek medicine and physiology. |
|
Definition
• Hippocrates (“father of medicine”) concluded that mental and physical illness had natural causes
• Hippocratics associated four elements with four humours in the body, an imbalance results in illness, the body can cure itself with rest and diet etc. |
|
|
Term
| Describe the method Socrates (469-399 BC) used to search for truth. |
|
Definition
| • Inductive definition: discovering general concepts (essence) by studying isolated examples |
|
|
Term
| In what sense did Socrates search for the essences of things? |
|
Definition
| • Essence: the basic nature of something |
|
|
Term
| What relationship did Socrates see between knowledge and morality? |
|
Definition
| • When one has knowledge of morality, one will act morally |
|
|
Term
| Describe Plato's (ca. 427-347 BC) theory of forms |
|
Definition
| • Theory of forms (ideas): everything in the world is a manifestation of pure forms (abstract ideas) |
|
|
Term
| Describe Plato's (ca. 427-347 BC) analogy of the divided line and allegory of the cave. |
|
Definition
o Imagining is the lowest form of understanding because it is based on pictures (reflections are a slight step up)
♣ AOTC: if a prisoner was watching a projection on a wall
o Viewing objects is slightly better but we can still only form beliefs or opinions about the object
♣ AOTC: seeing the objects that were previously shadows
o Mathematical knowledge is better
♣ AOTC: you would make mistakes in describing the outside world
o True knowledge results only from understanding the abstract forms
♣ AOTC: for the prisoner who escapes the cave, their actions would be governed by reality instead of sensory impressions |
|
|
Term
| Describe Plato's (ca. 427-347 BC) reminiscence theory of knowledge |
|
Definition
| • Reminiscence theory of knowledge: all knowledge is innate and can be obtained only through introspection |
|
|
Term
| Describe Plato's (ca. 427-347 BC) beliefs regarding the nature of the soul |
|
Definition
• Nature of the soul: different components dominate for different people
o Immortal rational component (inhibits immediate gratification)
o Courageous/emotional/spirited component
o Appetitive (needs must be met and motivate everyday life) |
|
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Term
| Describe Plato's (ca. 427-347 BC) beliefs regarding the nature of sleep and dreams. |
|
Definition
| • Nature of sleep and dreams: we are less able to suppress our appetites during sleep (sex mostly) |
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|
Term
| Describe the influence of Plato on the development of science. |
|
Definition
o Promoted dualism
o Helped created an unchallengeable religious dogma |
|
|
Term
| Describe Aristotle's (384-322 BC) philosophy in terms of the basic differences he had with Plato. |
|
Definition
Both were interested in essences, but their methods for discovering them were different.
Plato: essences correspond to forms that exist independently of nature, so use introspection to study them
Aristotle: Essences can only be known by studying nature (not by introspection) |
|
|
Term
| Describe Aristotle's views regarding causation and teleology |
|
Definition
| • everything has four causes, this is an example of teleology because everything in nature exists for a purpose |
|
|
Term
| Describe Aristotle's views regarding the hierarchy of souls |
|
Definition
• The hierarchy of souls: your purpose is determined by what type of soul you possess
o Vegetative (nutritive soul): for plants, allows growth, food, and reproduction
o Sensitive soul: for animals, also allows response to environment and memory
o Rational soul: for humans, also allows thinking |
|
|
Term
| Describe Aristotle's views regarding levels of understanding |
|
Definition
o Active reason: the abstraction of principles from one’s many experiences
o Passive reason: using synthesized experience to get along in everyday life
o Common sense: coordinates information from all senses
o Sensation: objects move and that stimulates the senses (no more tiny copies), and senses are trustworthy but not sufficient |
|
|
Term
| Describe Aristotle's views regarding memory and recall |
|
Definition
• Remembering: spontaneous recollection
• Recall: mental search for a past experience |
|
|
Term
| Describe Aristotle's views regarding imagination and dreaming |
|
Definition
• Imagination: the lingering effects of sensory experience
• Dreaming: images from past experience that are no longer governed by reason or controlled by sensory experience |
|
|
Term
| Describe Aristotle's views regarding motivation and happiness |
|
Definition
o Human behaviour is driven by the desire to satisfy appetites which brings us pleasure
♣ but we have the power to control them with reason
o Rational thought also brings us pleasure
o Golden mean: live life in moderation |
|
|
Term
| Describe Aristotle's views regarding the emotions and selective perception |
|
Definition
o Emotions amplify an existing tendency
o Emotions can cause selective perception |
|
|
Term
| Identify and describe Aristotle's four causes |
|
Definition
o Material cause: matter something is made of
o Formal cause: form/pattern of an object (structure)
o Efficient cause: how the matter got it’s form
o Final cause: purpose of something’s existence |
|
|
Term
| Identify and describe Aristotle's concepts of entelechy |
|
Definition
| the purpose for which things exist, which remains a potential until actualized |
|
|
Term
| Identify and describe Aristotle's concepts of scala naturae, and the unmoved mover |
|
Definition
• Scala naturae: nature is arranged in a hierarchy
o Bottom: neutral matter
o Top: unmoved mover which is pure actuality and the cause of everything |
|
|
Term
| According to Aristotle, ____ is the entelechy in humans, but it exists only as potential in many humans |
|
Definition
|
|
Term
| ___________ is when you think of something you think of things you experienced along with it (one of Aristotle's laws of association) |
|
Definition
|
|
Term
| ___________ when you think of something you think of similar things (one of Aristotle's laws of association) |
|
Definition
|
|
Term
| ___________ when you think of something you think of opposite things (one of Aristotle's laws of association) |
|
Definition
|
|
Term
| ___________ the more often experiences occur together the stronger their association (one of Aristotle's laws of association) |
|
Definition
|
|
Term
| Define aristotle's Law of contiguity (association) |
|
Definition
| when you think of something you think of things you experienced along with it |
|
|
Term
| Define aristotle's Law of similarity (association) |
|
Definition
| when you think of something you think of similar things |
|
|
Term
| Define aristotle's Law of contrast (association) |
|
Definition
| when you think of something you think of opposite things |
|
|
Term
| Define aristotle's Law of frequency (association) |
|
Definition
| the more often experiences occur together the stronger their association |
|
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Term
| Describe the Greek social and cultural conditions in the time after Aristotle's death that gave rise to Skepticism, Cynicism, Epicureanism, Stoicism, and Christianity. |
|
Definition
| • Spartans defeated Athens and then Romans invaded Greek territory making everything unstable and people were demoralized |
|
|
Term
| What did Skepticism and Cynicism promote? |
|
Definition
• Skepticism: promoted a suspension of belief in anything
• Cynicism: promoted a retreat from society |
|
|
Term
Science has two major components:
Select one:
a. empirical observation and law
b. empirical observation and theory
c. rationalism and empiricism
d. correlational laws and causal laws |
|
Definition
| empirical observation and theory |
|
|
Term
A currently popular way of explaining mind-body relationships that claims mental states emerge from brain activity is called:
Select one:
a. reification
b. emergentism
c. naive realism
d. namification |
|
Definition
|
|
Term
According to Popper, what distinguishes a scientific theory from a nonscientific theory?
Select one:
a. clarity
b. the use of mathematical symbols
c. the principle of falsifiability
d. the assumption of determinism |
|
Definition
| the principle of falsifiability |
|
|
Term
____ maintains that life can never be completely explained in terms of material things and mechanical laws.
Select one:
a. Vitalism
b. Determinism
c. Monism
d. Materialism |
|
Definition
|
|
Term
Who believes that science cannot be characterized by any set of prescribed methods, principles, or rules?
Select one:
a. Popper
b. Kuhn
c. Feyerabend
d. Heisenberg |
|
Definition
|
|
Term
The prediction and control of events can best be accomplished using:
Select one:
a. scientific law
b. a group of interrelated scientific laws
c. correlational propositions
d. causal laws |
|
Definition
|
|
Term
The belief that human behavior is determined but the causes of behavior cannot be accurately measured is most compatible with:
Select one:
a. Feyerabend's anarchy principle
b. Heisenberg's uncertainty principle
c. Popper's robust determinism
d. Kuhn's prepardigmatic determinism |
|
Definition
| b. Heisenberg's uncertainty principle |
|
|
Term
If any conceivable observation supports a theory, Popper would conclude that the theory is:
Select one:
a. weak
b. insignificant
c. the type that all sciences hope to develop
d. falsifiable |
|
Definition
|
|
Term
The ____ tends to assume that the human mind takes in information actively.
Select one:
a. rationalist
b. empiricist
c. nativist
d. epistemologist |
|
Definition
|
|
Term
During the preparadigmatic stage of the development of a science:
Select one:
a. true science is not performed
b. rival camps compete with each other for dominion of the discipline
c. rival camps work together to come to a consensus
d. one camp dominates the discipline |
|
Definition
| b. rival camps compete with each other for dominion of the discipline |
|
|
Term
The contention that what we experience mentally accurately reflects the physical world is called:
Select one:
a. epiphenomenalism
b. naive realism
c. irrationalism
d. preestablished harmony |
|
Definition
|
|
Term
Which of the following is not part of the traditional view of science?
Select one:
a. empirical observation
b. theory testing
c. assumption of dualism
d. search for lawful relationships |
|
Definition
|
|
Term
The ____ stresses a person's beliefs, emotions, perceptions, values, and goals as determinants of behavior.
Select one:
a. indeterminist
b. nondeterminist
c. physical determinist
d. psychical determinist |
|
Definition
|
|
Term
According to Plato:
Select one:
a. reality was essentially as Heraclitus had describe it
b. true knowledge could be attained only through empirical observation
c. nothing in the empirical world was perfect or knowable
d. mathematical knowledge was inferior to empirical knowledge |
|
Definition
| c. nothing in the empirical world was perfect or knowable |
|
|
Term
For Plato, all knowledge was:
Select one:
a. personal opinion
b. innate
c. derived from sensory experience
d. culturally determined |
|
Definition
|
|
Term
The first philosopher was:
Select one:
a. Heraclitus
b. Anaximander
c. Thales
d. Democritus |
|
Definition
|
|
Term
The allegory of the cave demonstrates:
Select one:
a. how difficult it is to deliver humans from ignorance
b. that truth is relative
c. that most humans have a passionate desire to know the truth
d. that learning is remembering |
|
Definition
| a. how difficult it is to deliver humans from ignorance |
|
|
Term
Which of the following was true of Aristotle's philosophy?
Select one:
a. it followed in the Pythagorean rather than the Hippocratic tradition
b. it assumed that knowledge could be attained only by studying nature directly
c. it assumed that the body was a hindrance in the search for knowledge
d. it assumed that gaining knowledge was a matter of remembering the contents of the soul |
|
Definition
| b. it assumed that knowledge could be attained only by studying nature directly |
|
|
Term
According to Aristotle, the unmoved mover:
Select one:
a. was God
b. was nature
c. set nature in motion and did little else
d. is the same thing as the form of good |
|
Definition
| c. set nature in motion and did little else |
|
|
Term
What aspect of Aristotle's philosophy became the cornerstone of most modern theories of learning?
Select one:
a. the reminiscence theory of knowledge
b. the laws of association
c. the notion of common sense
d. the assumption that the souls of the living organisms are arranged in a hierarchy |
|
Definition
| b. the laws of association |
|
|
Term
For Aristotle, sensory experience:
Select one:
a. was the only thing necessary for attaining knowledge
b. was unnecessary for attaining knowledge
c. was necessary but not sufficient for attaining knowledge
d. inhibited the attainment of knowledge |
|
Definition
| c. was necessary but not sufficient for attaining knowledge |
|
|
Term
The particular form or pattern of an object is its ____ cause.
Select one:
a. material
b. formal
c. efficient
d. final |
|
Definition
|
|
Term
According to Aristotle, ____ was explained as the lingering effects of sensory experience.
Select one:
a. common sense
b. imagination
c. scala naturae
d. entelechy |
|
Definition
|
|
Term
| Describe the philosophy of Skepticism. How did widespread Skepticism come to help the spread of Christianity? |
|
Definition
• Skeptics were against dogmatism (dogmatists were anyone who claimed to know an indisputable truth)
• Christians suggested people turn to religion for inspiration since philosophers have no reliable standards for judging |
|
|
Term
| Who is the Founder of cynicism |
|
Definition
|
|
Term
| Describe the philosophy of cynycism |
|
Definition
• Cynicism: characterized by the quest for the simple, independent, natural life
Argue that nonhuman animals provide the model for human conduct because they satisfy their natural needs in a straightforward way and they do not have religion |
|
|
Term
|
Definition
| advocated natural impulse as the proper guide for action instead of social convention |
|
|
Term
| Describe the philosophy of Epicureanism |
|
Definition
| The belief that the best life is one of long-term pleasure resulting from moderation |
|
|
Term
| For a Stoic, what is the basic moral choice people make? |
|
Definition
| Choosing whether to act in accordance with nature's plan |
|
|
Term
| Explain how Neoplatonism provided a platform for Christianity. |
|
Definition
• Neoplatonism stressed the most mystical aspects of Plato’s philosophy and minimized it’s rational aspects
o This theory influenced Christians to turn away from the empirical world to enter a union with eternal things that dwell beyond the world of flesh |
|
|
Term
| What were the Dark Ages and when did they begin? How did the Crusades lead to the rediscovery of Aristotle's work? |
|
Definition
• A period with little or no progress in science starting from 400-476
• Greeks moved into areas later conquered by Muslims when Romans invaded. Aristotle’s were preserved in Islamic universities, and discovered during Christian crusades against Muslims (holy wars) |
|
|
Term
| Describe the reconciliation of the use of reason and Christian faith as represented in the beliefs of St. Anselm (ca. 1033-1109) and Peter Lombard. |
|
Definition
• St. Anslem: reason can supplement faith
• Peter Lombard: you can learn about god through faith, reason, and the study of the empirical world (god’s work) |
|
|
Term
|
Definition
| synthesizing Aristotle’s philosophy and Christian theology |
|
|
Term
| Briefly describe the life, work, and philosophy of Peter Abelard |
|
Definition
One of the first Western philosopher-theologians to emphasize the works of Aristotle
o Dialectic method – listing pros and cons for theological contradictions. Because god exists, there is nothing wrong with reasoning about him |
|
|
Term
| What is the difference between realism, nominalism, and conceptualism? |
|
Definition
• Realists: universals/essence have a real independent existence
• Nominalists: universals are verbal labels
• Abelard proposed conceptualism as a compromise: concepts summarize individual experiences but once formed exist apart |
|
|
Term
| Describe the philosophies of St. Thomas Aquinas |
|
Definition
• St. Thomas Aquinas: helped synthesize Aristotle’s work and Christian tradition
o Argued reason and faith are not incompatible-god can be known in both ways, both lead to the truth of God's existence |
|
|
Term
| Hergenhahn's summary of the limitations of Scholastic philosophy |
|
Definition
| -didn't contribute anything of value |
|
|
Term
|
Definition
| • Occam’s razor: extraneous assumptions should be “shaved” from explanations or arguments |
|
|
Term
| Why is William of Occam's philosophy considered to be a turning point in philosophy? |
|
Definition
| • Marks the beginning of empirical philosophy |
|
|
Term
| Describe the cultural conditions prevalent during the fourteenth and fifteenth centuries |
|
Definition
• Philosophy still served religion
• Non-believers were punished
• Practicing magic and astrology was common |
|
|
Term
| What does the word Renaissance mean? |
|
Definition
|
|
Term
| What period of time did the Renaissance encompass? |
|
Definition
| • The renaissance took place from 1450-1600 |
|
|
Term
| What is meant by Renaissance humanism, and what four themes does it encompass? |
|
Definition
• themes:
o individualism
o personal religion
o focus on past
o anti-Aristotle – his work was too intertwined with Christianity |
|
|
Term
| Briefly describe the philosophy and contributions of Erasmus |
|
Definition
| • Desiderius Erasmus: opposed fanaticism, religious ritual, and superstition. Argued in favor of human free will |
|
|
Term
| Briefly describe the philosophy and contributions of Montaigne |
|
Definition
| • Michel de Montaigne: questioned the concept of indisputable knowledge |
|
|
Term
| In what respect did Montaigne's philosophy stimulate Bacon and Descartes? |
|
Definition
| his doubts concerning human knowledge |
|
|
Term
| Identify the factors that challenged the authority to the Christian church during the Renaissance. |
|
Definition
• Exploration of Asia and china by Marco Polo
• Invention of printing press
• Discovery of new world by Christopher Columbus
• Martin Luther’s challenge of Catholicism
• Ferdinand Magellan’s circumnavigation of the globe |
|
|
Term
| _____ came up with heliocentric theory- earth revolves around sun |
|
Definition
|
|
Term
| Explain why Pythagorean and Platonic thinkers tended to be the first to embrace a heliocentric view of the solar system. |
|
Definition
| They thought the universe operated according to the most simple mathematical principles. The heliocentric view was simpler. |
|
|
Term
| Describe Galileo's views of (a) objective and subjective reality and (b) the possibility of a science of conscious experience. |
|
Definition
• Objective reality: exists independently of perception (has primary qualities, is absolute objective) e.g. shape and size
• subjective reality: consists of secondary qualities, which no physical counterparts such as color, smell
• Science of conscious experience: consciousness can never be measured by objective methods |
|
|
Term
| Briefly describe the life and work of Galileo Galilei |
|
Definition
-showed some of Artistotle's "truths" to be false
-extended # of known bodies in solar system to 11 |
|
|
Term
| Explain why Galileo's attitude toward experimentation was Pythagorean-Platonic. |
|
Definition
-like discovering a platonic form
-observation suggests a law, confirmed by experimentation
-then use mathematical deduction |
|
|
Term
| What are the 6 principles of Newtonian Science |
|
Definition
• Six principles:
-Deism
-Natural laws govern the world
-No place for purpose in natural law
-Accept Occam’s razor
-Our understanding of natural laws is imperfect, so settle for probabilities
-Categorization is not explanation |
|
|
Term
| Describe Newton's contributions to science and the influence of his work on religion |
|
Definition
• Law of gravity, optics, mathematical principles of philosophy
• Influence of work on religion: his work diminished god’s influence; deism: god created the universe but then abandoned it |
|
|
Term
| What is Bacon's radical empiricism? |
|
Definition
| the ultimate authority in science is empirical observation |
|
|
Term
| What is Bacon's perspective on science? |
|
Definition
| Positivism: induction: observe the facts, no theories |
|
|
Term
| What is the difference between deduction and induction? |
|
Definition
• Deduction: predicting from a general principle
• Induction: observe the facts, no theories |
|
|
Term
|
Definition
| • The ultimate authority in science is empirical observation (radical empiricism), avoids metaphysical speculation |
|
|
Term
| Specify and describe the two types of experiments Bacon identified. |
|
Definition
• Experimenta lucifera(Experiments of light): discover causal relationships
• Eperimenta fructifera (fruitful experiments): how laws of nature can be utilized |
|
|
Term
| Has Bacon's inductive view of science been influential? Explain. |
|
Definition
| • Most have rejected but not all (Skinner) |
|
|
Term
| What were Descartes' reasons for believing that philosophy was useless? |
|
Definition
| • philosophy is useless: they cannot agree on anything despite centuries of work |
|
|
Term
| Describe Descartes’ beliefs regarding the process of discovering philosophical truth |
|
Definition
| find knowledge within himself |
|
|
Term
| Describe Descartes’ beliefs regarding innate ideas |
|
Definition
| God puts ideas in your mind |
|
|
Term
| Describe Descartes’ beliefs regarding the reflexive nature of organisms’ interactions with the environment |
|
Definition
| animal spirits in the brain control our reflexes |
|
|
Term
| Describe Descartes’ beliefs regarding sleep and dreams |
|
Definition
| caused by the movement of animal spirits in the brain |
|
|
Term
| Describe Descartes’ beliefs regarding the mind-body interaction. |
|
Definition
we have free choice and rationality, unlike animals. The mind is non-physical
o interactionism (mind and body interact) dualism (mind and body are separate) |
|
|
Term
| Did Descartes make lasting contributions to psychology? Explain. |
|
Definition
• Beginning of stimulus-response and behaviouristic psychology
• Launched modern empiricism and sensationalism
• Paved the way for study of consciousness
• Early phenomenologist |
|
|
Term
For the ____, courage in the face of danger was considered the highest virtue.
Select one:
a. Neoplatonist
b. Epicurean
c. Stoic
d. Cynic |
|
Definition
|
|
Term
The major assumption made in the ontological argument for the existence of God is:
Select one:
a. one can find God by studying nature
b. faith and reason are essentially the same process
c. if one can think of something, it must exist
d. the Aristotelian conception of God is the only correct conception of God |
|
Definition
| c. if one can think of something, it must exist |
|
|
Term
All of the following agreed that there was a higher truth beyond any that could be experienced through the senses (though they disagreed as to what that higher truth was) except:
Select one:
a. the Pythagoreans
b. Plato
c. the Scholastics
d. the nominalists |
|
Definition
|
|
Term
Aquinas' great achievement was the:
Select one:
a. conversion of a large number of Aristotelians to Christianity
b. demonstration that Christianity was not the only correct religion
c. application of scientific method in solving theological problems
d. reconciliation of faith and reason |
|
Definition
| d. reconciliation of faith and reason |
|
|
Term
Events following the death of Aristotle created a situation in which people sought:
Select one:
a. answers to questions concerning problems of everyday living
b. the first principles or universals that underlie physical reality
c. philosophical certainty
d. a solution to Zeno's paradox |
|
Definition
| a. answers to questions concerning problems of everyday living |
|
|
Term
Abelard's proposed compromise between nominalism (concepts summarize individual experience) and realism (once concepts are formed, they exist apart from individual experience), is called:
Select one:
a. conceptualism
b. scholasticism
c. the ontological argument
d. the dialectic |
|
Definition
|
|
Term
Hedonism, according to Epicurus, is:
Select one:
a. pleasure in having one's basic needs satisfied and avoiding pain
b. avoiding pain at all costs
c. seeking extreme pleasure
d. attaining a relationship with a higher power |
|
Definition
| a. pleasure in having one's basic needs satisfied and avoiding pain |
|
|
Term
According to Descartes, when a sense receptor was stimulated, “delicate threads” were pulled and cavities in the brain were opened, thereby releasing ____ into the nerves.
Select one:
a. electrical activity
b. animal spirits
c. chemicals
d. eidola |
|
Definition
|
|
Term
Descartes had an intellectual crisis when:
Select one:
a. he failed his first university course
b. he could not embrace God through introspection
c. it occurred to him that everything he had ever learned was useless
d. he observed that mechanical statues could perform a complex series of movements |
|
Definition
| c. it occurred to him that everything he had ever learned was useless |
|
|
Term
Which of the following was not a factor in the acceptance of objective study of nature due to the weakening of church authority?
Select one:
a. the explorations of Marco Polo
b. the invention of metal moveable type
c. Martin Luther's challenge to Catholicism
d. the embracing of Aristotle's empirical views |
|
Definition
| d. the embracing of Aristotle's empirical views |
|
|
Term
Bacon believed that ____ must precede ____.
Select one:
a. experiments of light; experiments of fruit
b. experiments of fruit; experiments of light
c. deduction; induction
d. the idol of the tribe; the idol of the marketplace |
|
Definition
| a. experiments of light; experiments of fruit |
|
|
Term
History has shown that Bacon's inductive approach to science was largely ignored. However, ____ and his followers adopted Bacon's philosophy of science.
Select one:
a. Freud
b. Watson
c. Skinner
d. Mach |
|
Definition
|
|
Term
Newton believed all of the following except:
Select one:
a. explanations of natural events must always be as simple as possible
b. natural events can never be explained by postulating properties inherent to them
c. classification is not explanation
d. because God created the universe, physical events can be understood in terms of their purpose |
|
Definition
| d. because God created the universe, physical events can be understood in terms of their purpose |
|
|
Term
Both Bacon and Descartes sought to develop a system of thought that:
Select one:
a. was compatible with Scripture
b. was compatible with classical Greek philosophy
c. questioned the authority of the church
d. was impervious to the doubts of the Skeptics |
|
Definition
| d. was impervious to the doubts of the Skeptics |
|
|
Term
According to Galileo, all of the following were true of secondary qualities except:
Select one:
a. they correspond to nothing that exists in the physical world
b. they are merely names we give to certain psychological experiences
c. they are irrelevant to an understanding of the physical world
d. they are the only qualities of which we can be certain |
|
Definition
| d. they are the only qualities of which we can be certain |
|
|
Term
According to Erasmus, among those listed below, who was least likely to speak the truth?
Select one:
a. fools
b. children
c. drunkards
d. philosophers |
|
Definition
|
|
Term
Deduction involves:
Select one:
a. the construction of scientific laws
b. developing a principle common to several individual observations
c. predicting a particular even from a general principle
d. exploring biases that result from blind allegiance to any viewpoint |
|
Definition
| c. predicting a particular even from a general principle |
|
|
Term
Baconian science stressed:
Select one:
a. the simple gathering of empirical facts
b. the search for abstract principles using rational (logical) analysis
c. generalization following careful empirical observation and similarities and differences noted
d. the study of insects such as ants, spiders, and bees |
|
Definition
| c. generalization following careful empirical observation and similarities and differences noted |
|
|
Term
According to Bacon, scientific theory:
Select one:
a. acted as an effective guide for scientific research
b. biased observations
c. was useful only if it was nonmathematical
d. was useful only if it yielded useful deductions |
|
Definition
|
|
Term
Descartes explained all animal behavior and much human behavior in terms of ____ principles.
Select one:
a. innate
b. mechanical
c. religious
d. rational |
|
Definition
|
|
Term
| Define empiricism, and describe its general characteristics. |
|
Definition
| knowledge is gained from experience (Mostly sensory experience) |
|
|
Term
| Describe Hobbes's position with respect to empiricism |
|
Definition
| accepted Descartes's deductive method, rejected innate ideas, all ideas come from sensory experience |
|
|
Term
| Describe Hobbes's position with respect to materialism |
|
Definition
| followed Democritus's tradition, mind is nonmaterial, monist, there is no non-material mind |
|
|
Term
| Describe Hobbes's position with respect to psychological phenomena (i.e., attention, imagination, and dreams) |
|
Definition
-Attention: when sense organs retain motion from external objects they cant respond to others
-Imagination: sense impressions decay over time
-Dreams: imagination, but with no new sensory input competing |
|
|
Term
| Describe Hobbes's position with respect to motivation |
|
Definition
| behaviour is motivated by appetite and aversion (seeking or not pleasure) |
|
|
Term
| Describe Hobbes's position with respect to free will |
|
Definition
| deterministic, there Is no free will |
|
|
Term
| Describe Hobbes's position with respect to complex thought processes (i.e., trains of thought). |
|
Definition
| law of contiguity (events experienced together are remembered together) |
|
|
Term
| Describe Locke's position on the following topics: empiricism |
|
Definition
| favored the deductive method, but agreed on the importance of sensory experience |
|
|
Term
| Describe Locke's position on the following topics: the mind-body distinction |
|
Definition
| • Mind-body: dualism, somehow sensory stimulation causes ideas |
|
|
Term
| Describe Locke's position on the following topics: innate ideas and sensation and reflection |
|
Definition
Innate ideas: opposed them (see below)
Sensation and reflection: all ideas come from them |
|
|
Term
| Describe Locke's position on the following topics simple and complex ideas |
|
Definition
-Simple ideas: atoms of experience, can't be further divided
-complex ideas: made up of simple ideas |
|
|
Term
| Describe Locke's position on the following topics: emotions |
|
Definition
| Emotions: all emotions are derived from pleasure and pain, greatest good is the freedom to think pleasurable thoughts |
|
|
Term
| Describe Locke's position on the following topics: primary and secondary qualities |
|
Definition
• Qualities: physical object with the power to produce an idea
○ Primary qualities: attributes of physical reality, create idea about physical quality
○ Secondary qualities: attributes of subjective reality
Paradox of the basins: some experiences reflect the physical world and some do not |
|
|
Term
| Describe Locke's position on the following topics: association of ideas |
|
Definition
| Association of ideas: used to explain faulty beliefs, associated made by mistake |
|
|
Term
| Describe Locke's position on the following topics: education |
|
Definition
| • Education: nurture is more important than nature, harden children, care for their health, mild physical punishment, praise accomplishments |
|
|
Term
| Describe Locke's position on the following topics: government |
|
Definition
| • Government: by the people and for the people |
|
|
Term
| Describe Berkeley's ideas with respect to his theory of distance perception |
|
Definition
| • Distance perception: requires many associations of sensations |
|
|
Term
| Describe John Stuart Mill's philosophy with respect to mental chemistry |
|
Definition
| elementary ideas fuse to produce entirely different ideas |
|
|
Term
| Describe John Stuart Mill's philosophy with respect to psychology as a science |
|
Definition
Primary laws: known laws
Secondary laws: interact with primary, but we don’t know them, so we cannot predict exactly |
|
|
Term
| Describe John Stuart Mill's philosophy with respect to ethology |
|
Definition
| science of the formation of character (study of secondary laws) |
|
|
Term
| Describe John Stuart Mill's philosophy with respect to social reform |
|
Definition
| freedom of speech, representative government, emancipation of women |
|
|
Term
| Describe Mettrie's views concerning man as a machine |
|
Definition
| physical monist view because mental events depend on bodily states |
|
|
Term
| Describe Mettrie's views concerning the differences between humans and nonhuman animals |
|
Definition
| intelligence depends on size and quality of the brain, and education |
|
|
Term
| Describe Mettrie's views concerning the desirability of accepting materialism as a worldview |
|
Definition
| you will be wise, just, tranquil about fate, and happy |
|
|
Term
|
Definition
| Science can solve all human problems |
|
|
Term
| Describe the following aspects of Auguste Compte's work: positivism |
|
Definition
| equating knowledge with empirical observations |
|
|
Term
| Describe the following aspects of Auguste Compte's work: the law of three stages |
|
Definition
societies pass through 3 stages, studying these is sociology
1. Theological: most primitive
2. Metaphysical: unseen laws and principles
3. Scientific |
|
|
Term
| Describe the following aspects of Auguste Compte's work: humanistic religion |
|
Definition
| wanted science to be a religion |
|
|
Term
| Describe the following aspects of Auguste Compte's work: the hierarchy of the sciences |
|
Definition
| psychology is useless because it is introspection, so use phrenology and sociology instead |
|
|
Term
| Compare and contrast the positivism of Comte and Mach. |
|
Definition
Comte's view of positivism: study physical events that can be experienced by any observer
March's view of positivism: science should focus on what we can know for certain, but we can never experience the physical world directly, scientific procedures should be clearly defined |
|
|
Term
| Compare and contrast rationalism and empiricism |
|
Definition
• British empiricism used sensory experience and laws of association to explain intelligence
○ French sensationalists went further and said you need only laws of association to explain cognitive processes
○ Emphasize causes for behaviour, emphasize induction for obtaining knowledge
○ Denied the existence of innate ideas
• Rationalism: we have an active mind that transforms information, makes information more meaningful, we can create concepts that go beyond what the senses tell us
○ Emphasize reasons for behaviour, emphasize deduction for obtaining knowledge
○ Accept innate ideas |
|
|
Term
| What did Bacon and Descartes have in common? |
|
Definition
| They both wanted to explain the mind as Newton had explained the physical world, eliminate metaphysical speculation, and explain mental events in mechanistic terms |
|
|
Term
| Summarize Spinoza's philosophy with respect to the nature of God |
|
Definition
| • Nature of god: God is nature and nature is lawful, humans are part of nature, human behaviour is lawful |
|
|
Term
| Summarize Spinoza's philosophy with respect to the relationship between mind and body |
|
Definition
| • Mind-body: psychophysical double aspectism: humans are material objects from which a mind cannot be separated |
|
|
Term
| Summarize Spinoza's philosophy with respect to free will |
|
Definition
| • Free will: does not exist, behaviour is determined |
|
|
Term
| Summarize Spinoza's philosophy with respect to clear and unclear ideas |
|
Definition
| • Clear ideas: ideas that reflect nature's laws, greatest pleasure comes from pondering them |
|
|
Term
| Summarize Spinoza's philosophy with respect to emotions and passions |
|
Definition
• Emotions: desirable because they do not interfere with clear thinking
Passions: undesirable because they do interfere |
|
|
Term
| Describe Spinoza's influence on the development of psychology |
|
Definition
○ How many emotions can be derived from pleasure and pain
○ Detailed analysis of human emotions
Deterministic account of human though, actions, and emotions |
|
|
Term
| Describe Reid's views regarding common sense |
|
Definition
| • Common sense: it makes sense to accept the physical world as it appears to us |
|
|
Term
| Describe Reid's views regarding conscious and unconscious perception |
|
Definition
| • Conscious and unconscious perception: cannot be explained by assuming one sensation is added to another via the laws of association |
|
|
Term
| Describe Reid's views regarding direct realism |
|
Definition
| • Direct realism (naïve realism): reality is as we experience it |
|
|
Term
| Describe Reid's views regarding faculty psychology |
|
Definition
• Faculty psychology: reasoning powers of the mind
○ powers of the mind account for various conscious phenomena |
|
|
Term
| Describe Kant's: innate categories of thought |
|
Definition
| Some categories of thought are innate, sensory information is modified by those categories |
|
|
Term
| Describe Kant's: the nature of phenomenological experience |
|
Definition
| conscious thought is determined by the combined influences of sensory information and the innate categories of thought |
|
|
Term
| Describe Kant's: perceptions of time and space |
|
Definition
| are imposed onto experiences by the mind |
|
|
Term
| Describe Kant's: the categorical imperative |
|
Definition
an innate moral principle (universal moral law) that people can choose whether to follow or not making them moral or not
The concept of morality is meaningless without freedom of choice |
|
|
Term
| Specify Kant's influence on the development of psychology |
|
Definition
Gestalt psychology
Modern cognitive psychology |
|
|
Term
| Describe Herbart's positions with respect to psychology's status as a science |
|
Definition
| can never be an experimental science, because you cannot divide up the mind, but activities of the mind can be expressed mathematically |
|
|
Term
| Describe Herbart's positions with respect to psychic mechanics |
|
Definition
like empiricists he viewed ideas as remnant sense impressions
○ Disagreed with empiricists who thought ideas were like particles, he thought ideas had their own energy and consciousness so laws of associated are not needed because they can attract and repel
○ All ideas struggle and compete to gain consciousness
○ They cannot be destroyed, only lose intensity |
|
|
Term
| Describe Herbart's positions with respect to the apperceptive mass |
|
Definition
group of ideas we are conscious of at any given moment
○ All other ideas are unconscious
○ An idea can cross into consciousness if it is compatible with others, otherwise rejected |
|
|
Term
| Describe Herbart's positions with respect to educational psychology |
|
Definition
| • First Educational psychologist: must take a student's existing apperceptive mass (mental set) into consideration, if new material is not compatible it will be rejected or misunderstood |
|
|
Term
| Summarize Herbart's influence on the development of psychology |
|
Definition
○ Psychology can be a mathematical science
○ Concepts of unconscious, repression, resistance of ideas influenced Freud
○ Concept of threshold
Concept of apprehension influenced Wundt |
|
|
Term
Hobbes believed all of the following except:
Select one:
a. humans were innately aggressive, selfish, and greedy
b. democracy was dangerous
c. it was the fear of death that motivated humans to form governments
d. it was human rationality that allowed humans to inhibit their animalistic impulses |
|
Definition
| d. it was human rationality that allowed humans to inhibit their animalistic impulses |
|
|
Term
Hobbes' approach to studying humans was:
Select one:
a. inductive
b. Baconian
c. deductive
d. metaphysical |
|
Definition
|
|
Term
Locke advised that children experience a process called hardening in order to:
Select one:
a. sharpen their minds
b. prepare them for the inevitable hardships of life
c. punish them for evil deeds that had gone undetected
d. assure that their bodies were as fit as their minds |
|
Definition
| b. prepare them for the inevitable hardships of life |
|
|
Term
In his explanation of distance perception Berkeley relied heavily on:
Select one:
a. tactile cues
b. the process of association
c. intuition
d. Descartes' explanation of the same phenomenon |
|
Definition
| b. the process of association |
|
|
Term
It was the metaphor of humans as ____ that especially appealed to the French sensationalists.
Select one:
a. statues
b. machines
c. animals
d. free-agents |
|
Definition
|
|
Term
According to Hartley, as ideas or stimuli came to elicit behaviors not originally associated with them, ____ behavior was converted into ____ behavior.
Select one:
a. voluntary; involuntary
b. involuntary; voluntary
c. freely chosen; determined
d. reflexive; compound |
|
Definition
| b. involuntary; voluntary |
|
|
Term
Locke believed that all human emotions were derived from:
Select one:
a. sensory experience
b. the feeling of pleasure and pain
c. innate moral principles
d. despair and hope |
|
Definition
| b. the feeling of pleasure and pain |
|
|
Term
All of the following were goals of the British empiricists and the French sensationalists except:
Select one:
a. to explain the mind as Newton had explained the physical world
b. to show that metaphysical speculation could not be abandoned when attempting to explain human behavior
c. to minimize or eliminate metaphysical speculation while explaining human psychology
d. to explain mental events in mechanistic terms |
|
Definition
| b. to show that metaphysical speculation could not be abandoned when attempting to explain human behavior |
|
|
Term
Which of the statements listed below is not true of Locke's ideas and beliefs?
Select one:
a. no specific ideas were innate
b. the mind was well stocked with innate faculties
c. only sensations were received and stored by a passive mind
d. most ideas were innate |
|
Definition
| d. most ideas were innate |
|
|
Term
According to John Stuart Mill, meteorology, tidology, and psychology were inexact sciences because their ____ were not understood.
Select one:
a. primary laws
b. secondary laws
c. first principles
d. essences |
|
Definition
|
|
Term
All of the following were true of the British empiricists except:
Select one:
a. they attempted to explain the functioning of the mind as Newton had explained the functioning of the universe
b. they denied the existence of innate ideas
c. they believed that all ideas were derived from experience
d. they denied the existence of mental events |
|
Definition
| d. they denied the existence of mental events |
|
|
Term
For Hobbes, choice was:
Select one:
a. what distinguished human from nonhuman animals
b. nothing more than a verbal label we use to describe the attractions and aversions we experience while interacting with the environment
c. what government makes possible
d. impossible without innate ideas of morality |
|
Definition
| b. nothing more than a verbal label we use to describe the attractions and aversions we experience while interacting with the environment |
|
|
Term
All of the following were true of Comte's proposed utopian society except:
Select one:
a. humanity replaced God
b. scientists and philosophers replaced priests
c. it relied heavily on the natural selflessness and moral resolution of women
d. its political philosophy was utilitarianism |
|
Definition
| d. its political philosophy was utilitarianism |
|
|
Term
Spinoza viewed the mind and the body as:
Select one:
a. separate but interactive
b. separate but parallel
c. inseparable
d. the same thing |
|
Definition
|
|
Term
According to Spinoza, behavior and thoughts guided by ____ were conducive to survival, but behavior and thoughts guided by ____ were not.
Select one:
a. clear thinking/emotion
b. reason/clear thinking
c. faith/reason
d. reason/passion |
|
Definition
|
|
Term
About psychology, Kant believed:
Select one:
a. that in order for it to be a science, it must focus on empirical research
b. that in order for it to be a science, it must focus on the categories of thought
c. psychology could not become an experimental science
d. that the mind must be studied scientifically through introspection |
|
Definition
| c. psychology could not become an experimental science |
|
|
Term
In accounting for behavior, the empiricist tended to emphasize ____, whereas the rationalist tended to emphasize ____.
Select one:
a. causes; reasons
b. reasons; causes
c. associative principles; hedonism
d. hedonism; associative principles |
|
Definition
|
|
Term
The clearest distinction between rationalism and empiricism can be made with regard to the acceptance or rejection of:
Select one:
a. sensory information
b. mental phenomena
c. a concept of mind
d. innate ideas or principles |
|
Definition
| d. innate ideas or principles |
|
|
Term
According to Herbart, if material presented to a student is not compatible with his or her apperceptive mass, the material will:
Select one:
a. cause anxiety
b. be rejected or at least will not be understood
c. create an approach-avoidance conflict
d. cause a creative change in the apperceptive mass |
|
Definition
| b. be rejected or at least will not be understood |
|
|
Term
| Describe the general characteristics of romanticism |
|
Definition
-Romantics stressed the importance of human irrationality
-Emphasized inner/personal experience
-Distrusted science and philosophers who characterized humans as machines, products of experience, or rational beings |
|
|
Term
| Describe Rousseau's views with respect to feelings versus reason |
|
Definition
| trust the impulses of the heart and individual feelings, this is the best guide for human conduct, NOT restrictive governments |
|
|
Term
| Describe Rousseau's views with respect to the noble savage |
|
Definition
| human not contaminated by society, their behaviour would be governed by feelings and they would not be selfish |
|
|
Term
| Describe Rousseau's views with respect to the general will |
|
Definition
| humans have an private will and a general will and must deny their individual will for the government to work |
|
|
Term
| Describe Rousseau's views with respect to education. |
|
Definition
| should consider a child's natural curiosity, not treat them like a blank slate |
|
|
Term
| Describe Schopenhauer's views regarding the role of self-preservation |
|
Definition
| will to survive accounts for human behaviour, it is the most powerful motive, Life is an unending cycle of needs satisfaction |
|
|
Term
| Describe Schopenhauer's views regarding the relationship between intelligence and happiness |
|
Definition
| intelligent beings suffer the most because they are the most aware of their needs |
|
|
Term
| Describe Schopenhauer's views regarding the relationship between life and death |
|
Definition
| satisfying needs postpones death |
|
|
Term
| Describe Schopenhauer's views regarding the roles of sublimation and denial |
|
Definition
| the only way to minimize human suffering is to deny or minimize one's needs |
|
|
Term
| Describe Schopenhauer's views regarding unconscious motivation |
|
Definition
-The rational mind can repress undesirable thoughts and hold them in the unconscious mind
-The rational mind can inhibit the powerful needs related to biological survival |
|
|
Term
| Describe the general characteristics of existentialism |
|
Definition
-Reaction against enlightenment
-Stressed meaning in life, freedom of choice, subjective experience, personal responsibility, uniqueness of the individual |
|
|
Term
| Describe Nietzsche's positions with respect to the Apollonian and Dionysian sides of human nature |
|
Definition
-Apollonian side of human nature: rational (emphasized by science) vs
-Dionysian (barbarian) side of human nature: irrational, passionate
-Expression of both is best |
|
|
Term
| Describe Nietzsche's positions with respect to psychology |
|
Definition
| Viewed himself as a psychologist: goal was to help people gain control of their irrational impulses to live healthy lives |
|
|
Term
| Describe Nietzsche's positions with respect to the death of God |
|
Definition
| scientists and philosophers have killed god, where do we look now for meaning? |
|
|
Term
| Describe Nietzsche's positions with respect to opinions versus convictions |
|
Definition
-Opinions: tentative, changeable, easily modifyable
-Convictions: belief in possession of absolute truth, they are immutable and dangerous |
|
|
Term
| Describe Nietzsche's positions with respect to the notion of the will to power |
|
Definition
| Humans are motivated by the will to power, satisfied when you act how you feel, develop greater potential as a person |
|
|
Term
| Describe Nietzsche's positions with respect to the concept of supermen |
|
Definition
| people approaching their full potential, who have the courage to live in accordance with their own values |
|
|
Term
| Describe the Bell-Magendie law of neural transmission and explain its significance |
|
Definition
-Some nerves are specialized to carry sensory information to the brain or muscles
-Law: distinction of sensory and motor nerves |
|
|
Term
| Describe Helmholtz's positions and theories with respect to vitalism |
|
Definition
Opposed vitalism, nothing is beyond scientific investigation
(vitalism = life is more than a physical process) |
|
|
Term
| Describe Helmholtz's positions and theories with respect to the principle of conservation of energy |
|
Definition
| principle of conservation of energy (also applied to living things): the amount of energy an organism expended is directly proportional to the amount of food and oxygen it consumed |
|
|
Term
| Describe Helmholtz's positions and theories with respect to the rate of neural transmission |
|
Definition
-Rate of neural transmission: is remarkably slow at 90 feet per second
-Religious ones thought it would be instantaneous |
|
|
Term
| Describe Helmholtz's positions and theories with respect to sensation versus perception (including his notion of unconscious inference) |
|
Definition
-Sensation (raw images provided by sense receptors), perception (the meaning pas experiences give to sense)
-Unconscious inference: the wealth of prior experience we have had with objects and events is brought to bear on current sensations, converting them into perceptions |
|
|
Term
| Describe Helmholtz's positions and theories with respect to color vision |
|
Definition
| Young-Helmholtz (trichromatic) theory of color vision: Extended the doctrine of specific nerve endings to Color vision: specific receptors on the retina corresponded to each of the three additive primary colours (red, green, blue) |
|
|
Term
| Describe Helmholtz's positions and theories with respect to auditory perception |
|
Definition
| Resonance place theory of Auditory perception: tiny fibers on the basilar membrane respond to different frequencies, hearing results from different combinations being stimulated |
|
|
Term
| Describe Helmholtz's positions and theories with respect to signs |
|
Definition
| we have an active mind that creates a reasonably accurate conception of reality from the various signs it receives |
|
|
Term
| Summarize his contributions to psychology |
|
Definition
-Paved the way for experimental psychology
-Showed there is a difference between what is present physically and what is experienced psychologically because our senses are not capable of responding to everything |
|
|
Term
| Define phrenology and describe the development of this field, including the work of Franz Joseph Gall and the influence of phrenology on education in the form of the notion of formal discipline. |
|
Definition
-The field of phrenology was expanded from faculty psychology
-Gall: the bumps on your head correspond to different faculties
-Formal discipline: Faculties become stronger with practice, strengthening the mental muscle |
|
|
Term
|
Definition
| Broca's area: responsible for the ability to articulate speech |
|
|
Term
| Briefly describe the work of Weber, with respect to the sensation of touch |
|
Definition
| Two-point threshold: the smallest space between two points that would be reported as such |
|
|
Term
| Briefly describe the work of Weber, with respect to kinesthesis and the JND |
|
Definition
-Kinesthesis: muscle sense
-Just noticeable difference: enough sensation to have a noticeable difference |
|
|
Term
| Briefly describe the work of Weber, with respect to the relative versus absolute nature of psychophysical judgments and Weber's law |
|
Definition
-Psychophysical judgments are relative, not absolute
-Weber's law: jnds correspond to a constant fraction of a standard stimulus |
|
|
Term
| Describe Fechner's other half, Dr. Mises |
|
Definition
|
|
Term
| Describe Fechner's work in psychophysics |
|
Definition
-proving the relationship between mind and body
-For mental sensations to change arithmetically, the physical stimulus would have to change geometrically |
|
|
Term
| Describe Fechner's use of the jnd as a unit of sensation |
|
Definition
| -As the magnitude of the standard stimulus increases, so did the amounts needed to be added or subtracted from a comparison stimulus before those differences could be noticed |
|
|
Term
Which method for determining thresholds is this? (Fechner)
one stimulus is held constant and another is varied (same as standard?) |
|
Definition
|
|
Term
Which method for determining thresholds is this? (Fechner)
pairs are presented and compared |
|
Definition
| Method of constant stimuli |
|
|
Term
Which method for determining thresholds is this? (Fechner)
the subject adjust the stimulus to match |
|
Definition
|
|
Term
| Describe Fechner's contributions to the development of psychology |
|
Definition
-Psychophysics
-Experimental esthetics: quantify reactions to works of art |
|
|
Term
At the heart of Nietzsche's psychology is the tension between:
Select one:
a. Apollonian and Dionysian tendencies
b. the church and the state
c. science and religion
d. good and evil |
|
Definition
| a. Apollonian and Dionysian tendencies |
|
|
Term
Nietzsche believed that:
Select one:
a. there was a God who cared for us
b. the earth occupied a favored position in the universe
c. evolutionary theory had made human existence more meaningful
d. a person had to create whatever meaning his or her life was going to have |
|
Definition
| d. a person had to create whatever meaning his or her life was going to have |
|
|
Term
For Rousseau, the only justifiable government was one that:
Select one:
a. controls behavior with force
b. allows humans to reach their full potential and express free will
c. allows people to express hedonistic pursuits
d. rules by categorical imperative |
|
Definition
| b. allows humans to reach their full potential and express free will |
|
|
Term
Nietzsche believed all of the following except:
Select one:
a. anything that increases a person's power was good
b. without human companionship, human existence was meaningless
c. anything that does not kill a person strengthened him or her
d. happiness was the feeling that one's power was growing |
|
Definition
| b. without human companionship, human existence was meaningless |
|
|
Term
According to Nietzsche, the difference between freedom and slavery is:
Select one:
a. freedom
b. an illusion
c. a matter of choice
d. a miracle |
|
Definition
|
|
Term
According to Schopenhauer, when all of our needs are temporarily satisfied we feel:
Select one:
a. bored
b. self-actualized
c. at one with God
d. extreme pleasure |
|
Definition
|
|
Term
Which of the following characterized the Enlightenment?
Select one:
a. rationality and the methods of science were glorified
b. a belief that societal perfection could be approximated
c. a belief that knowledge was power
d. all of these choices |
|
Definition
|
|
Term
Which of the following is not part of the existential philosophy?
Select one:
a. uniqueness of each individual
b. freedom of choice
c. the importance of rational thought
d. stressing the meaning of human existence |
|
Definition
| c. the importance of rational thought |
|
|
Term
According to Schopenhauer, ____ suffer the most.
Select one:
a. intelligent humans
b. unintelligent humans
c. nonhuman animals
d. plants |
|
Definition
|
|
Term
Rousseau believed that education should:
Select one:
a. stimulate the development of a child's natural impulses
b. strengthen the mental faculties
c. provide the child with time-tested, culturally relevant information
d. emphasize the basic skills such as reading, writing, and arithmetic |
|
Definition
| a. stimulate the development of a child's natural impulses |
|
|
Term
Schopenhauer anticipated Freud's concept of ____ when he said we could at least partially escape the irrational forces within us by immersing ourselves in such things as music, poetry, or art.
Select one:
a. repression
b. resistance
c. compensation
d. sublimation |
|
Definition
|
|
Term
The Enlightenment is also referred to as:
Select one:
a. the Age of Reason
b. romanticism
c. existentialism
d. humanism |
|
Definition
|
|
Term
The romantics defined the good life as one lived in accordance with:
Select one:
a. natural law
b. God's will
c. one's own inner nature
d. rationally derived moral principles |
|
Definition
| c. one's own inner nature |
|
|
Term
In contemporary psychology, romanticism and existentialism have combined to form:
Select one:
a. behaviorism
b. psychoanalysis
c. Gestalt psychology
d. third-force psychology |
|
Definition
| d. third-force psychology |
|
|
Term
For Rousseau, the best guide for human conduct was (were):
Select one:
a. a person's honest feelings and inclinations
b. religious principles
c. the categorical imperative
d. rationally derived moral principles |
|
Definition
| a. a person's honest feelings and inclinations |
|
|
Term
According to Rousseau, all the governments of his time were based on the faulty assumption that:
Select one:
a. humans are rational
b. humans need to be protected from themselves
c. humans need to be governed
d. the best government is one that provides the greatest good for the greatest number |
|
Definition
| c. humans need to be governed |
|
|
Term
Gall believed all of the following except:
Select one:
a. there was a relationship between the size of the cortex and intelligence
b. the faculties of the mind were located in specific locations
c. the bumps and indentations on the skull could be used to measure the magnitude of the underlying faculties
d. the mind functioned as an indivisible whole |
|
Definition
| d. the mind functioned as an indivisible whole |
|
|
Term
Those before Helmholtz who believed in animal spirits, or a vital force, believed that:
Select one:
a. measuring the speed of nerve conduction was impossible
b. measuring the speed of nerve conduction may be possible in the future when better technology becomes available
c. science could not be applied in any way to studying nerve conduction
d. life could be explained by the interactions of physical and chemical processes alone |
|
Definition
| a. measuring the speed of nerve conduction was impossible |
|
|
Term
Concerning Kant's proposed categories of thought, Helmholtz demonstrated that:
Select one:
a. they were innate, as Kant suggested they were
b. some were innate, but most were learned from experience
c. they were all derived from experience
d. the only one that was innate concerned the axioms of geometry |
|
Definition
| c. they were all derived from experience |
|
|
Term
In explaining auditory perception, Helmholtz assumed that a sound wave of a particular frequency caused the appropriate fiber in the ____ to vibrate.
Select one:
a. retina
b. auditory harp
c. basilar membrane
d. middle ear |
|
Definition
|
|
Term
Examining the protrusions and depressions on person's skull to determine the strength of his or her faculties was called:
Select one:
a. monadology
b. faculty psychology
c. craniology
d. phrenology |
|
Definition
|
|
Term
According to the ____, energy is never created or lost in a system, but is only transformed from one form to another.
Select one:
a. Bell-Magendie law
b. vitalist's position
c. antivitalist's position
d. principle of conservation of energy |
|
Definition
| d. principle of conservation of energy |
|
|
Term
Fechner found that for the magnitude of a sensation to rise arithmetically, the magnitude of stimulation must rise:
Select one:
a. arithmetically
b. geometrically
c. algebraically
d. in a negative direction
Feedback |
|
Definition
|
|
Term
| Describe Wilhelm Wundt's (1832-1920) early experiment with his thought meter. |
|
Definition
| showed we can only attend to one thought at a time and it takes 1/10 of a second to shift between thoughts |
|
|
Term
| Summarize Wundt's contributions with respect to voluntarism |
|
Definition
-we can focus our attention wherever we wish
-We can focus on different aspects of an experience and therefore rearrange it resulting in a creative synthesis |
|
|
Term
| Summarize Wundt's contributions with respect to the goals of psychology |
|
Definition
| Psychology would be based on immediate experience, not mediate (mediated by recording devices) |
|
|
Term
| Summarize Wundt's contributions with respect to the role of introspection |
|
Definition
-Pure: unstructured observation by philosophers (St. Augustine)
-Experimental: make it more precise, are you experiencing a sensation or not (Helmholtz) |
|
|
Term
| Summarize Wundt's contributions with respect to mental chronometry |
|
Definition
| Reaction time can supplement introspection as a way of studying the mind |
|
|
Term
| Describe the work of Donders |
|
Definition
Donders developed the technique of mental chronometry
-Present task of increasing complexity, more complex takes more time
-The time could be calculated by subtracting the time of the simple task |
|
|
Term
| Describe the general problem of the misunderstanding of Wundt's work |
|
Definition
| Titchner's ideas were taken for Wundt's |
|
|
Term
| Describe the following aspects of Titchner's work: behaviour towards women |
|
Definition
| excluded women, however he accepted a female student and helped her publish |
|
|
Term
| Describe the following aspects of Titchner's work: psychology's goals |
|
Definition
-Structuralism: observable (through introspection) conscious events
-the what (basic mental events), how (the elements combined), and why (neurological correlates of mental events) of mental life |
|
|
Term
| Describe the following aspects of Titchner's work: use of introspeaction |
|
Definition
-carefully trained not to commit the stimulus error
-Stimulus error: reporting perceptions (apple), instead of perceptions (red) |
|
|
Term
| Describe the decline of structuralism |
|
Definition
-Unreliability of introspection
-introspection is really retrospection
-Ignoring psychological development, abnormal behaviour, personality, learning, individual differences, evolutionary theory, practicality |
|
|
Term
| Briefly describe the life and work of Hans Vaihinger |
|
Definition
-Because sensations are all that we can be certain of, all conclusions reached about so-called physical reality must be fictitious
-Although fictions are false, they are nonetheless essential for societal living |
|
|
Term
| Briefly describe the life and work of Hermann Ebbinghaus, especially his methods of studying remembering and the basic findings of this work |
|
Definition
| -The first to study learning and memory experimentally using nonsense material |
|
|
Term
| Briefly describe the work of Jean Lamarck |
|
Definition
| Inheritance of acquired characteristics |
|
|
Term
| Briefly describe the life and work of Herbert Spencer (1820-1903), including his view of biological evolution and social evolution |
|
Definition
-Biological evolution: survival of the fittest: frequently used associations are passed to offspring in the form of reflexes and instincts
-Social evolution: Social Darwinism: society should allow enough freedom so that those most fit for survival could differentiate themselves from those least fit for survival |
|
|
Term
| Describe the Spencer-Bain principle. |
|
Definition
| Spencer-Bain principle: the frequency of behaviour increases as if it is followed by a pleasurable event, and decreases if it is followed by a painful event |
|
|
Term
| Describe Galton's work and beliefs with respect to the measurement of intelligence |
|
Definition
| Measurement of intelligence = acuity of the senses |
|
|
Term
| Describe Galton's work and beliefs with respect to eugenics |
|
Definition
| intelligence is inherited, so selective breeding |
|
|
Term
| Describe Galton's work and beliefs with respect to nature vs nurture |
|
Definition
| his extreme nativism, but acknowledged environment |
|
|
Term
| Describe Galton's work and beliefs with respect to word association test |
|
Definition
| responses tend to remain constant, drawn from childhood experience, suggest an unconscious mind |
|
|
Term
| Describe Galton's work and beliefs with respect to mental imagery |
|
Definition
| found many individual differences |
|
|
Term
| Describe Galton's work and beliefs with respect to anthropometry |
|
Definition
| measured humans any way he could, effort to measure intelligence |
|
|
Term
| Describe Galton's work and beliefs with respect to statistical correlation |
|
Definition
-Regression toward the mean
-First to use median as a measure of central tendency
-Karl Pearson revised it: coefficient of correlation ( r ) |
|
|
Term
| Describe Binet's work in assessing deficiencies in intelligence |
|
Definition
| Binet & Simon: test to distinguish normal children and those with mental deficiencies |
|
|
Term
| Describe Binet's work in developing the 1905 Binet-Simon scale of intelligence |
|
Definition
| Binet-Simon scale of intelligence: distinguish how normal children were performing, then matched with age |
|
|
Term
| Describe Binet's role in developing the intelligence quotient (IQ) |
|
Definition
| Binet opposed this because he viewed intelligence as many mental faculties |
|
|
Term
| Describe Binet's concept of mental orthopedics |
|
Definition
| learning how to learn: exercises to improve a child's will, attention, and discipline |
|
|
Term
| Briefly describe the life and work of Cyril Burt, including the scandal associated with his work |
|
Definition
-Wanted to stratify education according to native ability
-Scandal: accused of falsifying data, debaters followed moral, political, and philisophical issues than by scientific facts |
|
|
Term
| Describe the nature of the debate about intelligence testing that ensued after World War I and which continues, as reflected in Herrnstein and Murray's 1994 book, The Bell Curve |
|
Definition
-Debate whether tests measured inherited intelligence, or more personal experience
-The Bell Curve was controversial, because of moral, political, and philosophical issues, not scientific ones |
|
|
Term
Which of the following did Wundt believe about experimental psychology?
Select one:
a. it was useless in understanding higher mental processes
b. it represented the only worthwhile type of psychology
c. it was impossible
d. it could be used only to investigate the higher mental processes |
|
Definition
| a. it was useless in understanding higher mental processes |
|
|
Term
Titchener:
Select one:
a. excluded women from membership in his organization, “The Experimentalists”
b. supervised the research of the first woman to receive a Ph.D. in psychology
c. supervised the research of more female Ph.D.s than any psychologist of his generation
d. all of these choices |
|
Definition
|
|
Term
Which of the following questions raised by the Wurzburg school contributed to the downfall of structuralism?
Select one:
a. Was there imageless thought or not?
b. Could introspection be used to study the dynamics of the mind?
c. Is it possible that some individuals have imageless thoughts and other individuals do not?
d. all of these choices |
|
Definition
|
|
Term
Wundt believed that for effective verbal communication to occur all of the following must occur except:
Select one:
a. the speaker must apperceive his or her own general impression
b. both the speaker and the listener must use the same words and sentence structures
c. the listener must apperceive the speaker's general impression
d. the speaker must choose words that will effectively express his or her general impression |
|
Definition
| b. both the speaker and the listener must use the same words and sentence structures |
|
|
Term
Concerning verbal communication, Wundt referred to the unified idea that one wishes to convey as aNo:
Select one:
a. general impression
b. unconscious inference
c. Volkerpsychologie
d. creative synthesis |
|
Definition
|
|
Term
According to Donders, the time it took to perform the mental act of discrimination was determined by:
Select one:
a. subtracting simple reaction time from the reaction time that involved discrimination
b. computing the choice reaction time
c. computing the mental chronometry
d. presenting several different stimuli to subjects, but allowing them to only respond to one, and timing their response |
|
Definition
| a. subtracting simple reaction time from the reaction time that involved discrimination |
|
|
Term
According to Wundt, aNo ____ occurred whenever a sense organ was stimulated and the resulting impulse reached the brain.
Select one:
a. perception
b. unconscious inference
c. sensation
d. complex idea |
|
Definition
|
|
Term
Those studying the processes of the mind rather than its contents were called:
Select one:
a. behaviorists
b. structuralists
c. act psychologists
d. physical monists |
|
Definition
|
|
Term
Titchener concluded that there were about ____ identifiable sensations, most of which were related to the sense of ____.
Select one:
a. 1,200; audition
b. 40,000; audition
c. 400; vision
d. 40,000; vision |
|
Definition
|
|
Term
Ebbinghaus was the first to study:
Select one:
a. cognitive processes experimentally
b. learning and memory as associative processes
c. learning and memory as they occurred
d. intentionality |
|
Definition
| c. learning and memory as they occurred |
|
|
Term
According to Wundt, sciences like physics were based on ____ experience, whereas psychology should be based on ____ experience.
Select one:
a. immediate; mediate
b. mediate; immediate
c. sensory; emotional
d. sensory; physiological |
|
Definition
|
|
Term
Titchener formed “The Experimentalists” because:
Select one:
a. he believed the APA was too friendly towards applied topics
b. the APA disagreed with him on what should be included in experimental psychology
c. the APA wanted to allow women to join
d. the APA would not allow him to be president of the organization |
|
Definition
| a. he believed the APA was too friendly towards applied topics |
|
|
Term
Galton used the concept of ____ to explain why eminent individuals only tended to have eminent offspring.
Select one:
a. anthropometry
b. regression toward the mean
c. eugenics
d. the coefficient of correlation |
|
Definition
| b. regression toward the mean |
|
|
Term
Burt believed all of the following except:
Select one:
a. education should be stratified according to the native ability of students
b. remedial educational programs can raise the intellectual level of students with low intellectual ability
c. studying identical twins provided vital information concerning the heritability of intelligence
d. "g" was mostly inherited |
|
Definition
| b. remedial educational programs can raise the intellectual level of students with low intellectual ability |
|
|
Term
According to Spencer, the best government was one that:
Select one:
a. protected the weak
b. protected people from their own animal instincts
c. allowed free competition among all its citizens
d. was elected by a majority of reasonable people |
|
Definition
| c. allowed free competition among all its citizens |
|
|
Term
Spencer believed that if the principle of evolution was allowed to operate freely:
Select one:
a. the world would be a jungle
b. humans would become more animalistic
c. animals would have become more like humans
d. all living organisms and societies would approximate perfection |
|
Definition
| d. all living organisms and societies would approximate perfection |
|
|
Term
One of the earliest conflicts Darwin had with the church was over:
Select one:
a. the age of the earth
b. his book, The Descent of Man
c. his book, On the Origin of Species
d. his book, The Expression of Emotions |
|
Definition
|
|
Term
Herbert Spencer applied the notion of evolution:
Select one:
a. only to animals
b. only to humans
c. to everything in the universe
d. only to governments |
|
Definition
| c. to everything in the universe |
|
|
Term
Galton called the improvement of living organisms through selective breeding:
Select one:
a. unethical
b. eugenics
c. anthropometry
d. sociobiology |
|
Definition
|
|
Term
After collecting questionnaire data from 200 fellow scientists, Galton stated that the potential for high intelligence was inherited but that it must be nurtured by a proper environment, thus beginning:
Select one:
a. the nature-nurture controversy
b. the eugenics movement
c. a movement by the government to subsidize marriages of the intelligent
d. a series of identical twin studies |
|
Definition
| a. the nature-nurture controversy |
|
|
Term
Binet conducted his first studies of intelligence on:
Select one:
a. identical twins
b. normal children
c. mentally retarded children
d. his daughters |
|
Definition
|
|
Term
In his research on hypnotism, effects that Binet believed were due to the power of a magnet were found to be due to:
Select one:
a. perceptual abnormalities
b. suggestion
c. low intelligence
d. craniometry |
|
Definition
|
|
Term
| Specify the eight characteristics of functionalistic psychology |
|
Definition
• Opposed elementism
• Function of mental and behavioural processes
• Practical application of it's principles
• Accepted a Darwinian model of people (not Newtonian)
• Embraced a wide range of topics and methodology
• Interested in motivation
• Interested in individual differences |
|
|
Term
|
Definition
| he escaped depression by embracing free will |
|
|
Term
| Describe James' view of Wundt's approach to psychology |
|
Definition
-He opposed Wundt's approach to psychology (searching for elements of consciousness)
-He believed mental events and overt behaviour always have a function |
|
|
Term
| Describe James' concept of stream of consciousness |
|
Definition
| Consciousness is a stream of ever-changing mental events whose purpose is to allow the person to adjust to the environment |
|
|
Term
| Describe James' treatment of habits and instincts |
|
Definition
-Much of behaviour is instinctive and much of it is learned
-Instincts are modifiable by experience
-Habits are functional because they simplify movements needed, reduce fatigue etc |
|
|
Term
| Describe James' concepts concerning the self |
|
Definition
• Empirical self ("me"): everything you can call your own
○ Material self: all the material things a person has
○ Social self: self as known by other people
○ Spiritual self: what a person is conscious of, your own subjective reality
• Self as knower ("I"): this pure ego transcends the empirical self
• Self-esteem: ratio of things attempted to things achieved |
|
|
Term
| Describe James' theory of emotions |
|
Definition
| James-Lange Theory of emotions: people have a behavioural reaction first and then an emotional one |
|
|
Term
| Describe James' position with respect to free will and voluntary behavior |
|
Definition
| Science must assume determinism, people must assume free will |
|
|
Term
| Describe James' pragmatic philosophy |
|
Definition
| ideas are to be evaluated only in terms of their usefulness or "cash-value" |
|
|
Term
| Describe Dewey's position with respect to the role of reflexes, his concept of progressive education, and his pragmatist philosophy. |
|
Definition
-Dividing reflexes into sensory processes, brain processes, and motor responses for analysis is artificial and misleading, the elements are all one coordinated system
-Progressive education: education should be student oriented, best to learn by doing
-Pragmatist philosophy: research should have a practical value |
|
|
Term
| According to Angell, what were the basic features of functionalism? |
|
Definition
-Interested in mental operations, not conscious elements
-Mental processes mediate between the needs of the organism and the environment
-Mind and body cannot be separated |
|
|
Term
| Describe Carr's notion of an adaptive act |
|
Definition
Adaptive act:
-A motive stimulates behaviour (thirst)
-Environmental setting
-Response satisfies a motive |
|
|
Term
| Describe the state of animal research prior to Thorndike (including Morgan's canon and Washburn's work) |
|
Definition
-Previous animal research: observations were riddled with anecdotes attributing human thought processes
-Morgan's canon: no animal action should be explained on a higher level if it can be explained on a lower level
-Washburn: used controlled conditions to infer mental processes |
|
|
Term
| Describe Thorndike's puzzle box |
|
Definition
| -Puzzle box: learning occurs gradually, without the involvement of mental processes, principles apply to all mammals |
|
|
Term
| Describe Thorndike's connectionism |
|
Definition
| -Connectionism: how the strength of neural bonds (connections between stimuli and response) varies with experience |
|
|
Term
| Describe the laws of exercise and effect (including the way they were later renounced and modified, respectively) |
|
Definition
-Law of exercise: the strength of an association varies with frequency of it's occurrence
-Law of effect: if an association is followed by a positive experience, it is strengthened and opposite for negative
-Later renounced and modified: negative actually has no effect |
|
|
Term
| Describe his theory of transfer of training |
|
Definition
-Opposed the idea of a mental muscle
-Learning will transfer from one situation to another depending on how similar the situations are |
|
|
Term
| What happened to functionalism as a movement within psychology? |
|
Definition
| Functionalism lost it's distinctiveness as a school because most of its major tenets were assimilated into all forms of psychology |
|
|
Term
| Describe Pavlov's personality |
|
Definition
| didn’t write much, hard but fair, progressive, hated mentalism, sentimental, impractical, absent-minded |
|
|
Term
| Describe Pavlov's processes of excitation and inhibition |
|
Definition
-Cortical mosaic: pattern of excitation and inhibition
-Excitation: brain activity that leads to overt behaviour of some type
-Inhibition: reduction or cessation of activity caused by stimulation (e.g. extinction) |
|
|
Term
| Describe Pavlov's processes of extinction, spontaneous recovery, and disinhibition |
|
Definition
-Extinction: elimination or reduction of a CR that results when the CS is presented but not followed by the US
-Spontaneous recovery: reappearance of a conditioned response after a delay following extinction
-Disinhibition: inhibition of an inhibitory process |
|
|
Term
| Describe Pavlov's experimental neurosis |
|
Definition
| Experimental neurosis: when two stimuli become indistinguishable, the excitatory and inhibitory tendencies will conflict and the animal's behaviour will break down |
|
|
Term
| Describe Pavlov's first- and second-signal systems |
|
Definition
-First-signal system: objects or events that become CSs for the occurrence of biologically significant events (e.g. tone signals the eventuality of food)
-Second-signal system: symbols of objects or events that are CSs for the occurrence of biologically significant events (e.g. the word fire signals escape from fire) |
|
|
Term
| Describe Pavlov's view of psychology |
|
Definition
| low opinion, because of introspection, thought Thorndike was good |
|
|
Term
| Describe Pavlov's view of associationism as it had been previously discussed in philosophy |
|
Definition
| discovered the physical mechanism for associationism (from philosophy) |
|
|
Term
| Describe Watson's objective psychology |
|
Definition
-Objective psychology
-Russian position what was compatible with behaviourism
Made conditioning the cornerstone of his stimulus-response psychology |
|
|
Term
| Describe Watson's goals of psychology |
|
Definition
| to predict and control behaviour by determining how it is related to environmental events |
|
|
Term
| Describe Watson's types of behaviour |
|
Definition
○ Explicit Learned behaviour (e.g. baseball)
○ Implicit learned behaviour (e.g. fears)
○ Explicit unlearned behaviour (e.g. grasping)
○ Implicit unlearned behaviour (e.g. gland secretion) |
|
|
Term
| Describe Watson's Four methods for studying behaviour |
|
Definition
○ Observation
○ Conditioned-reflex method
○ Testing (taking behaviour samples)
○ Verbal reports |
|
|
Term
| Describe Watson's view of language |
|
Definition
| a type of overt behaviour |
|
|
Term
| Describe Watson's views of thought |
|
Definition
| Thought consists entirely of sub-vocal speech |
|
|
Term
| Describe Watson's views of the role of instincts and learning in behaviour |
|
Definition
-Early position: instincts played a prominent role in explaining behaviour
-Later position: Humans possess instincts but learned behaviour soon replaces instinctive behaviour
-Final position: instincts have no influence on human behaviour |
|
|
Term
| Describe Watson's views of emotion |
|
Definition
-Fear, rage, and love are inherited
-Experience expands how these are elicited |
|
|
Term
| Describe Watson's Experiments with Mary Cover Jones with little Albert and Peter |
|
Definition
-Albert: showed how a neutral stimulus could elicit fear
-Mary: how fear can be disassociated from a stimulus |
|
|
Term
| Describe Watson's views on child rearing |
|
Definition
| treat them as small adults, don't pamper them |
|
|
Term
| Describe Watson's views on sex education |
|
Definition
|
|
Term
| Describe Watson's views on the learning process |
|
Definition
| the more often two events occur together, the stronger the association (Contiguity and frequency) |
|
|
Term
| Describe McDougall's debate with Watson over behaviorism |
|
Definition
| McDougall was declared the winner (narrowly) |
|
|
Term
James referred to individuals who were intellectual, idealistic, religious and who believed in free will as:
Select one:
a. tender-minded
b. tough-minded
c. fools
d. pragmatic |
|
Definition
|
|
Term
Dewey believed that the best way to learn was by:
Select one:
a. rote memorization
b. engaging in the activities to be learned
c. listening to knowledgeable lecturers
d. observing a knowledgeable person who acts as a model |
|
Definition
| b. engaging in the activities to be learned |
|
|
Term
Dewey believed that the goal of education should be to facilitate creative intelligence and:
Select one:
a. prepare children to live effectively in a complex society
b. transmit traditional knowledge
c. obtain a college degree
d. strengthen the reasoning faculty of the mind |
|
Definition
| a. prepare children to live effectively in a complex society |
|
|
Term
hich of the following is not a theme that describe functionalist ideas?
Select one:
a. understand the function of the mind
b. wanted psychology to be a practical applied science
c. were opposed to study of animals and children
d. more interested in what made people different rather than their similarities |
|
Definition
| c. were opposed to study of animals and children |
|
|
Term
James admitted that his concept of ____ was similar to the older concepts of “soul” or “spirit.”
Select one:
a. self as knower
b. spiritual self
c. material self
d. social self |
|
Definition
|
|
Term
Who is commonly credited with the founding of the school of functionalism?
Select one:
a. James
b. Dewey
c. Hall
d. Munsterberg |
|
Definition
|
|
Term
Thorndike's ____ stated that reinforcement strengthened behavior, whereas punishment weakened it.
Select one:
a. original law of exercise
b. revised law of exercise
c. original law of effect
d. revised law of effect |
|
Definition
| c. original law of effect |
|
|
Term
For James, tough-minded people are all of the following except:
Select one:
a. fact-oriented
b. dogmatic
c. materialistic
d. fatalistic |
|
Definition
|
|
Term
Thorndike's identical elements theory of transfer stated that:
Select one:
a. the extent to which information learned in one situation will transfer to another situation is determined by the similarity between the two situations
b. for the transfer of training to occur, mental elements must first be discovered
c. learning difficult topics in school will make it much easier for students to adjust to society when they leave school
d. transfer from a learning situation to a new situation will only occur if the two situations are identical |
|
Definition
| a. the extent to which information learned in one situation will transfer to another situation is determined by the similarity between the two situations |
|
|
Term
James identified ____ as a ratio of things attempted to things achieved.
Select one:
a. the empirical self
b. the self as knower
c. the stream of consciousness
d. self-esteem |
|
Definition
|
|
Term
By systematically moving a feared rabbit closer and closer to Peter as Peter ate lunch, Watson and Jones:
Select one:
a. made use of procedures later called behavior therapy
b. eliminated Peter's fear of the rabbit and reduced his fear of related objects
c. inspired the famous story of “Peter and the Rabbit”
d. both made use of procedures later called behavior therapy and eliminated Peter's fear of the rabbit and reduced his fear of related objects |
|
Definition
| d. both made use of procedures later called behavior therapy and eliminated Peter's fear of the rabbit and reduced his fear of related objects |
|
|
Term
Which of the following characteristics of contemporary psychology would most disappoint Watson:
Select one:
a. the emphasis on the prediction and control of behavior
b. the emphasis on overt behavior as psychology's subject matter
c. the popularity of cognitive psychology
d. the form of behaviorism referred to as radical |
|
Definition
| c. the popularity of cognitive psychology |
|
|
Term
One of McDougall's major criticisms of Watson's position was that it:
Select one:
a. was too subjective
b. relied too heavily on the concept of instinct
c. could not account for the most satisfying human experiences
d. viewed both human and nonhuman behavior as purposive |
|
Definition
| c. could not account for the most satisfying human experiences |
|
|
Term
Pavlov acknowledged that ____ objective work on the learning process preceded his own.
Select one:
a. Watson's
b. Thorndike's
c. James's
d. Dewey's |
|
Definition
|
|
Term
Watson's research indicated that rats use their ____ sense in learning to traverse a maze accurately.
Select one:
a. visual
b. auditory
c. kinesthetic
d. olfactory |
|
Definition
|
|
Term
Pavlov called the stimuli (CSs) that come to signal biologically significant events the:
Select one:
a. first-signal system
b. second-signal system
c. cortical mosaic
d. mind |
|
Definition
|
|
Term
In the famous lecture “Psychology as a behaviorist views it,” Watson outlined the tenets of behavioral psychology. Which of the following was not listed as part of the behavioral philosophy?
Select one:
a. its theoretical goal is the prediction and control of behavior
b. introspection forms no essential part of its method
c. the behaviorist...recognizes no dividing line between man and brute (animal)
d. the value of introspective data is recognized as important for a complete analysis of human behavior |
|
Definition
| d. the value of introspective data is recognized as important for a complete analysis of human behavior |
|
|
Term
In their research on Albert, Watson and Rayner found that in addition to becoming fearful of the rat, Albert also became fearful of other furry objects. Albert's fear of furry objects other than the rat is an example of:
Select one:
a. discrimination
b. disinhibition
c. generalization
d. spontaneous recovery |
|
Definition
|
|
Term
If a period of time is allowed to elapse after extinction and the conditioned stimulus is again presented, the stimulus will elicit a conditioned response. This reappearance of the conditioned response is called:
Select one:
a. experimental neurosis
b. secondary extinction
c. spontaneous recovery
d. disinhibition |
|
Definition
|
|
Term
A belief in the importance of____ formed the core of McDougall's theory.
Select one:
a. innate ideas
b. instincts
c. perception
d. overt behavior |
|
Definition
|
|
Term
What was the outcome of the debate between McDougall and Watson?
Select one:
a. both men were declared losers
b. both men were declared winners
c. McDougall was narrowly declared the winner
d. Watson was declared the winner by a wide margin |
|
Definition
| c. McDougall was narrowly declared the winner |
|
|
Term
Watson, along with most functionalists and behaviorists, believed:
Select one:
a. psychology is experimental and has the purpose of explaining behavior
b. psychology can study mental events in behavioral terms
c. psychology should be useful and applied to improvement in the human condition
d. animal research can only be useful if applied to improvement in the animal condition |
|
Definition
| psychology should be useful and applied to improvement in the human condition. |
|
|
Term
| Define observational terms and theoretical terms |
|
Definition
Observational terms: terms that refer to observable events
Theoretical terms: terms employed to explain empirical observations |
|
|
Term
| Define logical positivism and describe its historical origins, including the positions of Comte, Mach, and the Vienna Circle |
|
Definition
• Vienna circle: small groups of philosophers in Vienna
• Combined positivism of Compte and Mach with the rigors of formal logic
• Theoretical terms must be able to be tied to empirical observations
• Allowed more complex behaviourism to emerge |
|
|
Term
| Define an operational definition and operationism |
|
Definition
-Operational definition: definition that relates an abstract concept to the procedures used to measure it
-Operationism: belief that all abstract scientific concepts should be operationally defined |
|
|
Term
| contrast positivism and logical positivism |
|
Definition
| Unlike positivism, logical positivism had no aversion to theory, it can be theoretical without sacrificing objectivity |
|
|
Term
|
Definition
-Belief growing out of logical positivism
-All sciences should share common assumptions, principles, and methodologies modeled after physics |
|
|
Term
| Define neobehaviorism and describe its historical origins |
|
Definition
Neobehaviourism:
-Overt behaviour should be psychology's subject matter (agreed with older forms of behaviourism)
-Disagreed with older forms of behaviourism that theoretical speculation concerning abstract entities must be avoided
-Speculation was accepted if theoretical terms were operationally defined
-Use animals for research because easy to control, and similar to humans
-Learning process is highly important
Origins:
-When behaviourism combined with logical positivism |
|
|
Term
| Describe Tolman's purposive behaviourism |
|
Definition
Purposive behaviourism: study of purposive "molar" behaviour
"molecular" behaviour = S-R reflexes |
|
|
Term
| Why did Tolman use rats in his research |
|
Definition
|
|
Term
| Describe Tolman's use of intervening variables |
|
Definition
-He treated cognitive events as Intervening variables (variables that intervene between environmental events and behaviour)
-Independent variables (environmental events) + intervening variables (theoretical concepts) = dependent variables (behaviour) |
|
|
Term
| Describe Tolman's use of use of hypotheses, expectancies, beliefs, and cognitive maps |
|
Definition
-The learning process progresses from the formation of hypotheses concerning what leads to what in an environment, to an expectancy, and finally a belief
-Cognitive map: a set of beliefs; Most important intervening variable |
|
|
Term
| Describe Tolman's view of reinforcement |
|
Definition
-Confirmation replaced the notion of reinforcement
-You confirm a hypothesis (see above)
-You don’t need reinforcement or motivation to learn |
|
|
Term
| Describe Tolman's learning-performance distinction |
|
Definition
-You learn constantly and whether you use what you learn or not is determined by motivational state
-Motivation influences performance but not learning |
|
|
Term
| Describe Tolman's concepts of latent learning and latent extinction |
|
Definition
-Latent learning: learning that has occurred but is not translated into behaviour
-Latent extinction: animals who passively experience a goal box no longer containing extinguish a previously learned response to that goal box significantly faster than animals without that experience |
|
|
Term
| Describe Guthrie's single law of learning |
|
Definition
|
|
Term
| Describe Guthrie's concept of one-trial learning |
|
Definition
| Just one pairing is needed for an association to develop at full strength |
|
|
Term
| Describe Guthrie's distinctions between movements, acts, and skills, and his explanation of why practice improves performance |
|
Definition
-Movement: specific response to specific stimuli, a learned associated after one trial
-Act: response made to various stimuli conditions
-Skill: consists of many acts
-practice improves performance because learning so many S-R associations |
|
|
Term
| Describe Guthrie's concept of the nature of reinforcement |
|
Definition
| -Reinforcement is a mechanical arrangement that prevents unlearning |
|
|
Term
| Describe Guthrie's view of the forgetting process |
|
Definition
| Forgetting occurs in one trial |
|
|
Term
| Describe Guthrie's notion of habit and how to break habits |
|
Definition
| Bad habits can be broken by causing a response, other than the undesirable one, to be made in the presence of the stimuli that previously elicited the undesirable response |
|
|
Term
| Describe Guthrie's concept of punishment |
|
Definition
| Punishment, to be effective, must cause behaviour incompatible with the undesirable behaviour in the presence of the stimuli that previously elicited the undesirable behaviour |
|
|
Term
| Describe Guthrie's concepts of drives and intentions |
|
Definition
-Drives = maintaining stimuli
-Keep an organism active until they are terminated
-Intentional behaviour is associated with maintaining stimuli |
|
|
Term
| Voeks and Estes attempted to formalized __________'s theory |
|
Definition
|
|
Term
| Describe Skinner's version of positivism |
|
Definition
-Skinner's accepted positivism instead of logical positivism
-He avoided theory but he did accept operational definitions |
|
|
Term
| Describe Skinner's functional analysis of behavior |
|
Definition
-functional analysis of behavior: approach to research that involves studying the systematic relationship between behavioural and environmental events
-Focuses on the relationship between behavioural reinforcement contingencies and response rate or response probability |
|
|
Term
| Describe Skinner's operant behavior |
|
Definition
| emitted by an organism rather than elicited by a known stimulus |
|
|
Term
| Describe Skinner's nature of reinforcement |
|
Definition
| anything that changes the rate or probability of a response |
|
|
Term
| Describe Skinner's role of the environment |
|
Definition
| It selects behaviour (by strengthening or weakening responses), so we can change it to improve humans |
|
|
Term
| Describe Skinner's positive control of behavior |
|
Definition
-Reward strengthens
-Punishment does not weaken, but it does reinforce the punisher
-So, we should ignore bad behaviour |
|
|
Term
| Describe Skinner's position with respect to theories |
|
Definition
|
|
Term
| Describe the applications of Skinnerian principles |
|
Definition
Behaviour therapy
Token economies |
|
|
Term
| Describe the contemporary state of behaviorism |
|
Definition
| Basic tenets have been incorporated into all current brand of experimental psychology |
|
|
Term
| Define the word Gestalt . |
|
Definition
| Configuration, pattern, whole |
|
|
Term
| Specify what Gestalt psychologists sought to study and what they opposed. |
|
Definition
-Studies whole, intact behaviour and cognitive experience
-Opposed any type of elementism/molecular approach |
|
|
Term
| What view did Kant and the Gestaltists agree upon? |
|
Definition
| Both believed that conscious experience cannot be reduced to sensory stimulation |
|
|
Term
| Describe the Gestalt position with respect to problem solving as reflected in Wertheimer's book Productive Thinking |
|
Definition
-Productive thinking: understanding of principles rather than the memorization of facts or the utilization of formal logic
-Reinforcement for this is intrinsic |
|
|
Term
| Describe Lewin's position with respect to Aristotelian and Galilean science |
|
Definition
-He wanted to switch from an Aristotelian to a Galilean model of science
-Psychology should attempt to understand the dynamic force fields that motivate human behaviour instead of categorize people into types or emphasize their inner essences |
|
|
Term
| Describe Lewin's position with respect to life space |
|
Definition
-Life space: totality of psychological facts that exists at the moment
-Anything influencing a person at any given moment is a psychological fact |
|
|
Term
| Describe Lewin's position with respect to motivation |
|
Definition
| -Zeigarnik effect: tendency to remember uncompleted tasks longer than completed ones |
|
|
Term
| Describe Lewin's position with respect to conflict |
|
Definition
| Intentions often conflict |
|
|
Term
| Describe Lewin's position with respect to Group dynamics |
|
Definition
| different types of group structures create different Gestalten that influence the performance of group members |
|
|
Term
| Describe the impact of Gestalt psychology on the history of psychology |
|
Definition
-Less distinctiveness as a school because many features have be assimilated into modern psychology
-Directed focus towards whole behaviour instead of insignificant bits |
|
|
Term
According to Guthrie, practice improves the performance of a skill because it:
Select one:
a. allows many specific S-R associations to be formed
b. allows insight to be gained
c. allows a cognitive map to be formed
d. strengthens the responses that lead to drive reduction |
|
Definition
| a. allows many specific S-R associations to be formed |
|
|
Term
Guthrie argued that the learning theories and descriptions proposed by such individuals as Tolman, Hull, Watson, and Skinner were:
Select one:
a. unscientific
b. unparsimonious
c. not complex enough
d. in many respects, better than his own theory |
|
Definition
|
|
Term
According to Skinner, a reinforcer was anything that:
Select one:
a. reduced a biological drive
b. confirmed an organism's expectancies
c. provided the organism with useful information
d. increased the rate with which a response was made |
|
Definition
| d. increased the rate with which a response was made |
|
|
Term
During the early stages of hypothesis formation, an organism may ponder alternatives at the choice point. This apparent pondering is called:
Select one:
a. expectancy
b. vicarious trial and error
c. belief formation
d. cognitive map formation |
|
Definition
| b. vicarious trial and error |
|
|
Term
According to Skinner, the best way to deal with and decrease undesirable behavior is to:
Select one:
a. ignore it and thus put the behavior on extinction
b. punish it
c. reinforce it
d. explain to the perpetrator why his or her behavior is undesirable |
|
Definition
| a. ignore it and thus put the behavior on extinction |
|
|
Term
According to Guthrie, the association between stimuli and aNo ____ is formed in one trial.
Select one:
a. act
b. movement
c. skill
d. habit |
|
Definition
|
|
Term
____ resulted when behaviorism and logical positivism combined.
Select one:
a. Positivism
b. Neobehaviorism
c. Physicalism
d. Radical environmentalism |
|
Definition
|
|
Term
The cornerstone of Guthrie's theory of learning was the law of:
Select one:
a. frequency
b. similarity
c. contiguity
d. contrast |
|
Definition
|
|
Term
Which of the following best describes Guthrie's view of reinforcement?
Select one:
a. reinforcement changes the stimulating conditions, thus preventing unlearning
b. drive reduction
c. a satisfying state of affairs
d. the confirmation of an expectancy |
|
Definition
| a. reinforcement changes the stimulating conditions, thus preventing unlearning |
|
|
Term
Hull borrowed the concept of ____ from Tolman.
Select one:
a. intervening variables
b. latent learning
c. latent extinction
d. cognitive map |
|
Definition
|
|
Term
For Tolman, motivation influenced ____, but not ____.
Select one:
a. learning; performance
b. performance; learning
c. perception; memory
d. memory; perception |
|
Definition
|
|
Term
According to Tolman, the first thing an animal developed in a learning situation was aNo:
Select one:
a. belief
b. expectancy
c. hypothesis
d. cognitive map |
|
Definition
|
|
Term
The belief that all sciences should be unified and use a common language was called:
Select one:
a. positivism
b. logical positivism
c. physicalism
d. radical environmentalism |
|
Definition
|
|
Term
The results of the experiment run by Tolman and Honzik in 1930 indicated that:
Select one:
a. sunflower seeds were more powerful reinforcers than was bran mash
b. without reinforcement of some type, animals learn practically nothing
c. animals learned constantly, but only translated what had been learned into behavior when there was a incentive to do so
d. different species of animals learned according to different learning principles |
|
Definition
| c. animals learned constantly, but only translated what had been learned into behavior when there was a incentive to do so |
|
|
Term
According to the Gestaltists, when an organism was confronted with a problem, a ____ was set up and continued until the problem was solved.
Select one:
a. cognitive map
b. behavioral environment
c. mental set
d. cognitive disequilibrium |
|
Definition
| d. cognitive disequilibrium |
|
|
Term
According to Lewin, a person's ____ consisted of all of the influences acting upon him or her at a given time.
Select one:
a. apperceptive mass
b. essence
c. life space
d. hodological space |
|
Definition
|
|
Term
Who believed that a search for a one-to-one correspondence between a sensory event and a mental event was doomed to failure?
Select one:
a. Kant
b. the Gestaltists
c. Locke
d. both Kant and the Gestaltists |
|
Definition
| d. both Kant and the Gestaltists |
|
|
Term
For the Gestaltists, analysis of experience:
Select one:
a. proceeds from the parts (bottom) to the whole (top)
b. is purely a physiological field analysis
c. must be broken down into its component parts
d. proceeds from the whole (top) to the parts (bottom) |
|
Definition
| d. proceeds from the whole (top) to the parts (bottom) |
|
|
Term
In the case of cognitive experience, the important point is that fields of brain activity ____ sensory data and give that data characteristics it would not otherwise possess.
Select one:
a. create
b. synthesize
c. transform
d. destroy |
|
Definition
|
|
Term
According to the Gestaltists, what governs brain activity is:
Select one:
a. innate
b. learned
c. the invariant dynamics that govern all physical systems
d. very much like the animal spirits described by Descartes |
|
Definition
| c. the invariant dynamics that govern all physical systems |
|
|
Term
When one has mixed feelings about one goal, what type of conflict is this?
Select one:
a. approach - approach conflict
b. avoidance - avoidance conflict
c. double approach - avoidance conflict
d. approach - avoidance conflict |
|
Definition
| d. approach - avoidance conflict |
|
|
Term
Insightful learning occurs
Select one:
a. when the things necessary for a problem's solution are present
b. when incremental learning occurs
c. when an organism weighs all the options for problem solving through experience
d. after rote memorization has been successful |
|
Definition
| a. when the things necessary for a problem's solution are present |
|
|
Term
The Gestaltists were opposed to any type of:
Select one:
a. mentalism
b. elementism
c. introspection
d. analysis |
|
Definition
|
|
Term
In their research on group dynamics, Lewin, Lippitt, and White found the ____ group to be highly aggressive.
Select one:
a. democratic
b. authoritarian
c. laissez-faire
d. largest |
|
Definition
|
|
Term
All of the following were considered positive contributions of Gestalt psychology except:
Select one:
a. it moved psychology away from elementism
b. it demonstrated the organizational nature of perception
c. it demonstrated that introspection could not be used if psychology was to become an objective science
d. it opened new avenues of inquiry that have persisted in contemporary cognitive psychology |
|
Definition
| c. it demonstrated that introspection could not be used if psychology was to become an objective science |
|
|
Term
| Identify and describe the four themes that govern the definition of mental illness |
|
Definition
-Harmful behaviour: e.g. self-mutilation or suicide, except for certain cultural situations
-Unrealistic thoughts and perceptions: delusions and hallucinations
-Inappropriate emotions: depending on culture
Unpredictable behaviour |
|
|
Term
| Identify and describe the three classes of early explanations of mental illness |
|
Definition
Biological explanations: Medical model of mental illness: disease is caused by malfunctioning of the body (e.g. brain)
Psychological explanations: psychological model of mental illness: psychological events cause abnormal behaviour e.g. stress
Supernatural explanations: supernatural model of mental illness: mysterious forces, this was popular until the Greek physicians, but it was not the only model |
|
|
Term
| Identify and describe the general features of early approaches to treating mental illness, as well as the three classes of early treatment. Specify which of these approaches returned later in history and describe the nature of this return |
|
Definition
-Psychological approach: offering support or catharsis, teaching skills
-Sympathetic magic (returned later when Rome came to power):
->Homeopathic magic: doing something to a likeness of a person will influence a person
->Contagious magic: doing something to a belonging of a person will influence a person
Biological approach: Hippocrates |
|
|
Term
| _____ viewed the mentally ill as sick, improved patient treatment |
|
Definition
|
|
Term
| _____ first US psychiatrist, improved humane treatment, but still used bloodletting |
|
Definition
|
|
Term
| _____ caused several states (and foreign countries) to reform their facilities for treating mental illness by making them more available and humane |
|
Definition
|
|
Term
| _____ founder of clinical psychology |
|
Definition
|
|
Term
| Describe the psychological and medical models of mental illness and the tension between these models. |
|
Definition
| The prevalence of the medical model discouraged a search for the psychological causes of mental illness because it was believed that such a search exemplified a return to a form of demonology |
|
|
Term
| Describe the views of Thomas Szasz regarding the medical model. |
|
Definition
-Mental illness is a myth because it has no organic basis
-Mental illness reflects a social, political, or political judgement (problems in living)
-Labelling problems as an illness may make people think they are not responsible for solving them |
|
|
Term
| define the Contagion effect |
|
Definition
| people are more susceptible to suggestion in a group then when alone |
|
|
Term
| define artificial somnambulism |
|
Definition
|
|
Term
| what is posthypnotic amnesia |
|
Definition
| forget what happens when you're under hypnosis |
|
|
Term
| Describe the historical antecedents of psychoanalysis. |
|
Definition
• Leibniz: petites perceptions (unconscious experience)
• Goethe: struggle between emotions and tendencies
• Herbart: unconscious and unconscious ideas, repression
• Schopenhauer: humans are governed by irrational desires, sublimation, repression, resistance
• Nietzsche: tension between irrational (Dionysian) and rational (Appollonian) tendencies
• Fechner: mind as iceberg
• Helmholtz: concept of conservation of energy
• Brentano: motivation, objective reality vs. subjective reality
• Brucke: influenced him to stay in medicine
Hartmann: 3 types of unconscious |
|
|
Term
| Describe Joseph Breuer and the case of Anna O |
|
Definition
| Freud learned from Breuer that when his patient Anna O was totally relaxed or hypnotized and then asked her to remember the circumstances under which her symptoms first occurred, it would temporarily disappear |
|
|
Term
| the ___________ book marks the formal beginning of the school of psychoanalysis |
|
Definition
|
|
Term
| People show__________ when asked to recall a repressed memory |
|
Definition
|
|
Term
| Repression often results from __________ (tendency both to avoid and approach something considered wrong) |
|
Definition
|
|
Term
|
Definition
| all hysteria is caused by child sex abuse |
|
|
Term
| Define the following components of Freud's dream analysis: manifest content, latent content, wish fulfillment, dream work, condensation, and displacement |
|
Definition
-Manifest content: what a dream appears to be about
-Latent content: what a dream is really about
-Wish fulfillment: every dream is a symbolic wish they could not express without anxiety
-Dream work: disguises the true meaning of a dream
->Condensation: one element of a dream symbolizes several things in waking life
->Displacement: dreaming of something symbolically similar to something anxiety provoking |
|
|
Term
|
Definition
| Freudian slips point to unconscious motivation |
|
|
Term
| define Freud's over-determination |
|
Definition
| behavioural and psychological acts often have more than one cause |
|
|
Term
| _______ is a process where the ego can work successfully; _______ is when need satisfaction violates a persons values |
|
Definition
|
|
Term
| death instincts (_________): explains things like murder, suicide, general aggression, masochism |
|
Definition
|
|
Term
|
Definition
|
|
Term
| Ego reduces anxiety by _____ |
|
Definition
| deploying defense mechanisms |
|
|
Term
| when do Oedipal complexes occur |
|
Definition
|
|
Term
|
Definition
| repression of sexual desires and sublimation |
|
|
Term
True or false
Freud was optimistic that rationalism would prevail over animal nature |
|
Definition
|
|
Term
true or false
Freud was critical of religion and thought it was an illusion that keeps people functioning at an infantile level |
|
Definition
|
|
Term
True or false:
Freud hoped people would embrace the principles of science and become more objective about themselves and the world |
|
Definition
|
|
Term
| Outline the criticisms of psychoanalysis made by Sulloway. |
|
Definition
-His followers portrayed him as a courageous innovative hero
-He was not as discriminated against and his ideas were not as original as he claimed |
|
|
Term
| Describe Freud's view of the reality of repressed memories. Discuss contemporary thinking regarding this phenomenon. |
|
Definition
-None of his early patients volunteered seduction stories, they were suggested by Freud
-Loftus questions the existence of repressed memories and argues that the search for them can do more harm than good |
|
|
Term
| Describe the commonly cited criticisms and contributions of Freud's theory. (6) |
|
Definition
• Using data from his patients to develop his theories
• Using nebulous terms that make measurement impossible
• Intolerant of criticism
• Overemphasized sexual motivation
• Long and costly therapy
• Theory is not falsifiable |
|
|
Term
The 18th century belief that mental illness was punishment for a sinful life was called:
Select one:
a. natural law
b. sympathetic magic
c. trepanation
d. the supernatural model of mental illness |
|
Definition
|
|
Term
The widespread acceptance of the medical model of mental illness in modern times resulted in all of the following except:
Select one:
a. it discouraged mystical, superstitious explanations of mental illness
b. it discouraged a search for psychological causes of mental illness
c. it encouraged an explanation of mental illness in terms of a person's conflicts, frustrations, and emotional disturbances
d. it encouraged the classification of “mental” diseases |
|
Definition
| c. it encouraged an explanation of mental illness in terms of a person's conflicts, frustrations, and emotional disturbances |
|
|
Term
After studying with Charcot, Sigmund Freud believed that
Select one:
a. hypnosis was a cure-all for mental illness
b. ideas could lodge in the unconscious part of the mind, which could produce bodily symptoms
c. hypnotizability indicated a sign of hysteria
d. childhood experiences had no effect on adult mental illness |
|
Definition
| b. ideas could lodge in the unconscious part of the mind, which could produce bodily symptoms |
|
|
Term
What important lesson did Freud learn from Charcot?
Select one:
a. ideas can cause physical disorders
b. only something physical can influence something physical
c. hysteria is best explained as malingering
d. psychological disorders can cause physical problems |
|
Definition
| d. psychological disorders can cause physical problems |
|
|
Term
Who was the first physician to argue against labeling individuals as witches?
Select one:
a. Paracelsus
b. Agrippa
c. Weyer
d. Pinel |
|
Definition
|
|
Term
Szasz argued that:
Select one:
a. the belief that mental illness is a real medical illness has hurt more people than it has helped
b. labeling problems in living as an illness or a disease implies that people are not responsible for their behavior and not responsible for solving their problems
c. diagnosing a person as having a particular mental illness or disease may encourage him or her to think and act in ways dictated by the diagnosis
d. all of these choices |
|
Definition
|
|
Term
As discussed in the text, there are two types of sympathetic magic. ____ is based on the principle of similarity, while ____ is based on the principle of contiguity.
Select one:
a. Contagious; homeopathic
b. Unsympathetic; neosympathetic
c. Homeopathic; contagious
d. Sympathetic; homeopathic |
|
Definition
| c. Homeopathic; contagious |
|
|
Term
According to Charcot, the sequence of events from trauma to pathogenic ideas, to physical symptoms could only occur in individuals who were:
Select one:
a. hypnotized
b. inherently predisposed to hysteria
c. below average in intelligence
d. willing to cooperate with their physicians |
|
Definition
| b. inherently predisposed to hysteria |
|
|
Term
Lightner Witmer made three lasting impressions on clinical psychology. Of the following, which is not reflective of those lasting impressions?
Select one:
a. scientific psychology, if utilized appropriately, can be useful in helping people
b. the idea that help can best be provided through the instrumentation of a profession dedicated to this practice and is independent of medicine and education
c. a committed view that clinical psychology should be highly research oriented
d. a conception that clinical psychologists should be eclectic |
|
Definition
| d. a conception that clinical psychologists should be eclectic |
|
|
Term
During the Renaissance, abnormal behavior was generally taken as a sign of:
Select one:
a. sinfulness
b. holiness
c. witchcraft
d. sinfulness and witchcraft |
|
Definition
| d. sinfulness and witchcraft |
|
|
Term
Although in the 16th and 17th centuries mental illness increasingly came to be viewed as being caused by natural causes rather than supernatural causes, it was still poorly understood and treatment was quite harsh. Treatment included:
Select one:
a. bloodletting
b. spinning patients at high speeds
c. throwing cold water on chained patients
d. all of these choices |
|
Definition
|
|
Term
The fact that many people who will not respond to suggestion when alone with a physician will do so in a group is called:
Select one:
a. the Zeigarnik effect
b. mesmerism
c. the contagion effect
d. animal magnetism |
|
Definition
|
|
Term
In dream analysis, displacement is when:
Select one:
a. instead of dreaming about an anxiety-provoking event, the dreamer dreams of something symbolically similar to it
b. one element of a dream symbolizes several things in waking life
c. we substitute our real desires for imagined ones
d. we forget our dreams after we awaken |
|
Definition
| a. instead of dreaming about an anxiety-provoking event, the dreamer dreams of something symbolically similar to it |
|
|
Term
All of the following are true of Freudian primary processes except:
Select one:
a. they are irrational
b. they tolerate no time lapse between the onset of a need and its satisfaction
c. they exist on the unconscious level
d. they provide real satisfactions of needs instead of imaginary ones |
|
Definition
| d. they provide real satisfactions of needs instead of imaginary ones |
|
|
Term
The ego is governed by the ____ principle.
Select one:
a. pleasure
b. reality
c. primary
d. Oedipal |
|
Definition
|
|
Term
Freud preferred ____ as his method of treatment because, though it was more difficult to arrive at the original traumatic experience, once the experience was acknowledged it was available to the patient to deal with in a rational manner.
Select one:
a. hand pressure
b. hypnosis
c. free association
d. electro-therapy |
|
Definition
|
|
Term
While in psychoanalysis, the patient stops short of realizing the crucial event. This is called:
Select one:
a. transference
b. catharsis
c. pseudomemory
d. resistance |
|
Definition
|
|
Term
Early in his theorizing, Freud differentiated among three levels of consciousness. Which of the following is not one of the three levels?
Select one:
a. conscious
b. preconscious
c. subconscious
d. unconscious |
|
Definition
|
|
Term
Who discovered the processes of sublimation, repression, and resistance first?
Select one:
a. Herbart
b. Leibniz
c. Schopenhauer
d. Freud |
|
Definition
|
|
Term
Who viewed humans as engaged in a perpetual struggle between rational and irrational tendencies?
Select one:
a. Nietzsche
b. Goethe
c. Freud
d. both Nietzsche and Freud |
|
Definition
| d. both Nietzsche and Freud |
|
|
Term
Freud believed all of the following except:
Select one:
a. religion is an illusion
b. both science and religion result from the human tendency to create myths
c. humans will take advantage of their fellow humans any way they can
d. religious principles could be, and should be, replaced by scientific principles as guides for living |
|
Definition
| b. both science and religion result from the human tendency to create myths |
|
|
Term
____ anxiety arises when the ego anticipates that it will be overwhelmed by the id.
Select one:
a. Objective
b. Neurotic
c. Moral
d. Existential |
|
Definition
|
|
Term
According to Freud, when directed toward one's self, the death instinct manifests itself as:
Select one:
a. suicide
b. masochism
c. general aggression
d. suicide and masochism |
|
Definition
|
|
Term
If a phenomenon has two or more causes it is said to be ____, a concept which is very important in Freudian theory.
Select one:
a. free
b. too complex to understand
c. overdetermined
d. abnormal |
|
Definition
|
|
Term
At one point, Freud believed that adult hysteria was the result of an actual sexual incident that occurred in the life of the patient. This was called the:
Select one:
a. seduction theory
b. theory of catharsis
c. theory of countertransference
d. Oedipus complex |
|
Definition
|
|
Term
Freud's final position on the sexual fantasies of his patients was that they were:
Select one:
a. based on imagined sexual encounters
b. based on real sexual attacks that typically occurred during the patient's childhood
c. based on stories that patients heard adults telling when the patients were children
d. unimportant in the therapeutic process |
|
Definition
| a. based on imagined sexual encounters |
|
|
Term
According to Freud, a healthy resolution of the male Oedipus conflict occurs when the male child:
Select one:
a. identifies with his father
b. identifies with his mother
c. identifies with both his mother and father
d. experiences castration anxiety |
|
Definition
| a. identifies with his father |
|
|
Term
| Describe Jung's views on the libido |
|
Definition
| Saw libido as a pool of energy that could be used for positive growth throughout one's lifetime, rather than as sexual energy |
|
|
Term
| Describe Jung's views on the ego |
|
Definition
-similar to Freud's, mechanism by which we interact with the physical environment
-Everything that we are conscious of, concerned with thinking, problem solving, remembering, perceiving |
|
|
Term
| Describe Jung's views on the personal unconscious |
|
Definition
| The personal unconscious: experiences from one's lifetime of which a person is not conscious |
|
|
Term
| Describe Jung's views on the collective unconscious and the archetypes |
|
Definition
-The collective unconscious: the recording of universal human experience through the eons of human history
-Contains archetypes (predispositions): respond emotionally to certain experiences in one's life and create myths about them
-Persona, anima, animus, shadow, self |
|
|
Term
| Describe Jung's views on personality types (attitudes) |
|
Definition
|
|
Term
| Describe Jung's views on causality, teleology, and synchronicity |
|
Definition
-Behaviour is pushed by the past and the present (causality) and pulled by the future (teleology)
-Synchronicity: meaningful coincidence plays a major role in determining one's course of life |
|
|
Term
| Describe Jung's views on dreams |
|
Definition
-Dreams: give expression to the parts of the personality that are not given adequate expression in one's life
-Dream analysis can be used to determine which aspects of personality are adequately developed |
|
|
Term
| Describe Jung's views on the importance of middle age |
|
Definition
| -Middle age is important in personality development because before self-actualization can occur, the many conflicting forces within the psyche must be understood |
|
|
Term
| Describe the commonly cited criticisms and contributions of Jung |
|
Definition
• Common criticism:
○ Embraced occultism, spiritualism, and mysticism
○ Archetype is metaphysical
○ Used Lamarckian theory
• Contributions
○ Introversion and extraversion
○ Self-actualization |
|
|
Term
| Describe Alfred Adler's notions of inferiority |
|
Definition
-All humans begin life feeling inferior because of infant helplessness
-Most people develop a lifestyle that allows them to gain power or approach perfection, and thereby overcome their feelings of inferiority
-Compensation: adjust to weakness by finding another strength
-Overcompensation: adjust to weakness by making it a strength
-Some people are overwhelmed by their feelings of inferiority and develop an inferiority complex |
|
|
Term
| Describe Alfred Adler's concepts of worldviews and goals |
|
Definition
-The only meaning in life is created by the individual
-A child creates a worldview out of their earliest experiences
-The worldview derives guiding fictions or future goals
-A lifestyle is created to achieve these goals
-A ww lifestyle has a significant amount of social interest
-Mistaken lifestyle: no social interest |
|
|
Term
| Describe Alfred Adler's concept of the creative self |
|
Definition
| gives people control over their personal destinies |
|
|
Term
| According to third-force psychologists, what was missing from the other two forces in psychology? |
|
Definition
-An emphasis on the human spirit was missing from the other two forces in psychology
-There was a need for information what would make healthy people reach their full potential |
|
|
Term
| Describe the role of the concept of subjective reality in third-force psychology. |
|
Definition
-subjective reality is the most important cause of behaviour
-Humans are free to choose their own type of existence |
|
|
Term
| Describe the origins and historical antecedents of third-force psychology. |
|
Definition
-Romantics: humans are more than machines, distrusted reason
-Existentialists: emphasized importance of meaning in human existence, subjectivity is truth |
|
|
Term
| Define humanistic psychology |
|
Definition
| combination of existential philosophy and romantic notions of humans |
|
|
Term
| Define and describe phenomenology |
|
Definition
| -Phenomenology: the study of intact, conscious experiences as they occur and without any preconceived notions about the nature of those experiences |
|
|
Term
| Describe Heidegger's concept of Dasein |
|
Definition
"being-in-the-world"
-The world does not exist without humans, and vice versa
-Humans must exercise their free will in the world because they exist there
-Existing means interpreting and valuing one's experiences and making choices regarding those experiences |
|
|
Term
| Describe Heidegger's concept of authenticity and inauthenticity |
|
Definition
-Only by exercising one's freedom can one live an authentic life
-Authentic life: a chosen life that you are completely responsible for
-First, you must come to grips with the inevitability of death
-Once a person understands and deals with finitude, he or she can proceed to live a rich, full, authentic life that allows for constant personal growth (becoming)
-Inauthentic life: living life in accordance with other people's values |
|
|
Term
| Describe Heidegger's concept of guilt and anxiety |
|
Definition
-If we do not exercise our personal freedom we experience guilt
-Acceptance of death causes anxiety, and acceptance takes courage
-Choosing requires entering the unknown which causes anxiety, and making this choice takes courage |
|
|
Term
| Describe Heidegger's concept of throwness |
|
Definition
| humans have free will, but they are thrown by events beyond their control into life circumstances |
|
|
Term
| Describe Kelly's concept of constructive alternativism |
|
Definition
-it is always possible to view ourselves and the world in a variety of ways
-Construct systems: collection of personal constructs with which people make predictions about future events |
|
|
Term
| Describe Kelly's fixed-role therapy |
|
Definition
-therapy where you assign a role for his clients to play that was distinctly different from the client's self-characterization, therapist acts like a supporting actor
-Self-characterization: description from clients of themselves |
|
|
Term
| Describe the similarities between the views of Kelly and Vaihinger |
|
Definition
| Both emphasized propositional thinking (the experimentation with ideas to see where they lead) |
|
|
Term
| Describe the basic features of humanistic psychology |
|
Definition
-Can't learn about humans through animals
-Subjective reality is the primary guide for human behaviour
-Studying individuals is more informative than groups
-Study what expands and enriches human experience
-Research should help solve human problems
-Goal of psychology: formulate a complete description of what it means to be a human being |
|
|
Term
| Describe Maslow's hierarchy of needs |
|
Definition
-If you meet the physiological, safety, belonging and love, and esteem needs, then one can become self-actualized (reaching full human potential)
-Jonah complex: fear of your own greatness |
|
|
Term
| Describe Maslow's features of self-actualizing people |
|
Definition
○ Perceive reality accurately and fully
○ Demonstrate acceptance of themselves and others
○ They exhibit spontaneity and naturalness
○ Need for privacy
○ Independent of their environment and culture
○ Continuous freshness of appreciation
○ Periodic mystic or peak experiences
○ Concerned about all humans
○ Have a few friends
○ Strong ethical sense, but not necessarily conventional
○ Well-developed by not hostile sense of humor
○ Creative |
|
|
Term
| Describe Maslow's deficiency motivation, being motivation, and being perception |
|
Definition
-Need-directed perception (deficiency perception, D-perception): perception whose purpose is to locate things in the environment that will satisfy a need
-Deficiency motivation (D-motivation): motivation that is directed toward the satisfaction of some specific need
-Being motivation (B-motivation): type of motivation that characterizes the self-actualizing person, because being motivation is not need-directed, it embraces the higher values of human existence, such as beauty, truth, and justice
-Being perception (B-perception): perception embraces fully "what is there" because it is not an attempt to locate specific items that will satisfy needs |
|
|
Term
| Describe Maslow's transpersonal psychology |
|
Definition
| proposed fourth-force in psychology that stresses the relationship between the individual and the cosmos (universe) and in so doing focuses on the mystical and spiritual aspects of human nature |
|
|
Term
| Briefly describe the life and work of Carl Rogers (1902-1987), including his theory of personality. |
|
Definition
○ For self-actualizing tendency to be realized, one has to use the organismic valuing process as a frame of reference in one's life
○ One has to use their own inner feelings in determining the value of various experiences
○ If one lives according to one's organismic valuing process, one is a fully functioning person and is living an authentic life
○ Unfortunately, because humans have a need for positive regard, they often allow the relevant people in their lives to place conditions of worth on them
○ When conditions of worth replace the organismic valuing process as a frame of reference for living one's life, the person becomes incongruent and lives an inauthentic life
○ The only way to prevent incongruency is for the person to receive unconditional positive regard from the relevant people in his or her life |
|
|
Term
| Compare and contrast existential and humanistic psychology. |
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Definition
• Share the following beliefs:
○ Humans possess a free will and are therefore responsible for their actions
○ Phenomenology is the most appropriate method for studying humans
○ Humans must be studied as whole beings and not divided up
○ Animal research is irrelevant
○ No two humans are alike
○ The search for meaning is the most important human motive
○ All humans should aspire to live authentic lives
○ Traditional scientific methods cannot be used
• Major difference:
○ Existential psychology
§ views human nature as neutral
§ Because we do not have an innate nature or guidance system, we must choose our existence
§ Freedom is a blessing and a curse
○ Humanistic psychology
§ views human nature as basically good |
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Term
| Identify the commonly cited criticisms and contributions of humanistic psychology. |
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Definition
• Criticisms
○ Equating behaviourism with the formulations of Watson and Skinner and ignoring others who stressed mental events and goal-directed behaviour
○ It is important to understand simple things first, before more complex
○ Overly positive description of humans
○ Minimising or ignoring the contributions of behaviourism and psychoanalysis
○ Suggesting unscientific methods of inquiry
○ More in common with philosophy and religion than psychology
○ Rejecting animal research
○ Using too nebulous a definition
• Contributions
○ Expanding psychology's domain to include all aspects of human nature
○ Inspired positive psychology |
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Term
According to Jung, ____ is the process by which the various components of the personality are manifested within the context of a person's life.
Select one:
a. teleology
b. displacement
c. individuation
d. thanatos |
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Definition
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Term
The major source of difficulty between Jung and Freud was their differing views of the libido. Freud saw the libido as ____, while Jung saw the libidinal energy as ____.
Select one:
a. sexual energy; cathartic energy
b. sexual energy; a creative life force
c. creative life force; sexual energy
d. aggressive energy; growth energy |
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Definition
| b. sexual energy; a creative life force |
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Term
For Jung, we have various conflicting forces within us. Once a person has recognized these, the harmonization of these forces:
Select one:
a. occurs through adolescence and early adulthood
b. results in self-actualization
c. usually comes in middle age - late 30s and early 40s
d. results in self-actualization and usually comes in middle age -late 30s and early 40s |
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Definition
| d. results in self-actualization and usually comes in middle age -late 30s and early 40s |
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Term
A truly effective lifestyle contains social interest, which is (according to the text):
Select one:
a. interest in other people
b. interest in making social contacts
c. becoming an extrovert
d. working toward a society that would make a better life for everyone |
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Definition
| d. working toward a society that would make a better life for everyone |
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Term
Jung referred to the harmonious blending of all aspects of the personality as:
Select one:
a. self-actualization
b. nirvana
c. a peak experience
d. teleology |
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Definition
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Term
According to Jung, we project the ____ onto the world as such things as devils, demons, and monsters.
Select one:
a. persona
b. anima
c. animus
d. shadow |
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Definition
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Term
In order for psychology to qualify as humanistic, it must:
Select one:
a. study things of concern to humans
b. seek to improve the human condition
c. view humans as unique organisms capable of pondering their existence and giving it meaning
d. accept the continuity between human and nonhuman animals |
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Definition
| c. view humans as unique organisms capable of pondering their existence and giving it meaning |
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Term
When conditions of worth replace the organismic valuing process as a guide for living, the person:
Select one:
a. becomes incongruent
b. is no longer true to his or her own true feelings
c. is not a fully functioning person
d. all of these choices |
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Definition
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Term
Most existentialists accept Nietzsche's proclamation:
Select one:
a. truth is subjectivity
b. an unexamined life is not worth living
c. to be is to be perceived
d. that which does not kill me makes me stronger |
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Definition
| d. that which does not kill me makes me stronger |
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Term
Toward the end of his life, Maslow began to develop ____ psychology that went beyond personal experience (mystical, ecstatic, spiritual aspects) and had much in common with non-Western psychologies, philosophies, and religions.
Select one:
a. transpersonal
b. humanistic
c. fourth-force
d. both transpersonal and fourth-force |
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Definition
| d. both transpersonal and fourth-force |
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Term
According to Kelly, the goal of psychotherapy is to help the client:
Select one:
a. overcome inhibitions
b. experience unconditional positive regard
c. get in touch with himself or herself
d. view things differently |
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Definition
| d. view things differently |
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Term
Heidegger believed that when individuals exercised their freedom, they experienced ____, and if they did not, they experienced ____.
Select one:
a. excitement; boredom
b. guilt; anxiety
c. anxiety; guilt
d. neurotic anxiety; moral anxiety |
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Definition
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Term
All of the following were antecedents of third-force psychology except:
Select one:
a. psychoanalysis
b. romanticism
c. existentialism
d. early Greek philosophy |
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Definition
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Term
Kelly believed that the major goal of scientists and nonscientists was the same, and that was to:
Select one:
a. be parsimonious
b. reduce uncertainty
c. define abstract concepts operationally
d. follow the principle of falsifiability |
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Definition
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Term
All of the following occurred in Kelly's brand of psychotherapy except:
Select one:
a. the client was encouraged to respond to the therapist as if he or she was a significant person in the client's life
b. the client was given a role to play
c. the therapist played the part of a supporting actor
d. the client wrote a self-characterization |
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Definition
| a. the client was encouraged to respond to the therapist as if he or she was a significant person in the client's life |
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Term
Rogers believed that any relationship conducive to personal growth must be characterized by all of the following except:
Select one:
a. genuineness
b. unconditional positive regard
c. conditions of worth
d. empathic understanding |
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Definition
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Term
Heidegger used the term ____ to indicate that a person and the world were inseparable.
Select one:
a. thrownness
b. Eigenwelt
c. Mitwelt
d. Dasein |
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Definition
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